@techreport{koomar_tcpd_2024, type = {Other}, title = {{TCPD} in {Tanzania}: {Design}-{Based} {Implementation} {Research} {Cycle} 2 {Recommendations} {Policy} {Brief}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/72SNIVDF}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Chachage, Kristeen and Swai, Calvin and Massam, Winston and Anthony, Gervace and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Frederick and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, Henry}, month = apr, year = {2024}, doi = {10.53832/edtechhub.1013}, note = {ZenodoArchiveID: 10652003 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1013 ZenodoArchiveConcept: 10652002}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{moustafa_egates_2024, type = {Report}, title = {{EGates} {Knowledge} {Pack}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2DUQVVWZ}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Moustafa, Nariman}, month = mar, year = {2024}, doi = {10.53832/edtechhub.1010}, note = {ZenodoArchiveID: 10619937 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1010 ZenodoArchiveConcept: 10619936}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{ampofo_case_2024, type = {Other}, title = {Case study: {Building} strong institutional capacity and expertise in data for decision-making through developing a unified data management system.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5959UT3M}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Ampofo, Rudolph and Simiyu, Genevieve and Ayinga, Ussif and Radford}, month = mar, year = {2024}, doi = {10.53832/edtechhub.1009}, note = {ZenodoArchiveID: 10617486 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1009 ZenodoArchiveConcept: 10617485}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{barnes_oosyc_2024, type = {Other}, title = {{OOSYC} in {ASEAN}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/IIAMD77T}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Barnes, Katrina}, month = mar, year = {2024}, doi = {10.53832/edtechhub.1007}, note = {ZenodoArchiveID: 10610797 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1007 ZenodoArchiveConcept: 10610796}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{plaut_how_2024, type = {Learning {Brief}}, title = {How {Can} {Policymakers} {Assess} {EdTech} {Interventions} for {Cost}-{Effectiveness} to {Enable} {Better} {Investment} {Decisions}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/QABPPMS4}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Plaut, Daniel}, month = mar, year = {2024}, doi = {10.53832/edtechhub.1018}, note = {ZenodoArchiveID: 10837295 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1018 ZenodoArchiveConcept: 10837294}, keywords = {Coming soon, \_r:AddedByMyEducationEvidence}, } @techreport{zhao_special_2024, type = {Other}, title = {Special {Educational} {Needs}: {A} {Rapid} {Evidence} {Review} for the {ASEAN} region}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PGRMI8NH}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Zhao, Annette}, month = mar, year = {2024}, doi = {10.53832/edtechhub.1006}, note = {ZenodoArchiveID: 10610780 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1006 ZenodoArchiveConcept: 10610779}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{lurvink_recommendations_2024, title = {Recommendations report for technology and {CPD} for secondary school leaders and teachers in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JRKB9PX4}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Lurvink, Anne-Fleur and Haßler, Björn}, month = feb, year = {2024}, doi = {10.53832/edtechhub.1016}, note = {ZenodoArchiveID: 10726179 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1016 ZenodoArchiveConcept: 10726178}, keywords = {Coming soon, \_r:AddedByMyEducationEvidence}, } @techreport{flam_edtech_2024, type = {Other}, title = {{EdTech} to support blended learning in {Mozambique} {A} curated list of {EdTech} interventions to inform {UNICEF} {Mozambique} in their process of building a deeper understanding of blended learning mechanisms in the region.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DJRV7KZW}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Flam, Rebekka and Ramesh Vasudevan, Sharanya and Coutrim, Erica}, month = feb, year = {2024}, doi = {10.53832/edtechhub.1004}, note = {ZenodoArchiveID: 10599846 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1004 ZenodoArchiveConcept: 10599845}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{hasler_using_2024, type = {Working paper}, title = {Using {AI} to {Automate} {Literature} {Reviews}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BVD8JX7V}, abstract = {In many research organisations, systematic literature reviews often happen manually, especially at country-level. To improve the speed of literature reviews and improve the efficiency of literature reviews across the sector, the present document presents a short topic brief that explores the use of AI to automate EdTech literature reviews. The topic brief considers several questions: What tools are available for conducting automated evidence reviews? How appropriate are these existing tools? Are they easy to use? Do they have licensing or cost barriers? How advanced are these AI tools?}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and Hassan, Mustafa and Klune, Christopher}, month = feb, year = {2024}, doi = {10.53832/edtechhub.1003}, note = {ZenodoArchiveID: 10529049 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1003 ZenodoArchiveConcept: 10529048}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{adam_how_2024, type = {Learning {Brief}}, title = {How do {Communities} of {Practice} {Support} {Teacher} {Learning} and {What} {Role} {Can} {EdTech} {Play}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FRI5BD6J}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Friese, Laila}, year = {2024}, doi = {10.53832/edtechhub.1014}, note = {ZenodoArchiveID: 10694591 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1014 ZenodoArchiveConcept: 10694590}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{adam_how_2024, type = {Learning {Brief}}, title = {How {Can} {EMIS} be {Designed} and {Implemented} in {Ways} {That} {Make} {Them} {Used} and {Useful}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/X56ZT79X}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Mitchell, Joel}, year = {2024}, doi = {10.53832/edtechhub.1015}, note = {ZenodoArchiveID: 10694602 ZenodoArchiveConcept: 10694601 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10080734 10.53832/edtechhub.1015}, keywords = {\_r:AddedByMyEducationEvidence, \_r:AddedByZotZen, coming soon}, } @techreport{beoku-betts_remote_2024, title = {Remote {Supervision} {Options} for {School} {Quality} {Assurance} {Officers}: {Recommendations} for a cost-effective and rapid develop-and-test process}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VE9NUFGZ}, abstract = {The Sierra Leone Secondary Education Improvement Programme II (SSEIP II) is a five-year programme funded by the UK Foreign, Commonwealth and Development Office (FCDO) to support the Ministry of Basic and Senior Secondary Education (MBSSE) to improve learning outcomes for students at secondary level and to increase the enrolment, retention and well-being of girls and children with disabilities in school. Part of the programme includes exploring the use of different digital tools for School Quality Assurance Officers (SQAOs), including tools for remote visits. In December 2022, the EdTech Hub collaborated with the Government of Sierra Leone and implementing partners of the Leh Wi Lan programme (continued under SSEIP II) to better understand what factors affect the variability in the activity levels of SQAOs and the level of engagement with digital tools by school principals. Based on the findings of this research, the SSEIP II project will look at supporting the MBSSE to formalise remote supervision options for the SQAOs, particularly for those with remote clusters. As part of this work, this report focuses on recommendations for how SQAOs can conduct remote school visits, particularly for schools in hard-to-reach areas.An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and Ampofo, Rudolph and Haßler, Björn}, year = {2024}, doi = {10.53832/edtechhub.1002}, note = {ZenodoArchiveID: 10354009 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1002 ZenodoArchiveConcept: 10354008}, keywords = {\_r:AddedByMyEducationEvidence}, } @techreport{koomar_how_2024, type = {Learning {Brief}}, title = {How {Can} {Participatory} {Methods} {Centre} {Teachers} {Within} {Education} {Policy}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GXMUGXHE}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim}, year = {2024}, doi = {10.53832/edtechhub.1005}, note = {ZenodoArchiveID: 10604329 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1005 ZenodoArchiveConcept: 10604328}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{koomar_what_2024, type = {Learning {Brief}}, title = {What is '{Nudging}' and {How} {Does} it {Change} {Behaviour} in {Education}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ERWCZKS2}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim}, year = {2024}, doi = {10.53832/edtechhub.1011}, note = {ZenodoArchiveID: 10628960 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1011 ZenodoArchiveConcept: 10628959}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{plaut_how_2024, type = {Report}, title = {How {Can} {Implementers} {Apply} {Digital} {Personalised} {Learning} in {Schools}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ACMFRNNS}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Plaut, Daniel}, year = {2024}, doi = {10.53832/edtechhub.1008}, note = {ZenodoArchiveID: 10616734 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1008 ZenodoArchiveConcept: 10616733}, keywords = {\_r:AddedByMyEducationEvidence, coming soon}, } @techreport{hasler_disseminating_2023, title = {Disseminating the {Evidence} and {Outputs} {Generated} by {Your} {Programme}: {Three} options for setting up an evidence library}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PWN42VDQ}, abstract = {This document is designed as a guide for building and implementing a content management system, specifically an evidence library, prioritising the needs of research programmes generating evidence for other researchers and policymakers and for public readership and global dissemination. The primary focus is on securely building a system to meet research discovery requirements, such as search engine optimisation, and visibility on Google Scholar. A robust content management system like an evidence library goes beyond simply meeting web standards. It is about enhancing the research discoverability of your work, gauging your impact and reach, increasing the accessibility of your evidence, and fostering a more collaborative environment. This comprehensive approach is vital for successfully sharing evidence with the public and the global community. The document is primarily aimed at project or communications leads. We assume no specific technical expertise. It seeks to help you decide how to deploy an evidence library and whether to draw on internal or external resources (such as web developers). We expect the document to also be useful for product owners and web developers; however, we expect that for such users, the document will cover a lot of familiar ground.}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and Mansour, Hassan and Friese, Laila and Longley, Sophie}, month = dec, year = {2023}, doi = {10.53832/edtechhub.1001}, note = {ZenodoArchiveID: 10114341 ZenodoArchiveConcept: 10114340 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1001 2405685:PWN42VDQ}, keywords = {\_EdTechHub\_Output, \_comingsoon, \_r:AddedByMyEducationEvidence}, } @techreport{hasler_edtech_2023, title = {{EdTech}, {Learning} and {Equity}: {The} {EdTech} {Hub} {Research} {Portfolio}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MBGNU7HP}, language = {en}, institution = {EdTechHub}, author = {Haßler, Björn and Wagner, Dan and Outhwaite, Laura}, month = nov, year = {2023}, doi = {10.53832/edtechhub.1000}, note = {ZenodoArchiveID: 10079721 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1000 ZenodoArchiveConcept: 10079720}, keywords = {\_internal, \_r:AddedByMyEducationEvidence}, } @techreport{rasolohery_livrable_2023, type = {Technical report}, title = {Livrable 6: {Rapport} final}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RCGFG7X2}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rasolohery, Hasiniavo and Koomar, Saalim and Mitchell, Joel and Messa, Angele}, month = jun, year = {2023}, doi = {10.5281/zenodo.8060127}, note = {ZenodoArchiveID: 8060127 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8060127 ZenodoArchiveConcept: 8060126}, keywords = {\_r:AddedByZotZen}, } @techreport{rasolohery_livrable_2023, type = {Technical report}, title = {Livrable 3: {Enquête} nationale sur la possession et les usages des technologies parmi les enseignants du primaire}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/AFF4IGA3}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rasolohery, Hasiniavo and Mitchell, Joel}, month = jun, year = {2023}, doi = {10.5281/zenodo.7997034}, note = {ZenodoArchiveID: 7997034 ZenodoArchiveConcept: 7997033 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7997034 10.5281/zenodo.7997057 10.5281/zenodo.8401936}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_tcpd_2023, type = {Policy {Brief}}, title = {{TCPD} in {Tanzania}: {Design}-{Based} {Implementation} {Research} {Cycle} 1 {Recommendations} {Policy} {Brief}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HUR5C9QN}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Chachage, Kristeen and Anthony, Gervace and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Frederick and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, Henry}, month = may, year = {2023}, doi = {10.53832/edtechhub.0166}, note = {ZenodoArchiveID: 7948836 ZenodoArchiveConcept: 7948835 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7948836 10.53832/edtechhub.0166 2339240:N4CC2DD8 2405685:FICAJDR3 2405685:HUR5C9QN 2405685:XVCIV366}, keywords = {\_r:AddedByZotZen}, } @techreport{hasiniavo_notes_2023, type = {{EdTech} {Hub} {Technical} report}, title = {Notes de conseils sur l'exploitation des donnees d'enquete}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/F595HKDI}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {L3}, institution = {EdTech Hub}, author = {Hasiniavo, Rasolohery and Joel, Mitchell and Angele, Messa}, month = may, year = {2023}, doi = {10.5281/zenodo.7867879}, note = {ZenodoArchiveID: 7867879 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7867879 ZenodoArchiveConcept: 7867878}, keywords = {\_r:AddedByZotZen}, } @techreport{simmons_sustainable_2023, type = {{EdTech} {Hub} {Rapid} evidence review}, title = {Sustainable {Solutions} to {Rural} {Girls}’ {Education}: {A} {Rapid} {Evaluation} of {Lyra} in {Africa}’s {Green} {Hostels}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PANFVXKC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Simmons, Hannah}, month = apr, year = {2023}, doi = {10.5281/zenodo.7858344}, note = {ZenodoArchiveID: 7858344 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7858344 ZenodoArchiveConcept: 7858343}, keywords = {\_r:AddedByZotZen}, } @techreport{oliveira_financial_2023, type = {{EdTech} {Hub} {Helpdesk} response}, title = {Financial sustainability of digital learning environments}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SUWV7S88}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {50}, institution = {EdTech Hub}, author = {Oliveira, AndreCorreade and Rui, YangTingting and Upadhyay, Arjun}, month = apr, year = {2023}, doi = {10.5281/zenodo.7847815}, note = {ZenodoArchiveID: 7847815 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7847815 ZenodoArchiveConcept: 7847814}, keywords = {\_r:AddedByZotZen}, } @techreport{adam_decolonising_2023, type = {{EdTech} {Hub} {Other} type}, title = {Decolonising {EdTech}: {Unpacking} {Conceptual} {Frameworks}. {Writers} {Workshop} 1}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XPBKG3FJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Moustafa, Nariman}, month = mar, year = {2023}, doi = {10.5281/zenodo.7850804}, note = {ZenodoArchiveID: 7850804 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7850804 ZenodoArchiveConcept: 7850803}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_teknolojia_2023, type = {Research {Instruments} and {Tools} / {Zana} za utafiti}, title = {Teknolojia na maendeleo ya taaluma ya walimu nchini {Tanzania}: {Zana} za utafiti}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/6V4DBZR8}, abstract = {Kifurushi hiki kina zana za utafiti zilizotengenezwa na EdTech Hub, Aga Khan University, na Taasisi ya Elimu Tanzania kwa ajili ya utafiti unaochunguza athari za programu ya maendeleo ya kitaaluma ya walimu kwenye matokeo ya masomo ya ngazi ya msingi. Zana zimetengenezwa na kufanyiwa majaribio makubwa katika warsha, pamoja na shuleni. Zana hizi zimetengenezwa kwa kuzingatia mifano mizuri kama vile zana ya Benki ya Dunia ya TEACH ya uchunguzi wa darasani, pamoja na miradi mingine ya utafiti ambayo timu imefanyia kazi. Tunaweka zana hizi zipatikane kwa watafiti wengine na watendaji tukitumai kuwa zitakuwa za manufaa. Zana hizi zinapatikana kwa umbizo linaloweza kuhaririwa ili wengine waweze kuhariri inavyofaa kwao.}, language = {Swahili}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Jacob, Winnie and Gervace, Anthony and Adam, Taskeen and Hennessy, Sara and Chacage, Kristeen and Malibiche, Mustafa and Mutura, Emmanuel and Mtenzi, Fredrick and Mwakabungu, Fika}, month = mar, year = {2023}, doi = {10.53832/edtechhub.0149}, note = {ZenodoArchiveID: 7701270 ZenodoArchiveConcept: 7701269 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7701270 10.53832/edtechhub.0149 2405685:6V4DBZR8}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_technology_2023, type = {Research {Instruments} and {Tools}}, title = {Technology and {Teacher} {Professional} {Development} in {Tanzania}: {Research} instruments pack}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GXM765F3}, abstract = {This pack contains links to research instruments developed by EdTech Hub, Aga Khan University, and Tanzania Institute of Education for a study investigating the impact of a national teacher professional development programme on primary-level learning outcomes. The tools have been developed iteratively, with substantive piloting having taken place, both in workshop settings and in schools. They draw on good practice examples, such as the World Bank’s TEACH tool for classroom observation and other research projects the team have worked on. We are making these tools available to other researchers and practitioners and hope that they will prove useful. They are provided in editable format so that others can modify them as they see fit.}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Jacob, Winnie and Gervace, Anthony and Adam, Taskeen and Hennessy, Sara and Chachage, Kristeen and Malibiche, Mustafa and Mutura, Emmanuel and Mtenzi, Fredrick and Mwakabungu, Fika}, month = mar, year = {2023}, doi = {10.53832/edtechhub.0148}, note = {ZenodoArchiveID: 7691834 ZenodoArchiveConcept: 7691833 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7691834 10.53832/edtechhub.0148 2405685:GXM765F3}, keywords = {\_r:AddedByZotZen}, } @techreport{simmons_sustainable_2023, type = {Rapid evidence review}, title = {Sustainable {Solutions} to {Rural} {Girls}’ {Education}: {A} {Rapid} {Evaluation} of {Lyra} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/44QCZAQ2}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Simmons, Hannah}, month = feb, year = {2023}, doi = {10.5281/zenodo.7642746}, note = {ZenodoArchiveID: 7642746 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7642746 ZenodoArchiveConcept: 7642745}, keywords = {\_r:AddedByZotZen}, } @techreport{noauthor_creating_2023, type = {Helpdesk {Response}}, title = {Creating a contextually relevant acceptable or responsible use policy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5N2ZQCCP}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = feb, year = {2023}, doi = {10.5281/zenodo.7521858}, note = {ZenodoArchiveID: 7521858 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521858 ZenodoArchiveConcept: 7521857}, keywords = {\_r:AddedByZotZen}, } @techreport{noauthor_impact_2023, title = {The {Impact} of a {Tech}-{Supported}, {School}-{Based} {TCPD} {Model} on {Learning} {Outcomes} in {Tanzania}: {Research} tool pack}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SEUDMIUE}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = jan, year = {2023}, doi = {10.5281/zenodo.7434218}, note = {ZenodoArchiveID: 7434218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7434218 ZenodoArchiveConcept: 7434217}, keywords = {\_r:AddedByZotZen}, } @article{noauthor_understanding_2023, title = {Understanding {Teacher} {School} {Choice} {Preferences}: {What} {Matters} {Most} for {Teacher} {Deployment} in {Sierra} {Leone}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KAAC2B78}, doi = {10.53832/edtechhub.0171}, abstract = {This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder. Keywords: Teacher deployment, teacher preferences, Sierra Leone, teacher supply, remote schools An output of the EdTech Hub, https://edtechhub.org}, language = {en}, journal = {EdTech Hub Preprint}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 10.53832/edtechhub.0171 2405685:KAAC2B78}, keywords = {\_r:AddedByZotZen}, } @techreport{anonymised_for_peer_review_purposes_using_2023, type = {Preprint}, title = {Using {Technology} to {Improve} {Education} for {Marginalised} {Girls}: {Lessons} in implementation from the {Girls}’ {Education} {Challenge}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/V8CZHW5B}, abstract = {This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects: evidence-informed design and delivery; building and maintaining relationships across and between stakeholders; comprehensive and continuous training and capacity development; and situating EdTech within a broader holistic model that prioritises gender inclusion to optimise implementation for marginalised girls. In doing so, the study provides key lessons for optimising the future implementation of EdTech for marginalised girls. Keywords: educational technology; girls’ education; programme implementation; Covid-19 An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{Anonymised for Peer Review Purposes}}, year = {2023}, doi = {10.53832/edtechhub.0172}, note = {ZenodoArchiveID: 8116387 ZenodoArchiveConcept: 8116386 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8116387 10.53832/edtechhub.0172 2405685:V8CZHW5B}, keywords = {\_r:AddedByZotZen}, } @techreport{beoku-betts_teacher_2023, type = {Policy briefing}, title = {Teacher {Deployment} in {Sierra} {Leone}: {Lessons} learnt and moving forward}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/M3D6NGR4}, abstract = {This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman}, year = {2023}, doi = {10.53832/edtechhub.0145}, note = {ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521062 10.53832/edtechhub.0145 2405685:M3D6NGR4}, keywords = {\_r:AddedByZotZen}, } @techreport{beoku-betts_investigating_2023, type = {Working {Paper}}, title = {Investigating the {Activity} {Levels} of {School} {Quality} {Assurance} {Officers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/AHVWDNGT}, abstract = {Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {51}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and {Leh Wi Lan}}, year = {2023}, doi = {10.53832/edtechhub.0154}, note = {ZenodoArchiveID: 7521375 ZenodoArchiveConcept: 7521374 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521375 10.53832/edtechhub.0154 2405685:AHVWDNGT}, keywords = {\_r:AddedByZotZen}, } @techreport{buchel_under_2023, type = {Policy {Brief}}, title = {Under the {Hood} of an {EdTech} {Study} in {Kenya}: {Implementation} challenges, successes, and lessons learnt}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XRGSHEUJ}, abstract = {In the years following a global pandemic that left 1.6 billion learners out of school, the global learning crisis has grown more urgent. Governments worldwide have sought technology-enabled education platforms that can support higher quality, resilient education systems. One cheap and easy tool for delivering remote educational support is basic mobile phones, which represent a potentially cost-effective and remote platform for adapting a range of proven pedagogical methods. To do so successfully, programme delivery should consider three key factors that include (1) careful training on delivering pedagogical methods in a phone setting, (2) Appropriate monitoring systems to ensure weekly delivery fidelity and, (3) an appropriate data and/or delivery infrastructure to enable programme monitoring. If done successfully, mobile phone programmes can present education ministries with an efficient delivery option for quality education at a fraction of the cost of higher-tech solutions. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Büchel, Konstantin and Crossley, Colin and Cullen, Claire and Letsomo, Thato}, year = {2023}, doi = {10.53832/edtechhub.0175}, note = {ZenodoArchiveID: 8370318 ZenodoArchiveConcept: 8370317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8370318 10.53832/edtechhub.0175 2405685:XRGSHEUJ}, keywords = {\_r:AddedByZotZen}, } @techreport{chachage_teacher_2023, title = {Teacher {Continuous} {Professional} {Development} in {Tanzania}: {Lessons} {Learnt}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9WBV8KPN}, abstract = {This report shares the experience and learning from the activities carried out as part of the Government of Tanzania's efforts to operationalise its National Framework for Teacher Continuous Professional Development (TCPD), which shifts TCPD from discreet workshops to cost-effective, ongoing, school-based professional development. It is among the first of its kind at a national level, particularly in low- and middle-income country contexts. Through a collaborative and responsive approach of adaptive technical assistance and innovation, the EdTech Hub team supported Government of Tanzania partners in developing and implementing a technology-enhanced, school-based, national TCPD system. This report begins with an overview of the activities implemented and then consolidates reflection through nine lessons learnt that could help inform current and future thinking on the design, delivery, and funding of TCPD programming in Tanzania. The TCPD reflected in this report is specific to Tanzania's teaching and learning environment. While we recognise that environments can vary widely, even between countries with similar goals and objectives, the report also seeks to contribute to any current and future analyses that collate features of effective TCPD from around the world. Keywords: teacher professional development; teacher training; technology; learning management system; communities of learning; teacher needs assessment; An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Chachage, Kristeen and Thakrar, Jay}, year = {2023}, doi = {10.53832/edtechhub.0157}, note = {ZenodoArchiveID: 7677950 ZenodoArchiveConcept: 7677949 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7677950 10.53832/edtechhub.0157 2339240:RBNTBT7Z 2405685:9WBV8KPN 2405685:EGL4QHDZ}, keywords = {\_r:AddedByZotZen}, } @techreport{cresswell_future_2023, type = {Working {Paper}}, title = {The {Future} of {EMIS}: {A} {Public} {Financial} {Management} {Perspective}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/4NSU75DR}, abstract = {Policymakers in low- and lower-middle-income countries are in a bind: while more complex EMIS designs may make processes more likely to fail following donor exit, simple EMIS designs do not provide enough information to track the effects of reforms and progress addressing the learning crisis. Even for basic measures, EMIS appear to generate inaccurate data in many cases. Reflections on EMIS implementation challenges point to demand and supply issues, with the former being the more important determinant for realising EMIS potential and their ongoing development. This paper considers demand and supply for EMIS from a public financial management (PFM) perspective. Keywords: public financial management, budgeting, digital, data governance, education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Cresswell, Simon and Long, Cathal and Fraser, Alasdair}, year = {2023}, doi = {10.53832/edtechhub.0165}, note = {ZenodoArchiveID: 7335773 ZenodoArchiveConcept: 7335772 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7299806 10.5281/zenodo.7335773 10.53832/edtechhub.0165 2339240:LJTXPKUD 2405685:4NSU75DR 2405685:ABK6ZFI8 2405685:PFKAMFI6}, keywords = {\_r:AddedByZotZen}, } @techreport{espinoza-revollo_school--school_2023, type = {Working {Paper}}, title = {School-to-{School} {Mobility} {Patterns} and {Retention} {Rates} of {Payroll} {Teachers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DE7XUSMJ}, abstract = {This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org}, language = {en}, number = {48}, institution = {EdTech Hub}, author = {Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Mackintosh, Alisdair and Ramirez, Ana and Beoku-Betts, Iman and Haßler, Björn}, year = {2023}, doi = {10.53832/edtechhub.0143}, note = {ZenodoArchiveID: 7421516 ZenodoArchiveConcept: 7421515 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7421516 10.53832/edtechhub.0143 2405685:DE7XUSMJ}, keywords = {\_r:AddedByZotZen}, } @techreport{hasler_national_2023, type = {Working {Paper}}, title = {The {National} {Numeracy} {Programme} — {Outputs} {Register}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RTUUCM73}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn}, year = {2023}, doi = {10.5281/zenodo.7581622}, note = {ZenodoArchiveID: 7581622 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7581622 ZenodoArchiveConcept: 7581621}, keywords = {\_r:AddedByZotZen}, } @techreport{hasler_outputs_2023, title = {Outputs {Register}: {The} {Impact} of {GIS}-{Supported} {Teacher} {Allocation} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/WXBISTFE}, abstract = {EdTech Hub, Fab Inc, and the Education Workforce Initiative have produced the outputs listed in this document as part of the EdTech Hub-commissioned research project on ‘GIS-supported teacher allocation in Sierra Leone’. This research project began in January 2022. This document lists all outputs produced under this project. All outputs are available to the public via the EdTech Hub Evidence Library. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and McBurnie, Chris and Beoku-Betts, Iman}, year = {2023}, doi = {10.53832/edtechhub.0164}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396199 10.5281/zenodo.6472492 10.53832/edtechhub.0089 10.53832/edtechhub.0163 10.53832/edtechhub.0164 2129771:3J4TNGDZ 2339240:QAKR5YM8 2405685:9XJGEX5Z 2405685:NNBEHF4D 2405685:WXBISTFE}, keywords = {Author:OpenDevEd, HLR3, \_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @techreport{hennessy_uzoefu_2023, type = {Muhtasari {Wa} {Sera} / {Policy} {Brief}}, title = {Uzoefu wa {Walimu} katika kufundisha kwa kutumia teknolojia nchini {Tanzania} {Mapendekezo} {Juu} ya {Sera} na {Utekelezaji}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ECXPS38I}, abstract = {This is a Swahili version of the policy brief Teachers’ Experiences of Teaching With Technology in Tanzania: Recommendations for policy and practice published in October 2022. Muhtasari huu wa masuala ya kisera unatoa ripoti ya utafiti wa walimu nchini Tanzania (Julai-Novemba 2021) ambao EdTech Hub iliagiza HakiElimu kuufanya ili kuchangia taarifa itakayosaidia mchakato endelevu wa serikali kuleta mageuzi ya MEWAKA katika ngazi za shule na vituo vya walimu. Dodoso zilichukuliwa kutoka katika uchunguzi wa kihistoria wa kimataifa uliohusisha takriban walimu 20,000+ , kuhusu uzoefu na changamoto zao katika ufikiaji na matumizi ya EdTech, ufundishaji na ujifunzaji, na maendeleo ya kitaaluma katika mwaka 2021, iliyoripotiwa na timu kutoka T4 Education na EdTech Hub. Maneno muhimu: teknolojia ya elimu; matokeo ya kujifunza; mahitaji ya mwalimu; mafunzo endelevu ya taaluma ya ualimu; sauti ya mwalimu / Kauli ya mwalimu; ufikiaji wa teknolojia An output of the EdTech Hub, https://edtechhub.org}, language = {Swahili}, institution = {EdTech Hub}, author = {Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam}, year = {2023}, note = {DOI 10.53832/edtechhub.0147 ZenodoArchiveID: 7652491 ZenodoArchiveConcept: 7652490 2405685:ECXPS38I KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8363989 10.53832/edtechhub.0174 2405685:ECXPS38I 2405685:MDC3E34G}, keywords = {\_r:AddedByZotZen}, } @techreport{jordan_learners_2023, type = {Working paper}, title = {Learners and {Caregivers}' {Barriers} and {Attitudes} to {SMS}-based {Mobile} {Learning} in {Kenya}: {Key} findings from a telephone survey}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FQV2DUEH}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Jordan, Katy and Damani, Kalifa and Myers, Christina and Khagame, Phoebe and Mumbi, Albina and Njuguna, Lydia}, year = {2023}, doi = {10.53832/edtechhub.0162}, note = {ZenodoArchiveID: 7689021 ZenodoArchiveConcept: 7689020 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7689021 10.53832/edtechhub.0162 2405685:FQV2DUEH 2405685:JV87UGDX}, keywords = {\_r:AddedByZotZen}, } @techreport{major_randomised_2023, type = {Methodology publication}, title = {Randomised {Controlled} {Trial} {Protocol}: {Digital} personalised learning to improve literacy and numeracy outcomes in {Kenyan} classrooms}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JNH4277Z}, abstract = {This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. Keywords: digital personalised learning; DPL; Randomised controlled trial; RCT; research methodology; learning outcomes; Kenya An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Major, Louis and Daltry, Rebecca and Otieno, Mary and Otieno, Kevin and Zhao, Annette and Hinks, Jessica and Sun, Chen and Friedburg, Aidan}, year = {2023}, doi = {10.53832/edtechhub.0176}, note = {ZenodoArchiveID: 8354887 ZenodoArchiveConcept: 8354886 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8354887 10.53832/edtechhub.0176 2405685:JNH4277Z}, keywords = {\_r:AddedByZotZen}, } @techreport{mazari_learning_2023, type = {Technical {Report}}, title = {Learning continuity in response to climate emergencies: {Pakistan}'s 2022 floods}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/42XI4RCK}, abstract = {Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers, development partners, local NGOs, and international experts in education in emergencies. We find that during the different phases of response to the emergency, communities’ needs and infrastructural realities keep changing. However, existing responses to support learning have not been able to address these needs at scale. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mazari, Haani and Baloch, Imdad and Thinley, Sangay and Radford, Kate and Kaye, Tom and Perry, Freya}, year = {2023}, doi = {10.53832/edtechhub.0135}, note = {ZenodoArchiveID: 7334016 ZenodoArchiveConcept: 7334015 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7334016 10.5281/zenodo.7716210 10.53832/edtechhub.0135 2405685:42XI4RCK 2405685:EQ454TF3 2405685:QEMBQCJ6}, keywords = {\_r:AddedByZotZen}, } @techreport{nicolai_edtech_2023, type = {Working {Paper}}, title = {{EdTech} {Evidence} {From} {Covid}-19 {Response}: {A} thematic review of primary research from {Bangladesh}, {Ghana}, {Kenya}, {Pakistan} and {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/K5BJUBRE}, abstract = {To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to four main user groups of learners, girls, teachers, and parents and caregivers and points to a series of cross-cutting factors that are important for EdTech interventions in low-resource settings. An overarching takeaway centres on the fact that having technology in place is a small part of EdTech effectiveness, with wider teaching and learning ecosystems accompanying EdTech deserving more attention. Overall, the studies reveal a symbiotic relationship between people and technology, reinforcing that EdTech works best when users are involved across design, iteration, awareness building, and engagement. Keywords: EdTech, Covid-19, digital, education, learning, remote An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {49}, institution = {EdTech Hub}, author = {Nicolai, Susan and Jefferies, Kate and Stepanek Lockhart, Ashley}, year = {2023}, doi = {10.53832/edtechhub.0114}, note = {ZenodoArchiveID: 7074857 ZenodoArchiveConcept: 7074856 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6326179 10.5281/zenodo.7074857 10.53832/edtechhub.0114 2405685:K5BJUBRE 2405685:REW8F5TJ 2405685:U6G7C62D}, keywords = {\_r:AddedByZotZen}, } @techreport{nicolai_raising_2023, type = {Technical report {Phase} 1 {Final} {Report}}, title = {Raising {Readers}: {Can} mobile technology enable {Kenyan} schools to improve parent and carer engagement in reading with their children?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/N2E79MUD}, abstract = {Deploying design-based, mixed-methods research, the study Raising Readers (Phase 1) explores how technology can be best used to strengthen parent and carer engagement with children’s reading in Kenya. In close collaboration with Worldreader, a digital reading organisation, five co-designed modalities (parental training, feedback loops, nudges/messaging, incentives, and reading celebrations) were tested in 14 schools across Nairobi and Kiambu counties over 12 weeks in 2022. The intervention helped to assess the potential of the different modalities in facilitating parental/carer engagement around children’s reading using the BookSmart app. As measured by average reading time, intervention groups showed higher engagement using BookSmart than the control group. ‘Incentives’ led with 39 hours 29 minutes average reading time per school over 12 weeks, followed by ‘reading celebrations’ with 24 hours 13 minutes. ‘Feedback loops’ and ‘training’ had comparable levels (10 hours, 28 minutes, and 9 hours, 27 minutes per school, respectively). ‘Messaging / nudges’ had the lowest engagement (5 hours 57 minutes versus 3 hours 2 minutes in the control group). Parental/carer knowledge, attitudes, and practices supporting their child's reading improved with the interventions. Findings of Phase 1 were used to inform the design of Phase 2. Keywords: Education, app, reading, school, child, Kenya An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Nicolai, Susan and Khan, Amina and Kartha, Ashwati and Bapna, Akanksha and Kamninga, Tony}, year = {2023}, doi = {10.53832/edtechhub.0173}, note = {ZenodoArchiveID: 8208265 ZenodoArchiveConcept: 8208264 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8208265 10.53832/edtechhub.0057 10.53832/edtechhub.0173 2405685:47KMRR48 2405685:N2E79MUD}, keywords = {\_r:AddedByZotZen}, } @techreport{otieno_use_2023, type = {{EdTech} {Hub} {Working} {Paper}}, title = {The {Use} of {Technology} to {Promote} {Equity} and {Inclusion} in {Education} in {North} and {Northeast} {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GS45WQWR}, abstract = {Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and inclusion in education in Kenya, there are persistent disparities in access and outcomes for rural learners, girls, learners with disabilities, and other vulnerable populations. The North and Northeastern (N/NE) counties of Kenya are where some of the greatest disparities exist. Our research examines the context of N/NE Kenya to understand why these disparities exist, and how technology can play a role in increasing equity and inclusion in education in the region. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {52}, institution = {EdTech Hub}, author = {Otieno, Jennifer and Kaye, Tom and Mbugua, Wanjiku}, year = {2023}, doi = {10.53832/edtechhub.0159}, note = {ZenodoArchiveID: 7781293 ZenodoArchiveConcept: 7781292 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7781293 10.53832/edtechhub.0159 2405685:GS45WQWR}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_using_2023, type = {Technical {Report}}, title = {Using evidence in practice when there is high uncertainty on what works}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8VUZEK29}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Simpson, Lea and Wilkinson, James and Kuria, Catherine and Kably, Nathan and Plaut, Daniel and Tanweer, Rabia and Mbugua, Ciku}, year = {2023}, doi = {10.53832/edtechhub.0158}, note = {ZenodoArchiveID: 7645994 ZenodoArchiveConcept: 7645993 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7645994 10.53832/edtechhub.0158 2405685:8VUZEK29}, keywords = {\_r:AddedByZotZen}, } @techreport{rui_edtech_2023, type = {Rapid evidence review}, title = {Edtech in {Malawi}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/NMJMENAG}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rui, Tingting}, year = {2023}, doi = {10.53832/edtechhub.0152}, note = {ZenodoArchiveID: 7314047 ZenodoArchiveConcept: 7314046 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7314047 10.53832/edtechhub.0152 2405685:NMJMENAG}, keywords = {\_r:AddedByZotZen}, } @techreport{rui_mapping_2023, type = {Helpdesk {Response}}, title = {Mapping {National} {Digital} {Learning} {Platforms}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HPWRQP7M}, abstract = {This report presents findings from a global mapping exercise of 471 national digital platforms across 184 countries that was conducted by EdTech Hub following a Helpdesk request from UNICEF. The mapping exercise focused on examining three key areas of availability, usability, and inclusivity of national digital learning platforms. The study found that 32\% of identified national digital learning platforms no longer exist, have not been updated since 2020, or have links that do not work. Only 30\% of platforms offer offline functionality. Eighty-five per cent of platforms were accessible on a basic smartphone. This report serves as a snapshot in time of national digital learning platforms around the world. Future mapping exercises and reports may be carried out to expand on this work. Keywords: platforms, digital, learning, mobile, mapping, offline An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {45}, institution = {EdTech Hub}, author = {Rui, Tingting and Chuang, Rachel and Thinley, Sangay and AlSheikh Theeb, Thaer and Villavicencio, Xuzel and {Hasiniavo. Rasolohery}}, year = {2023}, doi = {10.53832/edtechhub.0109}, note = {ZenodoArchiveID: 6980271 ZenodoArchiveConcept: 6980270 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6980271 10.53832/edtechhub.0109 2405685:HPWRQP7M}, keywords = {\_r:AddedByZotZen}, } @techreport{simmons_bringing_2023, type = {Country summaries and case studies}, title = {Bringing {Digital} {Learning} to {Rural} {Schools}: {A} {Rapid} {Evaluation} of {Lyra} in {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/72C3RUZ7}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Simmons, Hannah}, year = {2023}, doi = {10.53832/edtechhub.0174}, note = {ZenodoArchiveID: 8391601 ZenodoArchiveConcept: 8391600 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7857255 10.5281/zenodo.8391601}, keywords = {\_r:AddedByZotZen}, } @techreport{tailor_exploring_2023, type = {Working {Paper}}, title = {Exploring the {Relationship} {Between} {Teachers}’ {Use} of {Technology} {During} the {Covid}-19 {Pandemic} in {India} and {Their} {Perspectives} on {Students}’ {Motivation} to {Learn}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/D7VXZW6I}, abstract = {During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India. Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {53}, institution = {EdTech Hub}, author = {Tailor, Kavita and Hennessy, Sara and Jordan, Katy}, year = {2023}, doi = {10.53832/edtechhub.0144}, note = {ZenodoArchiveID: 7373033 ZenodoArchiveConcept: 7373032 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7373033 10.53832/edtechhub.0144 2405685:499UU2BN 2405685:D7VXZW6I}, keywords = {\_r:AddedByZotZen}, } @techreport{tanweer_testing_2023, type = {Sandbox {Sprint} {Review}}, title = {Testing {EdTech} {Interventions} in {Bandarban}: {Key} {Findings} from the {EdTech} {Hub} {Sandbox}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/V4EVQ39I}, abstract = {The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners. In efforts to do this, UNICEF Bangladesh partnered with EdTech Hub to in which EdTech interventions contribute the most to numeracy learning for marginalised learners in Bangladesh. This was explored through a sandbox in Bandarban, a remote region in South-Eastern Bangladesh. This report synthesises the evidence generated from this EdTech Hub sandbox. While further research is needed, its findings suggest that multimedia classrooms, which were found to be present and functioning in most schools in the region, are a promising intervention. Their effectiveness and implementation are worthwhile avenues for further research. Keywords: Bangladesh, Low connectivity/electricity, rural, marginalised learners, blended learning, tablets An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Tanweer, Rabia and Plaut, Daniel and Datta, Rupa and Nashtaran, Trishia and Rahman, Asad and Ahmed, Shakil and Fazly, BMRabbi and Hoque, Rashedul and Moon, NurunNahar and Afroze, Sadia}, year = {2023}, doi = {10.53832/edtechhub.0146}, note = {ZenodoArchiveID: 7591685 ZenodoArchiveConcept: 7591684 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7591685 10.53832/edtechhub.0146 2405685:J8IB7LVG 2405685:V4EVQ39I}, keywords = {\_r:AddedByZotZen}, } @techreport{tanweer_building_2023, type = {Helpdesk {Response}}, title = {Building an {Acceptable} {Use} {Policy}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/6E2WK46K}, abstract = {Acceptable use policies (AUPs) aim to define how digital and technological tools and services (both devices and ICT services) should be used in or by education systems and actors. These policies address the rights, privileges, responsibilities, and ramifications associated with the use of technology in education spaces and for educational purposes. In doing so, AUPs attempt to promote good practice and responsible, safe use of the internet and digital technologies. This brief uses global examples of AUP policies and guidance on the development of AUPs to outline best practices and key considerations for the development of AUPs. Keywords: EdTech usage; acceptable use policy; tablets; laptops; desktop computers; EdTech hardware; EdTech software. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Tanweer, Rabia and Wyss, Natalie}, year = {2023}, doi = {10.53832/edtechhub.0161}, note = {ZenodoArchiveID: 7754059 ZenodoArchiveConcept: 7754058 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7754059 10.53832/edtechhub.0161 2405685:6E2WK46K}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil-morin_school_2023, type = {Background paperprepared for the {Global} {Education} {Monitoring} {Report}: {Technology} in education}, title = {School mapping and decision-making}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000386107.locale=en}, abstract = {Reliable and timely data is essential for decision-makers at all administrative levels to ensure inclusive, equitable, and quality education for all. Geospatial data has the potential to provide valuable insights across a range of areas of interest to the education sector, from identifying potential threats to schools and the education community, such as throughdata on natural disaster patterns, to supporting equitable allocation of resources based on data showing the remoteness of schools. However, the use of Geographic Information Systems (GIS) is not widespread in the education sector. In this paper, we shed light on the experiences of five country governments, one regional agency, one international initiative, one implementing partner and one private entity, all using GIS for education decision-making in Latin America, the Caribbean, and sub-Saharan Africa.This paper presents the findings from primary data collection and analysis of interviews with representatives from these organisations from August –December 2022. Across these countries, we identified two central applications of school geospatial data, which included education planning -which school mapping is a part of -and cross-sector coordination. Among the main challenges to effectively using school geospatial data to make decisions, we found significant issues with capacity building, funding, bridging the data, and policymaking. On the other hand, when school mapping was used effectively, it helped increase transparency and equity, intersectoral collaboration, cost-effectiveness, and accuracy and reliability. After comparing the seven cases, we concluded that two key enablers need to be in place to promote the impact of geospatial data on educational decision-making: ‘usability’ and ‘availability and openness’.}, urldate = {2024-02-29}, institution = {GEM Report UNESCO}, author = {Vijil-Morin, Alejandra and Godwin, Katie and Ramirez, Ana and Mackintosh, Alasdair and Haßler, Björn}, year = {2023}, doi = {10.54676/EJZH8821}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7346673 10.54676/EJZH8821 2405685:7GYKP2XC 2405685:BUDHW7MW}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil_data_2023, type = {Helpdesk {Response}}, title = {Data collection and visualisation tools in the education sector in sub-{Saharan} {Africa} and {South} {Asia}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/P833K7KC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil, Alejandra and El-Serafy, Yomna and Adam, Taskeen and Haßler, Björn}, year = {2023}, doi = {10.53832/edtechhub.0151}, note = {ZenodoArchiveID: 7371460 ZenodoArchiveConcept: 7371459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7371460 10.5281/zenodo.7473922 10.5281/zenodo.7500121 10.53832/edtechhub.0151 2339240:BE2J66WG 2405685:BBAPFKW4 2405685:JHWKC6F4 2405685:P833K7KC 2405685:YLS6YQ3U}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil_factors_2023, title = {Factors {Related} to {Teacher} {Absenteeism} in {Sierra} {Leone}: {Literature} review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MS3CKE8G}, abstract = {This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone (Hub-Led Research Programme 3). The education workforce is the most important school-level determinant of student learning. In Sierra Leone, the pupil-to-qualified-teacher ratio rises from 44:1 for schools in urban centres to 76:1 for schools in rural areas. Meanwhile, an average of a quarter of the workforce is absent from school on any given day. This informal literature review provides a summary of the most recent literature on teacher absenteeism, covering a wide range of low- and middle-income countries, including Sierra Leone, where the larger study is being undertaken. For the purposes of this review, we have focused on lessons learnt from sub-Saharan African studies that share similar education contexts and challenges as Sierra Leone. Based on the review, we hypothesise that distance from a teacher’s home to their school and their ability to choose which school they would like to work in impact teacher motivation, school attendance, and time on task. Efficient teacher allocation could improve each of these outcome estimates. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil, Alejandra and McBurnie, Chris and Bellinger, Amy and Godwin, Katie and Haßler, Björn}, year = {2023}, doi = {10.53832/edtechhub.0170}, note = {oldDOI: 10.5281/zenodo.6498098 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6498098 10.5281/zenodo.7716253 10.53832/edtechhub.0082 10.53832/edtechhub.0170 2339240:7MIS2I79 2405685:MS3CKE8G 2405685:T3F6DCHP 2405685:UJWVTSCK}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil_technology_2022, type = {Working {Paper}}, title = {Technology and {School} {Mapping}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/IJ2GD927}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil, Alejandra and Godwin, Katie and Mackintosh, Alasdair and Ramirez, Ana}, month = dec, year = {2022}, doi = {10.5281/zenodo.6974072}, note = {ZenodoArchiveID: 6974072 ZenodoArchiveConcept: 6974071 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6974072 2405685:IJ2GD927}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil-morin_model_2022, type = {Technical {Report}}, title = {Model {Safe} {Education} {Plan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BNS5INDE}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.5281/zenodo.7593861}, note = {ZenodoArchiveID: 7593861 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7593861 ZenodoArchiveConcept: 7593860}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil-morin_monitoring_2022, type = {Technical {Report}}, title = {Monitoring and {Evaluation} {Framework}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/P5KTWCNX}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.5281/zenodo.7593881}, note = {ZenodoArchiveID: 7593881 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7593881 ZenodoArchiveConcept: 7593880}, keywords = {\_r:AddedByZotZen}, } @techreport{vijil-morin_education_2022, type = {Technical {Report}}, title = {Education {Sector} {Contingency} {Plan}: {Guidelines} and {Templates}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/II2RNCI3}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Vijil-Morin, Alejandra and Villavicencio, Xuzel and Haßler, Björn}, month = dec, year = {2022}, doi = {10.5281/zenodo.7590218}, note = {ZenodoArchiveID: 7590218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7590218 ZenodoArchiveConcept: 7590217}, keywords = {\_r:AddedByZotZen}, } @techreport{messa_livrable_2022, type = {Technical {Report}}, title = {Livrable 4: {Note} de conseils sur la plateforme numérique}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RMJK6G6Q}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Messa, Angele and Koomar, Saalim and Mitchell, Joel}, month = nov, year = {2022}, doi = {10.5281/zenodo.7303773}, note = {ZenodoArchiveID: 7303773 ZenodoArchiveConcept: 7303772 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7303773 2405685:RMJK6G6Q}, keywords = {\_r:AddedByZotZen}, } @techreport{myers_telephone_2022, type = {Technical {Report}}, title = {Telephone {Survey}: {Caregivers}' and {Learners}' {Perspectives} on {SMS} for {Education} in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/NP52QFM8}, abstract = {This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Jordan, Katy and Khagame, Phoebe and Mumbi, Albina and Njuguna, Lydia and Zhao, Annette}, month = nov, year = {2022}, doi = {10.53832/edtechhub.0133}, note = {ZenodoArchiveID: 7310489 ZenodoArchiveConcept: 7310488 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7310489 10.53832/edtechhub.0133 2405685:NP52QFM8}, keywords = {\_r:AddedByZotZen}, } @techreport{chuang_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 6: {How} do {I} ensure my {EdTech} investments are cost-effective?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CWKPJR8R}, abstract = {The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Chuang, Rachel and Proctor, Jamie}, month = nov, year = {2022}, doi = {10.53832/edtechhub.0140}, note = {ZenodoArchiveID: 7341519 ZenodoArchiveConcept: 7341518 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341519 10.53832/edtechhub.0140 2405685:CWKPJR8R}, keywords = {\_r:AddedByZotZen}, } @techreport{rachelchuang_how_2022, type = {Working {Paper}}, title = {How do {I} ensure my {EdTech} investments are cost effective}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CUFS8JJE}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {RachelChuang, JamieProctor}, month = nov, year = {2022}, doi = {10.5281/zenodo.7341460}, note = {ZenodoArchiveID: 7341460 ZenodoArchiveConcept: 7341459 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341460 2405685:CUFS8JJE}, keywords = {\_r:AddedByZotZen}, } @techreport{wyss_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 3: {How} can {I} develop an aligned and actionable {EdTech} strategy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VVT2BI9M}, abstract = {The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Wyss, Natalie and Mbugua, Wanjiku and Kaye, Tom}, month = nov, year = {2022}, doi = {10.53832/edtechhub.0137}, note = {ZenodoArchiveID: 7341466 ZenodoArchiveConcept: 7341465 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341466 10.53832/edtechhub.0137 2405685:VVT2BI9M}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_behaviour_2022, type = {Working {Paper}}, title = {Behaviour change key principles for {EdTech} {\textbar} {MASTER} framework}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BT283J6U}, abstract = {An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick. Keywords: behavioural change; behavioural design; behavioural innovation; EdTech; innovation; sandbox; intervention design An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice and Wambûi Kuria, Catherine and Mbugua, Ciku and Simpson, Lea and Kably, Nathan}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0129}, note = {ZenodoArchiveID: 7245959 ZenodoArchiveConcept: 7245958 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245959 10.53832/edtechhub.0129 2339240:UURNQTLM 2405685:6SXI2PS9 2405685:BT283J6U 2405685:KEFXIABC}, keywords = {\_r:AddedByZotZen}, } @techreport{noauthor_livrable_2022, type = {Technical {Report}}, title = {Livrable 1: {Rapport} de démarrage}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/TFAQ9E87}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = oct, year = {2022}, doi = {10.5281/zenodo.7198360}, note = {ZenodoArchiveID: 7198360 ZenodoArchiveConcept: 7198359 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7198360 2405685:TFAQ9E87}, keywords = {\_r:AddedByZotZen}, } @techreport{radford_methodologies_2022, type = {Country summaries and case studies}, title = {Methodologies for mapping {Ministry} of {Education} {EdTech} interventions: {Lessons} from {Ghana}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VIURCMFU}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Radford, Kate and Ampofo, Rudolph}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0155}, note = {ZenodoArchiveID: 7006706 ZenodoArchiveConcept: 7006705 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7006706 10.53832/edtechhub.0155 2405685:VIURCMFU}, keywords = {\_r:AddedByZotZen}, } @techreport{clark-wilson_theory_2022, type = {Working {Paper}}, title = {A {Theory} of {Change} for {Parents} and {Caregivers} {Towards} a {Technology}-{Enhanced} {Education} {System} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GQSKFD62}, abstract = {The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of available technology. It offers a tool for programme designers, implementers, and evaluators to think critically about how their initiative(s) will impact parents and caregivers for the longer-term benefits of their children. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; parents and caregivers; parenting; education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {45}, institution = {EdTech Hub}, author = {Clark-Wilson, Alison and Bashir, Amreen and Ahmed, Shakil and Mazari, Haani and Kaye, Tom and Radford, Kate and Otieno, Jennifer}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0126}, note = {ZenodoArchiveID: 7054334 ZenodoArchiveConcept: 7054333 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7054334 10.53832/edtechhub.0126 2405685:GQSKFD62 2405685:XLXRPW3Z}, keywords = {\_r:AddedByZotZen}, } @techreport{alsheikhtheeb__2022, type = {Helpdesk {Response}}, title = {الامتحانات عبر الإنترنت في سياقات الطوارئ: هل المراقبة، والتقنيات الأخرى، مجدية في سوريا لتيسير عقد امتحانات تشمل جميع الطلاب؟}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9DZXFIC7}, abstract = {كلمات مفتاحية: الامتحانات عبر الإنترنت، تكنولوجيا مراقبة الامتحانات، سياقات الطوارئ، سوريا خلاصة: الغرض من هذه الوثيقة تقديم دليل يمكن استخدامه من قبل الممارسين في مجال التعليم العاملين في سياقات الطوارئ لتقييم مدى جدوى تنفيذ الامتحانات الإلكترونية واستخدام تكنولوجيا مراقبة الامتحانات. سيتطلب عقد الامتحانات عالية المخاطر عبر الإنترنت في سوريا وفي سياقات طوارئ أخرى استثمارات كبيرة لتحقيق المتطلبات الأساسية اللازمة للجدوى والمصداقية. تشمل هذه المتطلبات الأساسية الكهرباء والإنترنت والأجهزة، بالإضافة إلى تطوير المهارات الرقمية اللازمة للطلاب لتقديم الامتحانات عبر الإنترنت وللمعلمين والإداريين لتيسير الامتحانات عبر الإنترنت. ينبغي بذل المزيد من الجهود لمنع تسريب المعلومات حول الأسئلة ومحتوى الامتحانات، ولتشجيع التغيير الثقافي حول الامتحانات عبر الإنترنت. An output of the EdTech Hub, https://edtechhub.org}, language = {ar}, institution = {EdTech Hub}, author = {AlSheikhTheeb, Thaer and Sahin, AynurGul and Abdelrahman, Salma and Chuang, Rachel and Affolter, Friedrich and AlMekdad, Bayan and Sabboura, Rani and Sheqem, Yazeed}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0124}, note = {ZenodoArchiveID: 7143871 ZenodoArchiveConcept: 7143870 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7143871 10.53832/edtechhub.0124 2405685:9DZXFIC7}, keywords = {\_r:AddedByZotZen}, } @techreport{coflan_developing_2022, type = {Working {Paper}}, title = {Developing a national {EdTech} strategy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2437EGZU}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Coflan, Caitlin and Wyss, Natalie and Thinley, Sangay and Roland, Mark}, month = oct, year = {2022}, doi = {10.53832/edtechhub.0142}, note = {ZenodoArchiveID: 7065183 ZenodoArchiveConcept: 7065182 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7065183 10.53832/edtechhub.0142 2405685:2437EGZU}, keywords = {\_r:AddedByZotZen}, } @techreport{noauthor_government-led_2022, type = {Technical {Report}}, title = {Government-led edtech initiatives to improve learning outcomes in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/QH86RGE6}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = sep, year = {2022}, doi = {10.5281/zenodo.7004972}, note = {ZenodoArchiveID: 7004972 ZenodoArchiveConcept: 7004971 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7004972 2405685:QH86RGE6}, keywords = {\_r:AddedByZotZen}, } @techreport{espinoza-revollo_school_2022, type = {Technical {Report}}, title = {School {Leaders}’ {Preferences} on {School} {Location} in {Sierra} {Leone}: {An} individual and school-level study}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MFH269TU}, abstract = {Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Espinoza-Revollo, Patricia and Ramirez, Ana and Atherton, Paul and Mackintosh, Alasdair}, month = sep, year = {2022}, doi = {10.53832/edtechhub.0106}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958056 10.53832/edtechhub.0106 2405685:MFH269TU}, keywords = {\_r:AddedByZotZen}, } @misc{bapna_designing_2022, type = {Blog}, title = {Designing for scale: {Learnings} from a design-based research study of a technology-based personalised learning mathematics platform}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/NUAAR9IR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Bapna, Akanksha and Myers, Christina and Sharma, Namrata}, month = sep, year = {2022}, doi = {10.5281/zenodo.7100019}, note = {ZenodoArchiveID: 7100019 ZenodoArchiveConcept: 7100018 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7100019 2405685:NUAAR9IR}, keywords = {\_r:AddedByZotZen}, } @techreport{mitchell_cost-effective_2022, type = {Position paper}, title = {Cost-{Effective} {EdTech} {Paper} 2: {Good} practice}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ZVX4DTXQ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mitchell, Joel and D'Rozario, Jonny}, month = sep, year = {2022}, doi = {10.53832/edtechhub.0119}, note = {ZenodoArchiveID: 7106003 ZenodoArchiveConcept: 7106002 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7106003 10.53832/edtechhub.0119 2405685:Y3SBIPF9 2405685:ZVX4DTXQ}, keywords = {\_r:AddedByZotZen}, } @techreport{mitchell_cost-effective_2022, type = {Position paper}, title = {Cost-{Effective} {EdTech} {Paper} 1: {A} position piece on how the sector can make progress}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RPR47JXT}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mitchell, Joel and D'Rozario, Jonny}, month = sep, year = {2022}, doi = {10.53832/edtechhub.0118}, note = {ZenodoArchiveID: 7003826 ZenodoArchiveConcept: 7003825 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7003826 10.53832/edtechhub.0118 2405685:RPR47JXT}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_6ps_2022, type = {Sandbox {Tool}}, title = {‘{6Ps}’ audit tool}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/58EFZM9F}, abstract = {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}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice}, month = sep, year = {2022}, doi = {10.53832/edtechhub.0117}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0117 2339240:DP8CCUUK 2405685:2FMS5BBU 2405685:58EFZM9F}, keywords = {\_r:AddedByZotZen}, } @techreport{wyss_understanding_2022, type = {Helpdesk {Response}}, title = {Understanding the {Potential} of {Using} {EdTech} to {Measure} and {Mitigate} {Learning} {Losses} in {Latin} {America} and the {Caribbean}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FUBDMTM8}, abstract = {This document was produced in response to a request from the UNICEF Latin America and the Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in December 2021. The UNICEF team requested a resource that summarises what is known about the use of technology and other approaches to measure and mitigate learning losses related to Covid-19 impacts on education in the LAC region. This resource aims to support UNICEF country offices and partners in the LAC region to assess learning losses and inform school reopening and the development of hybrid education strategies. Our research found that there are limited EdTech approaches to measuring and mitigating learning losses, and fewer still that are specific to the LAC region. This piece outlines the following: What is understood about learning losses and how they can be quantified; What common guidance and evidence suggest are the most effective ways to mitigate Covid-19-specific learning losses; How established EdTech tools and non-tech-based approaches can be leveraged and applied to both processes. Keywords: learning losses; school reopening; personalised learning; assessment; remedial education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {46}, institution = {EdTech Hub}, author = {Wyss, Natalie and Myers, Christina}, month = sep, year = {2022}, doi = {10.53832/edtechhub.0110}, note = {ZenodoArchiveID: 7023358 ZenodoArchiveConcept: 7023357 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023358 10.53832/edtechhub.0110 2405685:FUBDMTM8}, keywords = {\_r:AddedByZotZen}, } @techreport{alsheikhtheeb_online_2022, type = {Helpdesk {Response}}, title = {Online {Examinations} in {Emergency} {Contexts}: {Can} {Proctoring} and {Other} {Technologies} {Be} {Feasible} {Alternatives} for {Facilitating} {Inclusive} {School} {Exams} for {All} in {Emergency} {Contexts}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/T9NZ63T3}, abstract = {The purpose of this document is to serve as a guide that education practitioners working in emergency contexts can use to assess the feasibility of implementing online examinations and using proctoring technologies. The implementation of online high-stakes examinations in Syria and other emergency contexts will require significant investments in achieving the prerequisites needed for feasibility and credibility. Prerequisites include electricity, internet, and devices, as well as the development of the digital skills necessary for students to participate in online exams and for teachers and administrators to facilitate online exams. Further efforts are needed to prevent leakage of information on exam questions and content, and promote cultural change around online examinations. Key words: online examinations; proctoring technologies; emergency contexts; Syria An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {41}, institution = {EdTech Hub}, author = {AlSheikhTheeb, Thaer and Sahin, AynurGul and Abdelrahman, Salma and Chuang, Rachel and Affolter, Friedrich and Al Mekdad, Bayan and Sabboura, Rani and Shequem, Yazeed}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0123}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6929534 10.53832/edtechhub.0123 2339240:7VEG4LSW 2405685:R4E96T5V 2405685:T9NZ63T3 2405685:VSHH2JUL}, keywords = {\_r:AddedByZotZen}, } @techreport{myers_mapping_2022, type = {Helpdesk {Response}}, title = {Mapping and {Analysing} {Digital} {Learning} {Platforms} in {Latin} {America} and the {Caribbean}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VINQBTJ5}, abstract = {This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {47}, institution = {EdTech Hub}, author = {Myers, Christina and Wyss, Natalie and Villavicencio Peralta, Xuzel and Coflan, Caitlin}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0111}, note = {ZenodoArchiveID: 7023230 ZenodoArchiveConcept: 7023229 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023230 10.5281/zenodo.7038003 10.53832/edtechhub.0111 2405685:E2R8AXSA 2405685:SMH62I7W 2405685:VINQBTJ5}, keywords = {\_r:AddedByZotZen}, } @techreport{edtech_hub_sandbox_2022, type = {Working {Paper}}, title = {Sandbox {Handbook} {V}.2.0}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/49ZFP7UN}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0108}, note = {ZenodoArchiveID: 7019219 ZenodoArchiveConcept: 7019218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7019219 10.53832/edtechhub.0108 2339240:LNQBY8R8 2405685:49ZFP7UN 2405685:MP7LCGPN}, keywords = {\_r:AddedByZotZen}, } @techreport{selwaness_guidance_2022, type = {Technical {Report}}, title = {Guidance {Note} on {Education} {Data} {Mapping} in {Sub}-{Saharan} {Africa}: {Moving} from theory to practice}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KQUDWCXC}, language = {en}, institution = {EdTech Hub}, author = {Selwaness, Irene and Adam, Taskeen and Lawson, Laté and Heady, Lucy}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0096}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6339212 10.53832/edtechhub.0096 2339240:VJZWBP65 2405685:6JLQ7UC6 2405685:KQUDWCXC}, keywords = {\_r:AddedByZotZen}, } @techreport{hennessy_technology_2022, type = {Evidence review *}, title = {Technology use in teacher preparation and professional development in low- and middle-income countries: 2023 {GEM} {Report} – {Evidence} review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8SKNCIXH}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Hennessy, S. and D’Angelo, S. and Koomar, S. and Kreimeia, A. and Adam, T. and Cao, L. and Haßler, B.}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0104}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958583 10.53832/edtechhub.0104 2405685:8SKNCIXH}, keywords = {\_r:AddedByZotZen}, } @techreport{ampofo_edtech_2022, type = {Position paper}, title = {{EdTech} {Horizon} {Scan}: {Rapid} scan on emerging {EdTech} research during the {Covid}-19 pandemic.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/UWIQTDFF}, abstract = {EdTech Hub horizon scans are publications designed to provoke thinking and provide insight into a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This edition of the Hub’s Horizon Scan provides a high-level summary of research, blogs, and think-pieces published between October and December 2021, that provide insights and learnings on the adoption and utilisation of EdTech during the Covid-19 pandemic. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Ampofo, Rudolph and Kaye, Tom}, month = aug, year = {2022}, doi = {10.53832/edtechhub.0107}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6959924 10.53832/edtechhub.0107 2405685:UWIQTDFF}, keywords = {\_r:AddedByZotZen}, } @techreport{tanweer_bandarban_2022, type = {Technical {Report}}, title = {Bandarban {Sandbox}: {Needs} assessment and hypothesis development}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/77665EVG}, abstract = {The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners, working closely with the government and EdTech Hub to identify how EdTech can best be harnessed to support learning in Bangladesh. This partnership uses the sandbox approach — which provides a space for partners to test and grow ideas in conditions of uncertainty — to test how EdTech modalities that aim to improve numeracy outcomes for Grade 6 learners (early secondary) in Bandarban, one of the most remote areas of Bangladesh, can be used most effectively by learners and educators. This report outlines the process and findings from the needs assessment and hypothesis development phase. These findings (as well as the data collection which informs them) are organised around five research questions developed by EdTech Hub in partnership with Agami Education Foundation, the implementing agency for the sandbox. The findings of the research were distributed in themes that outlined the availability and utilisation of technology and a valid level of knowledge and interest in teachers and students towards using technology for education. While some findings shed light on the technical aspects of the context, some human factors also played a role in resisting the acceptance of technology in education. Building on the learning from this needs assessment phase, Agami Education Foundation and EdTech Hub have agreed to test this implementation plan in the upcoming staggered deployment phase. Keywords: EdTech; sandbox; numeracy; Bandarban; Bangladesh; UNICEF An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Tanweer, Rabia and Nashtaran, Trishia and Plaut, Daniel and Rahman, Asad and Ahmed, Shakil and Chowdhury, Dilruba and Rabbi, BM Fazley and Hoque, Rashedul and Nahar, Nurun and Afroze, Sadia}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0103}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6942540 10.53832/edtechhub.0103 2405685:77665EVG 2405685:JV4F45P5}, keywords = {\_r:AddedByZotZen}, } @misc{villavicencio_aprendizaje_2022, type = {Helpdesk {Response} {Presentation}}, title = {Aprendizaje híbrido {Experiencias} internacionales con enfoque multimodal}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/G8RZFT8Z}, abstract = {Esta presentación se elaboró originalmente para una serie de seminarios web sobre aprendizaje blended e híbrido para UNICEF El Salvador y el Ministerio de Educación de El Salvador. Los talleres en línea se impartieron en dos sesiones, con los profesores de El Salvador como parte fundamental de la audiencia. Junto con las lecciones aprendidas de las diversas iniciativas internacionales mapeadas, también se tocaron temas como la infraestructura de las TIC del país y la relevancia de un enfoque de Aprendizaje Socioemocional (SEL). Keywords: híbrido; blended; multimodal; El Salvador; capacitación docente; aprendizaje socioemocional An output of the EdTech Hub, https://edtechhub.org}, language = {es}, author = {Villavicencio, Xuzel and Coflan, Caitlin}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0113}, note = {ZenodoArchiveID: 6981609 ZenodoArchiveConcept: 6981608 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981609 10.53832/edtechhub.0113 2405685:G8RZFT8Z}, keywords = {\_r:AddedByZotZen}, } @techreport{alsheikhtheeb_key_2022, type = {Helpdesk {Response}}, title = {Key considerations when developing an {ICT} in {Education} strategy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2XS75XAU}, abstract = {This report was commissioned by UNICEF and produced under UNICEF and EdTech Hub’s global partnership, in response to a request from the UNICEF Laos team that was submitted to the EdTech Hub Helpdesk. It presents key considerations on the overarching process to develop an ICT in Education strategy (e.g., components, stakeholders, timelines) and lists examples of other national ICT in Education and EdTech strategies. Keywords: EdTech strategies; ICT in Education strategies An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {43}, institution = {EdTech Hub}, author = {AlSheikhTheeb, Thaer and Chuang, Rachel and Pandit, Sanjana}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0100}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676586 10.53832/edtechhub.00100 10.53832/edtechhub.0100 2405685:2XS75XAU}, keywords = {\_r:AddedByZotZen}, } @techreport{rui_edtech_2022, type = {Helpdesk {Response}}, title = {{EdTech} {That} {Reaches} {Marginalised} {Learners}: {Relevant} {Examples} for the {Indonesian} {Context}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MNMTIMGA}, abstract = {This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio, television, mobile phones, girls, no-tech options An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {37}, institution = {EdTech Hub}, author = {Rui, Yang and Upadhyay, Arjun}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0102}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6924683 10.53832/edtechhub.0102 2405685:JPXVGB3A 2405685:MNMTIMGA}, keywords = {\_r:AddedByZotZen}, } @techreport{beoku-betts_edtech_2022, type = {Position paper}, title = {{EdTech} {Horizon} {Scan}: {Blockchain} technology in education}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/94H68P58}, abstract = {EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and Kaye, Tom}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0101}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676491 10.5281/zenodo.6812384 10.53832/edtechhub.00101 10.53832/edtechhub.0101 2405685:94H68P58 2405685:S9XXPAHD 2405685:VJ84DKDF}, keywords = {\_r:AddedByZotZen}, } @techreport{traore_systems_2022, type = {Working {Paper}}, title = {Systems, applications and technologies for e-learning}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/B6QXU3J3}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Traore, Moussa}, month = jul, year = {2022}, doi = {10.5281/zenodo.6811445}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6811445 2405685:B6QXU3J3}, keywords = {\_r:AddedByZotZen}, } @techreport{john_education_2022, type = {Journal article}, title = {Education in {Sub}-{Saharan} {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ZM55V7KM}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {John, Doe and Jane, Doe}, month = jul, year = {2022}, doi = {10.5281/zenodo.6798426}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6798426 2405685:ZM55V7KM}, keywords = {\_r:AddedByZotZen}, } @techreport{noauthor_edtech_2022, type = {Working {Paper}}, title = {{EdTech} {Systems} {Research}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FNP6VRSS}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = jul, year = {2022}, doi = {10.5281/zenodo.5827679}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5827679 2405685:FNP6VRSS}, keywords = {\_r:AddedByZotZen}, } @misc{villavicencio_hybrid_2022, type = {Helpdesk {Response} {Presentation}}, title = {Hybrid learning {International} experiences with multimodal approaches}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/C2SK9SF9}, abstract = {This slide deck was originally developed for a webinar series on blended and hybrid learning for UNICEF El Salvador and the El Salvador Ministry of Education. The online workshops were delivered in two sessions, with the teachers from El Salvador as a key part of the audience. Along with the lessons learnt from the various international initiatives mapped, subjects like the country's ICT infrastructure and the relevance of a Socio Emotional Learning (SEL) approach were also covered. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; socio-emotional learning. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Villavicencio, Xuzel and Coflan, Caitlin}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0112}, note = {ZenodoArchiveID: 7023344 ZenodoArchiveConcept: 7023343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023344 10.53832/edtechhub.0112 2405685:C2SK9SF9}, keywords = {\_r:AddedByZotZen}, } @techreport{villavicencio_blended_2022, type = {Helpdesk {Response}}, title = {Blended and {Hybrid} {Learning} {Initiatives}: {A} curated list for {El} {Salvador}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BDT76583}, abstract = {This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {36}, institution = {EdTech Hub}, author = {Villavicencio, Xuzel and Coflan, Caitlin Moss}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0105}, note = {ZenodoArchiveID: 6981598 ZenodoArchiveConcept: 6981597 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6981598 10.53832/edtechhub.0105 2405685:BDT76583}, keywords = {\_r:AddedByZotZen}, } @techreport{halim_data_2022, type = {Helpdesk {Response}}, title = {Data {Access} and {Protection} {Laws} in {Pakistan}: {A} technical review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GV4MKFZH}, abstract = {The advancement of technologies has supported an exponential rise in the collection and use of data. Data, when used appropriately, can support better decision-making and inform innovation. Data has value to entrepreneurs and innovators who seek to design products that respond to user needs. However, the widespread collection and use of data have also spawned concerns about individual rights and data privacy. Issues related to collection, usage, dissemination, and access to data have also come to the forefront. To address these concerns, many countries across the globe have introduced data protection laws. This policy brief identifies and analyses global best practices in data protection and data access. It is developed in response to an inquiry related to data and research in the education sector, specifically in Pakistan. The brief explores the potential practical challenges in the enforcement and implementation of global good practices in the context of the data protection environment in Pakistan; it proposes a set of key recommendations for the Government of Pakistan, provincial governments, development partners, and other education-related ministries and public departments. Keywords: Data protection (laws), good practices, data access, privacy rights, children's data, sensitive data, data-driven policy, data integration, third-party data sharing, open data, data security, data governance, encryption An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {44}, institution = {EdTech Hub}, author = {Halim, Waqas and Upadhyay, Arjun and Coflan, Caitlin}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0098}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6621244 10.53832/edtechhub.0098 2405685:GV4MKFZH}, keywords = {\_r:AddedByZotZen}, } @techreport{mcburnie_what_2022, title = {What {Matters} {Most} for {Teacher} {Deployment}? {A} case study of teacher preferences in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8GN4RWMR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Beoku-Betts, Iman and Bernard-Jones, Lydia and Haßler, Björn}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0095}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6530321 10.53832/edtechhub.0095 2129771:G2ULWZXN 2339240:5JUXJ5N6 2339240:F43SL362 2405685:8GN4RWMR 2405685:Q8366KLT 2405685:XNBZSCS7}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @techreport{koomar_design-based_2022, type = {Technical {Report}}, title = {Design-{Based} {Implementation} {Research} {Baseline} {Data} {Collection}: {Technical} report}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KMQCABXM}, abstract = {This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to understand the model’s effectiveness and the role that technology can play. The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase. Keywords: teacher professional development; EdTech; design-based implementation research; Tanzania; Community of Learning; school-based An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Adam, Taskeen and Massam, Winston Edward and Anthony, Gervace and Mrope, Winifrida Jacob and Mtenzi, Fredrick and Mwakabungu, Fika and Komba, Aneth and Hennessy, Sara and Barretto, Johnpaul}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0141}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6760137 10.53832/edtechhub.0141 2405685:6VSSZYCK 2405685:KMQCABXM}, keywords = {\_r:AddedByZotZen}, } @techreport{ampofo_mapping_2022, type = {Country summaries and case studies}, title = {Mapping {EdTech} interventions within the {Ministry} of {Education} of {Ghana}. {Preliminary} {Data}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3VQU7QGJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Ampofo, Rudolph and Korboe, David and Radford, Kate and Mazari, Haani}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0099}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6722859 10.53832/edtechhub.0099 2405685:3VQU7QGJ}, keywords = {\_r:AddedByZotZen}, } @techreport{hasler_reference_2022, type = {Internal {Papers}}, title = {Reference collection}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/TZMR2EZU}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jun, year = {2022}, doi = {10.5281/zenodo.6615096}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6615096 2405685:TZMR2EZU}, keywords = {\_r:AddedByZotZen}, } @techreport{messa_livrable_2022, type = {Other type}, title = {Livrable 5: {Guide} pratique pour les enseignants: comment utiliser la plateforme numérique?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SJ7QQBQS}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Messa, Angele and Rasolohery, Hasiniavo and Koomar, Saalim}, month = may, year = {2022}, doi = {10.5281/zenodo.8058585}, note = {ZenodoArchiveID: 8058585 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8058585 ZenodoArchiveConcept: 8058584}, keywords = {\_r:AddedByZotZen}, } @misc{mcburnie_using_2022, title = {Using technology to improve the equity of teacher allocation in {Sierra} {Leone}: the challenge and a way forward}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2022/05/06/using-technology-to-improve-the-equity-of-teacher-allocation-in-sierra-leone-the-challenge-and-a-way-forward/}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, journal = {EdTech Hub}, author = {McBurnie, Chris and Vijil, Alejandra and Haßler, Björn}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497554 2339240:S7M2CQ4J 2405685:BRY3EXFT 2405685:KAZQRPA7}, keywords = {\_r:AddedByZotZen}, } @misc{mcburnie_when_2022, title = {When teachers are asked to deploy other teachers, we learn a lot about teacher preferences}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2022/05/13/when-teachers-are-asked-to-deploy-other-teachers-we-learn-a-lot-about-teacher-preferences/}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, journal = {EdTechHub}, author = {McBurnie, Chris and Godwin, Katie and Bernard-Jones, Lydia}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6412386 2405685:BPUZD5T5}, keywords = {\_r:AddedByZotZen}, } @techreport{samuels_how_2022, type = {Position paper}, title = {How to {Design} {EdTech} {Programmes} {That} {Lead} to {Gender}-{Transformative} {Change}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DSG9QF4F}, abstract = {This paper outlines how EdTech programming can adopt a gender-transformative approach to improve gender equity in access and learning outcomes. It explains what the term ‘gender-transformative change’ means, and why it is needed. Some key dimensions of gender-transformative approaches in the specific context of EdTech initiatives are outlined, looking at how different approaches can enhance access to education and learning opportunities and improve outcomes, and challenge discriminatory gender norms and stereotypes. Based on a desk review of grey and published materials, this paper then presents and discusses insights from the approaches taken by four EdTech programmes. Keywords: EdTech; gender-transformative; country case studies; education; girls’ education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Samuels, Fiona and Leon-Himmelstine, Carmen and Marcus, Rachel and Myers, Christina}, month = apr, year = {2022}, doi = {10.53832/edtechhub.0090}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6475261 10.53832/edtechhub.0090 2405685:DSG9QF4F 2405685:GBQT3KMA}, keywords = {\_r:AddedByZotZen}, } @techreport{villavicencio_iniciativas_2022, type = {Respuesta del {Servicio} de {Asistencia} {No} [{Helpdesk} {Response}]}, title = {Iniciativas para el desarrollo de habilidades {CTIM} de las adolescentes en la región de {LAC}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/TR78WPA9}, abstract = {El presente documento se elaboró en respuesta a una solicitud de la oficina de UNICEF en Argentina presentada al Servicio de Asistencia de EdTech Hub en noviembre de 2021. El equipo de UNICEF solicitó una lista seleccionada de iniciativas para el desarrollo de habilidades en ciencia, tecnología, ingeniería y matemáticas (CTIM) de las adolescentes de la región de América Latina y el Caribe (LAC). El documento ofrece una introducción al concepto de igualdad de género y antecedentes acerca de la participación de las mujeres en los campos de CTIM en la región de LAC y en Argentina. El documento también ofrece una serie de recomendaciones transversales basadas en las iniciativas analizadas. Palabras clave: STEM; Género;CTIM; LAC; Argentina; tecnología; Ciencias; igualdad de género An output of the EdTech Hub, https://edtechhub.org}, language = {es}, number = {42}, institution = {EdTech Hub}, author = {Villavicencio, Xuzel and Myers, Christina and Coflan, Caitlin}, month = apr, year = {2022}, doi = {10.53832/edtechhub.0091}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497816 10.53832/edtechhub.0091 2405685:TR78WPA9}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{edtech_hub_team_engaging_2022, type = {Internal {Papers}}, title = {Engaging in {Pakistan}’s {EdTech} {Ecosystem}: {A} strategy for {UNICEF}'s engagement in the technology-facilitated learning arena in {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/G3WPBFNZ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub Team}}, month = apr, year = {2022}, doi = {10.53832/edtechhub.0092}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6477003 10.53832/edtechhub.0092 2405685:G3WPBFNZ}, keywords = {\_r:AddedByZotZen}, } @techreport{villavicencio_stem_2022, type = {Helpdesk {Response}}, title = {{STEM} {Skills} {Initiatives} for {Adolescent} {Girls} in the {LAC} {Region}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/I8GTEI7T}, abstract = {This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of initiatives. Key words: STEM; Gender; Girls; LAC; Argentina; technology; Science An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {42}, institution = {EdTech Hub}, author = {Villavicencio, Xuzel and Myers, Christina and Coflan, Caitlin Moss}, month = apr, year = {2022}, doi = {10.53832/edtechhub.0085}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6402444 10.53832/edtechhub.0085 2405685:I8GTEI7T 2405685:MFYZUPKU}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{adam_school_2022, type = {Internal {Papers}}, title = {School {Infrastructure} {Survey}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VIFG4IFF}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and Koomar, Saalim and Hennessy, Sara}, month = mar, year = {2022}, doi = {10.5281/zenodo.5866554}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5866554 2405685:VIFG4IFF}, keywords = {\_r:AddedByZotZen}, } @techreport{jordan_edtech_2022, type = {Working {Paper}}, title = {{EdTech} and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9RGDIIHD}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Jordan, Katy and Myers, Christina}, month = mar, year = {2022}, doi = {10.5281/zenodo.5874080}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874080 2405685:9RGDIIHD}, keywords = {\_r:AddedByZotZen}, } @techreport{koomar_teacher_2022, type = {Internal {Papers}}, title = {Teacher {Attitudes} {Survey}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/G2M69ZP4}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Hennessy, Sara}, month = mar, year = {2022}, doi = {10.5281/zenodo.5866562}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5866562 2405685:G2M69ZP4}, keywords = {\_r:AddedByZotZen}, } @techreport{mcburnie_report_2022, title = {Report on research outcomes}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KT9PMHDT}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {4}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katy and Vijil, Alejandra and Haßler, Björn}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6320778 10.53832/edtechhub.0082 2405685:KT9PMHDT}, keywords = {\_r:AddedByZotZen}, } @techreport{alsheikh_theeb_guidance_2022, type = {Helpdesk {Response}}, title = {Guidance on {Community} {Mobilisation} for {Girls}’ {Education}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FVSQD8MB}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {39}, institution = {EdTech Hub}, author = {AlSheikh Theeb, Thaer and McGinty, Sara and Obaid, Rasha}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0086}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396237 10.53832/edtechhub.0086 2405685:CVS2WZC3 2405685:FVSQD8MB}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{clark-wilson_theory_2022, type = {Working {Paper}}, title = {A {Theory} of {Change} for {Teachers} {Towards} a {Technology}-{Enhanced} {Education} {System} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/29Z2JFJT}, abstract = {The second of a trilogy of Theories of Change (TOCs) that focuses on teachers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how teachers’ professional learning experiences will enable them to support learners in ways that take advantage of available technology. The TOC is a useful tool to support the design, implementation, and evaluation of all programmes and initiatives that are designed for teachers, and aim to improve educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; teachers' professional development; education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {44}, institution = {EdTech Hub}, author = {Clark-Wilson, Alison and Ahmed, Shakil and Kaye, Tom and Zubairi, Asma}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0088}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6400980 10.53832/edtechhub.0086 10.53832/edtechhub.0088 2405685:29Z2JFJT 2405685:CB5GGAXU}, keywords = {\_r:AddedByZotZen}, } @techreport{dzinotyiweyi_guidance_2022, type = {Helpdesk {Response}}, title = {Guidance on {Facilitation} of {E}-{Learning}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CMEQA5F7}, language = {en}, number = {40}, institution = {EdTech Hub}, author = {Dzinotyiweyi, Monica and Chuang, Rachel and McGinty, Sara and Obaid, Rasha}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0087}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396251 10.53832/edtechhub.0087 2405685:CMEQA5F7}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{noauthor_engagement_2022, type = {Internal {Papers}}, title = {Engagement {Strategy} {For} {UNICEF} {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/AIRHC5TB}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, month = mar, year = {2022}, doi = {10.5281/zenodo.6379314}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6379314 2405685:AIRHC5TB}, keywords = {\_r:AddedByZotZen}, } @techreport{unicef_conceptual_2022, type = {Helpdesk {Response}}, title = {Conceptual {Framework} for {Monitoring} {Hybrid} {Learning} {Delivery} {Toward} {Long}-{Term} {System} {Strengthening} and {Resilient} {Education} {Systems}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://www.unicef.org/media/123221/file/Conceptual%20Framework_2B.pdf}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{UNICEF}}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0073}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826262 10.53832/edtechhub.0073 2405685:3EQU9ZAN}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{unicef_monitoring_2022, type = {Helpdesk {Response}}, title = {Monitoring {Hybrid} {Learning}: {A} {Short} {Guide}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://www.unicef.org/media/123226/file/Short%20guide%20to%20monitoring%20hybrid%20learning%202B.pdf}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{UNICEF} and {EdTech Hub}}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0072}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826252 10.53832/edtechhub.0072 2405685:NHNPTFBW}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{unicef_operational_2022, type = {Helpdesk {Response}}, title = {Operational {Guide} for {Monitoring} {Hybrid} {Learning} {Delivery} {Toward} {Long}-{Term} {System} {Strengthening} and {Resilient} {Education} {Systems}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://www.unicef.org/media/123216/file/Operational%20Guide%202B.pdf}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{UNICEF} and {EdTech Hub}}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0074}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5826264 10.53832/edtechhub.0074 2405685:P59N3JKT}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{zubairi_pakistan_2022, type = {Technical {Report}}, title = {Pakistan {Digital} {Learning} {Landscape} {Analysis}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HEXCEXFK}, abstract = {The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital divide. On average, only 34\% of households across Pakistan have digital access and only 14\% have access to laptops or computers. The access challenge is further intensified by demographics including gender, locality, and socio-economic status. This divide must be addressed if EdTech is to support effective learning for all children across all contexts in Pakistan. If left unaddressed, EdTech interventions can exacerbate a digital divide that further compounds the disadvantage of marginalised groups. Across the world, UNICEF has supported governments globally to deploy EdTech tools in response to the Covid-19 pandemic. To support this endeavour in Pakistan, UNICEF Pakistan is building evidence on digital learning to support the EdTech ecosystem in Pakistan. Evidence in this landscape review will support stakeholders including the Ministry of Federal Education and Professional Training (MoFEPT) and UNICEF Pakistan to develop long-term strategies to fortify Pakistan’s EdTech ecosystem. The purpose of this landscape review is to identify the challenges, emerging trends, and opportunities for engagement within Pakistan’s EdTech ecosystem. To do this, the landscape analysis collected and analysed data (both primary and secondary, and quantitative and qualitative) relating to technology-facilitated learning in Pakistan. In this way, this landscape analysis can both inform MoFEPT and UNICEF’s strategies and provide a resource for stakeholder (e.g., federal, provincial, and regional government agencies, development partners, and the private sector) engagement in technology-facilitated learning in Pakistan. Keywords: marginalised learners; out-of-school children; EdTech tools; Pakistan; foundational skills; infrastructure; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Khalayleh, Abdullah and Baloch, Imdad and Mazari, Haani and Kaye, Tom and Groeneveld, Caspar}, month = mar, year = {2022}, doi = {10.53832/edtechhub.0093}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5774707 10.53832/edtechhub.0093 2405685:HEXCEXFK 2405685:XMGEKJ3V}, keywords = {\_r:AddedByZotZen}, } @techreport{aurino_nudges_2022, type = {Technical {Report}}, title = {Nudges to {Improve} {Learning} and {Gender} {Parity}: {Preliminary} findings on supporting parent-child educational engagement during {Covid}-19 using mobile phones}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PWU63GQS}, abstract = {Key words: parental education engagement; caregiver engagement; nudges; text messages; schooling; learning; Ghana; gender In this study we evaluate a digital intervention to improve low-literate caregivers’ engagement with their children’s education and development in rural Ghana during the Covid-19 pandemic. The programme was a text-message-based behavioural change intervention for parents / caregivers that aimed to improve caregiver engagement in children’s educational activities, caregiver beliefs about returns to education, as well as children’s learning, enrollment, attendance, and gender parity in education. This household-randomised trial, conducted in the North East, Northern, Savannah, Upper East, and Upper West regions of Ghana, tested four variations of the intervention, varying both duration and a gender-parity focus. Households were randomised to one of five conditions: (i) regular behavioural nudges, 12 weeks; (ii) gender-boost behavioural nudges, 12 weeks; (iii) regular behavioural nudges, 24 weeks; (ii) gender-boost behavioural-nudges, 24 weeks; or (v) control. The interventions were implemented from January to April 2021 (for the 12-week groups) and January to June 2021 (for the 24-week groups). We collected data at midline (April–June 2021) and endline (August–September 2021). Our preliminary results suggest that a short, light-touch, SMS-based intervention can change caregiver behaviours and child outcomes in a rural, low-literate sample. However, the results were complex and intervention effectiveness depended on the caregiver having minimum levels of schooling. For caregivers with no education (65\% of the sample), the intervention only increased caregiver expectations on reaching the desired level of education, especially among girls, but reduced educational engagement and some measures of children’s school enrollment and attendance. Educational engagement among Ghanaian caregivers is low relative to peer countries (Bornstein \& Putnick, 2012; McCoy et al., 2018). The findings suggest that caregivers may need a base level of capital and resource (e.g., exposure to formal education) to enact the messages and increase their educational engagement with their children. Without this base level of capital, messages may increase caregivers’ aspirations for their children without providing enough support to change educational investments in positive ways. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Aurino, Elisabetta and Tsinigo, Edward and Wolf, Sharon}, month = feb, year = {2022}, doi = {10.53832/edtechhub.0083}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6337916 10.5281/zenodo.6337918 10.5281/zenodo.6338002 10.5281/zenodo.6338007 10.53832/edtechhub.0083 2339240:AZXVF44M 2339240:GZRZGRN7 2339240:MJPJVVCU 2405685:6QCZIQR2 2405685:D9VW8AI3 2405685:PWU63GQS 2405685:QAXG3NCJ 2405685:RKRPWPX5 2405685:VT5Z6XB6 2405685:YBG8MTTQ 2405685:ZDHGEBKD}, keywords = {\_r:AddedByZotZen}, } @misc{adam_decolonising_2022, title = {Decolonising {EdTech}: {A} resource list for tackling coloniality and digital neocolonialism in {EdTech}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2022/02/25/decolonising-edtech-a-resource-list-for-tackling-coloniality-and-digital-neocolonialism-in-edtech/}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, journal = {EdTech Hub}, author = {Adam, Taskeen and Sarwar, Moizza Binat and Moustafa, Nariman}, month = feb, year = {2022}, doi = {10.5281/zenodo.5997769}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5997769 10.5281/zenodo.5997789 10.5281/zenodo.5997811 2405685:6NMRRZ3B 2405685:E9WKENWB 2405685:P6JH9CGF}, keywords = {\_\_\_working\_potential\_duplicate, \_r:AddedByZotZen}, } @techreport{hasler_technology_2022, type = {Technical {Report}}, title = {Technology {Options} for {TCPD} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/X8QRZ5EJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and Mtebe, Joel and Abdelrahman, Salma and Kondor, Oscar and Mashauri, Aron and Adam, Taskeen and Koomar, Saalim}, month = feb, year = {2022}, doi = {10.5281/zenodo.5874600}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874600 2405685:X8QRZ5EJ}, keywords = {\_r:AddedByZotZen}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 3: {Skills} taxonomy}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VFV5SG9H}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the third of five reports on the development of a proof of concept for the Hub and describes our observations during the creation of a skills taxonomy. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Groeneveld, Caspar}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0077}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803101 10.53832/edtechhub.0077 2405685:VFV5SG9H}, keywords = {\_r:AddedByZotZen}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 4: {Content} curation}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9VKXVKGI}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fourth of five reports on the development of a proof of concept for the Hub and describes our observations during content curation. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {4}, institution = {EdTech Hub}, author = {Groeneveld, Caspar}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0078}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803092 10.53832/edtechhub.0078 2405685:9VKXVKGI}, keywords = {\_r:AddedByZotZen}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 1: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 1}, url = {https://docs.edtechhub.org/lib/EW94QPAA}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the first of five reports on the development of a proof of concept for the Hub. It provides a background and overview of the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Michels, Guillaume and Kaye, Tom}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0075}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803111 10.53832/edtechhub.0075 2339240:XBN27377 2405685:674LJ8EY 2405685:EW94QPAA}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 2: {Insights} from user research}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CI5UZ5R4}, abstract = {In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the second of five reports on the development of a proof of concept for the Hub. It provides a summary of user research undertaken for the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest. Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Rahman, Asad and Groeneveld, Caspar}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0076}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5803107 10.53832/edtechhub.0076 2405685:CI5UZ5R4 2405685:HU5IFEK9}, keywords = {\_r:AddedByZotZen}, } @techreport{noauthor_libyas_2022, type = {Helpdesk {Response}}, title = {Libya’s {Roadmap} for {Distance} {Learning}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2WMNXSHF}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {Helpdesk Response 81}, institution = {EdTech Hub}, month = jan, year = {2022}, doi = {10.5281/zenodo.5901508}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5901508 2405685:2WMNXSHF}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{dangelo_technology_2022, type = {Policy {Brief}}, title = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}: {Recommendations} for policy from a systematic review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/7S9CUP77}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {D'Angelo, Sophia and Hennessy, Sara and Kreimeia, Adam and Koomar, Saalim and Cao, Lydia and McIntyre, Nora and Brugha, Meaghan and Zubairi, Asma}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0080}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0080 2339240:PRMHXVPE 2405685:7S9CUP77 2405685:HHXQI3S4 2405685:VU5JQKWG 2534378:BXN59IRN}, keywords = {Read, Teacher education and training, \_r:AddedByZotZen}, } @techreport{groeneveld_developing_2022, type = {Technical {Report}}, title = {Developing a {Proof} of {Concept} for a {Regional} {Learning} {Hub} for {Eastern} and {Southern} {Africa} {Part} 5: {Final} report}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5XBMPDX6}, abstract = {In 2021, the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE), and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Regional Learning Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report; User research; Skills taxonomy; Content curation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Michels, Guillaume and Kaye, Tom}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0079}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5795656 10.53832/edtechhub.0079 2405685:5XBMPDX6}, keywords = {\_r:AddedByZotZen}, } @techreport{alsheikh_theeb_engaging_2022, type = {Helpdesk {Response}}, title = {Engaging {Girls} with {E}-{Learning}: {A} curated list of good practices}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PXUQJZTH}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {34}, institution = {EdTech Hub}, author = {AlSheikh Theeb, Thaer}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0069}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5604677 10.5281/zenodo.5761966 10.53832/edtechhub.0069 2405685:CPP3A2WM 2405685:DM8N3E8E 2405685:PXUQJZTH}, keywords = {Helpdesk Response, \_r:AddedByZotZen}, } @techreport{alsheikh_theeb_guidance_2022, type = {Helpdesk {Response}}, title = {Guidance on {Pre}-{Assessment} for {Establishing} {E}-{Learning} {Centres}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DPWSAA9Z}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {38}, institution = {EdTech Hub}, author = {AlSheikh Theeb, Thaer and McGinty, Sara and Obaid, Rasha}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0084}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5813529 10.53832/edtechhub.0084 2405685:DPWSAA9Z}, keywords = {\_r:AddedByZotZen}, } @misc{adam_tackling_2022, title = {Tackling coloniality in {EdTech}: {Making} your offering inclusive and socially just}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3QV8PAED}, abstract = {On 29 June 2022, Bertha Centre, EdTech Hub, Open Development \& Education and the Overseas Development Institute (ODI) presented a workshop on Tackling Coloniality in EdTech. The workshop was hosted by Ntombini Marrengane (Bertha Institute). This slide deck shares the resources and activities used at the workshop, in the hope that it inspires others to host similar workshops that critically reflect on how coloniality can be embedded in EdTech designs, projects, programmes, processes, structures, values, knowledge systems, and philosophies.}, language = {en}, author = {Adam, Taskeen and Moustafa, Nariman and Sarwar, MoizzaBinat}, year = {2022}, doi = {10.53832/edtechhub.0150}, note = {ZenodoArchiveID: 7612943 ZenodoArchiveConcept: 7612942 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7612943 10.53832/edtechhub.0147 10.53832/edtechhub.0150 2405685:3QV8PAED}, keywords = {\_r:AddedByZotZen}, } @techreport{edtech_hub_cost-effective_2022, type = {Internal {Papers}}, title = {Cost-effective {EdTech} {Paper} 3: {Internal} {Guidance} {Note}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GIG4SXEC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2022}, doi = {10.53832/edtechhub.0153}, note = {ZenodoArchiveID: 7324136 ZenodoArchiveConcept: 7324135 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7324136 10.53832/edtechhub.0153 2405685:GIG4SXEC}, keywords = {\_r:AddedByZotZen}, } @techreport{edtech_hub_cost-effective_2022, type = {Technical {Report}}, title = {Cost-{Effective} {Technology} {Approaches} to {Improve} {Education} {Outcomes} for {Girls}: {Learning} from 41 {Girls}’ {Education} {Challenge} projects}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 8}, url = {https://docs.edtechhub.org/lib/8ZWX2JI5}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2022}, doi = {10.53832/edtechhub.0060}, note = {ZenodoArchiveID: 5596887 ZenodoArchiveConcept: 5596886 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0060 2405685:8ZWX2JI5}, } @techreport{edtech_hub_designing_2022, type = {Technical {Report}}, title = {Designing for {Scale}: {Understanding} design principles and learning process for a personalised learning platform in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 1}, url = {https://docs.edtechhub.org/lib/27K3U5W4}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2022}, doi = {10.53832/edtechhub.0053}, note = {ZenodoArchiveID: 5596448 ZenodoArchiveConcept: 5596447 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0053 2405685:27K3U5W4}, } @techreport{edtech_hub_edtech_2022, type = {Technical {Report}}, title = {{EdTech} {Systems} {Research}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 9}, url = {https://docs.edtechhub.org/lib/MDEEA895}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2022}, doi = {10.53832/edtechhub.0061}, note = {ZenodoArchiveID: 5596889 ZenodoArchiveConcept: 5596888 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0061 2405685:MDEEA895}, } @techreport{edtech_hub_team_pakistan_2022, title = {Pakistan {Landscape} {Analysis} {Inception} {Report}: {UNICEF} {Inception} {Report}}, url = {https://docs.edtechhub.org/lib/HL6BNMQZ}, abstract = {Based on the growing access to technology, and the lessons learned from the experiences during the Covid-19 school closures, the Ministry of Federal Education and Professional Training (MoEFPT) has identified the formalisation of a strategy to develop and implement technology-based learning approaches as an immediate national priority. UNICEF Pakistan is developing a strategy to guide its engagement in the technology-facilitated learning space in Pakistan. This strategy will identify how both low- and high-tech learning modalities can be scaled to improve access to and the quality of learning for all Pakistan’s children and adolescents, including the most marginalised. This strategy will be underpinned by a rigorous review of the technology-enhanced learning landscape in Pakistan. EdTech Hub has supported governments and development partners globally to research, design, implement, and evaluate EdTech-related programmes to support education service delivery both during school closures and since reopenings have commenced. EdTech Hub will support UNICEF to undertake the aforementioned landscape review, focused specifically on EdTech tools that are being used for student learning in Pakistan. EdTech Hub will then collaborate with UNICEF to develop a strategy for UNICEF’s engagement in the technology-facilitated learning arena. This inception report sets out the scope of work for this partnership. The remainder of the report contains the following sections. Keywords:marginalised learners; EdTech tools; Pakistan; UNICEF; inception report; MoFEPT An output of the EdTech Hub, https://edtechhub.org}, language = {English}, institution = {EdTech Hub}, author = {{EdTech Hub Team}}, year = {2022}, doi = {10.53832/edtechhub.0094}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5032936 10.5281/zenodo.5142392 10.53832/edtechhub.0094 2405685:G9DHSZ57 2405685:HL6BNMQZ}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{edtech_hub_impact_2022, title = {The {Impact} of {GIS}-{Supported} {Teacher} {Allocation} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/QAH4K4D6}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {{EdTech Hub} and {Education Commission} and {Fab Inc.}}, year = {2022}, doi = {10.53832/edtechhub.0055}, note = {ZenodoArchiveID: 5596875 ZenodoArchiveConcept: 5596874 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 10.5281/zenodo.6504993 10.53832/edtechhub.0055 2405685:HT8ZGKAB 2405685:QAH4K4D6 2405685:SE5JPCX2}, keywords = {HLR3, \_r:AddedByZotZen}, } @article{hennessy_technology_2022, title = {Technology use for teacher professional development in low- and middle-{Income} countries: {A} systematic review}, volume = {3}, issn = {2666-5573}, url = {https://www.sciencedirect.com/science/article/pii/S2666557322000088}, doi = {10.1016/j.caeo.2022.100080}, abstract = {Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.}, language = {en-GB}, journal = {Computers and Education Open}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Koomar, Saalim and Kreimeia, Adam and Cao, Lydia and Brugha, Meaghan and Zubairi, Asma}, year = {2022}, doi = {10.5281/zenodo.4733147}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2339240:5GVQGQC4 2339240:GQEBFNI2 2339240:LPFYJHUF 2339240:Q5369EBL 2405685:66IBMGWS 2405685:E5J2KHF2 2405685:KXGE9JIR 2405685:P4MI8J9M 2405685:R3SISS58 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:5CCARHUH 2534378:DZ4AXQJ2 4042040:V58GV3BA}, keywords = {Disability, ICT, Read, Referenced, Teacher education and training, Teacher professional development, What works evidence, \_EdTechHub\_Output, \_MELA\_knowledge\_product, \_MELA\_seen, e-learning, low- and middle-income countries (LMICs), pedagogy, peer learning, teacher training, technology, ⛔ No DOI found}, } @techreport{hennessy_tanzanian_2022, type = {Policy {Brief}}, title = {Tanzanian {Teachers}’ {Experiences} of {Teaching} {With} {Technology}: {Recommendations} for policy and practice}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VNE3Q93U}, abstract = {This policy brief reports on a teacher survey in Tanzania (July–November 2021) that EdTech Hub commissioned HakiElimu to conduct in order to inform the government’s ongoing national school-based TCPD reform. The survey items were taken from a landmark global survey of 20,000+ teachers’ reflections, experiences, and challenges concerning EdTech access and use, teaching and learning, and professional development over the preceding year, reported by a team from T4 Education and EdTech Hub. Keywords: Educational technology; learning outcomes; teacher needs; teacher professional development; teacher voice; technology access An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam}, year = {2022}, doi = {10.53832/edtechhub.0125}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6543151 10.53832/edtechhub.0125 2405685:VNE3Q93U}, keywords = {\_r:AddedByZotZen}, } @techreport{hollow_how_2022, type = {Preprint}, title = {How {EdTech} {Can} {Be} {Used} to {Help} {Address} the {Global} {Learning} {Crisis}: {A} {Challenge} to the {Sector} for an {Evidence}-{Driven} {Future}}, url = {https://docs.edtechhub.org/lib/UUDK52LQ}, language = {en}, institution = {EdTech Hub}, author = {Hollow, David and Jefferies, Kate}, year = {2022}, doi = {10.53832/edtechhub.0115}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0115 2405685:BBQE9QUM 2405685:UUDK52LQ}, } @techreport{islam_delivering_2022, type = {Working {Paper}}, title = {Delivering {Remote} {Learning} {Using} a {Low}-{Tech} {Solution}: {Evidence} from an {RCT} during the {Covid}-19 {Pandemic}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FE3VBQQW}, abstract = {During the prolonged school closure due to the Covid-19 pandemic, many children in rural Bangladesh were missing out on formal education. What is more these children had limited access to distance learning modalities such as the internet, television, and radio. To counteract this poor access, this study used the widely accessible modality of mobile phones to deliver a set of audio lessons to primary school students using Interactive Voice Response (IVR). These lessons were developed using the Interactive Radio Instruction (IRI) method. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {43}, institution = {EdTech Hub}, author = {Islam, Asad and Wang, Liang Choon and Hassan, Hashibul}, year = {2022}, doi = {10.53832/edtechhub.0070}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5721401 10.53832/edtechhub.0070 2339240:CHJR9D5G 2339240:RFJZSHMG 2405685:FE3VBQQW 2405685:NFXKD34I 2405685:PU8D6GXN 2405685:SY9TIAMH}, keywords = {\_r:AddedByZotZen}, } @article{koomar_reflections_2022, title = {Reflections on technology, teaching, learning, and professional development: {Findings} from a teacher survey in {Tanzania}}, volume = {10}, issn = {2354-2160}, shorttitle = {Reflections on {Technology}, {Teaching}, {Learning}, and {Professional} {Development}}, url = {https://eric.ed.gov/?id=EJ1373064}, doi = {10.30918/AERJ.104.22.048}, abstract = {This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60\% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania.}, language = {en}, number = {4}, urldate = {2023-10-12}, journal = {African Educational Research Journal}, author = {Koomar, Saalim and Hennessy, Sara and Zubairi, Asma and Kindoli, Robert and Kreimeia, Adam}, year = {2022}, note = {Publisher: Net Journals ERIC Number: EJ1373064 KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.104.22.048 10.5281/zenodo.5863400 10.53832/edtechhub.0097 2339240:6EFQH53V 2339240:7QAZINAG 2405685:49EBMKRI 2405685:GXZHRRYW 2405685:YXFLNITE}, keywords = {Access to Computers, Elementary School Teachers, Faculty Development, Foreign Countries, Gender Differences, Learning Processes, Pedagogical Content Knowledge, Poverty, Public School Teachers, Rural Urban Differences, Secondary School Teachers, Social Differences, Teacher Attitudes, Teacher Characteristics, Teacher Qualifications, Teacher Surveys, Teaching Experience, Teaching Methods, Technological Literacy, Technology Integration, Technology Uses in Education, \_r:AddedByZotZen}, pages = {342--368}, } @techreport{koomar_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 4: {How} can {I} rapidly upskill my large teacher workforce?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/E7C9MN3V}, abstract = {The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Koomar, Saalim and Proctor, Jamie}, year = {2022}, doi = {10.53832/edtechhub.0138}, note = {ZenodoArchiveID: 7341501 ZenodoArchiveConcept: 7341500 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341501 10.53832/edtechhub.0138 2405685:E7C9MN3V}, keywords = {\_r:AddedByZotZen}, } @techreport{mazari_learning_2022, type = {Evidence review}, title = {Learning continuity in response to climate emergencies: {Preliminary} insights on supporting learning continuity following the 2022 {Pakistan} floods}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/IHTU7JRT}, abstract = {This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on education in emergencies globally and nationally. EdTech Hub’s study of learning continuity in response to climate emergencies is ongoing. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mazari, Haani and Baloch, Imdad and Thinley, Sangay and Kaye, Tom and Perry, Freya}, year = {2022}, doi = {10.53832/edtechhub.0134}, note = {ZenodoArchiveID: 7326483 ZenodoArchiveConcept: 7326482 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7326483 10.53832/edtechhub.0134 2405685:FKCF86HV 2405685:IHTU7JRT}, keywords = {\_r:AddedByZotZen}, } @techreport{mazari_edtech_2022, type = {Position paper}, title = {{EdTech} {Horizon} {Scan}: {Rapid} scan of online safety in education}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {{EdTech} {Horizon} {Scan}}, url = {https://docs.edtechhub.org/lib/3QBCENK5}, abstract = {This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mazari, Haani and Kaye, Tom}, year = {2022}, doi = {10.53832/edtechhub.0136}, note = {ZenodoArchiveID: 7336710 ZenodoArchiveConcept: 7336709 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7336710 10.53832/edtechhub.0136 2339240:4TCBX2GH 2405685:3QBCENK5 2405685:AWHK2L8L}, keywords = {\_r:AddedByZotZen}, } @techreport{mazari_session_2022, type = {{EdTech} {Hub} {Presentation}}, title = {Session 5: {How} can {I} use {EdTech} to ensure that students are provided with quality educational content at the right level?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PPRW2NTQ}, abstract = {The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, author = {Mazari, Haani and Kaye, Tom}, year = {2022}, doi = {10.53832/edtechhub.0139}, note = {ZenodoArchiveID: 7341509 ZenodoArchiveConcept: 7341508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7341509 10.53832/edtechhub.0139 2405685:NUTI6KUS 2405685:PPRW2NTQ}, keywords = {\_r:AddedByZotZen}, } @techreport{myers_mapeo_2022, type = {Helpdesk {Response}}, title = {Mapeo y análisis de programas {EdTech} en {América} {Latina} y el {Caribe}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XIIQ4FSE}, abstract = {Este documento se elaboró ​​en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Wyss, Natalie and Villavicencio Peralta, Xuzel and Coflan, Caitlin}, year = {2022}, doi = {10.53832/edtechhub.0132}, note = {ZenodoArchiveID: 7306712 ZenodoArchiveConcept: 7306711 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7306712 10.53832/edtechhub.0132 2405685:ACLTCQV2 2405685:XIIQ4FSE}, keywords = {\_r:AddedByZotZen}, } @techreport{proctor_should_2022, type = {Working {Paper}}, title = {Should we paint all classroom roofs white to improve learning in {Tanzania}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/Z8B66R9X}, abstract = {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)}, language = {en}, author = {Proctor, Jamie}, year = {2022}, doi = {10.53832/edtechhub.0122}, note = {ZenodoArchiveID: 7139243 ZenodoArchiveConcept: 7139242 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7139243 10.53832/edtechhub.0122 2405685:Z8B66R9X}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_experiment_2022, type = {Working {Paper}}, title = {Experiment {Types} for {EdTech}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/X8MUXS39}, abstract = {An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool provides a non-exhaustive list of ways to design and run experiments. Keywords: sandbox; lean startup; lean impact; experiments; validation; prototype An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice and WambûiKuria, Catherine and Mbugua, Ciku and Simpson, Lea and Kably, Nathan}, year = {2022}, doi = {10.53832/edtechhub.0128}, note = {ZenodoArchiveID: 7245945 ZenodoArchiveConcept: 7245944 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7245945 10.53832/edtechhub.0128 2405685:X8MUXS39}, keywords = {\_r:AddedByZotZen}, } @techreport{wilson_desk_2022, type = {Evidence {Review}}, title = {Desk {Review} of {Technology}-{Facilitated} {Learning} in {Pakistan}: {A} review to guide future development of the technology-facilitated learning space in {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/6FN5VTP7}, abstract = {During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan. This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure. This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan. Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Wilson, Sam and Khalayleh, Abdullah and Baloch, Imdad and Kaye, Tom}, year = {2022}, doi = {10.53832/edtechhub.0071}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5849102 10.53832/edtechhub.0071 2339240:5YT7LKSS 2405685:6FN5VTP7 2405685:8UMQILZ9 2405685:GMA7II34 2405685:WEG87IDU}, keywords = {\_r:AddedByZotZen}, } @techreport{nicolai_raising_2021, type = {Technical {Report}}, title = {Raising readers: {Kenya} schools use of technology to improve parent and carers' engagement in literacy learning: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ZT3TGJ26}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Nicolai, Susan and Zubairi, Asma and Bapna, Akanksha and Myers, Christina}, month = dec, year = {2021}, doi = {10.5281/zenodo.5784255}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5784255 2405685:ZT3TGJ26}, keywords = {\_r:AddedByZotZen}, } @techreport{rui_social_2021, type = {Helpdesk {Response}}, title = {Social {Emotional} {Learning} and {EdTech}: {Resources}, {Examples}, and {Effective} {Practices}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8TZZZUMT}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {35}, institution = {EdTech Hub}, author = {Rui, Yang(Tingting)}, month = dec, year = {2021}, doi = {10.5281/zenodo.5778309}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5778309 2405685:8TZZZUMT}, keywords = {F: Helpdesk response, \_r:AddedByZotZen}, } @techreport{mcburnie_mapping_2021, type = {Working {Paper}}, title = {Mapping the education data ecosystem in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/EE9QCGHI}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Beoku-Betts, Iman}, month = dec, year = {2021}, doi = {10.53832/edtechhub.0068}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652942 10.53832/edtechhub.0068 2339240:GXUF5TA5 2339240:HHY6M835 2339240:SUEMN855 2405685:8S3IIB2B 2405685:EE9QCGHI 2405685:Q7YZW4YW 2405685:RN79UTQY 4656463:GIIQKETU 4656463:Y8LQGZWY}, keywords = {\_r:AddedByZotZen}, } @techreport{traore_guidebook_2021, type = {Featured {Publisher}: {World} {Bank}}, title = {Guidebook to {Successful} {Implementation} of {Digital} {Education}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RTJ2Z8MX}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Traore, Moussa}, month = nov, year = {2021}, doi = {10.5281/zenodo.5719833}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5719833 2405685:RTJ2Z8MX}, keywords = {\_r:AddedByZotZen}, } @techreport{hodor_voices_2021, type = {Technical {Report}}, title = {Voices and {Evidence} from {End}-{Users} of the {GLTV} and {GLRRP} {Remote} {Learning} {Programme} in {Ghana}: {Insights} for inclusive policy and programming}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Voices and {Evidence} from {End}-{Users} of the {GLTV} and {GLRRP} {Remote} {Learning} {Programme} in {Ghana}}, url = {https://docs.edtechhub.org/lib/2A5NQEV8}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Hodor, Raymond and Owusu, Ernest Adu and Ofori-Davis, Lucy and Afram, Alexander and Sefa-Nyarko, Clement}, month = nov, year = {2021}, doi = {10.53832/edtechhub.0064}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5611467 10.53832/edtechhub.0064 2339240:E542Q29N 2405685:2A5NQEV8 2405685:6JC7RU69 2405685:T3ZQ74QF}, keywords = {\_r:AddedByZotZen}, } @techreport{islam_integration_2021, type = {Working {Paper}}, title = {Integration of {Technology} in {Education} for {Marginalised} {Children} in an {Urban} {Slum} of {Dhaka} {City} {During} the {Covid}-19 {Pandemic}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/5ZF9VGMK}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Islam, Touhidul and Hussain, Maria and Shimul, Shafiun Nahin and Rupok, Rifat Islam and Orthy, S.R.Khan}, month = oct, year = {2021}, doi = {10.53832/edtechhub.0063}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5602863 10.53832/edtechhub.0063 2339240:I3JETHDB 2405685:5ZF9VGMK 2405685:6P5Q5IRZ 2405685:BIRTYTRC}, keywords = {\_r:AddedByZotZen}, } @techreport{afoakwah_dialling_2021, type = {Working {Paper}}, title = {Dialling up {Learning}: {Testing} the {Impact} of {Delivering} {Educational} {Content} via {Interactive} {Voice} {Response} to {Students} and {Teachers} in {Ghana}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Dialling up {Learning}}, url = {https://docs.edtechhub.org/lib/P22BR78B}, abstract = {This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Afoakwah, Edmund and Carballo, Francisco and Caro, Alex and D’Cunha, Samantha and Dobrowolski, Stephanie and Fallon, Alexandra}, month = oct, year = {2021}, doi = {10.53832/edtechhub.0051}, note = {10.5281/zenodo.5555076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5555076 10.53832/edtechhub.0051 2339240:7EJ6NEY6 2339240:T92LLPYZ 2339240:YKA7P6GC 2405685:CJ35EP8W 2405685:ELJ87ZBC 2405685:MHMXZI8J 2405685:MXVNKUM2 2405685:P22BR78B 2405685:UU5ZKKBE 2405685:X2ZWDMSU 2486141:F5MWP7EH 2534379:NKAFRXZM}, keywords = {\_r:AddedByZotZen}, } @techreport{afoakwah_dialling_2021, type = {Working {Paper}}, title = {Dialling up {Learning}: {Testing} the {Impact} of {Delivering} {Educational} {Content} via {Interactive} {Voice} {Response} to {Students} and {Teachers} in {Ghana}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Dialling up {Learning}}, url = {https://docs.edtechhub.org/lib/P22BR78B}, abstract = {This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Afoakwah, Edmund and Carballo, Francisco and Caro, Alex and D’Cunha, Samantha and Dobrowolski, Stephanie and Fallon, Alexandra}, month = oct, year = {2021}, doi = {10.53832/edtechhub.0051}, note = {10.5281/zenodo.5555076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5555076 10.53832/edtechhub.0051 2339240:7EJ6NEY6 2339240:AD3D9NRM 2339240:T92LLPYZ 2339240:YKA7P6GC 2405685:CJ35EP8W 2405685:ELJ87ZBC 2405685:MHMXZI8J 2405685:MXVNKUM2 2405685:P22BR78B 2405685:SNBG3VHT 2405685:UU5ZKKBE 2405685:X2ZWDMSU 2486141:F5MWP7EH 2534379:NKAFRXZM}, keywords = {\_r:AddedByZotZen}, } @techreport{hasler_all_2021, type = {Working {Paper}}, title = {All {Programmes} {Recorded}, {All} {Outputs} {Reported}}, url = {https://docs.edtechhub.org/lib/VJYXV8JP}, number = {25}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Blower, Thomas and El-Serafy, Yomna and Kaye, Tom and Khalayleh, Abdullah and McBurnie, Chris and Megha-Bongnkar, Ghislaine and Regis, Callista}, month = oct, year = {2021}, doi = {10.53832/edtechhub.0050}, note = {previousDOI: 10.5281/zenodo.4698917 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698917 10.53832/edtechhub.0050 2129771:WSQ43VG8 2405685:VJYXV8JP}, keywords = {AuthorFirst:Haßler, \_yl:q}, } @techreport{hennessy_technology_2021, type = {Technical {Report}}, title = {Technology, {Teacher} {Professional} {Development} and {Low}- and {Middle}-{Income} {Countries}: {Technical} report on systematic mapping review}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Technology, teacher professional development and low- and middle-income countries}, url = {https://docs.edtechhub.org/lib/VTQDT65R}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Koomar, Saalim and Kreimeia, Adam and Cao, Lydia and Brugha, Meaghan and Zubairi, Asma}, month = sep, year = {2021}, doi = {10.53832/edtechhub.0047}, note = {10.5281/zenodo.5524840 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524840 10.53832/edtechhub.0047 2339240:LSC89UVX 2339240:RIE9TWUK 2339240:SI398B6V 2405685:54BCQ23M 2405685:6NNCFPHE 2405685:77NJVUB6 2405685:HUY7VUM6 2405685:VTQDT65R 2405685:WFDCC7KZ 2534378:BQ8BJBGF}, keywords = {\_\_\_working\_potential\_duplicate, \_r:AddedByZotZen}, } @techreport{jac_test_2021, type = {Position paper}, title = {test}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {jac, nyili}, month = sep, year = {2021}, doi = {10.5281/zenodo.5524863}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524863 2405685:86XEZU2S}, keywords = {\_r:AddedByZotZen}, } @techreport{tembey_understanding_2021, type = {Working {Paper}}, title = {Understanding {Barriers} to {Girls}’ {Access} and {Use} of {EdTech} in {Kenya} {During} {Covid}-19}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JZM7W6QE}, abstract = {The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued learning during this period, numerous education technology (EdTech) solutions and products have been developed to enable remote learning. This technology can be a powerful tool for girls. Studies have shown that girls engage more than boys when provided with the same level of access to technology, and receive more benefits beyond the realm of formal education such as an increase in access to economic opportunities and a greater ability to make informed decisions about their own health (⇡Webb et al., 2020). However, social inequalities, norms and technological constraints can disproportionately prevent girls from accessing and benefiting from EdTech (⇡Crompton et al., 2021). As such, EdTech interventions and products need to be designed and implemented prioritising gender considerations, otherwise they risk increasing the digital gender divide both in terms of access and use of digital technologies and the internet and the development of skills needed to use digital technologies (⇡Kuroda et al., 2019). Our qualitative and quantitative research looked at how access and usage of learning content and edutainment through smartphone and low-tech (such as radio, Interactive Voice Response, TV) EdTech solutions can be optimised to ensure inclusivity of girls, in particular, focusing on the caregiver as the gatekeeper for access to EdTech resources. In terms of access, our research found that caregivers are primarily concerned about financial resources, books and tutors, and often do not consider using EdTech to access educational resources when they are looking for support for their children. Further, our research showed that digital literacy, caregiver involvement, norms about technology for education, and intention are the most promising levers to improve access and use of educational material. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub and Busara Center for Behavioural Economics}, author = {Tembey, Lara and Baier, Jasmin and Ogolla, Concilia and Mohan, Prithika}, month = sep, year = {2021}, doi = {10.53832/edtechhub.0048}, note = { 10.5281/zenodo.5524805 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524805 10.53832/edtechhub.0048 2339240:5D6SMESW 2339240:7NDUJC6J 2339240:M8IZH5DT 2339240:SIZUDNKL 2339240:XAXIKZJX 2339240:YPDDA6JD 2405685:45G9SKWR 2405685:5ENZ6TFU 2405685:EJ4PXU4S 2405685:JZM7W6QE 2405685:LCHJ5D5W 2405685:RUAJ8C8M}, keywords = {\_r:AddedByZotZen}, } @techreport{jordan_edtech_2021, type = {{FP}-{ETH} {Rapid} evidence review (was: {Rapid} {Evidence} {Review})}, title = {{EdTech} evidence for {Covid}-19 response: {Rapid} evidence reviews of {EdTech} use in low-income and crisis contexts}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JGTWVQI4}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Jordan, Katy and Mitchell, Joel}, month = sep, year = {2021}, doi = {10.5281/zenodo.5512134}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5512134 2405685:8M6GXINE 2405685:JGTWVQI4}, keywords = {\_DOILIVE, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{fab_inc_learning_2021, type = {Working {Paper}}, title = {Learning from {Experience}: {A} post-{Covid}-19 data architecture for a resilient education data ecosystem in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JTKTA5X5}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{Fab Inc.}}, month = sep, year = {2021}, doi = {10.5281/zenodo.5498054}, note = {2339240:7FA4YDWJ 2339240:YBKKN8XE KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5498054 10.5281/zenodo.5498054 2339240:3H4M8YJ8 2339240:5S4BZY48 2339240:SRWI5WQJ 2405685:BCFK4Q23 2405685:JR65CZU2 2405685:JTKTA5X5 2405685:VQ3F9NQ7 2405685:ZLATZSGU 4656463:RIFY2UNL}, keywords = {\_DOILIVE, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{zubairi_edtech_2021, type = {{FP}-{ETH} {Position} paper}, title = {{EdTech} to {Reach} the {Most} {Marginalised}: {A} {Call} to {Action}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/W8DB96IE}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Kreimeia, Adam and Jefferies, Kate and Nicolai, Susan}, month = sep, year = {2021}, doi = {10.53832/edtechhub.0045}, note = {10.5281/zenodo.5495857 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5495857 10.53832/edtechhub.0045 2339240:23D7YNSM 2339240:ESWRJBRS 2339240:PVDW8BXZ 2405685:69W2G8TJ 2405685:6KFAB5ML 2405685:UYDUMKBR 2405685:V9Y8MUDX 2405685:W8DB96IE}, keywords = {\_DOILIVE, \_\_\_working\_potential\_duplicate, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{tanzania_institute_of_education_lga_2021, type = {Technical {Report}}, title = {{LGA} {Implementation} {Guide} for {Teacher} {Continuous} {Professional} {Development}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/U7NR3KP4}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {{Tanzania Institute of Education} and {Ministry of Education, Science \& Technology} and {President’s Office — Regional and Local Governance}}, month = sep, year = {2021}, doi = {10.5281/zenodo.5202057}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5202057 2405685:U7NR3KP4}, keywords = {\_r:AddedByZotZen}, } @techreport{myers_country-level_2021, type = {Country summaries and case studies}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SNBW6BK6}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Kaye, Tom and Bapna, Akanksha and Williams, Ayesha and Mitchell, Joel}, month = aug, year = {2021}, doi = {10.5281/zenodo.5256847}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5256847 2405685:FQP8MJIY 2405685:SNBW6BK6}, keywords = {\_DOILIVE, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{proctor_technical_2021, type = {Internal papers}, title = {Technical {Assistance} to the {Government} of {Tanzania}: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Proctor, Jamie and Plaut, Daniel and El-Serafy, Yomna and Carter, Alice and Thakrar, Jayshree}, month = aug, year = {2021}, doi = {10.5281/zenodo.5153385}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5153385 2405685:EC7PUHHF}, keywords = {\_r:AddedByZotZen}, } @misc{the_education_commission_five_2021, title = {Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges}, url = {https://educationcommission.org/updates/five-ways-geospatial-analysis-can-help-visualize-and-solve-some-of-educations-biggest-challenges/}, abstract = {As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...}, language = {en-US}, urldate = {2022-04-18}, journal = {the Education Commission}, author = {{the Education Commission}}, month = aug, year = {2021}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:QDUZU3YQ 2405685:2ST897UD}, keywords = {\_yl:c}, } @techreport{zubairi_edtech_2021, type = {{FP}-{ETH} {Position} paper}, title = {{EdTech} and {Equity}: {Position} {Paper}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Jefferies, Kate and Kreimeia, Adam, , Kreimeia}, month = jul, year = {2021}, doi = {10.5281/zenodo.5140323}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5140323 2405685:9KIUKW7T}, keywords = {\_r:AddedByZotZen}, } @techreport{simpson_hello_2021, type = {Internal papers}, title = {Hello and {Welcome} to the {Sandbox}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CQQURC65}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Simpson, Lea and Carter, Alice and Rahman, Asad}, month = jul, year = {2021}, doi = {10.5281/zenodo.5123366}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123366 2405685:CQQURC65}, keywords = {\_EdTechHub\_Output, \_r:AddedByZotZen}, } @misc{kimathi_keeping_2021, title = {Keeping {Kenya} {Learning}: {The} importance of caregiver engagement in supporting learning beyond the classroom}, shorttitle = {Keeping {Kenya} {Learning}}, url = {https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/}, abstract = {Since the Covid-19 pandemic began, parents, teachers, students and policymakers have been exploring how to support students to learn at home. The emphasis on education at home has made evident the need to better equip caregivers to support their children’s learning.  The Keep Kenya Learning (KKL) initiative is helping parents and caregivers build their capacity and confidence to support learning…}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {Kimathi, Deborah and El-Serafy, Yomna and Plaut, Daniel and Kaye, Tom}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LZM9KHE6}, keywords = {\_EdTechHub\_Output}, } @misc{sabbab_embracing_2021, title = {Embracing {EdTech}: four critical questions answered through a rapid prototype programme on teachers’ professional development ({TPD})}, shorttitle = {Embracing {EdTech}}, url = {https://edtechhub.org/2021/07/14/embracing-edtech-four-critical-questions-answered-through-a-rapid-prototype-programme-on-teachers-professional-development-tpd/}, abstract = {Seventy-one teachers participating in the ‘Onneshon’ prototype were flooding the WhatsApp group with messages about the challenges and hiccups they were experiencing, either with watching the video content or with taking a quiz in the first two weeks. Problems were pouring in and so were solutions being innovated and offered through diverse channels. In the space of two weeks, the…}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {Sabbab, Salman and Shakil, Abdullah All and Alam, Faria}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZWUKU2YL}, keywords = {\_EdTechHub\_Output}, } @techreport{kalifa_social_2021, type = {{FP}-{ETH} {Evidence} review *}, title = {Social {And} {Emotional} {Learning} and {EdTech}: {An} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Kalifa, , Damani}, month = jul, year = {2021}, doi = {10.5281/zenodo.5094331}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5094331 2405685:FNJUHA6J}, keywords = {\_EdTechHub\_Output, \_r:AddedByZotZen}, } @misc{hub_verna_2021, title = {Verna {Lalbeharie} joins {EdTech} {Hub} as incoming {Executive} {Director}}, url = {https://edtechhub.org/2021/07/02/verna-lalbeharie-joins-edtech-hub-as-incoming-executive-director/}, abstract = {We are excited to announce that Verna Lalbeharie is joining EdTech Hub as the incoming Executive Director. A native of South Africa, now living in North Carolina (USA), Lalbeharie brings not only 25 years of EdTech expertise to the role, but also a career-spanning commitment to evidence-building in education technology to create a more equitable future for all students. “When…}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {Hub, EdTech}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GWTBTPXG}, keywords = {\_EdTechHub\_Output}, } @techreport{rahman_sandbox_2021, type = {Working {Paper}}, title = {The {Sandbox} {Handbook} v1.0: {A} guide to growing and testing {EdTech} ideas}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/772S7Z4R}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {33}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice and Plaut, Daniel and Dixon, , Dixon and Salami, Taiye and Schmitt, Laurel}, month = jul, year = {2021}, doi = {10.5281/zenodo.5120788}, note = {ZenodoArchiveID: 5120788 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5120788 10.5281/zenodo.5142473 2405685:3C8VWLJP 2405685:772S7Z4R 2405685:CW2FHVT8}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{chuang_cost-effectiveness_2021, type = {Helpdesk {Response}}, title = {Cost-{Effectiveness} and {EdTech}: {Considerations} and case studies}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/WEFTUGTJ}, abstract = {The answer to the question ‘What is cost-effective EdTech?’ is highly nuanced, as it depends on the choice of the initiative, its design, implementation, intended audience, and how the local context is addressed. We compiled select case studies that examine how EdTech was used in cost-effective and less cost-effective ways. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {32}, institution = {EdTech Hub}, author = {Chuang, Rachel and Burnett, Nicholas and Robinson, Elizabeth}, month = jun, year = {2021}, doi = {10.5281/zenodo.5651978}, note = {ZenodoArchiveID: 5651978 previousDOI: 10.5281/zenodo.5213890 previousPreviousDOI: 10.5281/zenodo.4897985 previousPreviousDOI: 10.5281/zenodo.4897985 PreviousDOI: 10.5281/zenodo.4897985 PreviousDOI: 10.5281/zenodo.4897985 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5213890 10.5281/zenodo.4897985 10.5281/zenodo.5213890 10.5281/zenodo.5651978 2339240:C93CUDGR 2339240:XJDIEYV8 2405685:DQX9SUB6 2405685:FZ937TYM 2405685:WEFTUGTJ 2405685:YU9RLZ98}, keywords = {F: Helpdesk response, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @misc{bangladesh_how_2021, title = {How {Bangladesh} repurposed pre-existing online platforms to reimagine education during {Covid}-19}, url = {https://edtechhub.org/2021/06/24/how-bangladesh-reimagined-education-during-covid-19/}, abstract = {Forty-two million. That is the total number of students in Bangladesh. Forty-two million potential leaders of tomorrow. Forty-two million reasons to be hopeful for the country’s future. Forty-two million students who, because of Covid-19, were left without classrooms, without their friends, without their schools and colleges – without formal education.}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {Bangladesh), Anir Choudhury (a2i}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HVNU4INN 2405685:TA8WC382}, keywords = {\_EdTechHub\_Output}, } @techreport{gould_edtech_2021, type = {Sandbox {Sprint} {Review}}, title = {{EdTech} and {Covid}-19: the story so far}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Gould, Briony}, month = jun, year = {2021}, doi = {10.5281/zenodo.4899740}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4899740 2405685:IWGMZ8QI}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{zubairi_country-level_2021, type = {Country summaries and case studies (was: {Country} scan)}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/QUJHNPRD}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Zubairi, Asma and Kreimeia, Adam and Kaye, Tom and Ashlee, Amy}, month = jun, year = {2021}, doi = {10.5281/zenodo.5651981}, note = {ZenodoArchiveID: 5651981 previousDOI: 10.5281/zenodo.5109678 previousDOI: 10.5281/zenodo.4943272 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4943272 10.5281/zenodo.5109678 10.5281/zenodo.5651981 2339240:TCHKGQZS 2405685:QUJHNPRD 2405685:XH44AG5R 2405685:YULPZE4D}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{amenya_power_2021, type = {Working paper}, title = {The {Power} of {Girls}' {Reading} {Camps}: {Exploring} the impact of radio lessons, peer learning and targeted paper-based resources on girls’ remote learning in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {The {Power} of {Girls}' {Reading} {Camps}}, url = {https://docs.edtechhub.org/lib/P8IAN448}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {32}, institution = {EdTech Hub}, author = {Amenya, Donvan and Fitzpatrick, Rachael and Njeri, M.E. and Naylor, Ruth and Page, Ella and Riggall, Anna}, month = jun, year = {2021}, doi = {10.5281/zenodo.5651935}, note = {ZenodoArchiveID: 5651935 previousDOI: 10.5281/zenodo.4923094 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4923094 10.5281/zenodo.5651935 2339240:6ELB8P84 2339240:HZ3EBZ29 2405685:79JJ5T29 2405685:P8IAN448 2405685:RU8ET9S2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{crompton_edtech_2021, type = {Systematic review}, title = {{EdTech} and {Emergency} {Remote} {Learning}: {A} {Systematic} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Sam and Nicolai, Susan and Myers, Christina}, month = jun, year = {2021}, doi = {10.5281/zenodo.5651932}, note = {ZenodoArchiveID: 5651932 previousDOI: 10.5281/zenodo.4917221 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4917221 10.5281/zenodo.5651932 2405685:V6UCUGBZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{crompton_inequalities_2021, type = {Working paper}, title = {Inequalities in {Girls}’ {Learning} {Opportunities} via {EdTech}: {Addressing} the {Challenge} of {Covid}-19}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/D6PWMC4I}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {31}, institution = {EdTech Hub}, author = {Crompton, Helen and Chigona, Agnes and Jordan, Katy, , Jordan and Myers, Christina}, month = jun, year = {2021}, doi = {10.5281/zenodo.4917252}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4917252 10.5281/zenodo.4917252 2339240:G2X4SJI9 2339240:MUSPGK9F 2339240:MVU3QIHM 2339240:NQF22P32 2405685:B2ABXUCR 2405685:D6PWMC4I 2405685:HW7NU96L 2405685:JWIHBL5M 2405685:PXBXCZ29 2405685:YHC5ZPU8}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_r:AddedByZotZen}, } @misc{edtech_hub_edtechtools_2021, title = {{EdTechTools} {Relaunched} with {TVET} {Resources}}, url = {https://edtechhub.org/2021/06/04/edtechtools-relaunched-with-tvet-resources/}, abstract = {EdTechHub, Generation Unlimited (GenU), UNESCO and UNESCO-UNEVOC have joined forces to relaunch EdTechTools (formerly the Tools Database): a global repository of education technology tools and platforms designed to help decision makers at all levels in the global education and training community find resources that facilitate and support remote learning. More than a year after the world experienced an education disruption…}, language = {en-US}, urldate = {2021-07-26}, journal = {EdTech Hub}, author = {{EdTech Hub} and {Generation Unlimited}}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HNAI38V8}, keywords = {\_EdTechHub\_Output}, } @techreport{mcburnie_advancing_2021, type = {Working paper}, title = {Advancing {Data}-{Driven} {Decision}-{Making} for {School} {Improvement}: {Findings} from the {One} {Tablet} {Per} {School} {User} {Testing} {Programme} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MPRD5RKR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {MBSSE, EdTech Hub, Leh Wi Lan}, author = {McBurnie, Chris and Beoku-Betts, Iman and Waistell, Daniel and Nallo, Michael}, month = jun, year = {2021}, doi = {10.53832/edtechhub.0066}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4896502 10.53832/edtechhub.0066 2339240:9A7P2GEI 2339240:PA2CB3JF 2339240:Q3RLYCNW 2339240:TMHE9JIR 2405685:2CEZ2LKN 2405685:9B56X45X 2405685:FAJLNB8S 2405685:KFTXK9K2 2405685:MPRD5RKR 2405685:PGUR927P 2405685:UKHA4WKY 2486141:A5SQMX8T 4656463:XTGYWNYB}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{carter_service_2021, type = {Internal papers}, title = {Service {Design} {Blueprint}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Carter, , Alice}, month = jun, year = {2021}, doi = {10.5281/zenodo.5147560}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147560 2405685:G62DCDN2}, keywords = {\_r:AddedByZotZen}, } @techreport{dinham_what_2021, type = {{FP}-{ETH} {Sandbox} {Sprint} {Review}}, title = {What we learnt in the {Sandbox} between onebillion, {VSO} {Malawi} and {EdTech} {Hub} ({Sprint} {Review} {Draft})}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Dinham, Nat and Plaut, Daniel and Rahman, Asad and Schmit, Laurel}, month = jun, year = {2021}, doi = {10.5281/zenodo.4959811}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959811 2405685:M78SQRBW}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{hasler_mixed-methods_2021, type = {Working {Paper}}, title = {A mixed-methods evidence assessment for emergent fields of knowledge}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/PUVVR28E}, number = {24}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jun, year = {2021}, doi = {10.53832/edtechhub.0003}, note = {previousPreviousDOI: 10.5281/zenodo.4698915 PreviousDOI: 10.5281/zenodo.4698915 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698915 10.53832/edtechhub.0003 2129771:E3W7NXR9 2405685:PUVVR28E}, keywords = {\_EdTechHub\_Output, \_yl:m}, } @misc{hasler_global_2021, title = {The global stakes of digitalization in education}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/J49DGN5M}, author = {Haßler, Björn}, month = jun, year = {2021}, doi = {10.5281/zenodo.4888887}, note = {PreviousDOI: 10.5281/zenodo.4888604 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4888887 2405685:J49DGN5M}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodo:submitted}, } @techreport{plaut_sierra_2021, type = {Internal {Paper}}, title = {Sierra {Leone} {CPD} {Sandbox} - {Draft} {Theory} of {Change}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/T7AUREA5}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Plaut, Daniel}, month = jun, year = {2021}, doi = {10.5281/zenodo.4959786}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959786 2405685:T7AUREA5}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{boujikian_whatsapp-assisted_2021, type = {Sandbox {Sprint} {Review}}, title = {{WhatsApp}-{Assisted} {Learning} for {Refugees}. {End} of {Sandbox} {Sprint} 3}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/89DPN3SP}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Boujikian, Michèle and Carter, Alice and Khalayleh, Abdullah}, month = may, year = {2021}, doi = {10.5281/zenodo.4783017}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783017 2405685:89DPN3SP 2405685:EVSZNGMA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{khalayleh_determining_2021, type = {Presentation}, title = {Determining the suitability of {Whatsapp} for {Jusoor} {Azima} {Project}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/I4UFGAQA/MIQMEJK2}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Khalayleh, Abdullah}, month = may, year = {2021}, doi = {10.5281/zenodo.4783101}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783101 2405685:MIQMEJK2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @misc{hennessy_advancing_2021, title = {Advancing evidence-based decision making in {LMICs}: {Focus} of {EdTech} {Hub}’s work}, shorttitle = {Advancing evidence-based decision making in {LMICs}}, url = {https://edtechhub.org/2021/05/07/advancing-evidence-based-decision-making-in-lmics-focus-of-edtech-hubs-work/}, abstract = {This blog sets out the Hub’s aims and approaches to identifying appropriate and effective uses of EdTech that can potentially raise learning outcomes in low- and middle-income countries (LMICs). Research shows that EdTech offers immense potential, but sustainable and positive change at scale has largely proved elusive in practice – particularly for marginalised learners where we focus our work.  To…}, language = {en-US}, urldate = {2021-05-10}, journal = {EdTech Hub}, author = {Hennessy, Sara}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:33PABHJH 2405685:Q8R8G8WG}, keywords = {\_EdTechHub\_Output}, } @techreport{boujikian_lack_2021, type = {Sandbox {Evidence} {Output}}, title = {Lack of {Means} or {Lack} of {Awareness}? {Survey} findings: barriers to learning with {WhatsApp} in refugee camps in {Lebanon}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/4UQT8WRN}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Boujikian, Michèle and Carter, Alice}, month = may, year = {2021}, doi = {10.5281/zenodo.4780972}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4780972 2405685:4UQT8WRN 2405685:WWUQ7VRT}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{korin_using_2021, type = {Helpdesk {Response}}, title = {Using {EdTech} to {Support} {Learning} {Remotely} in the {Early} {Years}. {Rapid} {Literature} {Review} of {Evidence} from the {Global} {Response} to {Covid}-19.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RTQ64R3P}, abstract = {An output of the EdTech Hub, https://edtechhub.org This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE.}, language = {en}, number = {31}, institution = {EdTech Hub}, author = {Korin, Astrid}, month = may, year = {2021}, doi = {10.5281/zenodo.4746391}, note = {ZenodoArchiveID: 4746391 previousDOI: 10.5281/zenodo.4746391 previousDOI: 10.5281/zenodo.4664510 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4664510 10.5281/zenodo.4746391 2339240:CJNJNHNU 2405685:RTQ64R3P 2405685:TD3Y79BH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @misc{coflan_utilisation_2021, title = {L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à {Madagascar}}, url = {https://edtechhub.org/2021/04/23/lutilisation-des-preuves-pour-renforcer-la-formation-pedagogique-a-travers-les-technologies-a-madagascar/}, abstract = {Lire en Anglais Contexte Madagascar fait face à un taux élevé de la pauvreté d’apprentissage; 97 pour cent des enfants en classe de primaire du pays ne sont pas capables de lire un texte en français adapté à leur âge (Banque mondiale 2019, sur données PASEC 2015). Nous savons que les enseignants ont une influence cruciale sur l’éducation des élèves;…}, language = {en-US}, urldate = {2021-04-29}, journal = {EdTech Hub}, author = {Coflan, Caitlin Moss and Koomar, Saalim and Rasolohery, Hasiniavo}, month = apr, year = {2021}, doi = {10.5281/zenodo.4728174}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728174 2405685:552YTW72}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @techreport{damani_covid-19_2021, type = {Academic papers, book chapters, etc.}, title = {Covid-19 and {EdTech} in {Africa}: {A} {Country}-{Level} {Review} {Based} on {eLearning} {Africa} {Data}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CDC2W7Q6}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Damani, Kalifa}, month = apr, year = {2021}, doi = {10.5281/zenodo.4703718}, note = {ZenodoArchiveID: 4703718 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4703718 2405685:CDC2W7Q6 2405685:HVQVC8TU}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{myers_lets_2021, type = {Case {Study}}, title = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}: {Improving} {Outcomes} in {Education} {Systems}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3GQXS67C}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Kaye, Tom and Khalayleh, Abdullah}, month = apr, year = {2021}, doi = {10.5281/zenodo.4699337}, note = {ZenodoArchiveID: 4699337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4699337 2339240:MQFC486E 2339240:YAXCDGIK 2405685:3GQXS67C 2405685:Q9F2PISN}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @misc{singal_edtech_2021, title = {{EdTech} for learners with disabilities: urgent need to focus on access, engagement and learning outcomes}, shorttitle = {{EdTech} for learners with disabilities}, url = {https://edtechhub.org/2021/04/23/edtech-for-learners-with-disabilities-urgent-need-to-focus-on-access-engagement-and-learning-outcomes/}, abstract = {The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…}, language = {en-US}, urldate = {2021-04-29}, journal = {EdTech Hub}, author = {Singal, Nidhi and Lynch, Paul and Kaye, Tom and Francis, Gill}, month = apr, year = {2021}, doi = {10.5281/zenodo.4728168}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4728168 2405685:6QJYLAD7 2405685:BZDFHTPM}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{lynch_how_2021, type = {Policy {Brief}}, title = {How {Can} {EdTech} {Support} {Primary} {School} {Learners} with {Disabilities} in {LMICs}? {Recommendations} for {Policy}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/UXWEBRCC}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill A.}, month = apr, year = {2021}, doi = {10.5281/zenodo.4701259}, note = {ZenodoArchiveID: 4701259 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4701259 2339240:K42SWARR 2405685:DGECLZII 2405685:J83BVHG6 2405685:UXWEBRCC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @misc{groeneveld_helping_2021, title = {Helping improve the {Kenya} {Education} {Cloud} with a {SWOT} analysis}, url = {https://edtechhub.org/2021/04/15/helping-improve-the-kenya-education-cloud-with-a-swot-analysis/}, abstract = {In early 2021, EdTech Hub partnered with the Kenya Institute of Curriculum Development to support them to analyse the strengths, weaknesses, opportunities and threats of the Kenya Education Cloud. This blog highlights what we learnt, and lessons that can inform the development of Virtual Learning Environments around the world.  Governments all over the world responded to Covid-19 school closures by…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Groeneveld, Caspar and Kimenyi, Eric and Kaye, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4707900}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707900 2405685:F5HJ29AQ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{adam_use_2021, type = {Technical {Guidance}}, title = {The {Use} of {Technology} in the {CPD} {Implementation} {Plan} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/N5HMII3R}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Sefary, Yomna and Haßler, Björn and Khalayleh, Abdullah and Kremeia, Adam and Proctor, Jamie and Mtebe, Joel}, month = apr, year = {2021}, doi = {10.5281/zenodo.4665846}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2405685:N5HMII3R}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @article{crompton_support_2021, title = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies: {A} systematic review}, volume = {0}, issn = {1539-1523}, shorttitle = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies}, url = {https://doi.org/10.1080/15391523.2021.1899877}, doi = {10.1080/15391523.2021.1899877}, abstract = {Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.}, number = {0}, urldate = {2021-04-08}, journal = {Journal of Research on Technology in Education}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Samuel}, month = apr, year = {2021}, doi = {10.5281/zenodo.5652026}, note = {ZenodoArchiveID: 5652026 Publisher: Routledge \_eprint: https://doi.org/10.1080/15391523.2021.1899877 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1899877 10.1111/bjet.13114 10.5281/zenodo.5652026 2339240:258WF4VH 2339240:RAP22KJU 2405685:5UAQ3N5K 2405685:BKMMRYCD 2405685:IA5XF32V 2405685:SU6FMBKT 2405685:XERPP4G9 2534379:UVB8PHFN}, keywords = {COVID-19, Teacher education, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:analysis:nopdf, \_r:CopiedFromEvLib, \_yl:a, disasters, emergencies, emergency remote education, pandemic, remote education}, pages = {1--16}, } @techreport{power_community_2021, type = {Working {Paper}}, title = {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}}, url = {https://docs.edtechhub.org/lib/HZRHPNI5}, institution = {EdTech Hub}, author = {Power, Tom and Buckler, Alison and Ebubedike, Margaret and Tengenesha, Martha and Jama, Mbuso and Ndlovu, America and Mukoyi, Jane and Ndou, Mashudu and Mubaira, Simbarashe}, month = apr, year = {2021}, doi = {10.5281/zenodo.4557015}, note = {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}, } @techreport{simpson_eight_2021, type = {Position {Paper}}, title = {Eight {Reasons} {Why} {EdTech} {Doesn}’t {Scale}: {How} sandboxes are designed to counter the issue}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8HKCSIRC}, abstract = {The EdTech Hub’s sandbox approach offers implementers and decision makers a clear way to implement and scale only the most effective EdTech interventions. In this position paper we share our view on why EdTech isn’t scaling and how we see the sandboxes approach addressing them. Keywords: innovation; implementation; sandboxes; EdTech; scale; experimentation An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Simpson, Lea and Carter, Alice and Rahman, Asad and Plaut, Daniel}, month = apr, year = {2021}, doi = {10.53832/edtechhub.0116}, note = {ZenodoArchiveID: 4966322 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4966322 10.53832/edtechhub.0115 10.53832/edtechhub.0116 2405685:8HKCSIRC}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} {Series}: {Plan} {International} and the importance of community support for distance teacher professional development programmes}, copyright = {Creative Commons Attribution 4.0}, url = {https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Saidu, Arthur and Rincon Casado, Eusebio and Shergill, Maggie}, month = apr, year = {2021}, doi = {10.5281/zenodo.5652007}, note = {ZenodoArchiveID: 5652007 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652007 2405685:KZ6FTNMC}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @techreport{khalayleh_monitoring_2021, type = {Working {Paper}}, title = {A {Monitoring} and {Evaluation} {Framework} for {Blended} {Learning}: {Pakistan} {Ministry} of {Federal} {Education} and {Professional} {Training}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {A {Monitoring} and {Evaluation} {Framework} for {Blended} {Learning}}, url = {https://docs.edtechhub.org/lib/XBPZPS3P}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Khalayleh, Abdullah and Baloch, Imdad and Dele-Ajayi, Opeyemi and Kaye, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4633326}, note = {ZenodoArchiveID: 4633326 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4633326 2339240:DNCQ88UV 2339240:ILPGZU8E 2339240:SGQPIKMM 2405685:AR7EAIDU 2405685:XBPZPS3P 2405685:ZL7H9N8P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} {Series}: the {Pikin}-to-{Pikin} {Movement} and its focus on child protection, education, nutrition and health}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/JV4FPSJW}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Swaray, Abdulai and Kamara, Bai}, month = mar, year = {2021}, doi = {10.5281/zenodo.5652005}, note = {ZenodoArchiveID: 5652005 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652005 2405685:RT5H8XNG}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @techreport{siddiqui_deaf_2021, type = {Internal papers}, title = {Deaf {Reach}: {End} of {Sandbox} {Showcase}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Siddiqui, Maira and Shaikh, Saira and Rahman, Asad}, month = mar, year = {2021}, doi = {10.5281/zenodo.4959839}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959839 2405685:6FBBKFMM}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{koomar_utilisation_2021, type = {Blog post}, title = {L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à {Madagascar}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Moss Coflan, Caitlin and Rasolohéry, Hasiniavo}, month = mar, year = {2021}, doi = {10.5281/zenodo.4645807}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4645807 2405685:BBWJNPNA}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @misc{saidu_sierra_2021, title = {Sierra {Leone} series: {Plan} {International} and the importance of community support for distance teacher professional development programmes}, shorttitle = {Sierra {Leone} series}, url = {https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/}, abstract = {Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Saidu, Arthur and Casado, Eusebio Rincon and Shergill, Maggie and McBurnie, Chris}, month = mar, year = {2021}, doi = {10.5281/zenodo.4707910}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707910 2405685:7HCBSU4P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @techreport{groeneveld_work_2021, type = {Technical {Guidance}}, title = {A {Work} {Plan} for {Content} {Creation}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/EH6F8M5P}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Proctor, Jamie and Kaye, Tom}, month = mar, year = {2021}, doi = {10.5281/zenodo.4617798}, note = {ZenodoArchiveID: 4617798 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4617798 2339240:V3PGSF2W 2405685:EH6F8M5P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{jordan_country-level_2021, title = {A {Country}-{Level} {Research} {Review}: {EdTech} in {Tanzania}}, shorttitle = {A {Country}-{Level} {Research} {Review}}, url = {https://zenodo.org/record/4618376}, abstract = {This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described.}, urldate = {2021-09-30}, institution = {Zenodo}, author = {Jordan, Katy and Proctor, Jamie and Koomar, Saalim and Bapna, Akanksha}, month = mar, year = {2021}, doi = {10.5281/zenodo.4618376}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4618376 10.5281/zenodo.5652060 2339240:F8ER2X27 2339240:KZ7L8K2X 2339240:YKGMJASP 2405685:3F4ASVFA 2405685:IA77HHMV 2405685:RQGJRKVS 2405685:TYZ4Y65R 2405685:VRE5DB5K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodoETH}, } @techreport{rahman_edtech_2021, type = {Working {Paper}}, title = {{EdTech} and {Covid}-19: {Insights} from our {Sandbox} {Portfolio}. {In} {Collaboration} with {Sandbox} {Partner} {Organisations}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MXMPWAA2}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Plaut, Daniel and Salami, Taiye and Carter, Alice}, month = mar, year = {2021}, doi = {10.5281/zenodo.4776960}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4776960 2339240:JASYN9AV 2339240:URJVJP9H 2405685:7QBDH9I4 2405685:MXMPWAA2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{hasler_bibliography_2021, title = {Bibliography on teacher distribution and allocation}, author = {Haßler, Björn}, month = mar, year = {2021}, doi = {10.5281/zenodo.4608425}, note = {ZenodoArchiveID: 4608425 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4608425 2339240:2DAZHLTB 2405685:WX9A6Z7X}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, dode\_eth-src-eth}, } @techreport{bapna_case_2021, title = {A {Case} for a {Systems} {Approach} to {EdTech}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib//UR6CQL9K}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Bapna, Akanksha and Nicolai, Susan and Myers, Christina and Pellini, Arnaldo and Sharma, Namrata and Wilson, Sam}, month = mar, year = {2021}, doi = {10.5281/zenodo.5651995}, note = {ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2339240:N7XVM2BS 2339240:QL5LSA92 2339240:UIDN49MT 2405685:5HSPDN5N 2405685:AMGEVSIH 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2405685:VBZ4N4AM 2534378:PDNLLG9Y 4656463:RA69ZQLB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen, \_zenodo:submitted}, } @misc{team_highlights_2021, title = {Highlights from {EdTech} and {Covid}-19: {Lessons} learned, future plans}, shorttitle = {Highlights from {EdTech} and {Covid}-19}, url = {https://edtechhub.org/2021/03/10/highlights-from-edtech-and-covid-19-lessons-learned-future-plans/}, abstract = {On March 2nd EdTech Hub brought together education leaders, including teachers, program managers and policymakers, to reflect on a year of EdTech and Covid-19, discuss the lessons learned so far and consider how we can prepare for the future.  Over 200 people joined from around the world for a lively and thought-provoking discussion. Speakers included:  Helen Grant MP, UK Prime…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Team, EdTech Hub}, month = mar, year = {2021}, doi = {10.5281/zenodo.4707919}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707919 2405685:UKK52XU7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{pellini_introducing_2021, title = {Introducing: {A} political economy framework for {EdTech} evidence uptake}, shorttitle = {Introducing}, url = {https://edtechhub.org/2021/03/09/introducing-a-political-economy-framework-for-edtech-evidence-uptake/}, abstract = {“Without context, words and actions have no meaning at all”  – Gregory Bateson Evidence only makes a difference if it is used. While the EdTech field suffers from significant gaps in knowledge, more research won’t mean much unless it can be used to inform policy and decision-making. And to do this, an understanding of the context and of how individuals…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Pellini, Arnaldo and Nicolai, Susan and Kreimeia, Adam and Wilson, Sam}, month = mar, year = {2021}, doi = {10.5281/zenodo.4707924}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707924 2405685:24RG82ZT}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{the_education_commission_gis_2021, title = {{GIS} for {Education} {Working} {Group} launches to promote data-driven decision-making}, url = {https://educationcommission.org/updates/gis-for-education-working-group-launches-to-promote-data-driven-decision-making/}, abstract = {Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?}, language = {en-US}, urldate = {2022-04-18}, journal = {the Education Commission}, author = {{the Education Commission}}, month = mar, year = {2021}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:5XRHZSJ4 2405685:FJZKNYJI}, keywords = {\_yl:b}, } @misc{koomar_using_2021, type = {Blog post}, title = {Using evidence to strengthen tech-supported teacher professional development in {Madagascar}}, copyright = {Creative Commons Attribution 4.0}, url = {https://edtechhub.org/2021/04/23/using-evidence-to-strengthen-tech-supported-teacher-professional-development-in-madagascar/}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, journal = {EdTech Hub}, author = {Koomar, Saalim and Moss Coflan, Caitlin and Rasolohéry, Hasiniavo}, month = mar, year = {2021}, doi = {10.5281/zenodo.4585511}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4585511 10.5281/zenodo.4728170 2405685:G2SH3FP6 2405685:HLMSBECU 2405685:MKH2ZP2T 2405685:TYXJSKEP}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_r:AddedByZotZen, \_zenodoETH}, } @misc{tahi_sierra_2021, title = {Sierra {Leone} series: the {Pikin}-to-{Pikin} {Movement} and its focus on child protection, education, nutrition and health.}, shorttitle = {Sierra {Leone} series}, url = {https://edtechhub.org/2021/03/02/sierra-leone-series-the-pikin-to-pikin-movement-and-its-focus-on-child-protection-education-nutrition-and-health/}, abstract = {Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.   In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Tahi}, month = mar, year = {2021}, doi = {10.5281/zenodo.4707926}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707926 2405685:FB4FWFP9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{esbeck_mango_2021, type = {Sandbox {Overview}}, title = {Mango {Tree} {Literacy} {Labs}’ {Radio} {Programme} {Sandbox}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RIPJWUDB}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Esbeck, Craig and Oloa, Charles and Brown, Victoria and Plaut, Daniel and Salami, Taiye}, month = mar, year = {2021}, doi = {10.5281/zenodo.4747475}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4747475 2405685:RIPJWUDB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen, \_zenodo:submitted}, } @techreport{hasler_systemic_2021, type = {Working {Paper}}, title = {Syṡtemic {Mixed}-{Methods} {Research} — a conceptual framework for scalable {EdTech} research}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Systemic {Mixed}-{Methods} {Research} — a conceptual framework for scalable {EdTech} research}, url = {https://docs.edtechhub.org/lib/TD2ASC4G}, language = {en}, number = {9}, institution = {EdTech Hub}, author = {Haßler, Björn and El-Serafy, Yomna and Khalayleh, Abdullah and McBurnie, Chris}, month = mar, year = {2021}, doi = {10.53832/edtechhub.0001}, note = {previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 previousPreviousDOI: 10.5281/zenodo.4557484 PreviousDOI: 10.5281/zenodo.4557484 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557484 10.53832/edtechhub.0001 2129771:HT9D5C8E 2339240:HPLKGS4I 2339240:RQGHJZV7 2339240:S3YSSL2W 2405685:K2FX6IVZ 2405685:T6YJ3L5G 2405685:TD2ASC4G 2405685:ZNQCJ5R7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_yl:n, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mbatha_keep_2021, type = {Sprint {Review}}, title = {Keep {Kenya} {Learning}: {Helping} {Caregivers} {Support} {Learning} at {Home} {Sprint} 1.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/A2D9FVTA}, abstract = {An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.}, language = {en}, institution = {EdTech Hub}, author = {Mbatha, FaithMbithe and Crook, Rebecca and Plaut, Daniel}, month = mar, year = {2021}, doi = {10.5281/zenodo.4928926}, note = {ZenodoArchiveID: 4928926 PreviousDOI: 10.5281/zenodo.4747301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4928926 2405685:9P9W4I53 2405685:A2D9FVTA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen, \_zenodo:submitted}, } @misc{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} series: {Freetown} {Teachers} {College} and its multimodal approach to teacher professional development}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Sierra {Leone} series}, url = {https://docs.edtechhub.org/lib/JV4FPSJW}, abstract = {Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…}, language = {en}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {McBurnie, Chris and Moriba, Sambo and Brainard, Prince}, month = mar, year = {2021}, doi = {10.5281/zenodo.4584801}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_r:AddedByZotZen, \_zenodoETH, dode\_eth-src-eth}, } @techreport{tsapali_country-level_2021, type = {Working {Paper}}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Ghana}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/YMAME8E6}, language = {en}, institution = {EdTech Hub}, author = {Tsapali, Maria and Major, Louis and Damani, Kalifa and Mitchell, Joel and Taddese, Abeba}, month = mar, year = {2021}, doi = {10.5281/zenodo.4613150}, note = {ZenodoArchiveID: 4613150 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4613150 2339240:7RV99GRF 2339240:KNG7CIPW 2405685:BHZPG5ZX 2405685:HH8PFJJE 2405685:IG4J94RS 2405685:YMAME8E6}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, } @techreport{hasler_mother_2021, type = {Blog post}, title = {Mother {Language} {Day} 2021}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/ZQCX7TX3}, abstract = {To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40\% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40\% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.}, language = {en}, author = {Haßler, Björn and Castillejo, Alice and Marzotto, Mia and El-Serafy, Yomna and Khalayleh, Abdullah and Koomar, Saalim and Langa, Ancha and Nyilinkindi, Jacques and Saadeddin, Zeina and Tegha, Ghislaine and Villavicencio Peralta, Xuzel Ana}, month = feb, year = {2021}, doi = {10.5281/zenodo.5651994}, note = {ZenodoArchiveID: 5651994 previousDOI: 10.5281/zenodo.4555228 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555228 10.5281/zenodo.5651994 2339240:CME4837H 2405685:BSJEPIY4 2405685:ZQCX7TX3}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:AddedByZotZen, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{hasler_mother_2021, type = {Blog post}, title = {Mother {Language} {Day} 2021: {Improving} data on mother-tongue languages for better learning outcomes}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Mother {Language} {Day} 2021}, url = {https://edtechhub.org/2021/02/20/mother-language-day-2021-improving-data-on-mother-tongue-languages-for-better-learning-outcomes/}, abstract = {To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Haßler, Björn and Castillejo, Alice and Marzotto, Mia and El-Serafy, Yomna and Khalayleh, Abdullah and Koomar, Saalim and Langa, Ancha and Nyilinkindi, Jacques and Saadeddin, Zeina and Tegha, Ghislaine and Villavicencio Peralta, Xuzel Ana}, month = feb, year = {2021}, doi = {10.5281/zenodo.4707931}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707931 2405685:E65E8VY5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{pellini_edtech_2021, title = {{EdTech} and {Covid}-19: lessons from around the world}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/2021/02/19/edtech-and-covid-19-lessons-from-around-the-world/}, abstract = {Arnaldo Pellini, Susan Nicolai, Moizza Binat Sarwar, Sam Wilson, Akanksha Bapna, Chris McBurnie, Adedoyin Adesina, Oladele Akogun, Ernest Ngabo, Hind Al-Hindawi, Ni Wayan Suriastini, Vollan Ochieng, Moses Ngware, Asma Rabi , Abdul Musawir, Clement Sefa-Nyarko, Edem Agbe , Rabia Tabassum, Amna Zaidi, Jeroen Groenewegen, Harish Doraiswamy, Sudhansu Sharma, Liangdi Xu In this blog we summarise four takeaways from a reflection…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Pellini, Arnaldo}, month = feb, year = {2021}, doi = {10.5281/zenodo.4707940}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707940 2339240:PAIL2F6F 2405685:27J8ETI9 2405685:G34FUWKA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{pellini_political_2021, type = {Working {Paper}}, title = {A {Political} {Economy} {Analysis} {Framework} for {EdTech} {Evidence} {Uptake}}, url = {https://docs.edtechhub.org/lib/856UY54Y}, institution = {EdTech Hub}, author = {Pellini, Arnaldo and Nicolai, Susan and Magee, Arran and Sharp, Sam and Wilson, Sam}, month = feb, year = {2021}, doi = {10.5281/zenodo.4540204}, note = {ZenodoArchiveID: 4540204 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4540204 10.5281/zenodo.4540204 2339240:26GYDUTU 2339240:2Q9AWGM3 2339240:IQ36IBT8 2339240:MDUWMNQ5 2339240:P9XQBBQC 2405685:856UY54Y 2405685:CZZ5WHT7 2405685:P9T68ACJ 2405685:UGZDH4LB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, } @misc{tahi_consultants_2021, title = {Consultants needed for {UNESCO} {ACCRA}'s review of {ICT} in {Education} {Policy} in {Ghana}}, url = {https://edtechhub.org/2021/02/04/consultants-needed-for-unesco-accras-review-of-ict-in-education-policy-in-ghana/}, abstract = {ICT Transforming Education in Africa: Review of ICT in Education Policy in Ghana  TERMS OF REFERENCE (TOR) FOR INDIVIDUAL CONSULTANTS 1. Background/Context  UNESCO Korean Funds-In-Trust ICT Transforming Education in Africa is a project developed under  the UNESCO-Korea Funds-in-Trust framework to support a selected number of Sub-Saharan  African countries to test scalable and effective models of using information and  communication technologies…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Tahi}, month = feb, year = {2021}, doi = {10.5281/zenodo.4707948}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707948 2405685:P2RAXUE3}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{rising_academies_how_2021, title = {How to {Guide}: {Delivering} {High}-{Quality} {Radio} {Learning}}, url = {https://docs.edtechhub.org/lib/DU497D8A}, author = {{Rising Academies} and {EdTech Hub}}, month = feb, year = {2021}, doi = {10.5281/zenodo.4486906}, note = {ZenodoArchiveID: 4486906 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486906 2339240:NTGE2FPC 2405685:DU497D8A 2405685:HCV5X9YJ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, } @techreport{hasler_methodology_2021, type = {Working {Paper}}, title = {Methodology for literature reviews}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2CKWI7RR}, abstract = {An output of the EdTEch Hub}, language = {en}, number = {10}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Allier-Gagneur, Zoe and Blower, Thomas and Brugha, Meaghan and Damani, Kalifa and Hennessy, Sara and Martin, Kevin and Megha-Bongnkar, Ghislaine and Murphy, Mary and Walker, Hannah and Walker, Hannah}, month = feb, year = {2021}, doi = {10.53832/edtechhub.0002}, note = {previousPreviousDOI: 10.5281/zenodo.4557508 PreviousDOI: 10.5281/zenodo.4557508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4557508 10.53832/edtechhub.0002 2129771:BKEP82PS 2339240:KF364I3I 2405685:2CKWI7RR 2405685:ESKCB3SZ 2405685:SRFG8S6C}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_continuous_2021, type = {Internal papers}, title = {Continuous professional development in {Sierra} {Leone}: {Scoping} {Phase} {Overview}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/EKMQD8WQ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Plaut, Daniel}, month = feb, year = {2021}, doi = {10.5281/zenodo.4774318}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4774318 2405685:EKMQD8WQ}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{mcburnie_navigating_2021, type = {Working {Paper}}, title = {Navigating the ‘{Data} {Revolution}’: {A} {Case} {Study} on the {One} {Tablet} {Per} {School} {Programme} in {Sierra} {Leone}}, shorttitle = {Navigating the ‘{Data} {Revolution}’}, url = {https://docs.edtechhub.org/lib/FEXGB4IJ}, number = {12}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = feb, year = {2021}, doi = {10.5281/zenodo.5652063}, note = {ZenodoArchiveID: 5652063 previousDOI: 10.5281/zenodo.4430545 previousZenodoArchiveID: 4430545 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4430545 10.5281/zenodo.5652063 2339240:94IZR4ET 2339240:TST2YB8H 2405685:3BWKQDYQ 2405685:FEXGB4IJ 2405685:ZGYUEEZQ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{adil_investigating_2021, type = {Working {Paper}}, title = {Investigating the {Impact} on {Learning} {Outcomes} {Through} the {Use} of {EdTech} {During} {Covid}-19: {Evidence} from an {RCT} in the {Punjab} province of {Pakistan}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/FSVST5BF}, abstract = {The objective of the current study is to test the impact of low-tech solutions on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS) Digital teacher training sessions (DTS) Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {41}, institution = {EdTech Hub}, author = {Adil, Fareeha and Nazir, Rabia and Akhtar, Misbah}, month = jan, year = {2021}, doi = {10.53832/edtechhub.0067}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5654887 10.53832/edtechhub.0067 2339240:VNTPMCJQ 2339240:XLHSGBDA 2405685:FSVST5BF 2405685:HVDCZZVG 2405685:L5WPA5SN 2405685:YWENAQDF}, keywords = {\_r:AddedByZotZen}, } @misc{kweyu_using_2021, title = {Using innovative methods to train teachers of blind children: what we learned}, shorttitle = {Using innovative methods to train teachers of blind children}, url = {https://edtechhub.org/2021/01/08/using-innovative-methods-to-train-teachers-of-blind-children-what-we-learned/}, abstract = {Governments all over the world have closed learning institutions because of the Covid-19 pandemic, including in Kenya. This has exacerbated the global learning crisis and made it more difficult for teachers, parents, and caregivers to include children with disabilities in quality education. To ensure learners with disabilities were not left behind during Covid-19 school closures, eKitabu partnered with EdTech Hub…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Kweyu, Ignatius and Koszorus, Ferenc}, month = jan, year = {2021}, doi = {10.5281/zenodo.4707952}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707952 2339240:Y7EARNQ6 2405685:HKG7DF93 2405685:WD8FQQ9D}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @techreport{groeneveld_swot_2021, title = {{SWOT} {Analysis} of the {Kenya} {Education} {Cloud}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/R3E3KVHX}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kimenyi, Eric and Kaye, Tom}, month = jan, year = {2021}, doi = {10.5281/zenodo.4745991}, note = {ZenodoArchiveID: 4745991 prevDOI: 10.5281/zenodo.4486279 prevDOI: 10.5281/zenodo.4742327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486279 10.5281/zenodo.4742327 10.5281/zenodo.4745991 2129771:LSCJ2AJX 2339240:95YP93VL 2339240:PBZKVTI5 2339240:WW642LX9 2405685:R3E3KVHX 2405685:TAWFGNE2 2405685:UMJTLGUE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_structured_2021, title = {Structured {Pedagogy} and {EdTech}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.edtechhub.org/lib/2QM825CH}, institution = {EdTech Hub}, author = {Adam, Taskeen and Chuang, Rachel and Haßler, Björn}, year = {2021}, doi = {10.5281/zenodo.4460344}, note = {ZenodoArchiveID: 4460344 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4460344 2129771:DDU3QPXM 2339240:5XNMEGSN 2339240:XIRCF4HG 2339240:XXL72KUQ 2405685:2QM825CH 2405685:5RMUBA3Q 2405685:GBS5KW7S}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{adam_use_2021, title = {The use of 'building blocks' to develop digital platforms for education in sub-{Saharan} {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.google.com/presentation/d/1kbsum_aPxdwhuGNzAEzHnr_Wx_psKAUVldt1M2Wz34I/edit#slide=id.gdedd2e55e3_3_285}, abstract = {We set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools).}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Serafy, Yomna and Podea, Marius and Haßler, Björn}, year = {2021}, doi = {10.53832/edtechhub.0049}, note = {10.5281/zenodo.4913283 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0048 10.53832/edtechhub.0049 2339240:487NSL2N 2339240:96WXZFG3 2339240:BXUFCQ98 2339240:QUJFSUDE 2405685:4NFT3P7H 2405685:MZSKKWUZ 2405685:NVIUXYC6 2405685:PIXT9J66 2405685:RL5CTZU3 2405685:U8GMZZ48 2486141:7MQA6V3G 4656463:6378IJC5 4656463:TD3MYCHJ}, keywords = {\_EdTechHub\_Output, \_MELA\_seen}, } @techreport{ananga_t-tel_2021, title = {T-{TEL} {Covid}-19 {Impact} {Assessment} {Study}}, url = {https://docs.edtechhub.org/lib/PTC9PGZW}, author = {Ananga, Eric and Kadiri, Abdul-Karim and Kporwodu, Marie and Nkrumah, Yahya and Whajah, Francis and Tackie, Majorie}, year = {2021}, doi = {10.5281/zenodo.4895400}, note = {ZenodoArchiveID: 4895400 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4895400 2339240:F8IYBAPY 2405685:57DYPNLR 2405685:DR6BDMJS 2405685:PTC9PGZW}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted}, } @techreport{chuang_low-tech_2021, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Low-{Tech} {Devices} and {Connectivity} for {Learning} in {Lebanon}}, url = {https://docs.edtechhub.org/lib/ISTFVCA7}, abstract = {This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries.}, number = {29}, institution = {EdTech Hub}, author = {Chuang, Rachel and Khalayleh, Abdullah}, year = {2021}, doi = {10.5281/zenodo.4140412}, note = {ZenodoArchiveID: 4140412 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4140412 2129771:9X3BTTLU 2339240:9PYYNK6J 2405685:ISTFVCA7 2405685:NS927T5K}, keywords = {F: Helpdesk response, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{clark-wilson_theory_2021, type = {Working {Paper}}, title = {A {Theory} of {Change} for a {Technology}-{Enhanced} {Education} {System} in {Bangladesh}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/2T7DPIBU}, abstract = {The first of a trilogy of Theories of Change (TOCs) that focuses on learners as the main beneficiaries of an increasingly technology-enhanced education system in Bangladesh. Initially created with stakeholders to support the monitoring and evaluation of programmes designed to offer distance learning during the 2020 Covid-19 school closures, the TOC describes how access to educational activities of different modalities (TV, Radio, Smartphone, online platforms etc.) should lead to improved educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {30}, institution = {EdTech Hub}, author = {Clark-Wilson, Alison and Bashir, Amreen and Kaye, Tom}, year = {2021}, doi = {10.53832/edtechhub.0044}, note = {ZenodoArchiveID: 5652015 KerkoCite.ItemAlsoKnownAs: 10.5281/edtechhub.0044 10.5281/zenodo.4610089 10.53832/edtechhub.0044 2339240:D4Q4RX94 2339240:YKVDDCEI 2405685:2T7DPIBU 2405685:BUHD2X9T 2405685:E4I95IWF 2405685:NP95DHA2 2405685:Q2MS5ZSE 2405685:ZSEHKGUN}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen, \_zenodo:submitted}, } @article{crompton_learning_2021, title = {Learning with technology during emergencies: {A} systematic review of {K}-12 education}, copyright = {© 2021 The Authors. British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of British Educational Research Association}, issn = {1467-8535}, shorttitle = {Learning with technology during emergencies}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13114}, doi = {10.1111/bjet.13114}, abstract = {Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94\% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.}, language = {en}, urldate = {2021-05-25}, journal = {British Journal of Educational Technology}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Samuel W. G.}, year = {2021}, doi = {10.5281/zenodo.5652042}, note = {ZenodoArchiveID: 5652042 \_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652042 2339240:TJNJX997 2405685:9V69ZAFP 2405685:BDG6N6PJ 2405685:JE8I8566 2405685:YY7LXWQB}, keywords = {COVID-19, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_yl:b, \_zenodo:submitted, disasters, emergencies, emergency remote education, pandemic}, } @techreport{edtech_hub_digital_2021, type = {Technical {Report}}, title = {Digital {Personalised} {Learning} to {Improve} {Numeracy} {Outcomes} in {Kenyan} {Primary} {School} {Classrooms}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 2}, url = {https://docs.edtechhub.org/lib/4N5VUGJG}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2021}, doi = {10.53832/edtechhub.0054}, note = {ZenodoArchiveID: 5596872 ZenodoArchiveConcept: 5596871 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0054 2405685:4N5VUGJG}, } @techreport{edtech_hub_low-tech_2021, type = {Technical {Report}}, title = {Low-{Tech} {Personalised} {Learning} to {Improve} {Girls}' {Education} in {Kenya}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 7}, url = {https://docs.edtechhub.org/lib/7TUWEUKZ}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2021}, doi = {10.53832/edtechhub.0059}, note = {ZenodoArchiveID: 5596885 ZenodoArchiveConcept: 5596884 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0059 2405685:7TUWEUKZ}, } @techreport{edtech_hub_optimising_2021, type = {Technical {Report}}, title = {Optimising {Messaging} to {Promote} {Returns} to {School} in {Ghana} for {Marginalised} {Learners}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 6}, url = {https://docs.edtechhub.org/lib/DMVKGJWQ}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2021}, doi = {10.53832/edtechhub.0058}, note = {ZenodoArchiveID: 5596883 ZenodoArchiveConcept: 5596882 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0058 2405685:DMVKGJWQ}, } @techreport{edtech_hub_impact_2021, type = {Technical {Report}}, title = {The {Impact} of a {Tech}-{Supported}, {School}-{Based} {TCPD} {Model} on {Learning} {Outcomes} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 4}, url = {https://docs.edtechhub.org/lib/PFMSZZ8N}, language = {en}, institution = {EdTech Hub}, author = {{EdTech Hub}}, year = {2021}, doi = {10.53832/edtechhub.0056}, note = {ZenodoArchiveID: 5596877 ZenodoArchiveConcept: 5596876 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0056 2405685:PFMSZZ8N}, } @techreport{edtech_hub_team_les_2021, title = {Les {Technologies} {De} {L}’enseignement {Et} {Le} {Covid}-19 - 10 {Choses} À {Savoir}}, url = {https://docs.edtechhub.org/lib/DQ5URLSY}, language = {fr}, author = {{EdTech Hub Team}}, year = {2021}, doi = {10.5281/zenodo.4709702}, note = {ZenodoArchiveID: 4709702 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709702 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{edtech_hub_team_summary_2021, title = {Summary {Brief}: {Problem} {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}}, url = {https://docs.edtechhub.org/lib/GNY5ZSWM}, institution = {EdTech Hub}, author = {{EdTech Hub Team}}, year = {2021}, doi = {10.5281/zenodo.4612141}, note = {ZenodoArchiveID: 4612141 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4612141 2339240:M4WB4UIZ 2405685:GNY5ZSWM}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{edtech_hub_team__2021, title = {تكنولوجيا التعليم وجائحة كوفيد 19 - .10 أشياء يجب معرفتها}, url = {https://docs.edtechhub.org/lib/26VNTFQU}, language = {ar}, author = {{EdTech Hub Team}}, year = {2021}, doi = {10.5281/zenodo.4709700}, note = {ZenodoArchiveID: 4709700 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709700 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{el-serafy_strategy_2021, title = {Strategy for {Tanzania} — {Focus} {Area}: {TCPD} in primary schools}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtchhub.org/lib/BPHSJBH7}, institution = {EdTech Hub}, author = {El-Serafy, Yomna and Khalayleh, Abdullah and Carter, Alice and Haßler, Björn and Proctor, Jamie and Adam, Taskeen}, year = {2021}, doi = {10.5281/zenodo.4742727}, note = {ZenodoArchiveID: 4742727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4742727 2405685:BPHSJBH7}, keywords = {\_EdTechHub\_Output}, } @techreport{hennessy_problem_2021, type = {Working {Paper}}, title = {Problem {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}: {Technology} in {Education} in {Low}- and {Middle}-{Income} {Countries}}, shorttitle = {Problem {Analysis} and {Focus} of {EdTech} {Hub}’s {Work}}, url = {https://docs.edtechhub.org/lib/PBXBB7LF}, number = {7}, institution = {The EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Wagner, Daniel A. and {EdTech Hub Team}}, year = {2021}, doi = {10.5281/zenodo.4332693}, note = {ZenodoArchiveID: 4332693 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4332693 2339240:322MPSF7 2339240:BTJ8QHAD 2339240:BTPX7CIX 2339240:DZSHD5WZ 2339240:EEUENHU3 2339240:HSFA8Z7Q 2339240:M3YUXFYS 2339240:Q2I8K6L8 2339240:WEEFFITS 2405685:347U73VH 2405685:8F46F44X 2405685:94F2MYRK 2405685:CSJHU24F 2405685:DYB6V7DK 2405685:EIQD4I2E 2405685:GUHMK274 2405685:HXF4GM6M 2405685:PBXBB7LF 2405685:QVG25MBV 2405685:R7Q7CT4P 2405685:SNZ55MKE 2534378:42JICVEU}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Congo, Democratic Republic COD, \_C:El Salvador SLV, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Pakistan PAK, \_C:Peru PER, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Zambia ZMB, \_C:eSwatini SWZ, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @article{jordan_education_2021, title = {Education during the {COVID}-19: crisis {Opportunities} and constraints of using {EdTech} in low-income countries}, volume = {21}, copyright = {https://creativecommons.org/licenses/by-nc/4.0/}, issn = {1578-7680}, url = {https://revistas.um.es/red/article/view/453621}, doi = {10.6018/red.453621}, abstract = {The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. During this time of crisis, education will not be business as usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In this discussion paper, we explore some of the key constraints of using EdTech at scale to support education in low - income countries at a time of crisis, and highlight the opportunities that have so far emerged, in a rapidly - changing context. We draw upon evidence and examples to inform policy and programming decisions, moving from the initial emergency response to building resilience in the longer term, and planning to diagnose and treat the learning gaps that have emerged during the crisis.}, language = {en}, number = {65}, journal = {Revista de Educación a Distancia (RED)}, author = {Jordan, Katy and David, Raluca and Phillips, Toby and Pellini, Arnaldo}, year = {2021}, doi = {10.5281/zenodo.5652036}, note = {ZenodoArchiveID: 5652036 Dates: 13-11-2020 — Actualizado el 09-01-2021 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652036 10.6018/red.453621 2405685:2BIQKP9C 2405685:IVHRNTQ7 2405685:L7Y5JD68 2405685:ZXQZ3FVV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, países de bajos ingresos}, } @techreport{lynch_edtech_2021, type = {Working {Paper}}, title = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICS}: {A} {Systematic} {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} for {Learners} with {Disabilities} in {Primary} {School} {Settings} in {LMICs}}, url = {https://docs.edtechhub.org/lib/XJ42VUQG}, abstract = {This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.}, language = {en}, urldate = {2021-04-30}, institution = {EdTech Hub}, author = {Lynch, Paul and Singhal, Nidhi and Francis, Gill A.}, year = {2021}, doi = {10.5281/zenodo.4348995}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4348995 10.5281/zenodo.4348995 2339240:6VEXVUL7 2339240:BAU4D8ER 2339240:PAABA4B7 2339240:RHJJP4E2 2339240:TWQV2AGE 2339240:Z4FHRC9L 2405685:7IEM9MCP 2405685:88MZ92YX 2405685:ATYBHAIH 2405685:DGRQM9XQ 2405685:KKZ3ET5W 2405685:KL56SD42 2405685:VZNCHGEG 2405685:XJ42VUQG 2534378:3A5TU66J}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodoETH}, } @article{major_effectiveness_2021, title = {The effectiveness of technology-supported personalised learning in low- and middle-income countries: {A} meta-analysis}, volume = {52}, copyright = {© 2021 The Authors. British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of British Educational Research Association. Licence: http://creativecommons.org/licenses/by-nc-nd/4.0/}, issn = {1467-8535}, shorttitle = {The effectiveness of technology-supported personalised learning in low- and middle-income countries}, url = {https://onlinelibrary.wiley.com/doi/10.1111/bjet.13116}, doi = {10.1111/bjet.13116}, abstract = {Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common.}, language = {en}, number = {5}, urldate = {2021-05-25}, journal = {British Journal of Educational Technology}, author = {Major, Louis and Francis, Gill A. and Tsapali, Maria}, year = {2021}, note = {Archive: https://zenodo.org/record/4817787 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13116 10/gj6k5n 2339240:382K6GCA 2339240:53R3ZYT5 2339240:CYQPAERV 2339240:EXFAZMDQ 2339240:P2I2EU98 2339240:RM59PWFE 2405685:5U948655 2405685:FIXCCB5I 2405685:HBGSTQ7X 2405685:QFTDGH3C 2405685:RZNJVMWH 2405685:V8UFGT52 2405685:WTT4UQ43 2405685:ZD4YGMMJ 4042040:G8KVDVSC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodo:submitted, computer-assisted learning, learning outcomes, low- and middle-income, meta-analysis, personalisation, personalised adaptive learning, ⛔ No DOI found}, pages = {1935--1964}, } @techreport{mcintyre_literature_2021, type = {Working {Paper}}, title = {A {Literature} {Overview} of {Accountability} and {EdTech}: {Recommendations} for {Using} {Technology} to {Improve} {Accountability} in {Educational} {Systems} from {Ghana} and {Other} {LMICs}.}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {A {Literature} {Overview} of {Accountability} and {EdTech}}, url = {https://docs.edtechhub.org/lib/TD2ASC4G}, language = {en}, institution = {EdTech Hub}, author = {McIntyre, Nora and Sabates, Ricardo and Eberhardt, Molly Jamieson}, year = {2021}, doi = {10.5281/zenodo.4575561}, note = {ZenodoArchiveID: 4575561 PreviousDOI: 10.5281/zenodo.4468852 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4575561 2339240:DTA9GETP 2339240:V8PHTCMI 2405685:5TQ3YM2R 2405685:AI9EYM2F 2405685:E5W5QCIE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{nicolai_edtech_2021, title = {{EdTech} and {Covid}-19: 10 {Things} to {Know}}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/edtech-and-covid-19-10-things-to-know/}, abstract = {EDTECH AND COVID-19 10 THINGS TO KNOW Covid-19 has reshaped our world. In education, mass school closures have accelerated the global use of education technologies. Yet the benefits do not reach everyone. Since the start of the pandemic, EdTech Hub and its partners have been researching and applying evidence on what works in technology for education in different contexts. Here…}, language = {en}, urldate = {2021-03-09}, institution = {EdTech Hub}, author = {Nicolai, Susan and Wilson, Samuel and Jefferies, Kate}, year = {2021}, doi = {10.5281/zenodo.5651983}, note = {ZenodoArchiveID: 5651983 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5651983 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2405685:26VNTFQU 2405685:94AITL9D 2405685:DQ5URLSY 2405685:GT33JADA 2405685:VJ488Z7L zotzenLib.CopiedFrom: 2339240:C67KNIJR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{pambe_lessons_2021, type = {Technical {Report}}, title = {Lessons learnt from education data mapping in {Africa}: {Workshop} summary and synthesis}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/NNN9EZ7J}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Pambe, Rigobert and Kadzamira, Esme and Mjomba, Renaldah and Lawson, Laté and Onsomu, Eldah and Adam, Taskeen and Heady, Lucy and Mugo, John and Tinto, Teg-WendeIdriss}, year = {2021}, doi = {10.53832/edtechhub.0052}, note = {10.5281/zenodo.5576416 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5576416 10.53832/edtechhub.0052 2339240:282R466B 2339240:EQWZQPHA 2405685:2B2RMIDY 2405685:AEQDZV3T 2405685:DX6WMTLN 2405685:NNN9EZ7J}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_edtech_2021, type = {Sandbox {Sprint} {Review}}, title = {{EdTech} {Interventions} for {Deaf} {Learners}: {Sprint} 2 {Review}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/D7JX8S7S}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Siddiqui, Maira and Shaikh, Sarah and Geary, Richard and Awasen, Aaron and Plaut, Daniel}, year = {2021}, doi = {10.53832/edtechhub.0131}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4924787 10.53832/edtechhub.0131 2405685:D7JX8S7S}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @misc{the_education_commission_gis_2021, title = {{GIS} for {Education} {Working} {Group}}, url = {https://educationcommission.org/gis-for-education-working-group/}, language = {en-US}, urldate = {2022-04-18}, journal = {the Education Commission}, author = {{the Education Commission}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6 2405685:6NKZST4H}, keywords = {\_yl:a}, } @techreport{zubairi_country-level_2021, type = {Working {Paper}}, title = {Country-{Level} {Research} {Review}: {EdTech} in {Pakistan}}, url = {https://docs.edtechhub.org/lib/NZUHTJBG}, institution = {EdTech Hub}, author = {Zubairi, Asma and Halim, Waqas and Kaye, Tom and Wilson, Sam}, year = {2021}, doi = {10.5281/zenodo.4596486}, note = {ZenodoArchiveID: 4596486 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4596486 2129771:3CUB9UK6 2339240:3JHAWKKZ 2339240:NHJQTPKC 2339240:R2MHQ7R6 2405685:BTQ4CU7R 2405685:NZUHTJBG 2405685:R4LUIDP5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{chandra_proposal_2020, title = {A proposal for open educational resource adoption through a curriculum alignment hub}, url = {https://edtechhub.org/2020/12/17/a-proposal-for-open-educational-resource-adoption-through-a-curriculum-alignment-hub/}, abstract = {In 2020, EdTech Hub began a collaboration with Learning Equality, a nonprofit organisation supporting the creation, adaptation, and distribution of Open Educational Resources (OER) in disconnected environments. The following post by Learning Equality’s Global Curriculum Specialist, Shivi Chandra, explores how individual efforts to address some of the challenges in adopting OER could become more powerful, receive recognition, and build upon…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Chandra, Shivi}, month = dec, year = {2020}, doi = {10.5281/zenodo.4707958}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707958 2339240:ZHJUIFM5 2405685:9QCBITED 2405685:UE5ASMRI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{groeneveld_implementing_2020, title = {Implementing a virtual learning environment in a resource-constrained setting: five key reflections}, shorttitle = {Implementing a virtual learning environment in a resource-constrained setting}, url = {https://edtechhub.org/2020/12/15/implementing-a-virtual-learning-environment-in-a-resource-constrained-setting-five-key-reflections/}, abstract = {Implementing a virtual learning environment is a challenge in any situation. But how do you implement one in a country with few resources, lacking technological infrastructure, and no experience with virtual learning? In response to Covid-19, Zanzibar is planning to implement a virtual learning environment (VLE) to complement its print-, radio-, and TV-based distance education programmes. In Zanzibar, an autonomous…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = dec, year = {2020}, doi = {10.5281/zenodo.4708006}, note = {PreviousDOI: 10.5281/zenodo.4707995 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708006 2405685:K899A8PP 2405685:WZPDTZHA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{rahman_sandbox_2020, type = {Internal papers}, title = {Sandbox {Meet}-up {Planning} {Template}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, , Asad}, month = dec, year = {2020}, doi = {10.5281/zenodo.5147564}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147564 2405685:JXX8J5WJ}, keywords = {\_r:AddedByZotZen}, } @misc{nicolai_edtech_2020, title = {{EdTech} and {Covid}-19: 10 things to know}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/edtech-and-covid-19-10-things-to-know/}, language = {en-US}, urldate = {2021-03-09}, journal = {EdTech Hub}, author = {Nicolai, Susan and Wilson, Samuel and Jefferies, Kate}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709698 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2339240:ZD45QNVV 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:FMY4DMRL 2405685:VJ488Z7L}, keywords = {\_EdTechHub\_Output, \_GS:not\_indexed, \_cover:v3, \_r:CopiedFromEvLib, \_zenodoETH}, } @misc{nicolai_edtech_2020, title = {{EdTech} and {Covid}-19: 10 things to know}, shorttitle = {{EdTech} and {Covid}-19}, url = {https://edtechhub.org/edtech-and-covid-19-10-things-to-know/}, language = {en-US}, urldate = {2021-03-09}, journal = {EdTech Hub}, author = {Nicolai, Susan and Wilson, Samuel and Jefferies, Kate}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709698 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2339240:ZD45QNVV 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:FMY4DMRL 2405685:VJ488Z7L}, keywords = {\_EdTechHub\_Output, \_GS:not\_indexed, \_cover:v3, \_r:CopiedFromEvLib, \_zenodoETH}, } @misc{bashir_new_2020, title = {New {Brief}: {Monitoring} {Distance} {Learning} {During} the {Covid}-19 {Pandemic}}, shorttitle = {New {Brief}}, url = {https://edtechhub.org/2020/11/30/report-monitoring-distance-learning-during-the-covid-19-pandemic/}, abstract = {In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education.  Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Bashir, Amreen and Groeneveld, Caspar and Kaye, Tom}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708238}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708238 2405685:73G8TGWV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{dzinotyiweyi_introducing_2020, title = {Introducing the {EdTech} {Hub} {Specialist} {Network}}, url = {https://edtechhub.org/2020/11/26/introducing-the-edtech-hub-specialist-network/}, abstract = {What is the Specialist Network? We’re an international group of experts with substantial practical experience in developing and implementing education and EdTech programmes around the world. The Specialist Network allows the EdTech Hub to draw on a wide range of context-specific and subject-specific experience and expertise. We have a particular focus on supporting the Hub’s Helpdesk, providing additional capacity to…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Dzinotyiweyi, Monica and Mullan, Joel}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708248}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708248 2405685:CK8F2SMX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{unwin_report_2020, title = {Report launch: {Education} for the most marginalised post-{Covid}-19}, shorttitle = {Report launch}, url = {https://edtechhub.org/2020/11/26/report-launch-education-for-the-most-marginalised-post-covid-19/}, abstract = {With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Unwin, Tim}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708252}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708252 2405685:AQD8NUW9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{kaye_monitoring_2020, type = {Helpdesk {Response}}, title = {Monitoring {Distance} {Education}: {A} {Brief} to {Support} {Decision}-{Making} in {Bangladesh} and {Other} {Low}- and {Lower}-{Middle}-{Income} {Countries}}, copyright = {Creative Commomns Attribution 4.0}, shorttitle = {Monitoring {Distance} {Education}}, url = {https://docs.edtechhub.org/lib/XUVA9827}, abstract = {This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.}, language = {en}, number = {30}, institution = {EdTech Hub}, author = {Kaye, Tom and Groeneveld, Caspar and Bashir, Amreen}, month = nov, year = {2020}, doi = {10.5281/zenodo.5652092}, note = {ZenodoArchiveID: 5652092 previousDOI: 10.5281/zenodo.4140104 previousZenodoArchiveID: 4140104 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4140104 10.5281/zenodo.4140104 10.5281/zenodo.4140104; 10.5281/zenodo.5652092 2339240:2K6FG2CF 2339240:2XJTN3MP 2339240:3TNWACL9 2339240:942WVA7N 2339240:DN7NQV5Y 2339240:LKQW3A8S 2339240:MDTPARWA 2339240:U3838PXA 2339240:XIE9NJ3S 2405685:BA3K6CK8 2405685:BLRKEEAU 2405685:CCZW4ARW 2405685:DAFBBJ3F 2405685:DP9HJGLT 2405685:HRT8E6US 2405685:RVIEHPP5 2405685:XUVA9827 2405685:Z6UIK8CZ 2405685:ZITF5IDK 2534379:FDZIF5DH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{rahman_engaging_2020, title = {Engaging with equity: insights from our first sandbox meetup}, shorttitle = {Engaging with equity}, url = {https://edtechhub.org/2020/11/23/engaging-with-equity-insights-from-our-first-sandbox-meetup/}, abstract = {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…}, language = {en-US}, urldate = {2021-02-10}, journal = {EdTech Hub}, author = {Rahman, Asad}, month = nov, year = {2020}, doi = {10.5281/zenodo.4707465}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707465 2339240:Z6JFQX9W 2405685:JHAMLTST 2405685:QUU7IUSY}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{mcburnie_monitoring_2020, title = {Monitoring and evaluating radio in education}, url = {https://docs.edtechhub.org/lib/PLW5MPU5}, journal = {EdTech Hub}, author = {McBurnie, Chris}, month = nov, year = {2020}, doi = {10.5281/zenodo.4707898}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707898 2129771:E77BS5IR 2405685:PLW5MPU5}, keywords = {\_EdTechHub\_Output, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{masrour_a_2020, title = {À propos de notre recherche de ressources pédagogiques numériques en français}, url = {https://edtechhub.org/2020/11/20/a-propos-de-notre-recherche-de-ressources-pedagogiques-numeriques-en-francais/}, abstract = {Photo credit: SIL Cameroon Lire en anglais Durant le mois d’octobre, EdTech Hub et Learning Equality ont lancé un appel afin de trouver des ressources pédagogiques en français, dans le but de les rendre plus accessibles aux apprenants francophones qui ne disposent pas de connexion à internet. Ce post, préparé par Vahid Masrour, Curriculum Operations Specialist pour Learning Equality, présente…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Masrour, Vahid}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708244}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708244 2405685:FQPNCKCL}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{masrour_reflections_2020, title = {Reflections on finding {French} digital education resources}, url = {https://edtechhub.org/2020/11/20/reflections-on-finding-french-digital-education-resources/}, abstract = {Photo credit: SIL Cameroon Read in French In October, EdTech Hub and Learning Equality put out a call to find French educational resources with the aim of making these resources more accessible to Francophone learners not connected to the internet. This post by Vahid Masrour, Learning Equality’s Curriculum Operations Specialist, highlights observations and recommendations from this process. He shares further…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Masrour, Vahid}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708246}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708246 2405685:ZEC7MLXB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{kreimeia_additional_2020, title = {Additional {Funding} {Available}: {Call} for {Research} {Proposals} - {EdTech} responses to {Covid}-19}, shorttitle = {Additional {Funding} {Available}}, url = {https://edtechhub.org/2020/11/13/additional-funding-available-call-for-research-proposals-edtech-responses-to-covid-19/}, abstract = {We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020.  As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Kreimeia, Adam}, month = nov, year = {2020}, doi = {10.5281/zenodo.4708240}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708240 2405685:U3A62288}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{chandra_why_2020, type = {Working {Paper}}, title = {Why the {World} {Needs} a {Curriculum} {Alignment} {Hub}}, url = {https://docs.edtechhub.org/lib/2RMKAHXF}, institution = {Learning Equality}, author = {Chandra, Shivi}, month = nov, year = {2020}, doi = {10.53832/edtechhub.0046}, note = {ZenodoArchiveID: 5534235 previousDOI: 10.5281/zenodo.4314923 previousDOI: 10.5281/zenodo.4768580 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314923 10.5281/zenodo.4768580 10.53832/edtechhub.0046 2339240:XFMP94YR 2405685:2RMKAHXF 2405685:TLNPJ4IA 2405685:ZNQYTUVV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:image, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{fitzpatrick_covid-19_2020, type = {Working {Paper}}, title = {Covid-19, {EdTech}, and {Survey} {Alignment} in {Education}}, url = {https://docs.edtechhub.org/lib/84NR98PF}, institution = {EdTech Hub}, author = {Fitzpatrick, Rachael and McIntyre, Nora and Wilson, Samuel and Rose, Pauline}, month = nov, year = {2020}, doi = {10.5281/zenodo.4768598}, note = {ZenodoArchiveID: 4768598 previousDOI: 10.5281/zenodo.4314945 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4314945 10.5281/zenodo.4768598 2339240:6DKWXNLP 2405685:84NR98PF}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @misc{noauthor_edtech_2020, title = {An {EdTech} reading list from the {Helpdesk} team: {Autumn} 2020}, shorttitle = {An {EdTech} reading list from the {Helpdesk} team}, url = {https://edtechhub.org/2020/11/03/an-edtech-reading-list-from-the-helpdesk-team-autumn-2020/}, abstract = {In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…}, language = {en-US}, urldate = {2020-11-06}, journal = {EdTech Hub}, month = nov, year = {2020}, doi = {10.5281/zenodo.4707480}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707480 2405685:29RAGPFX 2405685:E2UQW73U}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{plaut_lessons_2020, type = {Internal papers}, title = {Lessons for effective {CPD} - {Synthesis} of a {Sandbox} {Learning} {Session}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Plaut, Daniel}, month = nov, year = {2020}, doi = {10.5281/zenodo.5123352}, note = {ZenodoArchiveID: 5123352 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123352 2405685:JN3CGXFK}, keywords = {\_EdTechHub\_Output, \_r:AddedByZotZen}, } @techreport{rahman_sandbox_2020, type = {Internal papers}, title = {Sandbox {Lean} {Cost} {Model}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, , Asad}, month = nov, year = {2020}, doi = {10.5281/zenodo.5147557}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147557 2405685:C44MFZNK}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_sandbox_2020, type = {Internal papers}, title = {Sandbox {Sprint} {Review} {Template}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, , Asad}, month = nov, year = {2020}, doi = {10.5281/zenodo.5147553}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147553 2405685:9GMPGWCB}, keywords = {\_r:AddedByZotZen}, } @techreport{rahman_virtual_2020, type = {Internal papers}, title = {Virtual {Sandbox} {Pack}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Rahman, Asad and Carter, Alice}, month = nov, year = {2020}, doi = {10.5281/zenodo.5147542}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147542 2405685:RCGXK5RH}, keywords = {\_r:AddedByZotZen}, } @techreport{agbe_ghanas_2020, type = {Case {Study}}, title = {Ghana’s education response during the {COVID}-19 crisis: {EdTech} to the rescue?}, shorttitle = {Ghana’s education response during the {COVID}-19 crisis}, url = {https://docs.edtechhub.org/lib/QJ783WH5/download/UGCYK4G5/Agbe_Sefa-Nyarko_2020_Ghana_s%20education%20response%20during%20the%20COVID-19%20crisis.pdf}, language = {en}, institution = {EdTech Hub}, author = {Agbe, Edem and Sefa-Nyarko, Clement}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706036}, note = {ZenodoArchiveID: 4706036 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706036 2339240:CB8D4LUQ 2339240:METE88UD 2339240:MK55NVDC 2339240:Z3EF9Q75 2405685:3XIBJD8G 2405685:3Y33YNL3 2405685:8JZVGC6W 2405685:HBXKVKMA 2405685:QJ783WH5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH}, pages = {17}, } @techreport{al-hindawi_jordans_2020, type = {Case {Study}}, title = {Jordan’s {EdTech} response to {COVID}-19}, institution = {EdTech Hub}, author = {Al-Hindawi, Hind and Hashem, Lina}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706057}, note = {ZenodoArchiveID: 4706057 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706057 2339240:7DDCIKY9 2339240:P8XVRD6S 2405685:BTX9XW3J 2405685:KNCXGVW3 2405685:XFBMF3QV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @misc{hasler_save_2020, title = {Save our future}, author = {Haßler, Björn and Sagun, Rose}, month = nov, year = {2020}, doi = {10.5281/zenodo.4749380}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749380 2405685:QLTPHU6B}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodoODE}, } @techreport{isisi_education_2020, type = {Case {Study}}, title = {Education technology in the {COVID}-19 response in {Nigeria}}, language = {en}, institution = {EdTech Hub}, author = {Isisi, Akogun and Olojede, Omolola and Adedoyin, Adesina and Akogun, Oladele}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706031}, note = {ZenodoArchiveID: 4706031 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706031 2339240:LNRXZMBD 2405685:RG93WYZD}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{liangdi_china_2020, type = {Case {Study}}, title = {China: testing a decade of online education preparation}, institution = {EdTech Hub}, author = {Liangdi, Xu and Groenewegen-Lau, Jeroen}, month = nov, year = {2020}, doi = {10.5281/zenodo.4705990}, note = {ZenodoArchiveID: 4705990 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705990 2339240:S2B995E4 2405685:P5B4YWID}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{ngabonzima_distance_2020, address = {Kigali, London}, type = {Case {Study}}, title = {Distance learning in the context of {COVID}-19: the case of {Rwanda}}, institution = {EdTech Hub}, author = {Ngabonzima, Ernest and Isimbi, Roberte and Mwali, Marie Merci and Pellini, Arnaldo}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706016}, note = {ZenodoArchiveID: 4706016 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706016 2339240:F62THLX3 2339240:V5PQVKX2 2405685:ADNJFTFA 2405685:CMDUS73G 2405685:T2JBHFBC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{ngware_edtech_2020, type = {Case {Study}}, title = {{EdTech} and the {COVID}-19 response: {A} case study of {Kenya}}, institution = {EdTech Hub}, author = {Ngware, Moses and Ochieng, Vollan}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706019}, note = {ZenodoArchiveID: 4706019 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706019 2339240:D85SY35R 2405685:SMLIMS2X}, keywords = {Kenya, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{suriastini_covid-19_2020, type = {Case {Study}}, title = {{COVID}-19 and the education response in {Indonesia}: exploring the learning crisis}, institution = {EdTech Hub}, author = {Suriastini, Wayan and Setyo, Pujiastuti and Herawati, Fita and Naryanta and Moddilani, Ganiko and Pellini, Arnaldo}, month = nov, year = {2020}, doi = {10.5281/zenodo.4705994}, note = {ZenodoArchiveID: 4705994 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705994 2339240:FMIXJN4W 2405685:VZ3IMPYX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{tabassum_education_2020, type = {Case {Study}}, title = {Education technology in the {COVID}-19 response in {Pakistan}}, url = {https://www.researchgate.net/publication/348002515_Education_technology_in_the_COVID-19_response_in_Pakistan}, language = {en}, institution = {EdTech Hub}, author = {Tabassum, Rabia and Hadi, Murium and Qaisrani, Ayesha and Shah, Qasim}, month = nov, year = {2020}, doi = {10.5281/zenodo.4705912}, note = {ZenodoArchiveID: 4705912 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705912 2339240:26FUGGA3 2339240:X339ME8R 2405685:EHKCNED4 2405685:NIVS5RZF 2405685:TWMVIX77}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v2, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post-{COVID}-19: {Guidance} for governments on the use of digital technologies in education – {Act} one}, url = {https://docs.edtechhub.org/lib/VFERK5JK}, number = {ACT ONE (OF THREE): EXECUTIVE SUMMARY}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684287}, note = {ZenodoArchiveID: 4684287 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684287 2339240:EXUHD2R4 2405685:VFERK5JK}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education {ACT} {TWO} ({OF} {THREE}): {FULL} {REPORT}}, url = {https://docs.edtechhub.org/lib/UF3XJXGS}, language = {en}, institution = {EdTech Hub, UNESCO, UniTwin}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684361}, note = {ZenodoArchiveID: 4684361 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684361 2339240:SL23268I 2339240:VTWI3GZJ 2405685:UF3XJXGS 2405685:UXHEIEWM 2405685:ZA9RWW28}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, pages = {118}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education — home page}, url = {https://docs.edtechhub.org/lib/AX8D5YK2}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684355}, note = {ZenodoArchiveID: 4684355 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684355 2339240:29LWMJ9W 2339240:FE9TLJQM 2405685:AX8D5YK2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 1 {In} the local context — using digital technologies to develop local content {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/WWC3MTHS}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684307}, note = {ZenodoArchiveID: 4684307 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684307 2339240:WETE6Y2I 2405685:WWC3MTHS}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 10 {Prioritising} effective and appropriate teacher training {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/7E62A3FM}, language = {en}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.5652081}, note = {ZenodoArchiveID: 5652081 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684335 10.5281/zenodo.4706041 10.5281/zenodo.5652081 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, pages = {8}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 11 {Using} digital technologies effectively in support of learning and training for employment {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/G8GC8P3G}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684337}, note = {ZenodoArchiveID: 4684337 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684337 2339240:G35WT8JB 2405685:G8GC8P3G}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 12 {Ensuring} rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/DXSF5ZX6}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684341}, note = {ZenodoArchiveID: 4684341 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684341 2339240:ZKX9NWUD 2405685:DXSF5ZX6}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 13 {Ensuring} that children are safe when using digital technologies for learning {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/JI5QK62G}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684343}, note = {ZenodoArchiveID: 4684343 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684343 2339240:F7A5DUAY 2405685:JI5QK62G}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 14 {Partnerships} with the private sector and civil society {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/UW2H22R7}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684345}, note = {ZenodoArchiveID: 4684345 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684345 2339240:ZD696VRL 2405685:UW2H22R7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 2 {Sharing} {Open} {Educational} {Resources} ({OER}) with {Creative} {Commons} ({CC}) open licenses {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/AFN6CFAX}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684309}, note = {ZenodoArchiveID: 4684309 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684309 2339240:25SFNRMI 2405685:AFN6CFAX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 3 {Digital} technologies and girls’ education {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/QSPCTJDI}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684315}, note = {ZenodoArchiveID: 4684315 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684315 2339240:4SBZJHY4 2405685:QSPCTJDI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 4 {Inclusion} and accessible learning for people with disabilities {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/56QA2K9Y}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684317}, note = {ZenodoArchiveID: 4684317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684317 2339240:LKN74WQK 2405685:56QA2K9Y}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 5 {Supporting} the effective use of digital technologies for learning by refugees and displaced persons {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/XUE9KMII}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684319}, note = {ZenodoArchiveID: 4684319 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684319 2339240:L97RQZU7 2405685:XUE9KMII}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 6 {Digital} technologies and education in {Small} {Island} {Developing} {States} ({SIDS}) {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/MGNGURSV}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684323}, note = {ZenodoArchiveID: 4684323 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684323 2339240:UJ59J7KR 2405685:MGNGURSV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 7 {Ensuring} resilient connectivity {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/3KMQRBG7}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684325}, note = {ZenodoArchiveID: 4684325 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684325 2339240:KRAUGIY3 2405685:3KMQRBG7}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 8 {Resilient} and sustainable energy solutions {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/57FXZ5EA}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684327}, note = {ZenodoArchiveID: 4684327 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684327 2339240:J6VCPUDV 2405685:57FXZ5EA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 9 {Involving} marginalised young people in the design of their own education {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/NN3UCNCQ}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684331}, note = {ZenodoArchiveID: 4684331 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684331 2339240:NKWXU7PD 2405685:NN3UCNCQ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} {Annex} 4 {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/39NC6LPG}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684351}, note = {ZenodoArchiveID: 4684351 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684351 2339240:A5EM5HJ4 2405685:39NC6LPG}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} {Introduction} {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/HB9A9YJE}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.4684349}, note = {ZenodoArchiveID: 4684349 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4684349 2339240:NWU5LWKN 2405685:HB9A9YJE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @misc{noauthor_call_2020, title = {Call for {Research} {Proposals}: {EdTech} responses to {Covid}-19}, shorttitle = {Call for {Research} {Proposals}}, url = {https://edtechhub.org/2020/10/30/call-for-research-proposals-edtech-responses-to-covid-19/}, abstract = {EdTech Hub is excited to launch a call for proposals to fund a series of small research projects (3-6 months) related to Covid-19 response and recovery using educational technology (EdTech). The selected research projects will investigate the practical application of EdTech, generate primary research, and develop recommendations which aim to be useful during Covid-19 response, recovery, and beyond. We see…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = oct, year = {2020}, doi = {10.5281/zenodo.4707484}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707484 2405685:QE24K5YV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{nicolai_edtechs_2020, title = {{EdTech}’s three promising approaches to \#{SaveOurFuture}}, url = {https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/}, abstract = {By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90\% of children around the world,…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Nicolai, Susan and Haßler, Björn}, month = oct, year = {2020}, doi = {10.5281/zenodo.4707486}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707486 2129771:HQIS6BEE 2405685:G5RWH5HE 2405685:PIYPR6M6}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_edtech_2020, type = {Working {Paper}}, title = {{EdTech} and {COVID}-19 response [{EdTech} {Hub} {Report}]}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/IA9PL99D}, abstract = {This document is background paper 3 for the \#SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.}, number = {11}, urldate = {2021-05-12}, institution = {EdTech Hub}, author = {Haßler, Björn and Nicolai and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, month = oct, year = {2020}, doi = {10.5281/zenodo.4118177}, note = {shortDOI: 10/ghgk63 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4118177 10/ghgk63 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:FTULJL3H 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:2G7TFTEB 2405685:F2B8T3ZP 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_cover:v2, \_yl:j, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_edtech_2020, type = {Background paper}, title = {{EdTech} and {COVID}-19 response [{Save} {Our} {Future}]}, url = {https://saveourfuture.world/wp-content/uploads/2020/10/EdTech-and-COVID-19-Response_SOF_BP3-1.pdf}, abstract = {This document is background paper 3 for the \#SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D}, number = {3}, institution = {Education Commission}, author = {Haßler, Björn and Nicolai, Susan and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, month = oct, year = {2020}, doi = {10.5281/zenodo.3983877}, note = {shortDOI: 10/ghgk64 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3983877 10/ghgk64 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:7SUZMICK 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:88MADQ2R 2405685:FPPVW2ZG 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:SXDQAPB6 2405685:WVC3S4C8}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_cover:v2, \_r:CopiedFromEvLib, \_yl:j, \_yl:k, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_findfrench_2020, title = {\#{FindFrench}: a collaborative search for educational resources in {French}}, shorttitle = {\#{FindFrench}}, url = {https://edtechhub.org/2020/10/06/findfrench-a-collaborative-search-for-educational-resources-in-french/}, abstract = {And we need your help! Learning Equality’s Curriculum Operations Specialist, Vahid Masrour, shares more. If you’re teaching or learning during Covid-19 school closures, you’ve probably encountered many solutions proposed for virtual learning environments relying on digital resources. All over the world, people are turning to digital resources — textbooks, lesson plans, videos, tutorials, learning applications, and libraries — to keep…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = oct, year = {2020}, doi = {10.5281/zenodo.4707893}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707893 2405685:YMNW6GG3 2405685:YWNXT2VZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{hasler_research_2020, address = {UNESCO, Paris (virtual meeting)}, title = {Research on the response to {COVID19}}, url = {https://docs.edtechhub.org/lib/5VQMVDB9}, abstract = {Presentation given at BE2, 2020-10-06.}, author = {Haßler, Björn and Fitzpatrick, Rachael}, month = oct, year = {2020}, doi = {10.5281/zenodo.4067958}, note = {shortDOI: 10/ghgnf4 KerkoCite.ItemAlsoKnownAs: 10/ghgnf4 2129771:WPJL8SN3 2339240:7TXCEBE6 2405685:5VQMVDB9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_yl:u, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{jordan_messaging_2020, type = {Rapid {Evidence} {Review}}, title = {Messaging {Apps}, {SMS}, and {Social} {Media}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/XHBPFYVC}, abstract = {This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic.}, language = {en}, number = {8}, urldate = {2020-12-02}, institution = {EdTech Hub}, author = {Jordan, Katy and Mitchell, Joel}, month = sep, year = {2020}, doi = {10.5281/zenodo.4556938}, note = {ZenodoArchiveID: 4556938 PreviousDOI: 10.5281/zenodo.4058181 PreviousDOI: 10.5281/zenodo.4477015 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4058181 10.5281/ZENODO.4556938 10.5281/zenodo.4477015 10.5281/zenodo.4556938 2339240:8QFLYEYK 2339240:ATYZFQ8R 2339240:CUBEJEWS 2339240:LCAUL9ZC 2339240:NISQD6JT 2339240:T2Z992XW 2339240:XMQV9Y56 2339240:YGQCMSDP 2405685:2GE8ESCR 2405685:4G8DT7ZB 2405685:4JM6QWPH 2405685:5NMCR3LL 2405685:EQVI8NMV 2405685:IU849P3E 2405685:MMTHETFR 2405685:PY3CXCH9 2405685:QSD5LYSF 2405685:XHBPFYVC 2405685:Z7P9NRWJ}, keywords = {Covid-19, LMICs, SMS, Social media, TPD, WhatsApp, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, educational technology, mobile learning, refugee education, teacher professional development, text message, ⛔ No DOI found}, } @misc{noauthor_africas_2020, title = {Africa’s {Covid}-19 opportunity}, url = {https://edtechhub.org/2020/09/17/africas-covid-19-opportunity/}, abstract = {Educators in Africa are optimistic about the opportunities that Covid-19 brings for reform and innovation in education.  That’s the headline from a survey eLearning Africa recently conducted, in which 1,600 education and technology professionals from 52 countries in Africa were asked for their thoughts on the longer-term effects of the pandemic. Despite what it’s doing to societies and economies around…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707890}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707890 2405685:AESZ5WMM 2405685:YER28PCY}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_how_2020, title = {How the {Government} of {Sierra} {Leone} is improving its {Education} {Data} {Hub}}, url = {https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/}, abstract = {Sierra Leone’s Education Data Hub is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and students could access and use…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707888}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707888 2405685:E2KWWHCK 2405685:LND4UENT}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{edtech_hub_how_2020, title = {How the {Government} of {Sierra} {Leone} is improving its {Education} {Data} {Hub}}, url = {https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/}, abstract = {Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]}, language = {en-GB}, urldate = {2020-09-17}, journal = {EdTech Hub}, author = {{EdTech Hub}}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707884}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707884 2339240:6XDHWICN 2405685:7FQR6GZK 2405685:Y22H6PQD}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_our_2020, title = {Our new partnerships with {eKitabu}, {Rising} {Academies}, and {Learning} {Equality}}, url = {https://edtechhub.org/2020/09/03/announcing-our-new-partnerships-with-ekitabu-rising-academies-and-learning-equality/}, abstract = {We are thrilled to announce our new partnerships with three amazing organizations – eKitabu, Rising Academies, and Learning Equality. We’ll be working alongside them in the months ahead to advance equitable educational solutions for the most marginalized learners. We’re excited to offer the Hub as a platform for amplifying their work – making new connections and fostering collaboration across thinkers…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707882}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707882 2405685:4DSHAABL 2405685:UXH56ELI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_how_2020, title = {How to re-imagine learning in the wake of {Covid}-19}, url = {https://edtechhub.org/2020/09/01/how-to-re-imagine-learning-in-the-wake-of-covid-19/}, abstract = {Last week the EdTech Hub, \#NextGenEdu, and Education Development Trust convened experts, policymakers, and implementers to discuss their visions for a reimagined approach to learning in the wake of coronavirus.  The invited speakers were: Mohibul Hasan Chowdhury, Deputy Minister of Education, Bangladesh Ministry of Education Jim Ackers, Regional Education Advisor, UNICEF South Asia Regional Office Sonam Wangchuk, Founder, Students’ Educational…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = sep, year = {2020}, doi = {10.5281/zenodo.4707880}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707880 2405685:KDWC5B3N}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{chuang_curriculum_2020, title = {Curriculum {Reform} \& {Building} {Back} {Better}.}, url = {https://docs.edtechhub.org/lib/TEL4GR8G}, abstract = {This EdTech Hub Helpdesk Response presents an overview of curriculum reform implementation within the context of Covid-19 and strengthening education systems for when children return to school ('building back better'). The document emphasises interventions and evidence relevant to African countries.}, number = {24}, author = {Chuang, Rachel and Mullan, Joel}, month = sep, year = {2020}, doi = {10.5281/zenodo.5652087}, note = {ZenodoArchiveID: 5652087 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3470024 10.5281/zenodo.5652087 2339240:69J5ZJAK 2405685:L3P7EL3U 2405685:TEL4GR8G}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{doraiswamy_indias_2020, address = {Dehli, London}, title = {India’s distance learning response to the {COVID}-19 crisis}, institution = {Central Square Foundation, EdTech Hub}, author = {Doraiswamy, Harish and Gupta, Gouri and Kamath, Dhruv and Sharma, Sudhanshu}, month = sep, year = {2020}, doi = {10.5281/zenodo.4705451}, note = {ZenodoArchiveID: 4705451 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705451 2339240:CMSHWXFV 2339240:QDQHFQXB 2405685:2HFSJ78U 2405685:YEQSJBYT}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{elearning_africa_impact_2020, title = {Impact de la pandémie de {COVID}-19 sur l’éducation en {Afrique} et incidence sur le recours aux technologies: {Sondage} sur l’expérience et les opinions des éducateurs et spécialistes de technologies}, copyright = {Creative Commons Attribution 4.0 International}, language = {French}, author = {{eLearning Africa} and {EdTech Hub}}, month = sep, year = {2020}, doi = {10.5281/zenodo.4749654}, note = {ZenodoArchiveID: 4749654 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749654 2405685:39XPD5EM 2405685:QZ2FJC4E}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⚠️ Invalid DOI}, } @techreport{elearning_africa_o_2020, title = {O {Efeito} da {COVID}-19 na {Educação} em África e {Suas} {Implicações} para a {Utilização} da {Tecnologia} {Um} {Inquérito} sobre a {Experiência} e as {Opiniões} de {Educadores} e {Especialistas} em {Tecnologia}}, copyright = {Creative Commons Attribution 4.0 International}, language = {Portuguese}, author = {{eLearning Africa} and {EdTech Hub}}, month = sep, year = {2020}, doi = {10.5281/zenodo.4749656}, note = {ZenodoArchiveID: 4749656 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749656 2405685:XSK5P8VC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⚠️ Invalid DOI}, } @misc{chuang_nine_2020, title = {Nine takeaways from our reviews of {COVID}-19 education responses}, url = {https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/}, abstract = {Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Chuang, Rachel and Kaye, Tom and Koomar, Saalim and McBurnie, Chris and Moss Coflan, Caitlin}, month = aug, year = {2020}, doi = {10.5281/zenodo.4707876}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707876 2405685:28EHRZSK}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{major_potential_2020, title = {The potential of using technology to support personalised learning in low- and middle-income countries}, url = {https://edtechhub.org/2020/08/18/the-potential-of-using-technology-to-support-personalised-learning-in-low-and-middle-income-countries/}, abstract = {With schools around the world closed to prevent the spread of COVID-19, we have been undertaking a series of ‘rapid evidence reviews’ to help education decision-makers respond effectively. These reviews aim to provide evidence-based summaries on specific areas of EdTech. In this post, we look at the role of technology in supporting personalised…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Major, Louis and Francis, Gill}, month = aug, year = {2020}, doi = {10.5281/zenodo.4707874}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707874 2405685:DNNA97P4}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{taddese_rapid_2020, title = {A rapid scan of the {EdTech} landscape in 11 countries}, url = {https://edtechhub.org/2020/08/11/a-rapid-scan-of-the-edtech-landscape-in-11-countries/}, abstract = {By Abeba Taddese We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic systems perspective but are by…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Taddese, Abeba}, month = aug, year = {2020}, doi = {10.5281/zenodo.4707872}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707872 2405685:9EPB5ZXS}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{adam_consolidated_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Consolidated {Feedback} on {Tanzania} {Higher} {Education} {University} {Strategic} {Investment} {Plans}}, url = {https://docs.edtechhub.org/lib/7AFXFRPC}, abstract = {This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively.}, language = {EN}, number = {09}, institution = {EdTech Hub}, author = {Adam, Taskeen and Koomar, Saalim and Haßler, Björn}, month = aug, year = {2020}, doi = {10.5281/zenodo.3986727}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC}, keywords = {Helpdesk Response, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_what_2020, title = {What we have learnt from designing and implementing tablet-based learning across the world}, url = {https://edtechhub.org/2020/07/30/what-we-have-learnt-from-designing-and-implementing-tablet-based-learning-across-the-world/}, abstract = {Written by Susan Colby (Imagine Worldwide) and Nicola Pitchford (University of Nottingham) As COVID-19 has disrupted education worldwide, more organizations and governments are exploring using tablet-based learning models to provide children with flexible access to learning that can take place anywhere. When implemented well, tablet-based learning can empower learners to build skills and knowledge through the use of technology. Children…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707870}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707870 2405685:YJ2GWVMA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{freiermuth_government_2020, address = {Cambridge, UK; Washington D.C.}, title = {Government of {Sierra} {Leone} {Education} {Data} {Hub}: {A} {User} {Research} {Report}}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Government of {Sierra} {Leone} {Education} {Data} {Hub}}, url = {https://docs.edtechhub.org/lib/8CB5PTUQ}, abstract = {Report on the Government of Sierra Leone Education Data Hub}, institution = {EdTech Hub}, author = {Freiermuth, Sophie and Bedoui, Claire and Middleton, Emily and Taddese, Abeba}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0027}, note = {previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:FQKKVE4W 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT}, keywords = {C:Sierra Leone, ES:Educational data, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @techreport{groeneveld_deploying_2020, type = {Technical {Guidance}}, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {Feasibility} {Assessment}}, url = {https://docs.edtechhub.org/lib/K7JDL4IL}, abstract = {The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied.  An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE.  A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem.  A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0028}, note = {ZenodoArchiveID: 5652121 previousZenodoArchiveID: 3941727 previousDOI: 10.5281/zenodo.3941727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3941727 10.53832/edtechhub.0028 2129771:KLLMDHKK 2339240:Y5Z46TRU 2405685:2B8SH5S3 2405685:K7JDL4IL}, keywords = {C:Tanzania, H:Online learning, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_what_2020, title = {What you can expect from the future {EdTech} {Hub} website}, url = {https://edtechhub.org/2020/07/27/what-you-can-expect-from-the-future-edtech-hub-website/}, abstract = {The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707862}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707862 2405685:RRQSDQ99}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{allier-gagneur_using_2020, type = {Helpdesk {Response}}, title = {Using {Blended} {Learning} to {Support} {Marginalised} {Adolescent} {Girls}’ {Education}: {A} {Review} of the {Evidence}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/H3AI5F3C}, abstract = {This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.}, language = {English}, number = {25}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Chuang, Rachel and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0009}, note = {ZenodoArchiveID: 4762319 previousDOI: 10.5281/zenodo.4762319 previousDOI: 10.5281/zenodo.4762319 previousDOI: 10.5281/zenodo.3952069 10.5281/zenodo.3952069 2405685:7PYD5JNV 2405685:H3AI5F3C 2339240:ENEKVCE3 2129771:FX6TFDPQ 2129771:9Q4PMCJN 2486141:TE93MW3V KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952069 10.5281/zenodo.4762319 10.53832/edtechhub.0009 2339240:MU9RJZS3 2339240:WG969BFI 2405685:7PYD5JNV 2405685:A7IA7VZZ 2405685:H3AI5F3C 2405685:XMDKD3TS}, keywords = {F: Helpdesk response, H:Blended learning, L:Gender and education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{upadhyay_effective_2020, address = {Cambridge, UK}, type = {Helpdesk {Response}}, title = {Effective {Use} of {EdTech} for {Remedial} {Learning} {Programmes}: {Considerations} for {Mongolia}}, url = {https://docs.edtechhub.org/lib/IJGQTHH9}, abstract = {This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.}, language = {English}, number = {27}, institution = {EdTech Hub}, author = {Upadhyay, Arjun and Shoobridge, James and Moss Coflan, Caitlin}, month = jul, year = {2020}, doi = {10.5281/zenodo.5651111}, note = {previousDOI: 10.5281/zenodo.3958080 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958080 10.5281/zenodo.5651111 2339240:3DJBGPQM 2339240:AWK2HEZ5 2405685:IJGQTHH9 2405685:UMZVQ4TV 2405685:ZEDSYPGH}, keywords = {F: Helpdesk response, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodo:submitted}, } @misc{sarwar_five_2020, title = {Five lessons learnt from {Bangladesh}'s experience responding to {COVID}-19}, url = {https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/}, abstract = {by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Sarwar, Mohammad Afzal Hossain, and Hossain, Iqbal and Kaye, Tom}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707858}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707856 10.5281/zenodo.4707858 2339240:3JLSUFML 2339240:PISQI3AG 2405685:7G3XE8J6 2405685:HXB42AHC 2405685:PH8ICW77 2405685:RDMBW97E}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_leaving_2020, title = {Leaving no one behind: technology and the education sector response to {COVID}-19 in {Rwanda}}, shorttitle = {Leaving no one behind}, url = {https://edtechhub.org/2020/07/10/leaving-no-one-behind-technology-and-the-education-sector-response-to-covid-19-in-rwanda/}, abstract = {By Ernest Ngabonzima, Roberte Isimbi, Marie Merci Mwali, Arnaldo Pellini  A swift policy response When COVID-19 reached Rwanda, the Ministry of Education (MINEDUC) was quick to shut schools and make use of technology to support and enable distance learning. This includes e-learning platforms and the use of private and public media channels. The first teaching radio programmes were introduced just…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jul, year = {2020}, doi = {10.5281/zenodo.4707854}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707854 2405685:PBVEZH79}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{educationlinks_distance_2020, title = {Distance {Learning} as a {Tool} for {System} {Resilience}}, url = {https://www.youtube.com/watch?v=grPszDR1oY0}, abstract = {Find related information on EducationLinks at https://www.edu-links.org/events/dist.... COVD19 has had an unprecedented impact on educational systems across the world and required school systems to pivot to remote learning in mass. This panel discussion webinar explored the lessons learned, opportunities and challenges presented by this shift, and identified ways that distance learning modalities can continue to contribute to making educational systems more flexible, adaptable and inclusive of students who may be poorly served by traditional models. Experts from EDC, EdTech Hub, WorldReader and USAID/Egypt shared their insights on how distance learning can strengthen educational outcomes for students across the sector. This event was part of the Global Education Learning Series, learn more about the series at https://www.edu-links.org/LearningSeries}, urldate = {2020-12-04}, author = {{EducationLinks}}, collaborator = {Haßler, Björn}, month = jul, year = {2020}, doi = {10.5281/zenodo.4706933}, note = {ZenodoArchiveID: 4706933 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706933 2339240:4WU2C356 2405685:4PVHDPR5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodoETH}, } @techreport{hasler_keyword_2020, type = {Working {Paper} - {Research} {Instrument}}, title = {Keyword inventory with country statistics}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/LSEETV6K/download/H7AMK69A/Bj%C3%B6rn%20Ha%C3%9Fler%20et%20al_2019_Keyword%20inventory.pdf}, abstract = {Keyword inventory with country statistics (Updated July 2020)}, language = {en}, number = {08-3}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Allier-Gagneur, Zoe and Khalayley, Abdullah and McBurnie, Chris and McIntyre, Nora}, month = jul, year = {2020}, doi = {10.5281/zenodo.3908363}, note = {EdTechHub.Copy: 2129771:ACGUWMNN EdTechHub.Copy: 2129771:ACGUWMNN KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3908363 2129771:ACGUWMNN 2339240:BFHYXP48 2405685:55A44ZRB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:s, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{major_technology-supported_2020, type = {Rapid {Evidence} {Review}}, title = {Technology-{Supported} {Personalised} {Learning}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Technology-supported personalised learning}, url = {https://docs.edtechhub.org/lib/A2II5ZV7}, abstract = {This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.}, language = {en}, number = {1}, urldate = {2020-07-25}, institution = {EdTech Hub}, author = {Major, Louis and Francis, Gill A.}, month = jul, year = {2020}, doi = {10.5281/zenodo.4556925}, note = {ZenodoArchiveID: 4556925 PreviousDOI: 10.5281/zenodo.3948175 PreviousDOI: 10.5281/zenodo.4477170 PreviousShortDOI: 10/gg7sp2 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948175 10.5281/zenodo.3948174 10.5281/zenodo.3948175 10.5281/zenodo.4477170 10.5281/zenodo.4556925 2339240:6NYL4Q6K 2339240:782897NS 2339240:CQIWZXYK 2339240:FFVXKB6Y 2339240:FH2WAXTQ 2339240:KAWEDEAZ 2339240:L9THHN3N 2339240:P8B4HPZC 2339240:QLA593HB 2339240:T58E6LDA 2339240:T8L6PTRX 2339240:VZBB4HAF 2405685:839AFBBS 2405685:89H7NAA7 2405685:A2II5ZV7 2405685:A49KTEL6 2405685:AT6JS3QN 2405685:CJR7PMKJ 2405685:DEXS2WA8 2405685:FFSBB3JJ 2405685:NQSPAG3I 2405685:RVZFVD7G 2405685:U95XV67E 2405685:WJRBJQBN 2534378:8FA5G2KF}, keywords = {F: Evidence review, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{adam_rolling_2020, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Rolling {Out} a {National} {Virtual} {Learning} {Environment}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.edtechhub.org/lib/KWJRW62J}, abstract = {A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.}, language = {en}, number = {22}, institution = {EdTech Hub}, author = {Adam, Taskeen and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.53832/edtechhub.0010}, note = {previousshortDOI: 10/ghgnf6 previousshortDOI: 10/ghgnf6 previousDOI: 10.5281/zenodo.3406132 previousshortDOI: 10/ghgnf6 EdTechHub.Source: 2405685:KWJRW62J EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgnf6 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3406132 10.5281/zenodo.3406132EdTechHub.ItemAlsoKnownAs: 10.53832/edtechhub.0010 10/ghgnf6 2129771:3H8JIJ9T 2129771:MG4TM5B3 2339240:CN8LY32H 2339240:EG4V9NYX 2339240:T37Q6QE6 2339240:W2B4DTPS 2405685:7EP4VHD7 2405685:B76WDWTE 2405685:KWJRW62J 2405685:QFMSIUXQ 2405685:Y4EVL7PR 2486141:TAPS8LVP}, keywords = {F: Helpdesk response, H:Online learning, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_expert_2020, type = {Helpdesk {Response}}, title = {Expert {Consultation}: {Radio}-{Based} {Education} in the {Philippines}}, url = {https://docs.edtechhub.org/lib/YRC7UKWE}, abstract = {These slides present an overview of educational radio programming with a particular focus on quality assurance and content design.}, number = {26}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = jul, year = {2020}, doi = {10.5281/zenodo.3469739}, note = {ZenodoArchiveID: 3469739 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3469739 2129771:IGCN5KBD 2339240:4DKQGFTT 2405685:25G275PG 2405685:L5TMC4NJ 2405685:YRC7UKWE}, keywords = {C:Philippines, F: Helpdesk response, H:Radio, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v2, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{baloch_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Pakistan}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Pakistan}}, url = {https://docs.edtechhub.org/lib/FIQDEKCI}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {10}, institution = {EdTech Hub}, author = {Baloch, Imdad and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0035}, note = {ZenodoArchiveID: 5652137 previousDOI: 10.5281/zenodo.3911655 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911655 10.5281/zenodo.3911655 10.53832/edtechhub.0035 2339240:6WTP2GZS 2339240:WU54X4PB 2405685:89ZSBKU4 2405685:FIQDEKCI 2405685:S4IE8XC8 2405685:V88HMUZ2}, keywords = {C:Pakistan, F: Country scan, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{dele-ajayi_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Nigeria}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/ED7RBJHG}, number = {8}, institution = {EdTech Hub}, author = {Dele-Ajayi, Opeyemi and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0034}, note = {previousshortDOI: 10/ghgk69 previousDOI: 10.5281/zenodo.3911651 shortDOI: 10/ghgk69 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911651 10.53832/edtechhub.0034 10/ghgk69 2339240:4SKXJ887 2405685:ED7RBJHG 2405685:VSMMBMQE}, keywords = {C:Nigeria, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @techreport{dzinotyiweyi_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Zimbabwe}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/G4UUX5P3}, number = {4}, institution = {EdTech Hub}, author = {Dzinotyiweyi, Monica and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0040}, note = {ZenodoArchiveID: 5652131 previousshortDOI: 10/ghgnd5 previousDOI: 10.5281/zenodo.3903838 shortDOI: 10/ghgnd5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3903838 10.53832/edtechhub.0040 10/ghgnd5 2339240:L6LPKDJD 2405685:G4UUX5P3}, keywords = {C:Zimbabwe, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{groeneveld_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Tanzania}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Tanzania}}, url = {https://docs.edtechhub.org/lib/FCPCJFJ4}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0039}, note = {ZenodoArchiveID: 5652136 previousshortDOI: 10/ghgnd4 previousDOI: 10.5281/zenodo.3911643 shortDOI: 10/ghgnd4 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911643 10.5281/zenodo.3911643 10.53832/edtechhub.0039 10/ghgnd4 2339240:2TKLQMKH 2339240:34IT889J 2339240:3UYWE57M 2339240:KMUFUI9L 2339240:MAIH68ES 2405685:4LWXXRCJ 2405685:5E4ZNE5G 2405685:F529QI2E 2405685:FCPCJFJ4 2405685:K76239FV 2405685:PW7BBS8G 2405685:UN3KMN7M 4656463:N2EMSCU6}, keywords = {C:Tanzania, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{khalayleh_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Jordan}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Jordan}}, url = {https://docs.edtechhub.org/lib/XCMYPX8N}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {6}, institution = {EdTech Hub}, author = {Khalayleh, A. and Taddese, A.}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0031}, note = {ZenodoArchiveID: 5652134 previousshortDOI: 10/ghgk66 previousDOI: 10.5281/zenodo.3911128 EdTechHub.Source: 2405685:XCMYPX8N EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk66 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911128 10.5281/zenodo.3911128 10.53832/edtechhub.0031 10/ghgk66 2129771:2T8DG8CP 2129771:8L3DWY74 2339240:C6U7EP9U 2339240:DN2PWAGF 2405685:LY4IVJEZ 2405685:NB8YWJYP 2405685:XCMYPX8N}, keywords = {C:Jordan, F: Country scan, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{kimenyi_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Rwanda}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Rwanda}}, url = {https://docs.edtechhub.org/lib/TYBTWI8K}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Rwanda. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert}, language = {en}, number = {11}, institution = {EdTech Hub}, author = {Kimenyi, Eric and Chuang, Rachel and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0036}, note = {ZenodoArchiveID: 5652133 previousshortDOI: 10/ghgk7b previousDOI: 10.5281/zenodo.3910001 shortDOI: 10/ghgk7b KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3910001 10.53832/edtechhub.0036 10/ghgk7b 2339240:4B5GHNVX 2339240:6JUV7UTX 2339240:AHC7BX8D 2405685:5M49KR46 2405685:R6VF76MR 2405685:TYBTWI8K 2405685:XACNVSXA 2405685:ZV2XDVCB 4656463:A4BUGJYC}, keywords = {C:Rwanda, F: Country scan, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{koomar_effective_2020, type = {Helpdesk {Response}}, title = {Effective {Teacher} {Education} in {Low}-{Connectivity} {Settings}: {A} {Curated} {Resource} {List}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.edtechhub.org/lib/UQSMRFBF}, abstract = {This list curates resources — both tools and initiatives — that can be adapted to support teacher education in low-connectivity settings, a prevailing challenge in Madagascar. Each example identifies the challenges; necessary prerequisites; pros and cons and; costs and impact assessment data where possible.}, language = {EN}, number = {21}, institution = {EdTech Hub}, author = {Koomar, Saalim and Allier-Gagneur, Zoé and McBurnie, Chris}, month = jun, year = {2020}, doi = {10.5281/zenodo.5652141}, note = {ZenodoArchiveID: 5652141 previousDOI: 10.5281/zenodo.4762283 previousDOI: 10.5281/zenodo.4762283 2405685:UQSMRFBF previousDOI: 10.5281/zenodo.3407498 EdTechHub.Source: DOI: DOI:10.5281/zenodo.4762283 2405685:UQSMRFBF EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgnd8 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3407498 10.5281/zenodo.5652141 10/ghgnd8 2129771:U3XSZB5F 2339240:CRCGCNE9 2405685:UQSMRFBF}, keywords = {C:Madagascar, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, W:Low connectivity and/or electricity, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mullan_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Sierra} {Leone}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Sierra} {Leone}}, url = {https://docs.edtechhub.org/lib/C5MWWQI2}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Mullan, Joel and Taddese, Abeba}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0038}, note = {previousshortDOI: 10/ghgnd3 previousDOI: 10.5281/zenodo.3903213 shortDOI: 10/ghgnd3 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3903213 10.5281/zenodo.3903213 10.53832/edtechhub.0038 10/ghgnd3 2339240:4GMNADXW 2339240:NJVI79X2 2339240:VJKBU72Y 2405685:C5MWWQI2 2405685:D25NXEFY 2405685:NNCCIL5M 2405685:RHJ9EDQH 4656463:K7AIYRDP}, keywords = {C:Sierra Leone, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @techreport{otieno_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Kenya}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/CQ5E3ESF}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Kenya. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {7}, institution = {EdTech Hub}, author = {Otieno, J. and Taddese, A.}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0032}, note = {previousshortDOI: 10/ghgk67 previousDOI: 10.5281/zenodo.3909977 shortDOI: 10/ghgk67 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3909977 10.5281/zenodo.3909977 10.53832/edtechhub.0032 10/ghgk67 2339240:APCX6FZF 2339240:GCTJ3BGT 2339240:L7QHYF3W 2339240:T4YIDZJ7 2339240:TAJM927Q 2405685:7JQHE3IU 2405685:C4PSATWV 2405685:CQ5E3ESF 2405685:DKEN8UKZ 2405685:X257CWNC 2405685:ZPITMJJ3}, keywords = {C:Kenya, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH}, } @techreport{taddese_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Ghana}: {A} {Rapid} {Scan}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {{EdTech} in {Ghana}}, url = {https://docs.edtechhub.org/lib/4TKSDH2I}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Taddese, A.}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0030}, note = {previousshortDOI: 10/ghgk65 previousDOI: 10.5281/zenodo.3830951 shortDOI: 10/ghgk65 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3830951 10.5281/zenodo.3830951 10.53832/edtechhub.0030 10/ghgk65 2339240:2AU72ZG2 2339240:3DWURGVT 2339240:KMTF4A22 2339240:L86PMYJ2 2339240:PRSHWWK5 2405685:4TKSDH2I 2405685:97JHVZU9 2405685:GUJ3TBS3 2405685:NA8X7J9C 2405685:S3EKNHHG 2405685:XGAFJNAD 4656463:PU6FSTAF}, keywords = {Access, C:Ghana, Distance learning, EdTech, LP: English, Online learning, Remote learning, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_zenodoETH}, } @misc{noauthor_how_2020, title = {How {India} responded: distance learning in the time of {COVID}-19}, shorttitle = {How {India} responded}, url = {https://edtechhub.org/2020/06/25/how-india-responded-distance-learning-in-the-time-of-covid-19/}, abstract = {As schools began to close earlier in the year, at the EdTech Hub we started to look at how governments pivoted to distance learning, with a number of country case studies exploring this shift. While the full case studies will be released soon, this blog gives an overview of the first of these into India’s response. The onset of COVID-19…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707852}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707852 2405685:54S5XRX6 2405685:6JFEC4RJ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{otieno_building_2020, title = {Building effective {COVID}-19 education response plans: {Insights} from {Africa} and {Asia}}, shorttitle = {Building effective {COVID}-19 education response plans}, url = {https://edtechhub.org/2020/06/25/building-effective-covid-19-education-response-plans-insights-from-africa-and-asia/}, abstract = {by Jenn Cotter Otieno, Eric Kimenyi and Tom Kaye As countries around the world rapidly respond to the educational challenges posed by the COVID-19 pandemic many countries have begun to leverage technology to provide educational continuity. We at the EdTech Hub are working with many countries to help them design interventions to support learning during this crisis. The first question…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, author = {Otieno, Jenn Cotter and Kimenyi, Eric and Kaye, Tom}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707848}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707848 2405685:53CUDS8Y 2405685:FTVF4TKE}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{adam_maldives_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {The {Maldives} and {Sri} {Lanka}: {Question} \& {Answer} {Session}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HE2Q6Z8Y}, abstract = {EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders.}, language = {EN}, number = {18}, institution = {EdTech Hub}, author = {Adam, Taskeen and Kaye, Tom and Haßler, Björn}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0018}, note = {ZenodoArchiveID: 5652128 previousZenodoArchiveID: 3885817 previousshortDOI: 10/ghgngv previousshortDOI: 10/ghgngv previousDOI: 10.5281/zenodo.3885817 previousshortDOI: 10/ghgngv EdTechHub.Source: 2405685:HE2Q6Z8Y EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgngv KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3885817 10.53832/edtechhub.0018 10/ghgngv 2129771:YC82FCEP 2339240:TND87RAP 2405685:HE2Q6Z8Y 2405685:SRU74BP6}, keywords = {F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{baloch_pakistan_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Pakistan {Topic} {Brief}: {Providing} {Distance} {Learning} to {Hard}-to-reach {Children}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Pakistan {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/9TKV7H6E}, abstract = {This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums.}, language = {en}, number = {17}, institution = {EdTech Hub}, author = {Baloch, Imdad and Kaye, Tom and Koomar, Saalim and McBurnie, Chris}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0026}, note = {ZenodoArchiveID: 5652066 previousZenodoArchiveID: 3885606 previousshortDOI: 10/ghgnfw previousDOI: 10.5281/zenodo.3885606 EdTechHub.Copy: 2129771:VAP9K6BW EdTechHub.Copy: 2129771:VAP9K6BW shortDOI: 10/ghgnfw KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10.53832/edtechhub.0026 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:IDL75DHT 2405685:WMUEC2ZV 2405685:Z2VNN7ER}, keywords = {F: Helpdesk response, L:Out-of-school populations, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_cover:v1, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{lynch_pakistan_2020, type = {Helpdesk {Response}}, title = {Pakistan {Distance}-{Learning} {Topic} {Brief}: {Primary}-level {Deaf} {Children}}, shorttitle = {Pakistan {Distance}-{Learning} {Topic} {Brief}}, url = {https://docs.edtechhub.org/lib/LP4PGMNA}, abstract = {The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable during school closures. They are isolated at home and unable to access information as easily as when attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.}, language = {en}, number = {16}, institution = {EdTech Hub}, author = {Lynch, Paul and Kaye, Tom and Terlektsi, Emmanouela}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0043}, note = {ZenodoArchiveID: 5652129 previousZenodoArchiveID: 3891379 previousshortDOI: 10/ghgnfv previousDOI: 10.5281/zenodo.3891379 EdTechHub.Source: 2405685:LP4PGMNA shortDOI: 10/ghgnfv KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3891379 10.5281/zenodo.3891379 10.5281/zenodo.4348995 10.53832/edtechhub.0043 10/ghgnfv 2129771:3YH4WC8N 2129771:J35ZR45N 2339240:6VEXVUL7 2339240:CDU93LQU 2339240:CUSR6ZBJ 2339240:FS3CFIBL 2339240:N7RDGZGY 2339240:V229A7WT 2339240:Z4FHRC9L 2405685:4PAZ4ZQH 2405685:8WYASBE4 2405685:KL56SD42 2405685:LP4PGMNA 2405685:S2A2EQQC 2405685:WFMBLBBE 2405685:XIQ5CL9B 2405685:XJ42VUQG 2405685:YY4LI6EI}, keywords = {C:Pakistan, F: Helpdesk response, L:Special education needs and disabilities (SEND), LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{allier-gagneur_your_2020, address = {Cambridge, UK; Washington D.C.}, type = {Helpdesk {Response}}, title = {Your {Questions} {Answered}: {Using} {Technology} to {Support} {Gender} {Equity}, {Social} {Inclusion} and {Out}-{Of}-{School} {Learning}}, url = {https://docs.edtechhub.org/lib/VX7UW757}, abstract = {EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.}, number = {14}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Moss Coflan, Caitlin}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0025}, note = {previousshortDOI: 10/ghgng8 previousDOI: 10.5281/zenodo.3874247 EdTechHub.Source: 2405685:VX7UW757 EdTechHub.Source: {\textless}this{\textgreater} 2339240:KPL424XH shortDOI: 10/ghgng8 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3874247 10.5281/zenodo.3874247 10.53832/edtechhub.0025 10/ghgng8 2129771:LBII97HZ 2339240:2R8Z34D2 2339240:FT2TLP7Q 2339240:G93JLKST 2339240:J7DSQVEZ 2339240:QSKUJUNV 2339240:YK2KWXPL 2405685:2D6GK36K 2405685:48AAKD33 2405685:7VFMN2XM 2405685:G7ZB68PJ 2405685:I5WKHBZI 2405685:TP5CQYPQ 2405685:VX7UW757 2405685:YEVYTSJA 2405685:ZUDWQVKI}, keywords = {F: Helpdesk response, L:Gender and education, L:Out-of-school populations, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_r:CopiedFromEvLib, \_zenodoETH, dode\_eth-src-dode}, } @misc{noauthor_helping_2020, title = {Helping you find and compare {EdTech} tools}, url = {https://edtechhub.org/2020/06/09/helping-you-find-and-compare-edtech-tools/}, abstract = {We’re excited to publish the first version of a tool to help you find and compare EdTech tools.  The EdTech Hub’s mission is to increase the use of evidence to inform decision-making about education technology. Right now, our focus is on helping you think about whether and how EdTech can help you respond to the challenges of the school closures…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707844}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707844 2405685:M5H8WQNZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{koomar_using_2020, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}: {A} {Curated} {Resource} {List}}, shorttitle = {Using {EdTech} in {Settings} of {Fragility}, {Conflict} and {Violence}}, url = {https://docs.edtechhub.org/lib/CMS6HPI8}, abstract = {This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.}, language = {EN}, number = {11}, institution = {EdTech Hub}, author = {Koomar, Saalim and Moss Coflan, Caitlin and Kaye, Tom}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0042}, note = {previousshortDOI: 10/ghgng4 previousDOI: 10.5281/zenodo.3885806 EdTechHub.Source: 2405685:CMS6HPI8 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgng4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3875138 10.5281/zenodo.3885806 10.53832/edtechhub.0042 10/ghgng4 2129771:FCNVWJUI 2129771:VJXKA7AN 2339240:FEGWVFS3 2339240:FJ5LQ7QK 2405685:79LULMUU 2405685:BTWBKYN7 2405685:CMS6HPI8 2405685:HLCYI98H 2405685:RV5RNCII}, keywords = {C:Yemen, F: Helpdesk response, LP: English, W:Fragile and conflict affected contexts, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_supporting_2020, title = {Supporting innovation in the time of {COVID}: {What} we've done and what we'll do next}, shorttitle = {Supporting innovation in the time of {COVID}}, url = {https://edtechhub.org/2020/06/02/supporting-innovation-in-the-time-of-covid-what-weve-done-and-what-well-do-next/}, abstract = {When COVID-19 emerged as a clear and present danger, we in the Hub innovation team were forced to rethink our plans for 2020. We previously told you about our work and how it looks to support and scale innovation with real people in real life. Now we had to reassess what this would look like and how it could be…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = jun, year = {2020}, doi = {10.5281/zenodo.4707842}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707842 2405685:INIYKGVN}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{dixon_storytelling_2020, type = {Internal papers}, title = {Storytelling {Planning} {Template}}, copyright = {Creative Commons Attribution 4.0 International}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Dixon, , Miranda and Patuck, , Lil}, month = jun, year = {2020}, doi = {10.5281/zenodo.5147549}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147549 2405685:ICTPGRA4}, keywords = {\_r:AddedByZotZen}, } @techreport{ashlee_refugee_2020, type = {Rapid {Evidence} {Review}}, title = {Refugee {Education}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Rapid {Evidence} {Review}}, url = {https://docs.edtechhub.org/lib/UUNEJ7FS}, abstract = {This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {Ashlee, Amy and Clericetti, Giulia and Mitchell, Joel}, month = jun, year = {2020}, doi = {10.5281/zenodo.4557019}, note = {ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:6EUNRYPS 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV}, keywords = {L:Refugees and migrants, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @techreport{chuang_back--school_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Back-to-{School} {Campaigns} {Following} {Disruptions} to {Education}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DS66UGW4}, abstract = {This EdTech Hub Helpdesk response focuses on back-to-school campaigns following disruptions to education, ensuring that children rapidly return to school as soon as it is safe and practical. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).}, language = {EN}, number = {12A}, institution = {EdTech Hub}, author = {Chuang, Rachel and Kaye, Tom and Moss Coflan, Caitlin and Haßler, Björn}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0019}, note = {ZenodoArchiveID: 3878423 previousshortDOI: 10/ghgk6n previousshortDOI: 10/ghgk6n previousDOI: 10.5281/zenodo.3878423 previousshortDOI: 10/ghgk6n EdTechHub.Source: 2405685:DS66UGW4 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6n KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3878423 10.53832/edtechhub.0019 10/ghgk6n 2129771:GKIQY5RP 2339240:29BIZJM5 2339240:WSA5X76N 2405685:4Z5W36SI 2405685:DS66UGW4 2405685:IS587WTH}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{damani_radio_2020, type = {Rapid {Evidence} {Review}}, title = {Radio: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Radio}, url = {https://docs.edtechhub.org/lib/YMWE6FR6}, abstract = {This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery.}, language = {en}, number = {4}, institution = {EdTech Hub}, author = {Damani, Kalifa and Mitchell, Joel}, month = jun, year = {2020}, doi = {10.5281/zenodo.4556932}, note = {ZenodoArchiveID: 4556932 PreviousDOI: 10.5281/zenodo.4477141 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3948149 10.5281/ZENODO.4556932 10.5281/zenodo.4477141 10.5281/zenodo.4556932 2259720:DSXFK6JB 2339240:4JRWSL6I 2339240:8YVF7D5N 2339240:EPCMUN8C 2339240:FKFII8IK 2339240:H8YNQIY9 2339240:IJJ6TY76 2339240:QBDJ6U43 2339240:YIAFCN9T 2405685:5GBRDVHP 2405685:65UPSCK3 2405685:67BFM4C5 2405685:6CG6479A 2405685:DM6JSS9K 2405685:P8NUYK3M 2405685:PZHGV2XR 2405685:QBYZW7N2 2405685:RBUXXHAD 2405685:VHGNZV9N 2405685:X8BFH2K5 2405685:YMWE6FR6}, keywords = {L:English UXZJW5DR, TAG:E:Primary education QIVZD2B2, TAG:E:Secondary education JS5BG2RE, TAG:F:Access W8TZWAGE, TAG:F:Educational data QWBAFGFR, TAG:F:Online and distance teaching and learning A32ARSFK, TAG:H:Audio and Radio QIAXGMEU, TAG:P:Teachers DAJFZBM8, TAG:W:Low connectivity and/or electricity KET3PKDI, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_L:English UXZJW5DR, \_MELA\_seen, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Access W8TZWAGE, \_T:F:Educational data QWBAFGFR, \_T:F:Online and distance teaching and learning A32ARSFK, \_T:H:Audio and Radio QIAXGMEU, \_T:P:Teachers DAJFZBM8, \_T:W:Low connectivity and/or electricity KET3PKDI, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, } @techreport{kimenyi_building_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Building effective {COVID}-19 {Education} {Response} {Plans}: {Insights} from {Africa} and {Asia}}, url = {https://docs.edtechhub.org/lib/6W2UWE89}, language = {EN}, number = {15}, institution = {EdTech Hub}, author = {Kimenyi, Eric and Otieno, Jennifer and Kaye, Tom}, month = jun, year = {2020}, doi = {10.53832/edtechhub.0041}, note = {previousshortDOI: 10/ghgk6r previousDOI: 10.5281/zenodo.3884302 EdTechHub.Source: 2405685:6W2UWE89 EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6r KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884302 10.53832/edtechhub.0041 10/ghgk6r 2129771:2MD2QL8K 2339240:7QEJ68RG 2405685:6W2UWE89 2405685:7HQN2HAD}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{watson_educational_2020, type = {Rapid {Evidence} {Review}}, title = {Educational {Television}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Educational {Television}}, url = {https://docs.edtechhub.org/lib/BVXSZ7G4}, abstract = {This Rapid Evidence Review (RER) gives an overview of the recent literature concerning how the use of educational television might support children’s learning in low- and middle-income countries (LMICs). In this review, educational television is defined as television designed with research-based knowledge of how children use and understand television that systematically incorporates academic or social curricula into its content. In low-income contexts, educational television material could be delivered through videos played in schools that are supported by corresponding teacher guidance (e.g. the Mexican school-based T elesecundaria programme), or broadcast on public channels (e.g. the Tanzanian animation, Ubongo Kids). As such, certain educational television projects are capable of functioning even in circumstances where access to formal schooling facilities is restricted. This review therefore provides information that is particularly valuable in the context of the COVID-19 pandemic.}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Watson, Joe and McIntyre, Nora}, month = jun, year = {2020}, doi = {10.5281/zenodo.4556935}, note = {ZenodoArchiveID: 4556935 PreviousDOI: 10.5281/zenodo.4476991 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3956366 10.5281/zenodo.3956366 10.5281/zenodo.4476991 10.5281/zenodo.4556935 2259720:BFY7A76P 2339240:3WZUWHB3 2339240:CVI8639W 2339240:G8MSWBJC 2339240:IF3IMDSW 2339240:NUYRVP8T 2339240:UXMEFECL 2405685:BVXSZ7G4 2405685:BZFLWXG6 2405685:DPRU64AB 2405685:FMULV6ZI 2405685:TJ95P4G4 2405685:UJF6X47J 2405685:UVB294JN 2405685:Y3XDX8FW 4803016:WC4XVPPN}, keywords = {L:English UXZJW5DR, P:Evidence review VCMFM9ZD, TAG:E:Primary education QIVZD2B2, TAG:E:Secondary education JS5BG2RE, TAG:F:Access W8TZWAGE, TAG:P:Girls ED5GMBNU, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_L:English UXZJW5DR, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Access W8TZWAGE, \_T:P:Girls ED5GMBNU, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, } @techreport{hasler_five-part_2020, type = {Helpdesk {Response}}, title = {A five-part education response to the {COVID}-19 pandemic}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/JLEWADHF}, abstract = {In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process.}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris}, month = may, year = {2020}, doi = {10.53832/edtechhub.0005}, note = {ZenodoArchiveID: 3756012 previousDOI: 10.5281/zenodo.3756012 EdTechHub.Source: 2405685:JLEWADHF EdTechHub.Source: {\textless}this{\textgreater} KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3756012 10.53832/edtechhub.0005 2129771:SB3DJ28L 2129771:XKGV4EYL 2339240:5FRH2GYG 2339240:97HNYI75 2339240:S82QHGKQ 2405685:JLEWADHF 2405685:JTYIWEJY 2405685:L8KCID8V 2405685:NLEUNMRZ 2405685:SCDLVVC7 2405685:YMZUYZ4Z 2486141:9MWJP6MS}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:i, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, pages = {32}, } @misc{noauthor_helpdesk_2020, title = {From the {Helpdesk}: {Observations} and guidance on educational response planning during the {COVID}-19 crisis}, shorttitle = {From the {Helpdesk}}, url = {https://edtechhub.org/2020/05/20/from-the-helpdesk-observations-and-guidance-on-educational-response-planning-during-the-covid-19-crisis/}, abstract = {Written by Rachel Chuang, Tom Kaye, Caitlin Moss Coflan \& Arjun Upadhyay (EdTech Hub Helpdesk Management Team) Amid one of the biggest global disruptions to schooling in living memory, countries are quickly developing distance education responses for students. The EdTech Hub’s Helpdesk is providing evidence-informed responses to requests for support from governments and their partners as they face this challenge. …}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707838}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707838 2405685:84ZQF884}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_why_2020, title = {Why the {COVID} {Crisis} {Is} {Not} {EdTech}’s {Moment} in {Africa}}, url = {https://edtechhub.org/2020/05/19/why-the-covid-crisis-is-not-edtechs-moment-in-africa/}, abstract = {This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707833}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707833 2405685:2AW76Y8P}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_edtech_2020, title = {{EdTech} call for ideas: {What} have we learned from the applications?}, shorttitle = {{EdTech} call for ideas}, url = {https://edtechhub.org/2020/05/11/edtech-call-for-ideas-what-have-we-learned-from-the-applications/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. On 21st April, we launched a call for ideas for EdTech in responses to coronavirus and the lockdown of schools around the world.  Three weeks later, we’ve taken a slice of the first 100 responses and analysed the data. Combining this with conversations our team is having every day with technologists and…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707827}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707827 2405685:NX2U4EMJ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_publish_2020, title = {Publish, learn, improve}, url = {https://edtechhub.org/2020/05/11/publish-learn-improve/}, abstract = {This week we’ve designed and prototyped a tool to make our website more useful during the coronavirus (COVID-19) pandemic. We want to enable decision-makers to make informed choices about if, when and how to use EdTech during this crisis. We’re building something to help you find education responses by governments and EdTech tools that support these responses. Given the urgency…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707831}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707831 2405685:K2X97KWP 2405685:Y8M4EAQR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_how_2020, title = {How can governments, schools and teachers support education continuity and good pedagogy under coronavirus ({Covid}-19)?}, url = {https://edtechhub.org/2020/05/07/how-can-governments-schools-and-teachers-support-education-continuity-and-good-pedagogy-under-covid-19/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Written by Anna Riggall (Head of Research) and Tony McAleavy (Research Director), Education Development Trust As the horror of Covid-19 became apparent, governments around the world closed schools in their attempts to control the spread of the virus. According to UNESCO, schools are closed in 191 countries, impacting 90\% of the world’s…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707824}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707824 2405685:6L94W7UK 2405685:H9V63A7B}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{kaye_nepal_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Nepal “{Ask} me anything” {Session}: {Responses} to audience questions}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Nepal "{Ask} me anything" {Session}}, url = {https://docs.edtechhub.org/lib/UXQG7GRG}, abstract = {On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.}, language = {en}, number = {13}, institution = {EdTech Hub}, author = {Kaye, Tom and Groeneveld, Caspar and Moss, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0014}, note = {previousshortDOI: 10/gg8hqq previousshortDOI: 10/gg8hqq previousDOI: 10.5281/zenodo.3804380 previousshortDOI: 10/gg8hqq EdTechHub.Source: 2405685:UXQG7GRG EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/gg8hqq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3804380 10.53832/edtechhub.0014 10/gg8hqq 2129771:X82WTVD8 2339240:4X8SH6RY 2339240:MB7JNNNV 2339240:PGI4RZNE 2405685:59LAMBXS 2405685:88UWQMW9 2405685:BG5DGC4G 2405685:GQDN2E5P 2405685:SYLGY9MM 2405685:UXQG7GRG}, keywords = {C:Nepal, F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, docs.opendeved.net, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{noauthor_help_2020, title = {Help us improve education through technology: {Sign} up for user research}, shorttitle = {Help us improve education through technology}, url = {https://edtechhub.org/2020/05/01/sign-up-for-user-research/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. This week we kicked off our project to make our website more useful during the coronavirus (COVID-19) pandemic. This is part of the EdTech Hub’s strategy to respond to the pandemic, by providing rapid, actionable information and advice to government decision-makers. We want to help decision-makers navigate the opportunities and challenges of…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = may, year = {2020}, doi = {10.5281/zenodo.4707822}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707822 2405685:FHYYQFSX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{allier-gagneur_characteristics_2020, type = {Helpdesk {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: {What} are they and what role can {EdTech} play?}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Characteristics of effective teacher education in low- and middle-income countries}, url = {https://docs.edtechhub.org/lib/R9VVKUH5}, abstract = {This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment.}, language = {EN}, number = {10B}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoe and McBurnie, Chris and Chuang, Rachel and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0007}, note = {previousDOI: 10.5281/zenodo.4762301 previousDOI: 10.5281/zenodo.3873462 EdTechHub.Copy: 2129771:237CSM4W EdTechHub.Copy: 2129771:237CSM4W KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 10.5281/zenodo.4762301 10.53832/edtechhub.0007 2129771:237CSM4W 2129771:RMWSKUI5 2339240:2Y5CD84V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:8DMB3N8E 2339240:AQFSE6DQ 2339240:K3RVT7JU 2339240:WP59YJ57 2339240:ZV7A4BWS 2405685:3T894KD8 2405685:3TKLS2TH 2405685:3UXB7ZWR 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:LNUMVYFV 2405685:P5MEX8KB 2405685:R9VVKUH5 2405685:T48HFJM4 2486141:IX4B74H9 2534378:T2X9U5AV}, keywords = {E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_forthcoming, \_zenodoETH:submitted, \_zenodoODE, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_characteristics_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: an overview ({HDR10A})}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HFKVA2IQ}, language = {EN}, number = {10A}, institution = {EdTech Hub}, author = {Haßler, Björn and McBurnie, Chris and Allier-Gagneur, Zoe and Damani, Kalifa}, month = may, year = {2020}, doi = {10.53832/edtechhub.0006}, note = {previousDOI: 10.5281/zenodo.3873458 EdTechHub.Copy: 2129771:2BEHBMUH EdTechHub.Copy: 2129771:2BEHBMUH EdTechHub.Copy: 2129771:C6TREICJ EdTechHub.Copy: 2129771:C6TREICJ EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: {\textless}this{\textgreater} KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873458 10.53832/edtechhub.0006 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:g, \_zenodoETH, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{kaye_bangladesh_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Bangladesh {Back}-to-{School} {Campaign}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3HP24UTI}, abstract = {The EdTech Hub received a request from the FCDO Bangladesh team to provide a topic brief identifying best practices from previous back-to-school campaigns following disruptions. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).}, language = {EN}, number = {12B}, institution = {EdTech Hub}, author = {Kaye, Tom and Chuang, Rachel and Moss Coflan, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0020}, note = {ZenodoArchiveID: 3865298 previousshortDOI: 10/ghgk6p previousshortDOI: 10/ghgk6p previousDOI: 10.5281/zenodo.3865298 shortDOI: 10/ghgk6p KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 10.53832/edtechhub.0020 10/ghgk6p 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:CEADG684 2405685:H52W8E9M 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_cover:v1, \_r:CopiedFromEvLib, \_yl:g, \_zenodo:submitted, \_zenodoETH, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcaleavy_what_2020, title = {What steps are being taken to reach the most disadvantaged students during the period of {Covid}-19 school closure?}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/}, language = {en}, institution = {Education Development Trust}, author = {McAleavy, Tony and Joynes, Chris and Gibbs, Emma and Sims, Kate}, month = may, year = {2020}, doi = {10.5281/zenodo.4705909}, note = {ZenodoArchiveID: 4705909 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705909 2339240:7ZRTPCRD 2339240:QN533HVR 2339240:SU542298 2405685:2HZ9V7IF 2405685:4CKXCNC2 2405685:9JB5M3HI 2405685:BAEUEWI9 2405685:CY5UL3B9 2405685:E3GHWHIZ 2405685:WXF7VILV}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {31}, } @techreport{mcburnie_use_2020, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {The {Use} of {Virtual} {Learning} {Environments} and {Learning} {Management} {Systems} {During} the {Covid}-19 {Pandemic}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/53YEZE6A}, abstract = {This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE.}, language = {EN}, number = {7}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = may, year = {2020}, doi = {10.53832/edtechhub.0023}, note = {ZenodoArchiveID: 5652169 previousZenodoArchiveID: 3805843 previousshortDOI: 10/gg7sqk previousDOI: 10.5281/zenodo.3805843 EdTechHub.Copy: 2129771:DQLDNQGU shortDOI: 10/gg7sqk KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3805843 10.5281/zenodo.3805843 10.53832/edtechhub.0023 10/gg7sqk 2129771:DQLDNQGU 2339240:IWW8CJZN 2339240:N5RG3WT2 2339240:QGMNZZER 2405685:53YEZE6A 2405685:933PQ5Q6 2405685:MHEB7LKZ 2405685:WBNK52L7}, keywords = {COV:COVID and reopening of schools, COVID-19, Distance learning, EdTech, F: Helpdesk response, H: Distance education, LP: English, Learning management system, Remote learning, Virtual learning environment, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_zero-rating_2020, type = {Helpdesk {Response}}, title = {Zero-{Rating} {Educational} {Content} in {Low}- and {Middle}-{Income} {Countries}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/F4PCMTZB}, language = {EN}, number = {8}, institution = {EdTech Hub}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Thomas and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0004}, note = {ZenodoArchiveID: 3784940 previousshortDOI: 10/gg7sqj previousshortDOI: 10/gg7sqj previousDOI: 10.5281/zenodo.3784940 previousshortDOI: 10/gg7sqj EdTechHub.Copy: 2129771:4W3D35BT EdTechHub.Copy: 2129771:4W3D35BT shortDOI: 10/gg7sqj KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3784940 10.53832/edtechhub.0004 10/gg7sqj 2129771:4W3D35BT 2339240:7VJMDZGM 2339240:RSJNXIC6 2405685:DX5RMV6U 2405685:F4PCMTZB}, keywords = {F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_characteristics_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography ({HDR10C})}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KXY7Q6VT}, language = {EN}, number = {10C}, institution = {EdTech Hub}, author = {McBurnie, Chris and Allier-Gagneur, Zoe and Haßler, Björn}, month = may, year = {2020}, doi = {10.53832/edtechhub.0008}, note = {previousDOI: 10.5281/zenodo.3873460 EdTechHub.Copy: 2129771:3AV78BC7 EdTechHub.Copy: 2129771:3AV78BC7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873460 10.53832/edtechhub.0008 2129771:3AV78BC7 2339240:FE5LM4QS 2405685:KXY7Q6VT}, keywords = {E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{naylor_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19: {What} are the lessons learned from supporting education for marginalised girls that could be relevant for {EdTech} responses to {COVID}-19 in lower- and middle-income countries?}, shorttitle = {Overview of emerging country-level response to providing educational continuity under {COVID}-19}, url = {https://docs.edtechhub.org/lib/SLJSKY8J}, language = {en}, institution = {EdTech Hub}, author = {Naylor, Ruth and Gorgen, Kristine}, month = may, year = {2020}, doi = {10.5281/zenodo.4706059}, note = {ZenodoArchiveID: 4706059 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706059 2339240:3HJRFVNR 2339240:3VR6UC7F 2339240:9U79NYYD 2339240:NCZSLKX5 2339240:UEWQXHSF 2339240:YFCV9UXA 2339240:YMYNESML 2405685:9NJI87R8 2405685:B54L7JGC 2405685:C6QUC3Z7 2405685:D9SU8CEK 2405685:LK4JMG78 2405685:PW66MNDR 2405685:SLJSKY8J 2405685:VSAZQYD7 2405685:Z3XYMJZN}, keywords = {COV:COVID and reopening of schools, L:Gender and education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {22}, } @techreport{ndaruhutse_what_2020, title = {What are countries doing that already use remote learning extensively? {What} can we learn from them?}, language = {en}, author = {Ndaruhutse, Susy and Gibbs, Emma and Fitzpatrick, Rachael}, month = may, year = {2020}, doi = {10.5281/zenodo.4706067}, note = {ZenodoArchiveID: 4706067 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706067 2339240:Y24AUHV8 2405685:I3AV65H3 2405685:WQ8HX957}, keywords = {H: Distance education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {37}, } @misc{noauthor_francophone_2020, title = {Francophone countries and {COVID}-19 {EdTech} response}, url = {https://edtechhub.org/2020/04/29/francophone-countries-and-covid-19-edtech-response/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. One thing about coronavirus is clear — it does not respect borders. The COVID-19 pandemic has resulted in school closures across the world. With about 300 million French speakers worldwide, here we consider some initial lessons from francophone education systems, their EdTech response, and the importance of cooperation of countries…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707818}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707818 2405685:HSFC8I7U 2405685:Z97WAI9K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_solutions_2020, title = {Solutions {EdTech} face au {COVID}-19 dans les pays francophones}, url = {https://edtechhub.org/2020/04/29/solutions-edtech-face-au-covid-19-dans-les-pays-francophones/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons que nous pouvons tirer de…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707820}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707820 2405685:SVXJAUKP}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{lwamba_solutions_2020, title = {Solutions {EdTech} face au {COVID}-19 dans les pays francophones}, url = {https://edtechhub.org/2020/04/29/solutions-edtech-face-au-covid-19-dans-les-pays-francophones/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons […]}, language = {en-GB}, urldate = {2020-07-14}, journal = {EdTech Hub}, author = {Lwamba, Etienne}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707816}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707816 2405685:3V3HQS3W}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{mcburnie_role_2020, title = {The role of interactive radio instruction in the coronavirus ({COVID}-19) education response}, url = {https://edtechhub.org/2020/04/23/the-role-of-interactive-radio-instruction-in-the-coronavirus-covid-19-education-response/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]}, language = {en-GB}, urldate = {2020-07-20}, journal = {EdTech Hub}, author = {McBurnie, Chris}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707814}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707814 2405685:5ZVJ2YZ5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_think_2020, title = {Think {Local}: {Support} for learning during coronavirus ({COVID}-19) could be found from within communities}, shorttitle = {Think {Local}}, url = {https://edtechhub.org/2020/04/16/think-local-support-for-learning-during-coronavirus-covid-19-could-be-found-from-within-communities/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. While technology is a potentially powerful tool in low-resourced contexts, technology use is not always possible or appropriate, as previous Hub blogs have asserted. The following blog emphasises the particular role that communities can play in supporting continued learning opportunities for the billions of children whose education has been disrupted by…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707810}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707810 2405685:8C79QZUZ 2405685:HM8YRCFL 2405685:Q6J6TH8K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{hasler_continue_2020, title = {Continue or reboot? {Overarching} options for education responses to {COVID}-19 in low- and middle-income countries}, shorttitle = {Continue or reboot?}, url = {https://opendeved.net/2020/04/15/continue-or-reboot/}, abstract = {Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513}, urldate = {2020-04-18}, author = {Haßler, Björn}, month = apr, year = {2020}, doi = {10.5281/zenodo.3753513}, note = {EdTechHub.Source: 2129771:MIMJJLN9 shortDOI: 10/ghgk6t KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3753513 10.5281/zenodo.4706085 10/ghgk6t 2129771:AS5ALSKL 2129771:MIMJJLN9 2339240:742PGZ2D 2405685:36KIX7YE 2405685:5IMAIVQY 2405685:696M6DK9 2405685:RAAGIU4Q}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_yl:p, \_zenodoETH, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{david_education_2020, title = {Education during the {COVID}-19 crisis: opportunities and constraints of using {EdTech} in low-income countries}, shorttitle = {Education during the {COVID}-19 crisis}, url = {https://www.bsg.ox.ac.uk/sites/default/files/2020-04/Education-during-covid-19-crisis.pdf}, abstract = {Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV and radio broadcasts in combination with SMS are effective communication channels between educators and students when the internet connectivity is poor or not available It will be important for education authorities to begin planning how in 12-months’ time they will diagnose and treat the learning gaps that have emerged during the crisis.}, language = {eng}, urldate = {2020-04-17}, institution = {Zenodo}, author = {David, Raluca and Pellini, Arnaldo and Jordan, Katy and Philips, Toby}, month = apr, year = {2020}, doi = {10.5281/zenodo.3750976}, note = {shortDOI: 10/ghgnd7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3750976 10/ghgnd7 2339240:3CKN9C4K 2339240:5AHKKQF6 2405685:92ZVGWNU 2405685:CT8JMZEU}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:other:ok, \_zenodoETH, covid-19, crisis education, distance education, education, education policy, educational technology, emergency education, pandemic education, school closures, schools}, } @misc{noauthor_edtech_2020, title = {The {EdTech} {Hub}’s {Helpdesk} and {COVID}-19: {Demand}-driven advice}, shorttitle = {The {EdTech} {Hub}’s {Helpdesk} and {COVID}-19}, url = {https://edtechhub.org/2020/04/09/the-edtech-hubs-helpdesk-and-covid-19-demand-driven-advice/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. With more than 1.5 billion children now affected by school closures, ministries of education and decision-makers around the world are urgently in need of fast, evidence-based, context-specific advice about out-of-school learning. Teachers, caregivers, parents and policymakers are tirelessly working to ensure that learning doesn’t stop. Faced with one of the…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707475}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707475 2405685:666VVKWG 2405685:AFE9INVN}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{mcburnie_role_2020, title = {The {Role} of {Interactive} {Radio} {Instruction} in the {COVID}-19 {Education} {Response}}, url = {https://opendeved.net/2020/04/08/the-role-of-interactive-radio-instruction-in-the-covid-19-education-response/}, abstract = {Reading Time: 3 minutes At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have […]}, language = {en-GB}, urldate = {2020-11-04}, journal = {Open Development \& Education}, author = {McBurnie, Chris}, month = apr, year = {2020}, doi = {10.5281/zenodo.4707808}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707808 2405685:PBKNDCEU}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{education_endowment_foundation_remote_2020, address = {London, United Kingdom}, type = {Rapid {Evidence} {Review}}, title = {Remote {Learning}: {Rapid} {Evidence} {Assessment}}, url = {https://educationendowmentfoundation.org.uk/public/files/Remote_Learning_Rapid_Evidence_Assessment.pdf}, abstract = {This rapid evidence assessment aimed to investigate methods that schools could use to support remote learning during school closures caused by the 2020 coronavirus pandemic (Covid-19). The review sought to find the best evidence behind the wide array of approaches that schools might choose to use during the crisis. The review systematically searched for/through existing meta-analyses and systematic reviews to find the best evidence for a wide range of approaches. In addition to the direct teaching of pupils online by teachers, the review also found evidence for approaches that pupils can use independently, including with technology that adapts the content of tasks in order to provide additional challenge or support, educational games, and for approaches that support peer interaction. The review also examined blended learning approaches, which combine remote and classroom teaching. While these approaches may not be directly applicable during school closures, they were included in case there were useful lessons to be learned that were relevant to the current context of home learning. This report summarises the findings from 60 systematic reviews and meta-analyses answers under five key topic areas: - General remote teaching and learning - Blended learning - Computer-supported collaborative learning - Computer assisted instruction - Educational games Another crucial aspect of supporting pupil’s learning is parental engagement. Parental engagement approaches are beyond the scope of this review, but an existing EEF guidance report, Working with Parents to Support Children’s Learning (2019), and accompanying evidence review summarise the best available evidence for engaging parents in their children’s education. In each section, we have detailed the included reviews and listed Findings and implications drawn from the evidence. We have also highlighted case studies from projects funded by the Education Endowment Foundation in which similar approaches have been rigorously evaluated in English schools.}, number = {9}, urldate = {2020-07-15}, institution = {Education Endowment Foundation}, author = {{Education Endowment Foundation}}, month = apr, year = {2020}, doi = {10.5281/zenodo.4477023}, note = {ZenodoArchiveID: 4477023 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4477023 2259720:VZ7YJUFN 2339240:85V26WNW 2339240:HGMUANP7 2339240:JIW4TDS5 2339240:VJ8WRVRV 2405685:8ASGAE9Q 2405685:GPMMTF99 2405685:HCC97T3B 2405685:LW2NDPNQ 2405685:V3SZZR28}, keywords = {Methods, \_DOILIVE, \_EdTechHub\_Output, \_L:English UXZJW5DR, \_MELA\_seen, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Online and distance teaching and learning A32ARSFK, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @techreport{joynes_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19: {What}’s working? {What} isn’t?}, url = {https://edtechhub.org/wp-content/uploads/2020/04/summary-emerging-country-level-responses.pdf}, language = {EN}, author = {Joynes, Chris and Gibbs, Emma and Sims, Kate}, month = apr, year = {2020}, doi = {10.5281/zenodo.4706062}, note = {ZenodoArchiveID: 4706062 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706062 2339240:IB8GIAAB 2339240:VEARRJJL 2339240:XRVLW2AX 2405685:BR48DF69 2405685:IPAT355N 2405685:SDTIZDHS}, keywords = {COV:COVID and reopening of schools, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, } @techreport{mcaleavy_best_2020, title = {Best practice in pedagogy for remote teaching}, copyright = {Creative Commons Attribution 4.0 International License}, url = {https://edtechhub.org/wp-content/uploads/2020/04/summary-research-best-practice-pedagogy-remote-teaching.pdf}, language = {en}, institution = {EdTech Hub}, author = {McAleavy, Tony and Gorgen, Kristine}, month = apr, year = {2020}, doi = {10.5281/zenodo.4705039}, note = {ZenodoArchiveID: 4705039 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4705039 2339240:DYB6DZ4Z 2405685:CKA82YZA 2405685:T4MVFPEL 2405685:X4GWSACH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, pages = {10}, } @techreport{mcburnie_using_2020, type = {Helpdesk {Response}}, title = {Using {Interactive} {Radio} {Instruction} to {Mitigate} the {Educational} {Impact} of {Covid}-19: {A} curated resource list}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Using {Interactive} {Radio} {Instruction} to mitigate the educational impact of {COVID}-19}, url = {https://docs.edtechhub.org/lib/A3T2DQ4D}, abstract = {Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19.}, language = {EN}, number = {6}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = apr, year = {2020}, doi = {10.53832/edtechhub.0022}, note = {previousshortDOI: 10/ghgng5 previousDOI: 10.5281/zenodo.3762228 EdTechHub.Copy: 2129771:QQWNSYJR EdTechHub.Copy: 2129771:QQWNSYJR shortDOI: 10/ghgng5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3762228 10.53832/edtechhub.0022 10/ghgng5 2129771:QQWNSYJR 2339240:45F2G56T 2405685:3MKIMX34 2405685:A3T2DQ4D 2405685:WB97BS9V}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, H:Radio, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v1, \_r:CopiedFromEvLib, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{watson_learning_2020, title = {Learning through television in low-income contexts: mitigating the impact of coronavirus ({COVID}-19)}, shorttitle = {Learning through television in low-income contexts}, url = {https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…}, language = {en-GB}, urldate = {2020-07-29}, journal = {EdTech Hub}, author = {Watson, Joe}, month = mar, year = {2020}, doi = {10.5281/zenodo.4707800}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707800 2339240:ELSHST8I 2339240:NH74Q4D5 2339240:SEDLSMKA 2339240:SRTNHXEM 2339240:ZL8JVQGI 2405685:54S7693K 2405685:BGP7GCNU 2405685:DLE5F2DK 2405685:FF93KYQR 2405685:LA5D6QFR 2405685:PCDTZ7S3 2405685:PD7SX3IX 2405685:SS7E2HN4 2405685:VCLDWRIS 4803016:U4W8F4AZ BGP7GCNU SEDLSMKA}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @misc{noauthor_five_2020, title = {Five things to think about for out-of-school learning during the coronavirus ({COVID}-19) outbreak}, url = {https://edtechhub.org/2020/03/24/five-things-out-of-school-learning-during-the-coronavirus-outbreak/}, abstract = {This is part of our coronavirus (COVID-19) and EdTech series. Today, over a billion learners are affected by closures due to coronavirus (COVID-19). In these unprecedented times we’re committed to playing our role in supporting countries to provide continued education for all learners.  Over the coming weeks and months, we’ll be sharing insights and resources about how educational technology (EdTech)…}, language = {en-US}, urldate = {2020-11-07}, journal = {EdTech Hub}, month = mar, year = {2020}, doi = {10.5281/zenodo.4707798}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707798 2405685:GGVB5UAV}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{coflan_using_2020, address = {Washington, D.C., USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Using {Education} {Technology} to {Support} {Students} with {Special} {Educational} {Needs} and {Disabilities} in {Low}- and {Middle}-{Income} {Countries}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2WY8H4WW}, abstract = {This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies.}, number = {4}, institution = {EdTech Hub}, author = {Coflan, Caitlin Moss and Kaye, Thomas}, month = mar, year = {2020}, doi = {10.53832/edtechhub.0021}, note = {ZenodoArchiveID: 3744581 previousshortDOI: 10/ghgng7 previousDOI: 10.5281/zenodo.3744581 EdTechHub.Source: 2405685:2WY8H4WW EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgng7 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3744581 10.5281/zenodo.3744581 10.53832/edtechhub.0021 10/ghgng7 2129771:QEIBUIQH 2339240:3NRFPYGI 2339240:TK94XQR9 2339240:XJRI6FW3 2339240:Y635S3D4 2339240:Z7XXM8CG 2339240:ZZ8ISXSK 2405685:2WY8H4WW 2405685:6FFSC2Z8 2405685:DI4SGTPH 2405685:FLHI5BHC 2405685:FVE6PDBB 2405685:GG9HHSDL 2405685:PXAIRTEK 2405685:RLBPSG29}, keywords = {F: Helpdesk response, L:Special education needs and disabilities (SEND), LP: English, \_DOILIVE, \_EdTechHub\_Output, \_GS:indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-dode}, } @misc{brugha_inclusive_2020, title = {An inclusive approach to searching for evidence on {EdTech} in low- and middle- income countries}, url = {https://edtechhub.org/2020/02/18/an-inclusive-approach-to-searching-for-evidence-on-edtech-in-low-and-middle-income-countries/}, abstract = {A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Brugha, Meaghan}, month = feb, year = {2020}, doi = {10.5281/zenodo.3911079}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2405685:BGLPB3AG KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911079 2129771:86J5A5RJ 2405685:6TX2RFBC 2405685:BGLPB3AG}, keywords = {F:Blog post, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoODE}, } @misc{carter_sandboxes_2020, title = {Sandboxes: {Testing} the strategy in {Malawi}}, shorttitle = {Sandboxes}, url = {https://edtechhub.org/2020/01/31/sandboxes-testing-the-strategy-in-malawi/}, abstract = {Written by Alice Carter This is the second in this series about our sandboxes. If you haven’t already, read about our approach to experimentation.  Across the Hub, we’re proponents of using our tools and approaches on our own thinking. For innovation, that meant testing the assumptions we were making about how and if the sandboxes …}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Carter, Alice}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:785EE55K}, keywords = {C:Malawi, F:Sandbox, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{hasler_teacher_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {Overarching} considerations for the use of technology}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/H9W2X3KM}, abstract = {This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This second paper offers a wider perspective with some overarching considerations.}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.53832/edtechhub.0012}, note = {ZenodoArchiveID: 3631748 previousshortDOI: 10/ghgngh previousshortDOI: 10/ghgngh previousDOI: 10.5281/zenodo.3631748 previousshortDOI: 10/ghgngh EdTechHub.Copy: 2129771:UEUAKMXJ EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngh KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631748 10.53832/edtechhub.0012 10/ghgngh 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:E62J77SP 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:3AV6MSKJ 2405685:DQWJLRN5 2405685:H9W2X3KM}, keywords = {C:Low-income countries, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v1, \_yl:n, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_teacher_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {Practical} considerations for the use of technology.}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/VM6NXYF3}, abstract = {This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations.}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.53832/edtechhub.0013}, note = {previousshortDOI: 10/ghgngk previousshortDOI: 10/ghgngk previousDOI: 10.5281/zenodo.3631750 previousshortDOI: 10/ghgngk EdTechHub.Copy: 2129771:5EWDQDIA EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngk KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631750 10.53832/edtechhub.0013 10/ghgngk 2129771:5EWDQDIA 2339240:4KQKED7R 2339240:94ZP3EK4 2405685:978RP7D4 2405685:VM6NXYF3}, keywords = {E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:o, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_teacher_2020, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {An} evidence-informed conversation}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/SC5NHA65}, abstract = {This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview.}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Moss, Caitlin}, month = jan, year = {2020}, doi = {10.53832/edtechhub.0011}, note = {previousshortDOI: 10/ghgngg previousshortDOI: 10/ghgngg previousDOI: 10.5281/zenodo.3631746 previousshortDOI: 10/ghgngg EdTechHub.Copy: 2129771:EHFUXJQC EdTechHub.ThisIsNot: 2339240:94ZP3EK4 shortDOI: 10/ghgngg KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631746 10.53832/edtechhub.0011 10/ghgngg 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6}, keywords = {E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:m, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hennessy_problem_2020, type = {Working {Paper}}, title = {Problem {Analysis}. {A} {Global} {Public} {Good} produced by the {EdTech} {Hub} (https://{EdTechhub}.org, \#{EdTechHub}).}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Technology in education in low-income countries}, url = {https://doi.org/10.5281/zenodo.3352007}, abstract = {An output by the EdTech Hub - \#EdTechHub, https://edtechhub.org}, language = {en}, number = {5}, institution = {EdTech Hub}, author = {Hennessy, Sara and Jordan, Katy and Haßler, Björn and Hollow, David and Brugha, Meaghan and Jamieson Eberhardt, Molly and Sabates, Ricardo}, month = jan, year = {2020}, doi = {10.5281/zenodo.3352007}, note = {EdTechHub.Copy: 2129771:9VXUZISD EdTechHub.Copy: 2129771:ADGISTZU EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgnfz KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{kumasewera_sandboxes_2020, title = {Sandboxes: {My} experience participating in the sandbox alpha}, shorttitle = {Sandboxes}, url = {https://edtechhub.org/2020/01/31/sandboxes-my-experience-participating-in-the-sandbox-alpha/}, abstract = {This is the third in this series about our sandboxes. If you haven’t already, read about our approach to experimentation and how we tested our sandbox strategy out in Malawi.}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Kumasewera, Pilirani}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:CE3XH7JY}, keywords = {F:Sandbox, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{simpson_sandboxes_2020, title = {Sandboxes: our approach to systemic experimentation}, shorttitle = {Sandboxes}, url = {https://edtechhub.org/2020/01/28/sandboxes-our-approach-to-systemic-experimentation/}, abstract = {What’s a sandbox you ask? First in the series, this blog explains what you need to know about the Hub’s approach to experimentation and innovation.}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Simpson, Lea}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:N8IVIWTD 2339240:UM8QDJVD 2405685:EU5H44PP 2405685:T22QNFKK 2405685:XZLUI8BE}, keywords = {F:Sandbox, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @misc{moss_15_2020, title = {15 {EdTech} research papers that we share all the time}, url = {https://edtechhub.org/2020/01/24/15-edtech-research-papers-that-we-share-all-the-time/}, abstract = {We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?”  As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […]}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Moss, Caitlin}, month = jan, year = {2020}, doi = {10.5281/zenodo.3690149}, note = {Library Catalog: edtechhub.org Section: general shortDOI: 10/ghgk6c KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3690149 10/ghgk6c 2339240:6LUYX6ZR 2339240:AS8A9UGV 2405685:CV2HG6CJ 2405685:FI72KCVG 2405685:JTA347FP 2405685:N2YMVN4S 2405685:TEVH3TNS}, keywords = {F:Blog post, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{moss_18_2020, title = {18 large-scale {EdTech} initiatives on our radar in 2020}, url = {https://edtechhub.org/2020/01/22/18-large-scale-edtech-initiatives-on-our-radar-in-2020/}, abstract = {During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]}, language = {en-GB}, urldate = {2020-02-27}, journal = {EdTech Hub}, author = {Moss, Caitlin}, month = jan, year = {2020}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:35E4A2TD 2339240:4LGNB3A8 2339240:AA5FSXJC 2339240:RYJUP2SP 2405685:ATRDA7GD 2405685:BYEPNBQB 2405685:CLFVRHB5 2405685:EIZKB3Q4 2405685:QCXEVZTI 2405685:VMYU87NN 2405685:WWNJCJVG 2405685:ZFJGNIZJ 4656463:7UTAZK7R}, keywords = {F:Blog post, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{chuang_summarised_2020, type = {Working {Paper}}, title = {Summarised {Findings} from the {EdTech} {Hub} {Helpdesk}}, url = {https://docs.edtechhub.org/lib/CWRFU9K9}, abstract = {As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.}, institution = {EdTech Hub}, author = {Chuang, Rachel and Moss Coflan, Caitlin}, month = jan, year = {2020}, doi = {10.5281/zenodo.4768560}, doi = {10.5281/zenodo.4768560}, note = {previousDOI: ​10.5281/zenodo.4299931 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4299931 10.5281/zenodo.4768560 2339240:CYPLQHH4 2405685:C49UMTX2 2405685:CWRFU9K9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:image, \_r:CopiedFromEvLib, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{adam_unlocking_2020, title = {Unlocking data to tell the story of education in {Africa}: webinar summary \& synthesis}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Unlocking data to tell the story of education in africa}, url = {https://zenodo.org/record/4279156}, abstract = {[No description available.]}, language = {en}, urldate = {2022-05-10}, institution = {Zenodo}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wairimu, Wacharia and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, month = jan, year = {2020}, doi = {10.5281/ZENODO.4279156}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 10.5281/zenodo.4279156 2129771:XYEJSVYW 2339240:EETQSD8S 2339240:HZTGKNN9 2405685:6KDDB8UA 2405685:MS5GH9KJ 2405685:S9MFQ8KB}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{noauthor_education_2020, title = {Education during the {COVID}-19 crisis: {Opportunities} and constraints of using {EdTech} in low-income countries}, shorttitle = {Education during the {COVID}-19 crisis}, url = {https://edtechhub.org/coronavirus/edtech-low-income-countries/}, abstract = {During this time of crisis, education will not be business-as-usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t stop — but they could be helped by the right EdTech tools.}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707786}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707786 2405685:8JSCGYMM 2405685:P3KEJIPR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_rapid_2020, title = {Rapid‌ ‌{Evidence}‌ ‌{Review}:‌ ‌{Accelerated}‌ ‌{Learning}‌ ‌and‌ ‌{EdTech}‌}, shorttitle = {Rapid‌ ‌{Evidence}‌ ‌{Review}}, url = {https://edtechhub.org/rapid-evidence-review-accelerated-learning-and-edtech/}, abstract = {Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ Download report (PDF) Key Findings Accelerated learning programmes focus on speeding up learning. They commonly do so by focusing on cognitive development, social and emotional learning, interactive pedagogy and community support. These programmes further commonly use diagnostic needs assessment and flexible approaches to education, to help children to catch up on missed learning.…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707794}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707794 2405685:QURIACXM 2405685:U53B2E7E}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{noauthor_rapid_2020, title = {Rapid {Evidence} {Review}: {Girls}' {Education} and {EdTech}}, shorttitle = {Rapid {Evidence} {Review}}, url = {https://edtechhub.org/rapid-evidence-review-girls-education-and-edtech/}, abstract = {Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]}, language = {en-GB}, urldate = {2020-07-30}, journal = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707796}, note = {Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707796 2405685:WS22AEWL}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{allier-gagneur_conseils_2020, title = {Conseils pour l’introduction de la technologie en classe {Liste} de sources annotée}, url = {https://docs.edtechhub.org/lib/PA2H8NGA}, abstract = {Cette liste de sources annotée a pour but d’informer la prise de décisions des acteurs du domaine de l’éducation concernant l’introduction de technologies en classe dans les pays à revenu faible et intermédiaire. Cette liste est une introduction qui expose de façon informelle certains des conseils généraux que prodiguent souvent les experts de l’EdTech Hub.}, language = {fr}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Lwamba, Etienne}, year = {2020}, doi = {10.53832/edtechhub.0024}, note = {ZenodoArchiveID: 3952001 previousDOI: 10.5281/zenodo.3952001 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952001 10.53832/edtechhub.0024 2339240:6H2ZA568 2405685:HDRVT5N4 2405685:PA2H8NGA}, keywords = {F: Helpdesk response, LP: French, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{chuang_edtech_2020, type = {Helpdesk {Response}}, title = {{EdTech} {Initiatives} {Focused} on {Classrooms} and {Teachers}: {A} {Curated} {List} for {Rwanda}}, url = {https://docs.edtechhub.org/lib/WGYWI78R}, abstract = {This document was produced in response to a request from the FCDO Rwanda team for a curated list of EdTech initiatives related to the following focus areas: 1. Classroom software 2. Teacher education 3. School administration.}, number = {28}, institution = {EdTech Hub}, author = {Chuang, Rachel and Koomar, Saalim}, year = {2020}, doi = {10.5281/zenodo.4762316}, note = {ZenodoArchiveID: 4762316 previousDOI: 10.5281/zenodo.4050155 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4762316 10.5281/zenodo.3990369 10.5281/zenodo.4050155 10.5281/zenodo.4762316 10/ghgk62 2339240:86AAWUD3 2339240:BMRM6MNQ 2339240:RYU57YK3 2405685:BMDY65UF 2405685:CHX3W9RE 2405685:WGYWI78R}, keywords = {F: Helpdesk response, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{damani_accelerated_2020, type = {Rapid {Evidence} {Review}}, title = {Accelerated {Learning} and {EdTech}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/I4UFGAQA}, abstract = {This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of accelerated learning in low- and middle-income countries (LMICs), with a focus on how EdTech might best be utilised for accelerated learning. It begins with a broad discussion of the components of accelerated learning, followed by a more focused discussion on how accelerated learning has been used to enhance learning outcomes for marginalised groups in LMICs. An exploration of how EdTech can be utilised for accelerated learning is then presented.}, language = {en}, number = {6}, institution = {EdTech Hub}, author = {Damani, Kalifa}, year = {2020}, doi = {10.5281/zenodo.4556941}, note = {ZenodoArchiveID: 4556941 Note: This item replaced a previous version with DOI 10.5281/zenodo.4071441. PreviousDOI: 10.5281/zenodo.4071441 PreviousDOI: 10.5281/zenodo.4477135 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4556941 10.5281/zenodo.4071441 10.5281/zenodo.4477135 10.5281/zenodo.4556941 2339240:785U4JZJ 2339240:9MZRHWYE 2339240:TQLWMAIZ 2405685:9BWHLEWZ 2405685:I4UFGAQA 2405685:JV5JCGN3 2405685:XNYSHYYD}, keywords = {L:Gender and education, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_cover:v2, \_zenodo:submitted, \_zenodoETH, ⛔ No DOI found}, } @techreport{damani_position_2020, title = {Position paper: {EdTech} for learners (internal working paper).}, institution = {EdTech Hub}, author = {Damani, Kalifa and Francis, Gill and McIntyre, Nora and Major, Louis and Hollow, David}, year = {2020}, doi = {10.5281/zenodo.5652078}, note = {ZenodoArchiveID: 5652078 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652078 2339240:FIEKAQG2 2339240:FZHSJ3WP 2405685:RAGXYQWJ}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF}, } @misc{edtech_hub_call_2020, title = {Call for ideas for {EdTech} responses to coronavirus ({COVID}-19)}, url = {https://edtechhub.org/coronavirus/call-for-ideas/}, abstract = {UPDATE: The call is now closed  We’ve opened a sub-window in partnership with UNHCR for refugee related ideas that respond to COVID-19 school closures. Find full details here. Our call for ideas to respond to the learning emergency caused by COVID-19 school closures is now closed.  We have been delighted and overwhelmed by the huge number […]}, language = {en-GB}, urldate = {2020-08-25}, journal = {EdTech Hub}, author = {{EdTech Hub}}, year = {2020}, doi = {10.5281/zenodo.4707758}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707758 2405685:CZ9F7VZ2}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{edtech_hub_edtech_2020, title = {{EdTech} {Hub}: {Resources} from other organisations}, url = {https://edtechhub.org/coronavirus/resources-from-other-organisations/}, abstract = {Response efforts and collated resources Global Partnership for Education (GPE)’s response and resources INEE (Inter-Agency Network for Education in Emergencies) collated resources organised by theme COVID-19 ICT4E resources from mEducation Alliance members UNESCO’s response to COVID-19 including information about distance learning tools and national platforms UNHCR’s guidance on distance learning World Bank resources to help […]}, language = {en-GB}, urldate = {2020-09-29}, journal = {EdTech Hub}, author = {EdTech Hub}, year = {2020}, doi = {10.5281/zenodo.4707760}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707760 2339240:6Q943EP5 2405685:Y76SNV85}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{edtech_hub_open_2020, title = {Open educational resources}, url = {https://edtechhub.org/coronavirus/oer/}, abstract = {As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […]}, language = {en-GB}, urldate = {2020-08-19}, journal = {EdTech Hub}, author = {{EdTech Hub}}, year = {2020}, doi = {10.5281/zenodo.4707762}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707762 2405685:8HVQCGY9 2405685:XFLWPJ5R}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{elearning_africa_effect_2020, title = {The effect of {Covid}-19 on education in {Africa} and its implications for the use of technology}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://www.elearning-africa.com/ressources/pdfs/surveys/The_effect_of_Covid-19_on_Education_in_Africa.pdf}, institution = {EdTech Hub}, author = {{eLearning Africa} and {EdTech Hub}}, year = {2020}, doi = {10.5281/zenodo.4749652}, note = {ZenodoArchiveID: 4749652 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749652 2339240:B796SJQD 2339240:DI5RWJ4S 2405685:6MJNV8GC 2405685:TFLZLVTW}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:other:ok, \_zenodo:submitted, \_zenodoETH}, } @misc{gould_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19: {Best} practice in pedagogy for remote teaching}, shorttitle = {Overview of emerging country-level response to providing educational continuity under {COVID}-19}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-educational-continuity-under-covid-19-best-practice-in-pedagogy-for-remote-teaching-2/}, abstract = {Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching Full Report PDF Download Scope of Report This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, author = {Gould, Briony}, year = {2020}, doi = {10.5281/zenodo.4707768}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707768 2405685:37SUUB79 2405685:GWN8BWPM 2405685:K5NP3ZNE 2405685:L2HPYEFI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{gould_what_2020, title = {What are countries doing that already use remote learning extensively? {What} can we learn from them?}, shorttitle = {What are countries doing that already use remote learning extensively?}, url = {https://edtechhub.org/what-are-countries-doing-that-already-use-remote-learning-extensively-what-can-we-learn-from-them/}, abstract = {What are countries doing that already use remote learning extensively? What can we learn from them? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Key themes Scope of study This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, author = {Gould, Briony}, year = {2020}, doi = {10.5281/zenodo.4707772}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707772 2405685:34IM2QJE 2405685:Y2TV9NH8}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{gould_what_2020, title = {What can be learnt from {China}’s recent experiences with {Covid}-19 and school closures that can inform other countries’ education technology-enabled responses?}, url = {https://edtechhub.org/what-can-be-learnt-from-chinas-recent-experiences-with-covid-19-and-school-closures-that-can-inform-other-countries-education-technology-enabled-responses/}, abstract = {What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Summary of findings China’s response to Covid-19 built on the distinctive foundations of its existing education political economy, in particular China appears…}, language = {en-US}, urldate = {2020-11-25}, journal = {EdTech Hub}, author = {Gould, Briony}, year = {2020}, doi = {10.5281/zenodo.4707776}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707776 2405685:GXS53XYJ 2405685:NAH5BIE5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-{Learning} {Environment} in {Zanzibar}: {A} {Short} {Guide}}, url = {https://docs.edtechub.org/lib/85C5HVC7}, abstract = {In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, month = aug, year = {2020}, doi = {10.53832/edtechhub.0029}, note = {ZenodoArchiveID: 4706000 previousDOI: 10.5281/zenodo.4706000 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3971656 10.5281/zenodo.4706000 10.53832/edtechhub.0029 2129771:YZIID28Y 2339240:7P4VDPLY 2339240:WYT4QCIW 2405685:85C5HVC7 2405685:I86XXKMH}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{groeneveld_deploying_2020, title = {Deploying an e-learning {Environment} in {Zanzibar}: {Digital} {Content} {Curation}}, url = {https://docs.edtechhub.org/lib/T2W7MU3K}, abstract = {In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop the following 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of the e-learning system. This document addresses the second part of the request and is an elaboration of the digital content selection, curation, and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables.}, institution = {EdTech Hub}, author = {Groeneveld, Caspar and Kibga, Elia and Kaye, Tom}, year = {2020}, doi = {10.5281/zenodo.3966976}, note = {ZenodoArchiveID: 3966976 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3966976 2129771:XMGQ4JQJ 2339240:L5RLM582 2339240:R72E853W 2405685:T2W7MU3K 2405685:U49W6LTF 2405685:ZI8PHKCC}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v2, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_scoping_2020, type = {Working {Paper}}, title = {A scoping review of technology in education in {LMICs} - descriptive statistics and sample search results [internal document]}, url = {https://docs.edtechhub.org/lib/CMRISZHV}, language = {en}, number = {6}, institution = {EdTech Hub}, author = {Haßler, Björn and McIntyre, Nora and Mitchell, Joel and Martin, Kevin and Nourie, Kristi and Damani, Kalifa and {Kristi Nourie} and {Kalifa Damani}}, year = {2020}, doi = {10.5281/zenodo.3631588}, note = {EdTechHub.Copy: 2129771:GYTVIZJV EdTechHub.Copy: 2129771:MBZLFNDM EdTechHub.ThisIsNot: 2339240:2387P995 2339240:8RA9UD7W shortDOI: 10/ghgk6h KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631588 10/ghgk6h 2129771:56GZ7UBP 2129771:9VXUZISD 2129771:ADGISTZU 2129771:GYTVIZJV 2129771:MBZLFNDM 2339240:2387P995 2339240:65KP6SVQ 2339240:6FUA4SDV 2339240:85SBE7SC 2339240:8RA9UD7W 2339240:IXIRDBKK 2339240:STPRNPV3 2405685:BBQI3VSA 2405685:CMRISZHV 2405685:F6UAIKKN 2405685:QJTH2UXC 2405685:R88UVQZ7 503888:7EH7BANW 503888:PI9FLM7C}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:v, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_edtech_2020, title = {{EdTech} and {COVID}-19 response}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, url = {https://docs.edtechhub.org/lib/IA9PL99D}, abstract = {This document is background paper 3 for the \#SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.}, language = {en}, urldate = {2020-12-02}, institution = {The EdTech Hub}, author = {Haßler, Björn and Nicolai, Susan and McBurnie, Chris and Jordan, Katy and Wilson, Sam and Kreimeia, Adam}, year = {2020}, doi = {10.5281/zenodo.5652040}, note = {ZenodoArchiveID: 5652040 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652040 2129771:NXT72X66 2129771:RZZI4WU9 2129771:XY56AEY8 2339240:BGZYE7EH 2339240:Q3INH4WN 2339240:V2JUHPPN 2405685:GI3IBRKA 2405685:IA9PL99D 2405685:P84UGFG8 2405685:QWFICPBX 2405685:SXDQAPB6 2405685:TSDUZKH9}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_cover:other:ok, \_cover:v2, \_yl:j, \_yl:k, \_zenodo:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode, ⛔ No DOI found}, } @techreport{hennessy_position_2020, title = {Position paper: {Using} {EdTech} to support teacher education and professional development in low- and middle-income countries (internal working paper).}, institution = {EdTech Hub}, author = {Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam}, year = {2020}, doi = {10.5281/zenodo.5652080}, note = {ZenodoArchiveID: 5652080 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652080 2339240:VJNSF4EV 2339240:Z6ZIBS2B 2405685:6E2K4GGE}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF}, } @techreport{koomar_using_2020, address = {Cambridge, UK}, type = {Helpdesk {Response}}, title = {Using {EdTech} to {Support} {Effective} {Data} {Monitoring}: {A} {Curated} {Resource} {List}.}, shorttitle = {Using edtech to support effective data monitoring}, url = {https://docs.edtechhub.org/lib/FS4CMYUB}, abstract = {This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring.}, language = {EN}, number = {23}, institution = {EdTech Hub}, author = {Koomar, Saalim and Blest, Harriet}, year = {2020}, doi = {10.5281/zenodo.4762325}, note = {ZenodoArchiveID: 4762325 previousDOI: 10.5281/zenodo.4762325 PREV\_DOI\_NOT\_ETH: 10.5281/zenodo.4091396 shortDOI: 10/ghgng6 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3407517 10.5281/zenodo.4762325 10/ghgng6 2339240:C9LP4Y2Z 2339240:EKNZDSVU 2339240:GMJF38V5 2339240:MZKWF23D 2339240:QJX4VXGR 2405685:7I4HVAV2 2405685:884LRL46 2405685:ANHT4I3J 2405685:FS4CMYUB 2405685:RV39YP9Q 2405685:WCYEVIJU 4656463:K7HMFX7H}, keywords = {C:Mozambique, ES:Educational data, ES:Monitoring and evaluation, F: Helpdesk response, L:Low-level foundational skills, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted}, } @techreport{koomar_open_2020, address = {London, UK}, type = {Helpdesk {Response}}, title = {Open {Educational} {Resources} in {Africa}: {A} {Curated} {Resource} {List}}, shorttitle = {Open {Educational} {Resources} in {Africa}}, url = {https://docs.edtechhub.org/lib/10.5281/zenodo.3906041}, abstract = {This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.}, language = {EN}, number = {20}, institution = {EdTech Hub}, author = {Koomar, Saalim and Jull, Stephen}, year = {2020}, doi = {10.5281/zenodo.5652135}, note = {ZenodoArchiveID: 5652135 previousDOI: 10.5281/zenodo.3906041 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906041 10.5281/zenodo.5652135 2339240:546TH9C9 2339240:E5AXYSMF 2339240:RKVKV84H 2405685:4ER9WB55 2405685:7JSP4PFC 2405685:DMSLLEQV 2405685:HZ5X5A4W 2405685:V44Z75Z3 2405685:VVB3BRE5}, keywords = {C: Ghana, F: Helpdesk response, H: Open resources, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @misc{mcaleavy_overview_2020, title = {Overview of emerging country-level response to providing continuity under {COVID}-19 {What} steps are being taken to reach the most disadvantaged students during the period of {Covid}-19 school closure?}, url = {https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/}, abstract = {Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of …}, language = {en-GB}, urldate = {2020-06-04}, journal = {EdTech Hub}, author = {McAleavy, Tony and Joynes, Chris and Gibbs, Emma and Sims, Kate}, year = {2020}, doi = {10.5281/zenodo.4707782}, note = {ZenodoArchiveID: 4707782 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707782 2405685:G647DH86 Library Catalog: edtechhub.org}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodo:submitted, \_zenodoETH}, } @techreport{plaut_edtech_2020, type = {Insight {Report}}, title = {{EdTech} {Innovation} for {COVID}-19: {Insights} from our global call for ideas}, url = {https://docs.edtechhub.org/lib/S7JARBXV}, institution = {EdTech Hub}, author = {Plaut, Daniel and Carter, Alice and Dixon, Miranda and Salami, Taiye}, year = {2020}, doi = {10.5281/zenodo.4768571}, note = {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}, } @misc{power_activating_2020, title = {Activating local study-groups for children’s learning—an equitable {EdTech} response?}, url = {https://edtechhub.org/2020/05/29/activating-local-study-groups-for-childrens-learning-an-equitable-edtech-response/}, language = {en-GB}, urldate = {2020-06-03}, journal = {EdTech Hub}, author = {Power, Tom}, year = {2020}, doi = {10.5281/zenodo.4707840}, note = {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}, } @techreport{rahman_edtech_2020, type = {Working {Paper}}, title = {{EdTech} {Interventions} for {Deaf} {Learners} in {Pakistan}: {Sprint} 1 {Review}}, url = {https://docs.edtechhub.org/lib/CYESNSWU}, institution = {EdTech Hub}, author = {Rahman, Asad and Siddiqui, Maira and Shaikh, Sarah and Geary, Richard and Awasen, Aaron and Plaut, Daniel}, year = {2020}, doi = {10.53832/edtechhub.0130}, note = {ZenodoArchiveID: 5652083 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652083 10.53832/edtechhub.0130 2339240:HBZUCV8U 2405685:CYESNSWU}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf}, } @techreport{traxler_learning_2020, title = {Learning through the crisis: {Helping} decision-makers around the world use digital technology to combat the educational challenges produced by the current {COVID}-19 pandemic}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Traxler, John and Scott, Howard and Smith, Matt and Hayes, Sarah}, year = {2020}, doi = {10.5281/zenodo.4706076}, note = {ZenodoArchiveID: 4706076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706076 2339240:XWBHC8ID 2405685:CD9IAPFX}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{traxler_summary_2020, title = {{SUMMARY} {Learning} through the crisis: {Helping} decision-makers around the world use digital technology to combat the educational challenges produced by the current {COVID}-19 pandemic}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Traxler, John and Scott, Howard and Smith, Matt and Hayes, Sarah}, year = {2020}, doi = {10.5281/zenodo.4706074}, note = {ZenodoArchiveID: 4706074 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706074 2339240:8TCJQBLC 2405685:5DWI862Y 2405685:ZWLE9BLR}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{upadhyay_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Liberia}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/2HM2SBVM}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {English}, number = {1}, institution = {EdTech Hub}, author = {Upadhyay, Arjun and Taddese, Abeba}, year = {2020}, doi = {10.53832/edtechhub.0033}, note = {ZenodoArchiveID: 5652130 previousZenodoArchiveID: 3830953 previousshortDOI: 10/ghgk68 previousDOI: 10.5281/zenodo.3830953 shortDOI: 10/ghgk68 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3830953 10.53832/edtechhub.0033 10/ghgk68 2339240:XCBTX2XL 2405685:2HM2SBVM 2405685:FU7Z8QM7}, keywords = {C:Liberia, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH}, } @techreport{upadhyay_edtech_2020, type = {Country {Scan}}, title = {{EdTech} in {Senegal}: {A} {Rapid} {Scan}}, url = {https://docs.edtechhub.org/lib/5P5HVP47}, abstract = {EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.}, language = {English}, number = {9}, institution = {EdTech Hub}, author = {Upadhyay, Arjun and Taddese, Abeba}, year = {2020}, doi = {10.53832/edtechhub.0037}, note = {ZenodoArchiveID: 5652140 previousZenodoArchiveID: 3936687 previousshortDOI: 10/ghgnd2 previousDOI: 10.5281/zenodo.3936687 shortDOI: 10/ghgnd2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3936687 10.53832/edtechhub.0037 10/ghgnd2 2339240:EHTSKIBR 2339240:YQHNWNMB 2405685:5P5HVP47 2405685:BBP57X2K 2405685:SKFMQF3F 2405685:XI5PXVB3}, keywords = {C:Senegal, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_zenodo:submitted, \_zenodoETH, pu}, } @techreport{webb_girls_2020, type = {Rapid {Evidence} {Review}}, title = {Girls’ {Education} and {EdTech}: {A} {Rapid} {Evidence} {Review}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Girls' {Education}}, url = {https://docs.edtechhub.org/lib/CZBRW85R}, abstract = {This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Webb, Daniel and Barringer, Katie and Torrance, Rebecca and Mitchell, Joel}, year = {2020}, doi = {10.5281/zenodo.4737460}, note = {ZenodoArchiveID: 4737460 previousDOI: 10.5281/zenodo.4556939 PreviousDOI: 10.5281/zenodo.3958002 PreviousDOI: 10.5281/zenodo.4477168 PreviousShortDOI: 10/ghgnfc Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3958002 10.5281/zenodo.3958002 10.5281/zenodo.4477168 10.5281/zenodo.4556939 10.5281/zenodo.4737460 2259720:36F6CWBU 2339240:23GW5XQ8 2339240:6YJ555Q6 2339240:9CAC5BI5 2339240:ABKFKG4Q 2339240:FC5RCEYW 2339240:GCYWZ39Q 2339240:GZYWFIHI 2339240:L326GM9E 2339240:MQ8QSK5B 2339240:PB295ID7 2339240:Q8QJYXRQ 2339240:TIVTGHAA 2339240:TYYDMDPR 2339240:VFBZXUEM 2339240:VFBZXUEM; 2339240:WVUDHTHF 2405685:4XTHDWDA 2405685:6PE7ANUL 2405685:78VECZYK 2405685:ALEXQL2P 2405685:BLT5KKXG 2405685:C4JLZV3D 2405685:CZBRW85R 2405685:E4TFYPYP 2405685:IV7MEXRW 2405685:NMXFFTIB 2405685:PKS7U5LC 2405685:RTIHY6H8 2405685:SA26Q7UG 2405685:V7VESTKX 2405685:WR37F768 2405685:YHERHZKV 2405685:YNMUHK9S 2534378:5794CXFP 2534378:5GTJL9K7}, keywords = {L:English UXZJW5DR, L:Gender and education, LP: English, P:Evidence review VCMFM9ZD, TAG:E:Primary education QIVZD2B2, TAG:E:Secondary education JS5BG2RE, TAG:F:Access W8TZWAGE, TAG:P:Girls ED5GMBNU, \_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_L:English UXZJW5DR, \_MELA\_seen, \_P:Evidence review VCMFM9ZD, \_T:E:Primary education QIVZD2B2, \_T:E:Secondary education JS5BG2RE, \_T:F:Access W8TZWAGE, \_T:P:Girls ED5GMBNU, \_\_\_working\_potential\_duplicate, \_cover:v3, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH, \_zenodoETH:submitted, ⛔ No DOI found}, } @techreport{hasler_literature_2019, type = {Working {Paper}}, title = {Literature {Reviews} of {Educational} {Technology} {Research} in {Low}- and {Middle}-{Income} {Countries}: {An} audit of the field}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = dec, year = {2019}, doi = {10.53832/edtechhub.0015}, note = {previousShortDOI: 10/ghgnfn previousShortDOI: 10/ghgnfn previousDOI: 10.5281/zenodo.4779020 previousDOI: 10.5281/zenodo.4768577 previousDOI: 10.5281/zenodo.3594489 previousShortDOI: 10/ghgnfn EdTechHub.Copy: 2129771:USWMWK73 previousShortDOI: 10/ghgnfn KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523943 10.5281/zenodo.3594489 10.5281/zenodo.4768577 10.5281/zenodo.4779020 10.53832/edtechhub.0015 10/ghgnfn 2129771:K852X3EV 2129771:T7BUZI5N 2129771:USWMWK73 2339240:5KS58AH6 2339240:NZDE37HY 2405685:NM6CPLE9 2405685:SSWKT2MV 2405685:TDVP3W34}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:g, \_zenodoETH:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode, educational technology, EdTech, low-income countries, literature review}, } @techreport{hasler_research_2019, type = {Working {Paper}}, title = {Research publication strategy and proposed publications}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, number = {4}, institution = {EdTech Hub}, author = {Haßler, Björn and McIntyre, Nora and Hollow, David and Jordan, Katy and Hennessy, Sara and Brugha, Meaghan and Mitchell, Joel}, month = dec, year = {2019}, doi = {10.5281/zenodo.3624978}, note = {EdTechHub.Copy: 2129771:SNH4JG9L EdTechHub.Source: 2339240:94ZP3EK4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3624978 2129771:SNH4JG9L 2339240:94ZP3EK4 2339240:VMNDUZSF 2405685:2GLWRD86}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:n, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{jordan_reviewing_2019, title = {Reviewing the research literature in educational technology for development: {Balancing} rigour and inclusivity}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Reviewing the research literature in educational technology for development}, url = {https://edtechhub.org/2019/12/18/reviewing_the_research_literature_in_educational_technology_for_development_balancing_rigour_and_inclusivity/}, language = {en-GB}, urldate = {2019-11-18}, journal = {EdTech Hub}, author = {Jordan, Katy}, month = dec, year = {2019}, doi = {10.5281/zenodo.3581041}, note = {shortDOI: 10/ghgnf5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3581041 10/ghgnf5 2405685:YXIGT4W9}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{hasler_hello_2019, title = {Hello, {I}’m {Björn}, {Director} of {Research} – {The} {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2019/11/18/hello-im-bjorn-director-of-research/}, abstract = {I’m Dr Björn Haßler, one of the three Directors of Research for the programme. Research, and particularly at-scale research, is a core focus for the \#EdTechHub and that’s why we have three Directors of Research, who will also introduce themselves. I am — we all are — extremely happy that we have been awarded the programme. We, like all our competitors, worked hard for around 1.5 years until the final submission. However, this work paid off! It means we can get going on the important mission.}, language = {en-GB}, urldate = {2019-11-18}, journal = {EdTech Hub}, author = {Haßler, Björn}, month = nov, year = {2019}, doi = {10.5281/zenodo.3906829}, note = {EdTechHub.Copy: 2129771:NPLNWHCZ shortDOI: 10/ghgnfd KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906829 10/ghgnfd 2129771:NPLNWHCZ 2129771:XKQV2EDS 2405685:3IM8DBXI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_yl:r, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_keyword_2019, type = {Working {Paper} - {Research} {Instrument}}, title = {Keyword inventory (version 1)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/LSEETV6K}, abstract = {The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB.}, number = {08-1}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = oct, year = {2019}, doi = {10.53832/edtechhub.0016}, note = {previousshortDOI: 10/ghgnfm previousDOI: 10.5281/zenodo.3523935 EdTechHub.Copy: 2129771:NB3WMPDJ shortDOI: 10/ghgnfm KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 10.53832/edtechhub.0016 10/ghgnfm 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:2GC35JLV 2405685:LSEETV6K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:p, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @misc{simpson_five_2019, title = {Five starting points on innovation for the {EdTech} {Hub} – {The} {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2019/10/23/five-starting-points-on-innovation-for-the-edtech-hub/}, language = {en-GB}, urldate = {2019-10-23}, journal = {EdTech Hub}, author = {Simpson, Lea}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XCJNWSVR XCJNWSVR}, keywords = {F:Blog post, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{hennessy_introducing_2019, title = {Introducing the {EdTech} {Hub}’s programme for research in low-income countries – {The} {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2019/10/16/introducing-the-edtech-hubs-programme-for-research-in-low-income-countries/}, language = {en-GB}, urldate = {2019-10-16}, journal = {EdTech Hub}, author = {Hennessy, Sara}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:A7H9CPGD A7H9CPGD}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{nicolai_edtech_2019, title = {{EdTech} {Hub} {Research} and {Innovation} to fulfill the potential of {EdTech}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2019/10/09/introducing-the-edtech-hub/}, language = {en-GB}, urldate = {2019-10-09}, journal = {EdTech Hub}, author = {Nicolai, Susan}, month = sep, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:3547DQJS}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{jamieson_eberhardt_edtech_2019, title = {The {EdTech} {Hub}’s approach to amplifying impact through engagement – {The} {EdTech} {Hub}}, url = {https://edtechhub.org/2019/11/01/the-edtech-hubs-approach-to-amplifying-impact-through-engagement/}, abstract = {If you have spent time working in the education sector, you’ll know that even marginal gains are worthy of celebration. Those of us involved in launching the EdTech Hub know this well — from our experience as teachers, researchers, advisers, programme implementers, and civil servants. Nevertheless, we have the ambition to help accelerate progress toward quality education at an unprecedented rate. We of course know that sustainable change often takes time, and we respect hard-earned marginal gains. But what we’re really after is improvement in education outcomes at a pace that matches the urgency of the problem — think millions of children receiving quality education within a decade, not in decades.}, language = {en-GB}, urldate = {2019-11-01}, journal = {EdTech Hub}, author = {Jamieson Eberhardt, Molly}, month = jan, year = {2019}, doi = {10.5281/zenodo.3906791}, note = {shortDOI: 10/ghgngr KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906791 10/ghgngr 2405685:AGB565DF 2405685:MUPWVYW6}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{hasler_country_2019, type = {Research instrument}, title = {Country list with {HDI}, {iHDI}, {MPI} and {Gini} (version 1)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3BG5X7VG}, abstract = {This is pdf of a country list with HDI, iHDI, MPI and Gini. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB (which will also be available as a data file).}, number = {08-2}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = jan, year = {2019}, doi = {10.53832/edtechhub.0017}, note = {previousshortDOI: 10/ghgk6v previousDOI: 10.5281/zenodo.3346903 EdTechHub.Source: 2405685:3BG5X7VG EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6v KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3346903 10.53832/edtechhub.0017 10/ghgk6v 2129771:FLGEYF22 2339240:SZ4GSDD6 2405685:3BG5X7VG}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:q, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_methodology_2019, type = {Working {Paper}}, title = {Methodology for literature reviews undertaken by the {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BMM3Z3CM}, abstract = {An output of the EdTEch Hub}, language = {eng}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and {Sara Hennessy} and {David Hollow} and {Katy Jordan} and {Kevin Martin} and {Mary Murphy} and {Hannah Walker}}, month = jan, year = {2019}, doi = {10.5281/zenodo.3352101}, note = {EdTechHub.Copy: 2129771:3GKL5PCI EdTechHub.Copy: 2129771:L2EAYWTN shortDOI: 10/ghgnfq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352101 10.5281/zenodo.3595594 10/ghgnfq 2129771:3GKL5PCI 2129771:K4IV67YV 2129771:L2EAYWTN 2317526:NRY5DISC 2339240:LY57CR53 2339240:XNCNITQP 2405685:BMM3Z3CM 2405685:CEJDF5XI}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_dont\_post\_PDF, \_yl:h, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_systemic_2019, type = {Working {Paper}}, title = {Systemic {Mixed}-{Methods} {Research} — {A} conceptual framework for {EdTech} research along the {IDIA} scale}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RUSE8WYV}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Hennessy, Sara and Hollow, David and Simpson, Lea and Carter, Alice and Damani, Kalifa and Francis, Gill and Jordan, Katy and McIntyre, Nora and Mitchell, Joel}, month = jan, year = {2019}, doi = {10.5281/zenodo.3595482}, note = {EdTechHub.Copy: 2129771:SLHSYDRF PreviousDOI: 10.5281/zenodo.3377829 PreviousShortDOI: 10/ghgngc KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3377828 10.5281/zenodo.3377829 10.5281/zenodo.3595482 10/ghgngc 2129771:84AIHEAJ 2129771:Q74CFTXR 2129771:SLHSYDRF 2339240:2DHE9CQC 2339240:BF96YT5K 2339240:FJZA9NPX 2339240:NLMLQD75 2405685:6YT2AIMC 2405685:7S8Z2IUF 2405685:RUSE8WYV}, keywords = {LP: English, R:Mixed methods, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF, \_yl:f, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{proctor_complexity_2019, type = {Thinkpiece}, title = {Complexity and {Considerations} in {Delivering} {Adaptive} {Learning} {Digital} {Services}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/XU7B7DHZ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Proctor, Jamie}, year = {2019}, doi = {10.5281/zenodo.4561896}, note = {ZenodoArchiveID: 4561896 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4561896 2339240:M4PBAXK6 2405685:XU7B7DHZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{global_education_monitoring_report_team_education_2016, type = {Global education monitoring report, 2016}, title = {Education for people and planet: creating sustainable futures for all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245752}, urldate = {2021-10-03}, author = {{Global Education Monitoring Report Team}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5521479 10.5281/zenodo.5521482 10.5281/zenodo.5521636 2339240:QA9TDYJ2 2405685:4I9G4MUN 2405685:BTUXGINQ 2405685:KUZZEJM7 2405685:M8II5D5S}, keywords = {\_\_\_working\_potential\_duplicate, \_r:AddedByZotZen}, } @misc{noauthor_record_nodate, title = {[{Record} not in use]}, doi = {10.5281/zenodo.5652168}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652168 2339240:USINTALA 2405685:M5LQ739A}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf}, } @misc{noauthor_unavailable_nodate, title = {[unavailable]}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{noauthor_unavailable_nodate, title = {[unavailable]}, doi = {10.5281/zenodo.5652102}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652102 2405685:NF853CW3}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodoETH}, } @incollection{castillo_learning_nodate, title = {Learning, {Marginalization}, and {Improving} the {Quality} of {Education} in {Low}-{Income} {Countries}}, url = {https://docs.edtechhub.org/lib/QVX4XRJF}, author = {Castillo, Nathan and Adam, Taskeen and Haßler, Björn}, doi = {10.5281/zenodo.5652117}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652117 2129771:UEHRQHHH 2339240:9KYUHTMU 2405685:QVX4XRJF}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{correa_de_oliveira_designing_nodate, type = {Technical {Report}}, title = {Designing {Teaching} {Learning} {Circles} for {Improved} {Foundational} {Numeracy} {Outcomes}: {Findings} from the {National} {Numeracy} {Programme} in {Malawi}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/2AN8XVIA}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Correa de Oliveira, André and Kanyoza, Charity and Boilo, Violet and Chidothi, Emmanuel and Kadzamira, Esme and Mpoola, Dorothy and McBurnie, Chris and Phiri, Magret and Haßler, Björn}, doi = {10.53832/edtechhub.0177}, note = {ZenodoArchiveID: 7568301 ZenodoArchiveConcept: 7568300 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7568301 10.53832/edtechhub.0177 2405685:2AN8XVIA}, keywords = {\_forthcoming, \_r:AddedByZotZen}, } @techreport{correa_de_oliveira_teaching_nodate, type = {Working {Paper}}, title = {Teaching and {Learning} of {Mathematics} in the {Context} of the {National} {Numeracy} {Programme} in {Malawi}: {Findings} from a {Rapid} {In}-depth {Qualitative} {Study}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/B8SQMMBA}, language = {en}, institution = {EdTech Hub}, author = {Correa de Oliveira, André and Kanyoza, Charity and Lurvink, Anne-Fleur and Boilo, Violet and Kadzamira, Esme and Haßler, Björn}, doi = {10.53832/edtechhub.0156}, note = {ZenodoArchiveID: 7510031 ZenodoArchiveConcept: 7510030 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7510031 10.53832/edtechhub.0156 2405685:B8SQMMBA}, keywords = {\_r:AddedByZotZen}, } @techreport{mazari_learning_nodate, type = {{EdTech} {Hub} {Policy} briefing}, title = {Learning continuity in response to {Pakistan}’s 2022 floods: {Policy} brief}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/333BJPIR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mazari, Haani and Baloch, Imdad and Thinley, Sangay and Radford, Kate and Perry, Freya and Kaye, Tom}, doi = {10.53832/edtechhub.0160}, note = {ZenodoArchiveID: 7782171 ZenodoArchiveConcept: 7782170 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7782171 10.53832/edtechhub.0160 2405685:333BJPIR}, keywords = {\_r:AddedByZotZen}, } @techreport{mitchell_education_nodate, type = {Rapid {Evidence} {Review}}, title = {Education in {Emergencies}: {A} {Rapid} {Evidence} {Review}}, url = {https://docs.edtechhub.org/lib/ZPTMAP5C}, number = {7}, institution = {EdTech Hub}, author = {Mitchell, Joel and Ashlee, Amy and Clericetti, Giulia and Gladwell, Jessica and Torrance, Rebecca}, doi = {10.5281/zenodo.4556940}, note = {PreviousDOI: 10.5281/zenodo.4476897 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4476897 10.5281/zenodo.4556940 2339240:GU8FEH69 2339240:W9GJBGT9 2405685:FEXJQ37Q 2405685:ZPTMAP5C}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodoETH}, } @techreport{mitchell_cost-effective_nodate, type = {Position paper}, title = {Cost-{Effective} {EdTech} {Paper} 3}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/ABGB36RA}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Mitchell, Joel and D'Rozario, Jonny}, doi = {10.53832/edtechhub.0120}, note = {ZenodoArchiveID: 7106080 ZenodoArchiveConcept: 7106079 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7106080 10.53832/edtechhub.0120 2405685:ABGB36RA}, keywords = {\_comingsoon, \_r:AddedByZotZen}, } @techreport{mitchell_great_nodate, title = {Great buy or just low cost? {Lessons} on cost-effectiveness from messaging interventions in {West} {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/K2VUJ9EQ}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Mitchell, Joel and Mukankusi, Aimée and D'Rozario, Jonny}, doi = {10.53832/edtechhub.1017}, note = {ZenodoArchiveID: 10829932 ZenodoArchiveConcept: 10829931 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1017 2405685:K2VUJ9EQ}, keywords = {Coming soon, \_r:AddedByMyEducationEvidence}, } @techreport{tanweer_sierra_nodate, type = {Sandbox {Sprint} {Review}}, title = {Sierra {Leone} {TCPD} {Sandbox} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9NR4RZ98}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Tanweer, Rabia and Plaut, Daniel and McBurnie, Chris}, doi = {10.5281/zenodo.7217149}, note = {ZenodoArchiveID: 7217149 ZenodoArchiveConcept: 7217148 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7217149 2405685:9NR4RZ98}, keywords = {\_r:AddedByZotZen}, } @article{zhao_nudge_nodate, title = {Nudge {Messaging} and {School} {Attendance} in {Ghana}: {Determining} the {Impact} of {Tailored} {Message} {Characteristics}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/STTF2I3C}, abstract = {An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, author = {Zhao, Annette and D'Rozario, Johnny and Kably, Nathan and Jayasinghe, Neema and Mukankusi, Aimée}, doi = {10.53832/edtechhub.1019}, note = {ZenodoArchiveID: 10837385 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1019 ZenodoArchiveConcept: 10837384}, keywords = {Coming soon, \_r:AddedByMyEducationEvidence}, } @misc{noauthor_understanding_2024, title = {Understanding the pricing of the {ChatGPT} {API} - {API}}, url = {https://community.openai.com/t/understanding-the-pricing-of-the-chatgpt-api/579268}, abstract = {Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at \$1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...}, language = {en}, urldate = {2024-01-21}, journal = {OpenAI Developer Forum}, month = jan, year = {2024}, note = {Section: API KerkoCite.ItemAlsoKnownAs: 2405685:WK8YCRCC 2486141:YJVMBKUH}, } @article{aguilera_cora_scopus_2024, title = {Scopus {AI} {Beta}: functional analysis and cases}, copyright = {This work is distributed under this Creative Commons license}, shorttitle = {Scopus {AI} {Beta}}, url = {http://repositori.upf.edu/handle/10230/58658}, abstract = {Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit.}, language = {eng}, urldate = {2024-01-19}, author = {Aguilera Cora, Elisenda and Lopezosa, Carlos and Codina, Lluís}, month = jan, year = {2024}, note = {Accepted: 2024-01-09T15:30:03Z KerkoCite.ItemAlsoKnownAs: 2405685:ELXBVWUQ 2486141:2DKDU6LF}, keywords = {⛔ No DOI found}, } @article{barnes_designing_2024, title = {Designing for {Social} {Justice}: {A} {Decolonial} {Exploration} of {How} to {Develop} {EdTech} for {Refugees}}, volume = {14}, issn = {2227-7102}, shorttitle = {Designing for {Social} {Justice}}, url = {https://www.mdpi.com/2227-7102/14/1/77}, doi = {10.3390/educsci14010077}, abstract = {This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement. We offer a broad decolonial commentary on issues related to the design and development of EdTech initiatives for refugees, noting some of the historical trends prevalent in the education and emergencies sector. We are guided by questions such as: Why EdTech to start with? Who designs the products? Where are they designed? How are they designed? And, which power dynamics are at play during the design process? From this, we draw on qualitative data generated through three focus groups, where we explore young refugees’ experiences of EdTech. The focus group included a creative element inviting participants to imagine what a liberatory EdTech practice would look like. We aim to illustrate the practical implications of design choices taken by EdTech developers and, from this, recommend a set of justice-centred design principles for developers of EdTech in refugee contexts. These insights relate specifically to the experiences of refugees in Rwanda and Pakistan, though we also discuss the implications of these learnings for other contexts.}, language = {en}, number = {1}, urldate = {2024-01-12}, journal = {Education Sciences}, author = {Barnes, Katrina and Emerusenge, Aime Parfait and Rabi, Asma and Ullah, Noor and Mazari, Haani and Moustafa, Nariman and Thakrar, Jayshree and Zhao, Annette and Koomar, Saalim}, month = jan, year = {2024}, pages = {77}, } @misc{marshall_ijmarshallrobotreviewer_2024, title = {ijmarshall/robotreviewer}, copyright = {GPL-3.0}, url = {https://github.com/ijmarshall/robotreviewer}, abstract = {Automatic synthesis of RCTs}, urldate = {2024-01-20}, author = {Marshall, Iain}, month = jan, year = {2024}, note = {original-date: 2016-07-21T19:23:35Z KerkoCite.ItemAlsoKnownAs: 2405685:PQL34IN7 2486141:K5QNVJ2N}, keywords = {bias, clinical-trials, cochrane, icasr, rcts, systematic-reviews, trial}, } @article{amaral_helping_2024, title = {Helping families help themselves: {The} ({Un})intended impacts of a digital parenting program}, volume = {166}, issn = {0304-3878}, shorttitle = {Helping families help themselves}, url = {https://www.sciencedirect.com/science/article/pii/S0304387823001372}, doi = {10.1016/j.jdeveco.2023.103181}, abstract = {Parenting practices play a crucial role in child development. We evaluate the impact of a free digital stress management and positive parenting intervention designed to improve caregiver’s mental health and positive caregiver–child interactions in El Salvador. Drawing on the prior success of in-person interventions, we study the effects of digital intervention delivery and examine differential treatment effects by caregiver’s sex. Using an individual-level experiment, we find that the intervention increased stress and anxiety and lowered caregiver–child interactions among male caregivers. In contrast, among female caregivers, we did not detect changes in mental health and observed a decrease in the use of physical violence against children. We also find that family structure and the severity of economic deprivation greatly moderated the intervention’s impact, especially among male caregivers. Our findings indicate that one-size-fits-all digital parenting interventions may not serve all caregivers effectively, emphasizing the need for thorough evaluations prior to extensive implementation.}, urldate = {2024-02-26}, journal = {Journal of Development Economics}, author = {Amaral, Sofia and Dinarte-Diaz, Lelys and Dominguez, Patricio and Perez-Vincent, Santiago M.}, month = jan, year = {2024}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103181 2339240:NAASZWJX 2405685:V5FU4M64}, keywords = {Child maltreatment, Mental health, Parental stress, Positive parenting}, pages = {103181}, } @techreport{dangelo_lessons_2024, title = {Lessons on {Scalability} {Implementing} {Digital} {Personalized} {Learning} in {Public} {Schools}}, institution = {World Bank}, author = {D'Angelo, Sophia and Barón, Juan and Mazari, Haani and Morales, Daniel and Tabares, Santiago Ospina and Santos, Paola Polanco and Kaye, Tom}, year = {2024}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MCYVG4AG 2405685:9A2P2NAW}, } @techreport{koomar_mewaka_2024, type = {Technical report}, title = {{MEWAKA} {National} {Teacher} {Development} {Reform} in {Tanzania}: {Design}-{Based} {Implementation} {Research}: {Cycle} 1 {Findings}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XHJC3W67}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023. Keywords: teacher professional development; design-based implementation research; Tanzania; primary education An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Chachage, Kristeen and Anthony, G. and Mrope, Winifrida Jacob and Malibiche, Mustafa and Mutura, Emmanuel and Adam, Taskeen and Hennessy, Sara and Mtenzi, Fred and Komba, Aneth and Mwakabungu, Fika and Paskali, Jonathan Hegwa and Nkya, H.}, year = {2024}, doi = {10.53832/edtechhub.0167}, note = {ZenodoArchiveID: 7783382 ZenodoArchiveConcept: 7783381 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7783382 10.53832/edtechhub.0167 2339240:R9JRWMKC 2405685:6CC8GQZP 2405685:XHJC3W67}, keywords = {\_r:AddedByZotZen}, } @techreport{zhao_minoritised_2024, type = {Working {Paper}}, title = {Minoritised {Languages}, {Education}, and {Technology}: {Current} practices and future directions in low- and middle-income countries}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/GBBGHCBH}, abstract = {This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, interviews and a collaborative workshop with four organisations with relevant educational technology (EdTech) initiatives were conducted. The analysis covers facilitating and limiting factors these organisations have encountered, and the potential positive impact on learners and society generally. We conclude by identifying practical, policy, and research priorities for multilingual education and educational technology in general.}, language = {en}, institution = {EdTech Hub}, author = {Zhao, Annette and Mitchell, Joel and Gasanabandi, Gentille and Ullah, Noor and Barnes, Katrina and Koomar, Saalim}, year = {2024}, doi = {10.53832/edtechhub.0127}, note = {ZenodoArchiveID: 7267302 ZenodoArchiveConcept: 7267301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7267302 10.53832/edtechhub.0127 2339240:V7ARHU93 2405685:GBBGHCBH 2405685:QADQUWU3 2405685:UTTZNZ24}, keywords = {\_r:AddedByZotZen}, } @article{storey_conceptual_2023, title = {Conceptual {Modeling}: {Topics}, {Themes}, and {Technology} {Trends}}, volume = {55}, issn = {0360-0300, 1557-7341}, shorttitle = {Conceptual {Modeling}}, url = {https://dl.acm.org/doi/10.1145/3589338}, doi = {10.1145/3589338}, abstract = {Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed.}, language = {en}, number = {14s}, urldate = {2023-11-28}, journal = {ACM Computing Surveys}, author = {Storey, Veda C. and Lukyanenko, Roman and Castellanos, Arturo}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3589338 2405685:I4MW7HVE 2486141:DE5MJL8K}, keywords = {\_Added-ailr-2024}, pages = {1--38}, } @misc{noauthor_paperdigest_2023, title = {paperdigest ({AI}-{Powered} {Research} {Platform})}, url = {https://www.paperdigest.org}, abstract = {Based in New York, we serve users from thousands of universities \& companies on search, review, text rewriting and more.}, language = {en-US}, urldate = {2024-01-19}, journal = {Paper Digest}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W9ZJSRE6 2486141:P4Y6JGVW}, } @article{jordan_learners_2023, title = {Learners and caregivers barriers and attitudes to {SMS}-based mobile learning in {Kenya}}, volume = {11}, issn = {23542160}, url = {http://www.netjournals.org/z_AERJ_23_088.html}, doi = {10.30918/AERJ.114.23.088}, abstract = {The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.}, number = {4}, urldate = {2024-02-29}, journal = {African Educational Research Journal}, author = {Jordan, Katy and Damani, Kalifa and Myers, Christina and Mumbi, Albina and Khagame, Phoebe and Njuguna, Lydia}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.114.23.088 2405685:6BR2KK45}, pages = {665--679}, } @misc{drapkin_chatgpt_2023, title = {{ChatGPT} {Pricing}: {How} {Much} {Does} {ChatGPT} {Cost}?}, shorttitle = {{ChatGPT} {Pricing}}, url = {https://tech.co/news/how-much-does-chatgpt-cost}, abstract = {ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look.}, language = {en-US}, urldate = {2024-01-21}, journal = {Tech.co}, author = {Drapkin, Aaron}, month = dec, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AN26LXEA 2486141:XCIX2SMK}, } @misc{ch_chatgpt_2023, title = {{ChatGPT} {Pricing}, {Explained}: {Plus} \& {Tokens} (2024)}, shorttitle = {{ChatGPT} {Pricing}, {Explained}}, url = {https://guides.ai/chatgpt-pricing/}, abstract = {ChatGPT Plus costs \$20 per month (\$23.80/month for EU + UK). The ChatGPT API costs \$0.002 for every 1000 tokens.}, language = {en-US}, urldate = {2024-01-21}, journal = {Guides.ai}, author = {Ch, David}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YISLU5WQ 2486141:5D3R2MC3}, } @techreport{world_bank_making_2023, address = {Washington, D.C.}, type = {Report}, title = {Making {Teacher} {Policy} {Work}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099110223151034802/P1782000f9634204108fb00a449fba9f79a}, abstract = {Making Teacher Policy Work (English)}, language = {en}, number = {185638}, urldate = {2024-01-24}, institution = {World Bank Group}, author = {{World Bank}}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JJX4HP9E 2405685:FHQTPVFS}, } @techreport{world_bank_making_2023, address = {Washington, D.C.}, type = {Report}, title = {Making {Teacher} {Policy} {Work}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099110223151034802/P1782000f9634204108fb00a449fba9f79a}, abstract = {Making Teacher Policy Work (English)}, language = {en}, number = {185638}, urldate = {2024-01-24}, institution = {World Bank Group}, author = {{World Bank}}, month = nov, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JJX4HP9E 2405685:FHQTPVFS}, } @article{smith_reviews_2023, title = {Reviews and {Reviewing}: {Approaches} to {Research} {Synthesis}. {An} {Annual} {Review} of {Information} {Science} and {Technology} ({ARIST}) paper}, copyright = {© 2023 The Authors. Journal of the Association for Information Science and Technology published by Wiley Periodicals LLC on behalf of Association for Information Science and Technology.}, issn = {2330-1635, 2330-1643}, shorttitle = {Reviews and {Reviewing}}, url = {https://asistdl.onlinelibrary.wiley.com/doi/10.1002/asi.24851}, doi = {10.1002/asi.24851}, abstract = {Abstract Reviews have long been recognized as among the most important forms of scientific communication. The rapid growth of the primary literature has further increased the need for reviews to distill and interpret the literature. This review on Reviews and Reviewing: Approaches to Research Synthesis encompasses the evolution of the review literature, taxonomy of review literature, uses and users of reviews, the process of preparing reviews, assessment of review quality and impact, the impact of information technology on the preparation of reviews, and research opportunities for information science related to reviews and reviewing. In addition to providing a synthesis of prior research, this review seeks to identify gaps in the published research and to suggest possible future research directions.}, language = {en}, urldate = {2023-11-28}, journal = {Journal of the Association for Information Science and Technology}, author = {Smith, Linda C.}, month = nov, year = {2023}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/asi.24851 KerkoCite.ItemAlsoKnownAs: 10.1002/asi.24851 2405685:32NYSPUF 2486141:A9F7UUQ3 2486141:MWWYUBP8}, keywords = {\_Added-ailr-2024}, pages = {asi.24851}, } @article{brown_creation_2023, title = {The creation of a nudging protocol to support online student engagement in higher education}, volume = {24}, issn = {1469-7874}, url = {https://doi.org/10.1177/14697874211039077}, doi = {10.1177/14697874211039077}, abstract = {Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.}, language = {en}, number = {3}, urldate = {2024-02-26}, journal = {Active Learning in Higher Education}, author = {Brown, Alice and Lawrence, Jill and Basson, Marita and Axelsen, Megan and Redmond, Petrea and Turner, Joanna and Maloney, Suzanne and Galligan, Linda}, month = nov, year = {2023}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/14697874211039077 2339240:UIHACPNQ 2405685:VQ794IWE}, pages = {257--271}, } @article{nakadai_ai_2023, title = {{AI} language tools risk scientific diversity and innovation}, volume = {7}, copyright = {2023 The Author(s), under exclusive licence to Springer Nature Limited}, issn = {2397-3374}, url = {https://www.nature.com/articles/s41562-023-01652-3}, doi = {10.1038/s41562-023-01652-3}, language = {en}, number = {11}, urldate = {2024-01-22}, journal = {Nature Human Behaviour}, author = {Nakadai, Ryosuke and Nakawake, Yo and Shibasaki, Shota}, month = nov, year = {2023}, note = {Number: 11 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-023-01652-3 2405685:QIX9ZW5M 2486141:LHWYJQUZ}, keywords = {Cultural evolution, Scientific community}, pages = {1804--1805}, } @misc{wallace_bwallaceabstrackr-web_2023, title = {bwallace/abstrackr-web}, url = {https://github.com/bwallace/abstrackr-web}, abstract = {web-based citation screening tool}, urldate = {2024-01-20}, author = {wallace, byron}, month = oct, year = {2023}, note = {original-date: 2010-11-23T17:57:59Z KerkoCite.ItemAlsoKnownAs: 2405685:E5ERD9TQ 2486141:AQSINRND}, } @misc{aayush_perplexity_2023, title = {Perplexity {AI}: {Review}, {Advantages} \& {Guide} (2023)}, shorttitle = {Perplexity {AI}}, url = {https://www.elegantthemes.com/blog/business/perplexity-ai}, abstract = {AI assistants are changing how we interact with technology, helping us with tasks like answering questions and creating content. Google and Bing have already added AI like Bard and Bing Chat to their platforms. However, there’s a new player in the market: Perplexity AI. In this post, we will look at Perplexity AI and its […]}, language = {en}, urldate = {2024-01-22}, journal = {Elegant Themes Blog}, author = {Aayush}, month = oct, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YMCJBWYJ 2486141:7S6I2AFZ}, } @misc{lumivero_revolutionizing_2023, title = {Revolutionizing {Text} {Data} {Analysis} with {AI} {Autocoding} with {NVivo}}, url = {https://lumivero.com/resources/blog/revolutionizing-text-data-analysis-with-ai-autocoding-with-nvivo/}, abstract = {As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments.}, language = {en-US}, urldate = {2024-01-20}, journal = {Lumivero}, author = {Lumivero}, month = oct, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UNJD6IY6 2486141:PA4EZZ36}, } @misc{indurkhya_ethical_2023, title = {Ethical {Aspects} of {Faking} {Emotions} in {Chatbots} and {Social} {Robots}}, url = {http://arxiv.org/abs/2310.12775}, abstract = {Telling lies and faking emotions is quite common in human-human interactions: though there are risks, in many situations such behaviours provide social benefits. In recent years, there have been many social robots and chatbots that fake emotions or behave deceptively with their users. In this paper, I present a few examples of such robots and chatbots, and analyze their ethical aspects. Three scenarios are presented where some kind of lying or deceptive behaviour might be justified. Then five approaches to deceptive behaviours - no deception, blatant deception, tactful deception, nudging, and self deception - are discussed and their implications are analyzed. I conclude by arguing that we need to develop localized and culture-specific solutions to incorporating deception in social robots and chatbots.}, urldate = {2024-02-23}, publisher = {arXiv}, author = {Indurkhya, Bipin}, month = oct, year = {2023}, note = {arXiv:2310.12775 [cs] KerkoCite.ItemAlsoKnownAs: 2339240:KR5WVJGX 2405685:UPY4I2DF}, keywords = {Computer Science - Robotics, I.2.9}, } @article{wolf_nudging_2023, title = {Nudging parents and teachers to improve learning and reduce child labor in {Cote} d’{Ivoire}}, volume = {8}, copyright = {2023 The Author(s)}, issn = {2056-7936}, url = {https://www.nature.com/articles/s41539-023-00180-z}, doi = {10.1038/s41539-023-00180-z}, abstract = {Whether SMS-based nudge interventions can increase parent engagement and improve child learning outcomes across diverse contexts such as rural West Africa is unknown. We conducted a school-randomized trial to test the impacts of an audio or text-message intervention (two messages per week for one school year) to parents and teachers of second and fourth grade students (N = 100 schools, 2246 students) in Cote d’Ivoire. Schools were randomly assigned to have messages sent to (i) parents only, (ii) teachers only, (iii) parents and teachers together, or (iv) control. There were statistically non-significant impacts of the parents-only treatment on learning, although with typical effect sizes (d = 0.08, p = 0.158), and marginally statistically significant increases in child labor (d = 0.11, p {\textless} 0.10). We find no impacts of the other treatment conditions. Subgroup analyses based on pre-registered subgroups show significantly larger improvements in learning for children with below-median baseline learning levels for the parents-only arm and negative impacts on learning for girls for the teachers-only arm, suggesting different conclusions regarding impacts on equity for vulnerable children.}, language = {en}, number = {1}, urldate = {2024-02-14}, journal = {npj Science of Learning}, author = {Wolf, Sharon and Lichand, Guilherme}, month = sep, year = {2023}, note = {Number: 1 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41539-023-00180-z 2339240:TBVAYFZC 2405685:XET829T4}, keywords = {Economics, Education}, pages = {1--13}, } @article{kondoro_usability_2023, title = {Usability {Testing} of a {Mobile}-based {Learning} {Management} {System} for {Teacher} {Continuous} {Professional} {Development} in {Tanzania}}, volume = {19}, url = {https://www.researchgate.net/publication/373523617_Usability_Testing_of_a_Mobile-based_Learning_Management_System_for_Teacher_Continuous_Professional_Development_in_Tanzania}, abstract = {The last two decades have seen the growing adoption of mobile devices to enhance the quality of teachers' continuous professional development (TCPD) in low-income countries. Using mobile devices, typically not designed for educational use, presents new usability challenges, preventing teachers from effectively accessing learning materials in learning management systems (LMS). Therefore, it is important to test usability to improve the delivery of TCPD via mobile devices. This study evaluated the usability of TCPD-focused mobile-based LMS accessed via a mobile web browser and mobile app. The evaluation used a hybrid think-aloud method involving 63 teachers from 12 schools in Tanzania. Half of the schools were evaluated using a concurrent think-aloud method, and the other half using a retrospective think-aloud method. The study found that teachers encountered many usability problems in using the mobile app compared to those who accessed the LMS via mobile web browsers. The study also found usability flaws in the registration and login process, poor language translation, technical errors, and issues with quiz questions. These findings show the importance of user testing, even for well-developed LMS, such as Moodle. Additionally, this work provides useful guidance for those who want to implement mobile learning via an LMS in low-income countries.}, journal = {The International Journal of Education and Development using Information and Communication Technology}, author = {Kondoro, Aron and Maro, Salome and Mtebe, Joel and Haßler, Björn and Proctor, Jamie and {EdTech Hub}}, month = aug, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZTWSB6CB 2405685:L5AY2YZI}, keywords = {⛔ No DOI found}, pages = {75--92}, } @misc{daltry_digital_2023, title = {Digital {Personalised} {Learning} to {Improve} {Literacy} and {Numeracy} {Outcomes} in {Kenyan} {Classrooms}}, url = {https://edtechhub.org/2023/08/15/emerging-findings-from-a-randomised-controlled-trial-involving-pre-primary-learners-and-eidu/}, abstract = {This blog forms part of a wider research study on digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms, and outlines emergent findings from a randomised controlled trial following the first two rounds of assessment (baseline and midline). The preliminary findings will be strengthened after further analyses and endline assessment.}, language = {en-US}, urldate = {2023-11-03}, journal = {EdTech Hub}, author = {Daltry, Rebecca and Major, Louis and Sun, Chen and Otieno, Mary and Otieno, Kevin and Otieno, Louis Major, Chen Sun, Mary Otieno {and} Kevin, Rebecca Daltry}, month = aug, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SL5WSSVM 2405685:5BIU6BJ5}, } @techreport{sims_experimental_2023, type = {{CEPEO} {Working} {Paper} {Series}}, title = {Experimental education research: rethinking why, how and when to use random assignment}, shorttitle = {Experimental education research}, url = {https://econpapers.repec.org/paper/uclcepeow/23-07.htm}, abstract = {Over the last twenty years, education researchers have increasingly conducted randomised experiments with the goal of informing the decisions of educators and policymakers. Such experiments have generally employed broad, consequential, standardised outcome measures in the hope that this would allow decisionmakers to compare effectiveness of different approaches. However, a combination of small effect sizes, wide confidence intervals, and treatment effect heterogeneity means that researchers have largely failed to achieve this goal. We argue that quasi-experimental methods and multi-site trials will often be superior for informing educators' decisions on the grounds that they can achieve greater precision and better address heterogeneity. Experimental research remains valuable in applied education research. However, it should primarily be used to test theoretical models, which can in turn inform educators' mental models, rather than attempting to directly inform decision making. Since comparable effect size estimates are not of interest when testing educational theory, researchers can and should improve the power of theory-informing experiments by using more closely aligned (i.e., valid) outcome measures. We argue that this approach would reduce wasteful research spending and make the research that does go ahead more statistically informative, thus improving the return on investment in educational research.}, number = {23-07}, urldate = {2023-10-10}, institution = {UCL Centre for Education Policy and Equalising Opportunities}, author = {Sims, Sam and Anders, Jake and Inglis, Matthew and Lortie-Forgues, Hugues and Styles, Ben and Weidmann, Ben}, month = aug, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:55K69EGU 2405685:C5QK4INN}, keywords = {education, experiments, policy, randomized controlled trials, research}, } @book{unesco_global_2023, address = {Paris}, edition = {1}, title = {Global {Education} {Monitoring} {Report} 2023: {Technology} in education: {A} tool on whose terms?}, isbn = {978-92-3-100609-8}, shorttitle = {Global {Education} {Monitoring} {Report} 2023}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000385723}, urldate = {2023-11-26}, publisher = {GEM Report UNESCO}, author = {{UNESCO}}, month = jul, year = {2023}, doi = {10.54676/UZQV8501}, } @inproceedings{jordan_use_2023, address = {Copenhagen Denmark}, title = {The {Use} of {SMS} and {Other} {Mobile} {Phone}-based {Messaging} to {Support} {Education} at {Scale}: {A} {Synthesis} of {Recent} {Evidence}}, isbn = {9798400700255}, shorttitle = {The {Use} of {SMS} and {Other} {Mobile} {Phone}-based {Messaging} to {Support} {Education} at {Scale}}, url = {https://dl.acm.org/doi/10.1145/3573051.3596172}, doi = {10.1145/3573051.3596172}, language = {en}, urldate = {2023-09-24}, booktitle = {Proceedings of the {Tenth} {ACM} {Conference} on {Learning} @ {Scale}}, publisher = {ACM}, author = {Jordan, Katy and Damani, Kalifa and Myers, Christina and Zhao, Annette}, month = jul, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3573051.3596172 2339240:YW4HVVTD 2405685:82DMJDK6 2405685:ZBTT8ST5}, pages = {282--286}, } @article{maro_deployment_2023, title = {Deployment of {Offline} {Learning} {Management} {Systems}: {Comparing} the {Performance} of {Selected} {Micro}-servers in {Tanzania}}, volume = {10}, issn = {2311-1550}, shorttitle = {Deployment of {Offline} {Learning} {Management} {Systems}}, url = {https://jl4d.org/index.php/ejl4d/article/view/835}, doi = {10.56059/jl4d.v10i2.835}, abstract = {Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option.  The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.}, number = {2}, urldate = {2023-08-14}, journal = {Journal of Learning for Development}, author = {Maro, Salome and Kondoro, Aron and Haßler, Björn and Mtebe, Joel and Proctor, Jamie}, month = jul, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v10i2.835 2405685:IXJ5MQJN}, pages = {280--296}, } @misc{schoot_rensvandeschootsoftware-overview-machine-learning-for-screening-text_2023, title = {Rensvandeschoot/software-overview-machine-learning-for-screening-text}, copyright = {CC-BY-4.0}, url = {https://github.com/Rensvandeschoot/software-overview-machine-learning-for-screening-text}, abstract = {The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning.}, urldate = {2024-01-19}, author = {schoot, Rens van de}, month = jul, year = {2023}, note = {original-date: 2022-02-17T18:40:05Z KerkoCite.ItemAlsoKnownAs: 2405685:H75KUGV8 2486141:DYRPSJRR}, keywords = {\_Added-ailr-2024, active-learning, machine-learning, software-development, systematic-reviews}, } @article{barnes_education_2023, title = {Education in times of restriction: an examination of refugee girls’ and young women’s access to learning during {COVID}-19 school closures in {Pakistan}}, issn = {1573-1723}, shorttitle = {Education in times of restriction}, url = {https://doi.org/10.1007/s10671-023-09353-4}, doi = {10.1007/s10671-023-09353-4}, abstract = {This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee students were able to continue accessing education in some form during school closures, learning access was nevertheless limited, and a sizable minority were not engaged in any learning during this time. Teacher and institutional support was either absent or inadequate for many students, and infrastructure and devices that serve to support remote learning were not always reliable or accessible. Although male respondents were less likely than females to engage in independent study during the closures, refugee girls and young women were significantly less likely than their male counterparts to own the devices they needed for learning. The findings demonstrate how targeted investment in specific types of EdTech and teacher professional development, as well as supporting educational institutions in the establishment of remote learning opportunities, could help sustain learning during future periods of educational restriction.}, language = {en}, urldate = {2023-06-28}, journal = {Educational Research for Policy and Practice}, author = {Barnes, Katrina and Ashlee, Amy and Mukankusi, Aimee and Pacitto, Julia and Rabi, Asma and Thomas, Matt and Ullah, Noor and Zazai, Rozina and Zhao, Annette}, month = jun, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-023-09353-4 2405685:SWPGW69K}, keywords = {COVID-19, Distance education, Educational technology, Gender, Pakistan, Refugee education}, } @techreport{lurvink_teacher_2023, title = {Teacher {Retention} and {Mobility} in {Sierra} {Leone}: {What} factors motivate teachers to stay at or leave schools?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CQ8JNCH8}, abstract = {The current study is the third in a series of research studies, which aim to generate evidence that can support the MBSSE and TSC with their teacher allocation and deployment strategy. Our first study investigated teacher preferences for school choice and uncovered important considerations for teacher deployment. Following this, we investigated mobility patterns for teachers who are on the government payroll, and payroll teacher retention rates. The latter study helped us understand where teachers move to when they change schools, and also helped us identify areas with high (hot spots) and low retention rates (cold spots). The current study is explanatory in nature and aims to understand why teachers stay at or leave their schools. Keyword: teacher allocation; teacher retention; teacher mobility; Sierra Leone An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Lurvink, Anne-Fleur and Mansaray, Kabiru and Kamara, Josephine and Khanu, Alimamy James and Cameron, Emma and Godwin, Katie and Haßler, Björn}, month = jun, year = {2023}, doi = {10.53832/edtechhub.0168}, note = {ZenodoArchiveID: 7966434 ZenodoArchiveConcept: 7966433 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7966434 10.53832/edtechhub.0168 2405685:CQ8JNCH8}, keywords = {\_r:AddedByZotZen}, } @article{rowe_importance_2023, title = {The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews}, issn = {1246-0125, 2116-7052}, url = {https://www.tandfonline.com/doi/full/10.1080/12460125.2023.2217646}, doi = {10.1080/12460125.2023.2217646}, abstract = {The theoretical positioning of a review is of the utmost importance in terms of its contribution to knowledge. This paper clarifies the significance of this design principle for different types of review i.e. for describing, understanding, explaining or testing purposes. Furthermore, new tools now mean that it is both possible and relevant for bibliometrics novices to use bibliometrics to support literature reviews. Applying the BIBGT method and combining two bibliometric techniques – co-citation analysis of references and bibliographic coupling of documents – can enhance the efficiency of the first three types of literature review. This paper provides examples of published works that apply BIBGT to each of these types of review and highlights the bibliometric software used. It concludes with a survey of promising applications for all researchers and makes recommendations for both experienced literature review researchers and literature review novices.}, language = {en}, urldate = {2023-11-28}, journal = {Journal of Decision Systems}, author = {Rowe, Frantz and Kanita, Nada and Walsh, Isabelle}, month = jun, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/12460125.2023.2217646 2405685:HGQ8Z5G8 2486141:AH357B5B}, keywords = {\_Added-ailr-2024}, pages = {1--16}, } @inproceedings{kondoro_towards_2023, address = {Tshwane, South Africa}, title = {Towards {Improving} the {Accessibility} and {Usability} of a {Mobile}-based {Learning} {Management} {System} for {Blind} {Primary} {School} {Teachers}}, isbn = {978-1-905824-71-7}, url = {https://ieeexplore.ieee.org/document/10187797/}, doi = {10.23919/IST-Africa60249.2023.10187797}, urldate = {2023-08-14}, booktitle = {2023 {IST}-{Africa} {Conference} ({IST}-{Africa})}, publisher = {IEEE}, author = {Kondoro, Aron and Maro, Salome and Mtebe, Joel and Proctor, Jamie and Komba, Aneth and Haßler, Björn}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.23919/IST-Africa60249.2023.10187797 2405685:D9ML5MHA}, pages = {1--10}, } @misc{atanasova_bridge_2023, title = {Bridge or {Barrier} – {Does} generative {AI} contribute to more culturally inclusive higher education and research?}, url = {https://blogs.lse.ac.uk/impactofsocialsciences/2023/05/04/bridge-or-barrier-does-generative-ai-contribute-to-more-culturally-inclusive-higher-education-and-research/}, abstract = {Whilst the ability of generative AI to produce text in English has been widely covered, the implications of its ability to translate and act as a cultural broker into English have received less att…}, language = {"en-US"}, urldate = {2024-01-22}, journal = {Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research?}, author = {Atanasova, Dimitrinka}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6SRCZ3LI 2486141:TJRDQHQD}, } @article{angrist_learning_2023, title = {Learning {Curve}: {Progress} in the {Replication} {Crisis}}, volume = {113}, issn = {2574-0768, 2574-0776}, shorttitle = {Learning {Curve}}, url = {https://pubs.aeaweb.org/doi/10.1257/pandp.20231009}, doi = {10.1257/pandp.20231009}, abstract = {We present detailed monitoring data across a five-country randomized trial of phone-based targeted tutoring–one of the largest multicountry replication efforts in education to date. We study an approach shown to work in Botswana and replicated in India, Kenya, Nepal, the Philippines, and Uganda. While the existing literature often finds diminishing effects as proof-of-concept studies are replicated and scaled, we find the opposite: implementation fidelity (the degree of targeted educational instruction) improves across replications and over time. This demonstrates that replication is not intractable; rather, equipped with mechanisms to learn from experience, organizational “learning curves” can enable effective replication and scale-up.}, language = {en}, urldate = {2023-10-09}, journal = {AEA Papers and Proceedings}, author = {Angrist, Noam and Cullen, Claire and Ainomugisha, Micheal and Bathena, Sai Pramod and Bergman, Peter and Crossley, Colin and Letsomo, Thato and Matsheng, Moitshepi and Panti, Rene Marlon and Sabarwal, Shwetlena and Sullivan, Tim}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/pandp.20231009 2405685:48MA4RDL}, pages = {482--488}, } @article{calcagni_developing_2023, title = {Developing dialogic classroom practices through supporting professional agency: {Teachers}’ experiences of using the {T}-{SEDA} practitioner-led inquiry approach}, volume = {126}, issn = {0742-051X}, shorttitle = {Developing dialogic classroom practices through supporting professional agency}, url = {https://www.sciencedirect.com/science/article/pii/S0742051X23000550}, doi = {10.1016/j.tate.2023.104067}, abstract = {Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. Change was evident in self-reported enhanced awareness and understanding of dialogue and use of dialogic strategies. Increases in students’ dialogic participation and plans for dissemination to colleagues were reported.}, language = {en}, urldate = {2023-05-19}, journal = {Teaching and Teacher Education}, author = {Calcagni, Elisa and Ahmed, Farah and Trigo-Clapés, Ana Laura and Kershner, Ruth and Hennessy, Sara}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2023.104067 2405685:ZQQP3GIM}, keywords = {Classroom dialogue, Dialogic teaching, Professional development, Professional learning, Reflective inquiry, Teacher agency}, pages = {104067}, } @techreport{akyeampong_2023_2023, address = {London, Washington D.C., New York.}, title = {2023 {Cost}-{Effective} {Approaches} to {Improve} {Global} {Learning} - {What} does recent evidence tell us are “{Smart} {Buys}” for improving learning in low- and middle-income countries?}, url = {https://thedocs.worldbank.org/en/doc/231d98251cf326922518be0cbe306fdc-0200022023/related/GEEAP-Report-Smart-Buys-2023-final.pdf}, urldate = {2024-02-21}, institution = {FCDO, the World Bank, UNICEF, and USAID}, author = {Akyeampong, K and Andrabi, A and Banerjee, A and Banerji, R and Dynarski, S and Glennerster, R and Grantham-McGregor, S and Muralidharan, K and Piper, B and Ruto, S and Saavedra, J and Schmelkes, S and Yoshikawa, H}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2BGTWZKU 2405685:9X68BZ9M}, } @article{bang_efficacy_2023, title = {Efficacy of an {Adaptive} {Game}-{Based} {Math} {Learning} {App} to {Support} {Personalized} {Learning} and {Improve} {Early} {Elementary} {School} {Students}’ {Learning}}, volume = {51}, issn = {1573-1707}, url = {https://doi.org/10.1007/s10643-022-01332-3}, doi = {10.1007/s10643-022-01332-3}, abstract = {This study investigates whether using My Math Academy, which provides personalized content and adaptive embedded assessments to support existing curricula, can improve learning outcomes and engagement for kindergarten and first grade students (N = 505 treatment, 481 control). Findings indicate that students using My Math Academy made significant learning gains in math relative to children who did not. More skills mastered in My Math Academy was associated with greater learning gains on the external assessment, with the greatest impacts among students with lower levels of math knowledge, where there was more room for growth and on the most difficult skills. Teachers surveyed found My Math Academy easy to use in their classrooms and recognized it as a valuable learning resource that supplemented their existing curricula to improve students’ engagement, motivation, and confidence in learning math.}, language = {en}, number = {4}, urldate = {2023-10-06}, journal = {Early Childhood Education Journal}, author = {Bang, Hee Jin and Li, Linlin and Flynn, Kylie}, month = apr, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-022-01332-3 2339240:ACCHG7IU 2405685:WT3YZ6CJ}, keywords = {Adaptive instructional systems, Early childhood education, Game-based learning, Math learning, Personalized learning}, pages = {717--732}, } @misc{cendlos_interview_2023, title = {Interview with the {Center} for {National} {Distance} {Learning} and {Open} {School} on data governance practices within the {Ghana} {Ministry} of {Education}.}, shorttitle = {Situational analysis}, language = {English}, author = {CENDLOS}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9N63SQZZ 2339240:A3P7Y95M 2405685:AAK65MWF 2405685:KI7ZJ29W}, } @misc{daniel_interview_2023, title = {Interview with the {National} {Teaching} {Council} on data governance practices within the {Ghana} {Ministry} of {Education}.}, shorttitle = {Situational analysis}, language = {English}, author = {Daniel, Asai Boso}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KQX8LW2T 2405685:93DQHEKS}, } @misc{dennis_interview_2023, title = {Interview with the {Ghana} {Library} {Authority} on data governance practices within the {Ghana} {Ministry} of {Education}.}, shorttitle = {Situational analysis}, language = {English}, author = {Dennis, Mawuli Dakudzie}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LDW4WJHK 2405685:BRPTDPR4}, } @misc{fred_interview_2023, title = {Interview with the {Ghana} {Education} {Service} on data governance practices within the {Ghana} {Ministry} of {Education}.}, shorttitle = {Situational analysis}, language = {English}, author = {Fred, Binkorang}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6SUJY7SC 2405685:NPGMPZLS}, } @misc{sackey_interview_2023, title = {Interview with the {Statistics}, {Research} \& {Information} {Management} {Directorate} on data governance practices within the {Ghana} {Ministry} of {Education}.}, shorttitle = {Situational analysis}, language = {English}, author = {Sackey, Robert}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RGTDU93T 2405685:U8P9D9ZD}, } @misc{lurvink_where_2023, title = {Where do teachers go, and where do they stay?}, url = {https://edtechhub.org/2023/03/22/where-do-teachers-go-and-where-do-they-stay/}, abstract = {In Sierra Leone, a government payroll position is tied to the teacher, not the school, meaning teachers can change schools once they go on the payroll. This leads to certain schools being chronically understaffed. It also suggests that deploying teachers to rural and understaffed schools (or putting teachers already there on payroll) might not tackle high pupil-to-qualified-teacher ratios in the longer term. Investigating the school-to-school movement of payroll teachers can help us understand where teachers go after they go on the payroll and how long they stay in a given school. We also looked at overall movement nationally to identify areas of the country that are outliers in terms of high and low retention of teachers.}, language = {en-US}, urldate = {2023-06-27}, journal = {EdTech Hub}, author = {Lurvink, Anne-Fleur and Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Mackintosh, Alasdair and Ramirez, Ana and Beoku-Betts, Iman and Haßler, Björn and Godwin, Katie and Godwin, Patricia Espinoza-Revollo, Yusuf Ali, Oliver Garrod, Paul Atherton, Alasdair Mackintosh, Ana Ramirez, Iman Beoku-Betts, Björn Haßler {and} Katie, Anne-Fleur Lurvink}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LC8X4TCC}, } @misc{rasolohery_access_2023, title = {Access to and use of technology by primary school teachers: {A} survey in the 23 regions of {Madagascar}}, shorttitle = {Access to and use of technology by primary school teachers}, url = {https://edtechhub.org/2023/03/20/access-to-and-use-of-technology-by-primary-school-teachers-a-survey-in-the-23-regions-of-madagascar/}, abstract = {The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).}, language = {en-US}, urldate = {2023-10-16}, journal = {EdTech Hub}, author = {Rasolohery, Hasiniavo and Koomar, Saalim and Mitchell, Joel}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4Z9QSPV 2405685:9NYHCGPM}, } @misc{education_sector_working_group_pakistan_2023, title = {Pakistan {Education} {Sector} {Working} {Group} flood response performance monitoring dashboard (as of 28 {February} 2023) - {Pakistan} {\textbar} {ReliefWeb}}, url = {https://reliefweb.int/report/pakistan/pakistan-education-sector-working-group-flood-response-performance-monitoring-dashboard-28-february-2023}, abstract = {Infographic in English on Pakistan about Contributions, Coordination, Flash Flood, Flood and more; published on 9 Mar 2023 by Education Cluster, Save the Children and 2count other organizations}, language = {en}, urldate = {2023-03-10}, author = {Education Sector Working Group}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CQRIMY5 2405685:TQ27WTTI}, } @misc{kably_first_2023, title = {First {Lessons} from {Our} {Study}: {Optimising} {Messaging} for {Returns} to {School}}, shorttitle = {First {Lessons} from {Our} {Study}}, url = {https://edtechhub.org/2023/03/08/optimising-messaging-to-help-returns-to-school/}, abstract = {This blog examines the valuable insights gained from EdTech Hub's initial research on the use of messaging (primarily text messaging) to assist caregivers in promoting their children's school attendance. In this blog, we delve into the workings of messaging mechanisms and share our study findings. Additionally, we outline critical considerations for those interested in developing a comparable intervention. Read on to learn more...}, language = {en-US}, urldate = {2024-02-14}, journal = {EdTech Hub}, author = {Kably, Nathan and Mitchell, Joel and Zhao, Annette and D'Rozario, Jonny}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4T3GP6TA 2405685:IQRXCPLV}, } @misc{koomar_mewaka_2023, title = {{MEWAKA} in {Tanzania}: {Emerging} findings on tech-supported teacher professional development}, shorttitle = {{MEWAKA} in {Tanzania}}, url = {https://edtechhub.org/2023/03/03/mewaka-in-tanzania-emerging-findings-on-tech-supported-teacher-professional-development/}, abstract = {MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant to their schools as well as learn and improve their pedagogical skills. Peer facilitators help teachers to collaboratively solve problems, learn new approaches to improve their practice, and generally create a culture of reflection and school improvement.}, language = {en-US}, urldate = {2023-10-17}, journal = {EdTech Hub}, author = {Koomar, Saalim and Massam, Winston and Anthony, Gervace and Mrope, Winifrida and Adam, Taskeen and Hennessy, Sara and Mtenzi, Fredrick and Proctor, Jamie and Komba, Aneth and Mwakabungu, Fika and Barretto, Johnpaul and Barretto, Winston Massam, Gervace Anthony, Winifrida Mrope, Taskeen Adam, Sara Hennessy, Fredrick Mtenzi, Jamie Proctor, Aneth Komba, Fika Mwakabungu {and} Johnpaul, Saalim Koomar}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AQZAQSU7 2405685:KMN7H8UA}, } @article{van_schoors_charm_2023, title = {The {Charm} or {Chasm} of {Digital} {Personalized} {Learning} in {Education}: {Teachers}’ {Reported} {Use}, {Perceptions} and {Expectations}}, volume = {67}, issn = {1559-7075}, shorttitle = {The {Charm} or {Chasm} of {Digital} {Personalized} {Learning} in {Education}}, url = {https://doi.org/10.1007/s11528-022-00802-0}, doi = {10.1007/s11528-022-00802-0}, abstract = {Although digital personalized learning (DPL) is assumed to be beneficial for the student as well as the teacher, the implementation process of DPL tools can be challenging. Therefore, the aim of our study is to scrutinize teachers’ perceptions towards the implementation of DPL in the classroom. A total of 370 teachers from primary and secondary education (students aged 6–18 years old) were questioned through an online survey. An overview of descriptive results is presented regarding (1) teachers’ reported technology use, (2) their perceptions towards adaptivity and dashboards in DPL tools and (3) their expectations of support in view of implementing DPL. Based on a cluster analysis, three teacher clusters are distinguished. Results reveal all three clusters had positive perceptions towards DPL. Nevertheless, there is great variety in reported use of DPL tools.}, language = {en}, number = {2}, urldate = {2023-10-17}, journal = {TechTrends}, author = {Van Schoors, Rani and Elen, Jan and Raes, Annelies and Vanbecelaere, Stefanie and Depaepe, Fien}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-022-00802-0 2339240:9J7AXDVG 2405685:LATP7UQ7}, keywords = {Adaptive technology, Cluster analysis, Digital personalized learning, Educational technology, Teachers}, pages = {315--330}, } @techreport{national_institute_of_statistics_of_rwanda_key_2023, title = {{KEY} {FIGURES}: 5th {Rwanda} {Population} and {Housing} {Census} ({PHC})}, url = {https://www.statistics.gov.rw/publication/key-figures-5th-rwanda-population-and-housing-census-phc}, abstract = {The fifth Population and Housing Census in Rwanda, was conducted in August 2022. The Census operation was coordinated by the National Census Commission. Various census technical and administrative structures have been put in place to ensure a successful census operation.}, language = {English}, institution = {National Institute of Statistics of Rwanda.}, author = {{National Institute of Statistics of Rwanda.}}, month = feb, year = {2023}, } @misc{rise_rise_2023, title = {The {RISE} {Education} {Systems} {Diagnostic}: {A} {Tool} for {Identifying} {Strategic} {Priorities} for {Education} {System} {Reform}}, shorttitle = {The {RISE} {Education} {Systems} {Diagnostic}}, url = {https://riseprogramme.org/events/rise-education-systems-diagnostic-tool-identifying-strategic-priorities-education-system}, language = {en}, urldate = {2023-03-08}, journal = {RISE Programme}, author = {{RISE}}, month = feb, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6DMXC88 2405685:EDFKIHY7 4656463:HLNCGPFR}, } @misc{world_bank_continuous_2023, title = {Continuous {Teacher} {Training} {Goes} {Nationwide} in {Tanzania}}, url = {https://www.worldbank.org/en/news/feature/2023/01/24/continuous-teacher-training-goes-nationwide-in-tanzania}, abstract = {A World Bank-funded program is piloting continuous professional development for primary school teachers in Tanzania.}, language = {en}, urldate = {2023-10-17}, journal = {World Bank}, author = {{World Bank}}, month = jan, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6CUKPF4H 2405685:RR47SXDT}, } @article{rebolledo_font_de_la_vall_exploring_2023, title = {Exploring the {Benefits} and {Challenges} of {AI}-{Language} {Learning} {Tools}}, volume = {10}, doi = {10.18535/ijsshi/v10i01.02}, abstract = {AI language learning tools are computer programs or software applications that use artificial intelligence (AI) algorithms to help users learn and improve their skills in a foreign language. These technologies have a lot of benefits, such as the ability to save time and speed up learning, to give students personalized learning experiences, and to help them learn about other cultures. In this study, the scientific literature was looked at to find out the pros, cons, opportunities, and challenges of using AI language learning tools, such as the need for more human interaction, the complexities of language in context, and the fact that training needs a lot of data. In the future, these AI tools could be used to make changes, like combining VR and AR, developing better algorithms for processing natural language, and using more advanced algorithms for adaptive learning. By addressing these problems and limitations, AI learning systems could become even more powerful and valuable tools for learning languages. Their integration is critical to improving the effectiveness and efficiency of learning user experience solutions.}, journal = {International Journal of Social Sciences and Humanities Invention}, author = {Rebolledo Font de la Vall, Roxana and Gonzalez Araya, Fabian}, month = jan, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.18535/ijsshi/v10i01.02 2405685:5DI6FYSP 2486141:SRGMXZD2}, pages = {7569--7576}, } @article{cecilia_macaulay_nigerian_2023, chapter = {Africa}, title = {Nigerian schools: {Flogged} for speaking my mother tongue}, shorttitle = {Nigerian schools}, url = {https://www.bbc.com/news/world-africa-63971991}, abstract = {Nigeria wants local languages to replace English in primary education, but some say it's not practical.}, language = {en-GB}, urldate = {2023-02-10}, journal = {BBC News}, author = {{Cecilia Macaulay}}, month = jan, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B6YLK9BX 4042040:CFVHDDHY}, } @techreport{akyeampong_cost-effective_2023, address = {London, Washington D.C., New York}, type = {Recommendations of the {Global} {Education} {Evidence} {Advisory} {Panel} ({GEEAP})}, title = {Cost-{Effective} {Approaches} to {Improve} {Global} {Learning} - {What} does recent evidence tell us are “{Smart} {Buys}” for improving learning in low- and middle-income countries?}, url = {https://thedocs.worldbank.org/en/doc/231d98251cf326922518be0cbe306fdc-0200022023/related/GEEAP-Report-Smart-Buys-2023-final.pdf}, institution = {FCDO, the World Bank, UNICEF, and USAID}, author = {Akyeampong, K and Andrabi, T and Banerjee, A and Banerji, R and Dynarski, S and Glennerster, R and Grantham-McGregor, S and Muralidharan, K and Piper, B and Ruto, S and Saavedra, J and Schmelkes, S and Yoshikawa, H}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XW55C644}, } @techreport{allison_guidance_2023, title = {Guidance note on using implementation research in education}, url = {https://www.edu-links.org/sites/default/files/media/file/Guidance_Note_on_Using_Implementation_Research_in_Education.pdf}, institution = {Building Evidence in Education (BE2 )}, author = {Allison, C}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LNYGTD8Y 2405685:MPR522L4}, } @misc{amankwah_latest_2023, title = {The {Latest} {Tanzanian} {National} {Panel} {Survey} {Shows} {Progress} in {Education}}, url = {https://blogs.worldbank.org/opendata/latest-tanzanian-national-panel-survey-shows-progress-education}, abstract = {The state of education in a country has cascading impacts across multiple facets of development. In line with SDG 4, providing equitable quality education remains a key mission for countries, especially those with low literacy rates. Zooming in on Tanzania...}, language = {en}, urldate = {2023-02-28}, author = {Amankwah, Akuffo and Palacius-Lopez, Amparo and Gul, Maryam}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WCFIJEQE 2405685:2HP9RXUH}, } @techreport{angrist_building_2023, address = {Cambridge, MA}, title = {Building {Resilient} {Education} {Systems}: {Evidence} from {Large}-{Scale} {Randomized} {Trials} in {Five} {Countries}}, shorttitle = {Building {Resilient} {Education} {Systems}}, url = {http://www.nber.org/papers/w31208.pdf}, language = {en}, number = {w31208}, urldate = {2023-10-09}, institution = {National Bureau of Economic Research}, author = {Angrist, Noam and Ainomugisha, Micheal and Bathena, Sai Pramod and Bergman, Peter and Crossley, Colin and Cullen, Claire and Letsomo, Thato and Matsheng, Moitshepi and Panti, Rene Marlon and Sabarwal, Shwetlena and Sullivan, Tim}, month = may, year = {2023}, doi = {10.3386/w31208}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w31208 2405685:AFKK5JK7}, pages = {w31208}, } @techreport{banerjee_2023_2023, title = {2023 {Cost}-effective {Approaches} to {Improve} {Global} {Learning} - {What} does {Recent} {Evidence} {Tell} {Us} are “{Smart} {Buys}” for {Improving} {Learning} in {Low}- and {Middle}-income {Countries}?}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099420106132331608/IDU0977f73d7022b1047770980c0c5a14598eef8}, abstract = {2023 Cost-effective Approaches to Improve Global Learning - What does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-income Countries? (English)}, language = {en}, urldate = {2023-10-10}, institution = {World Bank Group}, author = {Banerjee, Abhijit and Andrab, Tahir and Banerji, Rukmini and Dynarski, Susan and Glennerster, Rachel and Grantham-Mcgregor, Sally and Muralidharan, Karthik and Piper, Benjamin and Saavedra Chanduvi, Jaime and Yoshikawa, Hirokazu and Ruto, Sara and Schmelkes, Sylvia}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X7GEK8EA 2405685:J3TLG7EN}, } @book{castillo_edtech_2023, address = {Paris}, title = {Edtech and marginalization: scaling for learning equity}, shorttitle = {Edtech and marginalization}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000386100}, urldate = {2023-11-26}, publisher = {UNESCO GEM Background paper}, author = {Castillo, N. M. and Wagner, D and Alrawashde, G and Moog, C}, year = {2023}, doi = {10.54676/ZKZT2998}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GW9DLVYF 2405685:MWQ38NIE}, } @misc{coppedge_m_et_al_v-dem_2023, title = {V-{Dem} {Dataset} v13}, url = {https://www.v-dem.net/data/dataset-archive/}, doi = {10.23696/VDEMDS23}, urldate = {2023-09-23}, publisher = {Varieties of Democracy (V-Dem) Project}, author = {{Coppedge, M. et al.}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.23696/VDEMDS23 2405685:NZ5PTPJ9}, } @article{crawfurd_live_2023, title = {Live tutoring calls did not improve learning during the {COVID}-19 pandemic in {Sierra} {Leone}}, volume = {164}, issn = {03043878}, url = {https://linkinghub.elsevier.com/retrieve/pii/S030438782300069X}, doi = {10.1016/j.jdeveco.2023.103114}, language = {en}, urldate = {2023-10-09}, journal = {Journal of Development Economics}, author = {Crawfurd, Lee and Evans, David K. and Hares, Susannah and Sandefur, Justin}, month = sep, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103114 2405685:D8BHBGK9}, pages = {103114}, } @misc{edtech_hub_results_2023, type = {Collection}, title = {Results – {Rapid} {Scans} – {The} {EdTech} {Hub}}, url = {https://docs.edtechhub.org/lib/?all=country+scan}, urldate = {2023-06-12}, author = {{EdTech Hub}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4MLKCQH6 2405685:M78IF9TS 4656463:IAPZ4MLA}, } @inproceedings{friedberg_can_2023, address = {Cham}, series = {Communications in {Computer} and {Information} {Science}}, title = {Can {A}/{B} {Testing} at {Scale} {Accelerate} {Learning} {Outcomes} in {Low}- and {Middle}-{Income} {Environments}?}, isbn = {978-3-031-36336-8}, doi = {10.1007/978-3-031-36336-8_119}, abstract = {On current trends the world will fail to reach the objectives set in the UN’s Sustainable Development Goals for Education by 2030 or even within the 21st century. Changing this trend will require a significant acceleration in learning outcomes. Digital personalised learning (DPL) tools are a potentially cost-effective intervention that can contribute to this acceleration. In particular, the continuous experimentation afforded by these tools through software A/B testing, has considerable potential to create compounding improvements in learning outcomes. This paper provides an overview of EIDU, an educational platform combining student focused DPL content with digital structured pedagogy programmes in public pre-primary schools in Kenya. Collection of student’s longitudinal unsupervised assessment data at scale creates the possibility of learning outcome focused A/B testing. This is a novel contribution to the development and research field as up until now this type of capability has largely been confined to students in high-income environments.}, language = {en}, booktitle = {Artificial {Intelligence} in {Education}. {Posters} and {Late} {Breaking} {Results}, {Workshops} and {Tutorials}, {Industry} and {Innovation} {Tracks}, {Practitioners}, {Doctoral} {Consortium} and {Blue} {Sky}}, publisher = {Springer Nature Switzerland}, author = {Friedberg, Aidan}, editor = {Wang, Ning and Rebolledo-Mendez, Genaro and Dimitrova, Vania and Matsuda, Noboru and Santos, Olga C.}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-36336-8\_119 2339240:EWGWHJXK 2405685:MYQJA7TD}, pages = {780--787}, } @techreport{government_of_kenya_education_2023, title = {Education {Sector} {Budget} {Proposal} {Report} 2023/24}, url = {https://www.treasury.go.ke/sector-budget-proposal-reports/}, language = {en-US}, urldate = {2023-03-16}, institution = {Government of Kenya}, author = {{Government of Kenya}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N7CKV3JH 2405685:NHE2TZSP 4656463:RVPQB2Q4}, } @techreport{government_of_kenya_report_2023, title = {Report of the {Presidential} {Working} {Party} on {Education} {Reform}: ​​{Transforming} education, training and research for sustainable development in {Kenya}}, url = {https://docs.edtechhub.org/lib/4REVBWCX}, author = {{Government of Kenya}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4REVBWCX}, } @techreport{government_of_malawi_building_2023, title = {Building {Educational} {Foundations} through {Innovation} \& {Technology} ({BEFIT}): {Malawi} {Scale}-{Up} {Program} {Overview}}, shorttitle = {Building {Educational} {Foundations} through {Innovation} \& {Technology} ({BEFIT})}, url = {https://www.imagineworldwide.org/updates/building-educational-foundations-through-innovation-technology-befit-malawi-scale-up-program-overview/}, language = {en-US}, urldate = {2023-06-22}, author = {{Government of Malawi}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VG6HFP8C 2405685:CHYEF38Q 2405685:GHJ6XWR4}, } @misc{government_of_uganda_fiscal_2023, title = {Fiscal {Transfers}: {View} {Consolidated} formulae}, url = {https://otims.finance.go.ug/}, urldate = {2023-06-12}, journal = {OTIMS}, author = {{Government of Uganda}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TULVRHIN 2405685:ECEJKUEU 4656463:XPMJKJ47}, } @techreport{hennessy_technology_2023, title = {Technology use in teacher preparation and professional development in low-and middle-income countries - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000386082}, language = {English}, number = {ED/GEMR/MRT/2023/P1/8}, urldate = {2023-10-19}, institution = {UNESCO}, author = {Hennessy, Sara and D'Angelo, Sophia and Koomar, Saalim and Kreimeia, Adam and Adam, Taskeen and Cao, Lydia and Haßler, Björn}, year = {2023}, note = {https://doi.org/10.54676/NJZV8067 KerkoCite.ItemAlsoKnownAs: 2339240:9URXV92S 2405685:UU8FCJCF}, pages = {81 pages}, } @article{huettemann_automated_2023, title = {Automated {Knowledge} {Extraction} from {IS} {Research} {Articles} {Combining} {Sentence} {Classification} and {Ontological} {Annotation}}, url = {https://aisel.aisnet.org/wi2023/86/}, urldate = {2023-11-28}, author = {Huettemann, Sebastian}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:APEG3W9C 2486141:M878DKL8}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, } @techreport{jordan_low-tech_2023, type = {Summary report}, title = {Low-tech personalised learning to improve girls' education in {Kenya}.}, copyright = {This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.}, urldate = {2023-02-19}, institution = {EdTech Hub and M-Shule}, author = {Jordan, K and Damani, K and Khagame, P and Mongeau, C and Mumbi, A and Myers, C and Njuguna, L and Otieno, J and Zhao, A}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M7HVSHJG 2405685:KN2IBMDV}, } @article{jordan_how_2023, title = {How can messaging apps, {WhatsApp} and {SMS} be used to support learning? {A} scoping review}, copyright = {Attribution-NonCommercial 4.0 International}, shorttitle = {How can messaging apps, {WhatsApp} and {SMS} be used to support learning?}, url = {https://www.tandfonline.com/doi/full/10.1080/1475939X.2023.2201590}, abstract = {In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.}, language = {en}, urldate = {2023-01-09}, journal = {Technology, Pedagogy and Education}, author = {Jordan, Katy}, year = {2023}, note = {Accepted: 2022-05-18T23:30:06Z Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.84697 2405685:8XW8JR6H}, } @article{kalil_nudging_2023, title = {Nudging or {Nagging}? {Conflicting} {Effects} of {Behavioral} {Tools}}, issn = {1556-5068}, shorttitle = {Nudging or {Nagging}?}, url = {https://www.ssrn.com/abstract=4318177}, doi = {10.2139/ssrn.4318177}, language = {en}, urldate = {2024-02-15}, journal = {SSRN Electronic Journal}, author = {Kalil, Ariel and Liu, Haoxuan and Mayer, Susan and Rury, Derek and Shah, Rohen}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4318177 2339240:HNT2VXJ7 2405685:5FJWAQY9}, } @article{lemire_evolution_2023, title = {The evolution of systematic evidence reviews: {Past} and future developments and their implications for policy analysis}, volume = {51}, issn = {1555-5623, 1747-1346}, shorttitle = {The evolution of systematic evidence reviews}, url = {https://onlinelibrary.wiley.com/doi/10.1111/polp.12532}, doi = {10.1111/polp.12532}, abstract = {Abstract Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions. Related Articles Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.” Politics \& Policy 40(3): 541–43. https://doi.org/10.1111/j.1747‐1346.2012.00363.x . Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.” Politics \& Policy 34(3): 481–504. https://doi.org/10.1111/j.1747‐1346.2006.00025.x . Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.” Politics \& Policy 44(6): 1053–88. https://doi.org/10.1111/polp.12187 . , La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política. , 系统性证据审查的演变:过去和未来的发展及其对政策分析的影响 证据审查被广泛用于总结现有研究结果,因此是一种重要的政策分析类型。过去50年里,出现了三次证据审查浪潮,即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法,并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述,本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具,(2)嵌入公平视角,(3)将研究转化为实践。结论将这些发展与公共政策相联系,识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。}, language = {en}, number = {3}, urldate = {2023-11-28}, journal = {Politics \& Policy}, author = {Lemire, Sebastian and Peck, Laura R. and Porowski, Allan}, month = jun, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/polp.12532 2405685:HNC2CICS 2486141:KBTHBHWM 2486141:U8BG8VRZ}, keywords = {\_Added-ailr-2024, análisis de políticas, componentes básicos, core components, evidence review, meta-analysis, metanálisis, mixed methods, métodos Mixtos, policy analysis, research synthesis, revisión de evidencia, revisión sistemática, systematic review, síntesis de Investigación, 政策分析, 核心组分, 混合方法, 研究综合, 系统性综述, 荟萃分析, 证据审查}, pages = {373--396}, } @article{lurvink_introduction_2023, title = {Introduction of an {EdTech} intervention to support learning of foundational skills in {Sierra} {Leone}: policy, teacher, and community perspectives}, volume = {8}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1069857/full#h1}, doi = {10.3389/feduc.2023.1069857}, abstract = {Background: Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method: A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results: Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion: Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.}, journal = {Frontiers in Education}, author = {Lurvink, Anne-Fleur and Pitchford, Nicola J.}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J83HRBE6 2405685:BTDXQFJ9}, } @incollection{major_dialogic_2023, title = {A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in {Kenya} ({Forthcomming})}, abstract = {Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.}, booktitle = {Global {Perspectives} on {Teaching} with {Technology}: {Theories}, {Case} {Studies} and {Integration} {Strategies}}, author = {Major, Louis and Daltry, Rebecca and Rahman, Asad and Plaut, Daniel and Otieno, Mary and Otieno, Kevin}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZWZ4VVZD 2405685:EJWQSZTI}, } @techreport{malawi_ministry_of_education_building_2023, title = {Building {Education} {Foundations} through {Innovation} \& {Technology}: {Malawi} {Scale}-{Up} {Program} {Overview}}, url = {https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-2-27-23.pdf}, institution = {Government of Malawi}, author = {{Malawi Ministry of Education}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:989PJPWR 2405685:35X56FZB}, } @misc{malawi_moe_building_2023, title = {Building {Education} {Foundations} through {Innovation} \& {Technology}: {Malawi} {Scale}-up {Program} {Overview}}, url = {https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-2-27-23.pdf}, author = {Malawi MoE}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8T5KC5S 2405685:U5E6UYNQ}, } @misc{malawi_moe_building_2023, title = {Building {Education} {Foundations} through {Innovation} \& {Technology}: {Malawi} {Scale}-up {Program} {Overview}}, url = {https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-2-27-23.pdf}, author = {Malawi MoE}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8T5KC5S 2405685:U5E6UYNQ}, } @article{mchenry_current_2023, title = {The current landscape and future of tablet-based cognitive assessments for children in low-resourced settings}, volume = {2}, url = {https://journals.plos.org/digitalhealth/article?id=10.1371/journal.pdig.0000196}, doi = {10.1371/journal.pdig.0000196}, number = {2}, urldate = {2023-11-26}, journal = {PLOS digital health}, author = {McHenry, Megan S. and Mukherjee, Debarati and Bhavnani, Supriya and Kirolos, Amir and Piper, Joe D. and Crespo-Llado, Maria M. and Gladstone, Melissa J.}, year = {2023}, note = {Publisher: Public Library of Science San Francisco, CA USA}, pages = {e0000196}, } @misc{national_numeracy_programme_nnp_national_2023, title = {National {Numeracy} {Programme} ({NNP}) - {Objectives}}, url = {https://nnpmalawi.org/about-the-nnp/objectives}, urldate = {2023-10-27}, author = {{National Numeracy Programme (NNP)}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XAY8PSPU 2405685:CZYI6TCY}, } @article{nicolai_toward_2023, title = {Toward a holistic approach to {EdTech} effectiveness: {Lessons} from {Covid}-19 research in {Bangladesh}, {Ghana}, {Kenya}, {Pakistan}, and {Sierra} {Leone}}, volume = {102}, issn = {07380593}, shorttitle = {Toward a holistic approach to {EdTech} effectiveness}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059323001177}, doi = {10.1016/j.ijedudev.2023.102841}, language = {en}, urldate = {2023-08-16}, journal = {International Journal of Educational Development}, author = {Nicolai, Susan and Jordan, Katy and Adam, Taskeen and Kaye, Tom and Myers, Christina}, month = oct, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2023.102841 2405685:EFV98PTB}, pages = {102841}, } @techreport{otieno_collaboration_2023, type = {Position paper}, title = {Collaboration to {Realise} {Kenya}’s {National} {Learning} {Goals} through {EdTech}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/A76IFCAT}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Otieno, Jennifer and Omuthe, Ronald and Ampofo, Rudolph}, year = {2023}, doi = {10.53832/edtechhub.0179}, note = {ZenodoArchiveID: 10340063 ZenodoArchiveConcept: 10340062 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10340063 10.53832/edtechhub.0179 2405685:A76IFCAT}, keywords = {\_r:AddedByZotZen}, } @misc{pitchford_personal_2023, title = {Personal communication: {Research} on solar-power projector {DPL} implementation in {Malawi}}, author = {Pitchford, Nicola J.}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KKKZIMMM 2405685:XW8TKKQ5}, } @article{reason_breaking_2023, title = {Breaking {Through} {Limitations}: {Enhanced} {Systematic} {Literature} {Reviews} {With} {Large} {Language} {Models}}, volume = {464}, shorttitle = {Breaking {Through} {Limitations}}, url = {https://www.ispor.org/docs/default-source/euro2023/isporeurope23-reason--msr46poster30102023vfinal132992-pdf.pdf?sfvrsn=9cbf28b7_0}, urldate = {2023-11-28}, journal = {Population}, author = {Reason, Tim and Langham, Julia and Gimblett, Andy and Malcolm, Bill and Klijn, Sven}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CBPEMXNV 2486141:ELIALEJV}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, pages = {25--0}, } @techreport{rui_mapping_2023, type = {Helpdesk response}, title = {Mapping {National} {Digital} {Learning} {Platforms}: {Full} {Dataset}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SPWJF5UR}, abstract = {The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {45a}, institution = {EdTech Hub}, author = {Rui, Tingting and Chuang, Rachel and Thinley, Sangay and AlSheikh Theeb, Thaer and Villavicencio, Xuzel and Hasiniavo, Rasolohery}, year = {2023}, doi = {10.53832/edtechhub.0178}, note = {ZenodoArchiveID: 10256767 ZenodoArchiveConcept: 10256766 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10256767 10.53832/edtechhub.0178 2405685:SPWJF5UR}, keywords = {\_r:AddedByZotZen}, } @article{saeidmehr_systematic_2023, title = {Systematic {Review} using a {Spiral} approach with {Machine} {Learning}}, url = {https://www.researchsquare.com/article/rs-2497596/latest}, doi = {10.21203/rs.3.rs-2497596/v1}, abstract = {With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90\% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.}, urldate = {2023-11-28}, author = {Saeidmehr, Amirhossein and Steel, Piers and Samavati, Faramarz}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-2497596/v1 2405685:RINZQERU 2486141:SJ799IB8}, keywords = {\_Added-ailr-2024}, } @article{sarin_text_2023, title = {Text classification using deep learning techniques: a bibliometric analysis and future research directions}, shorttitle = {Text classification using deep learning techniques}, url = {https://www.emerald.com/insight/content/doi/10.1108/BIJ-07-2022-0454/full/html}, doi = {10.1108/BIJ-07-2022-0454}, urldate = {2023-11-28}, journal = {Benchmarking: An International Journal}, author = {Sarin, Gaurav and Kumar, Pradeep and Mukund, M.}, year = {2023}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/BIJ-07-2022-0454 2405685:9AAKZ7EL 2486141:J6KNBKMH 2486141:KMNV7QKL}, keywords = {Bibliometric analysis, Classification, Data mining, Deep learning, Text analytics, \_Added-ailr-2024}, } @techreport{sarwar_towards_2023, title = {Towards a {Resilient} {Education} {Recovery} from {Pakistan}'s {Floods}: {Rapid} {Response} {Research}}, institution = {Malala Fund \& Pakistan Coalition for Education}, author = {Sarwar, Moizza Binat}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9HVG3REL 2405685:9TT63AI4}, } @article{save_the_children_nearly_2023, title = {Nearly half a million children in {Malawi} unable to attend school due to {Cyclone} {Freddy}}, url = {https://reliefweb.int/report/malawi/nearly-half-million-children-malawi-unable-attend-school-due-cyclone-freddy}, author = {{Save the Children}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IXQQVSWL 2405685:94SBLT7H}, } @misc{save_the_children_idela_about_2023, title = {About {IDELA}}, url = {https://idela-network.org/about/}, urldate = {2023-09-22}, journal = {IDELA}, author = {Save the Children, IDELA}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E2PD2ZUF 2405685:YP77AGZ8}, } @article{selwyn_digital_2023, title = {Digital degrowth: toward radically sustainable education technology}, issn = {1743-9884}, shorttitle = {Digital degrowth}, url = {https://doi.org/10.1080/17439884.2022.2159978}, doi = {10.1080/17439884.2022.2159978}, abstract = {This paper outlines how ideas of ‘degrowth’ might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of ‘radically sustainable computing’. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.}, number = {0}, urldate = {2023-11-06}, journal = {Learning, Media and Technology}, author = {Selwyn, Neil}, year = {2023}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2022.2159978 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2022.2159978 2339240:UK94S6MG 2405685:UUGQ439A}, keywords = {Degrowth, Illich, digital, education, sustainability}, pages = {1--14}, } @article{spillias_human-ai_2023, title = {Human-{AI} {Collaboration} to {Identify} {Literature} for {Evidence} {Synthesis}}, url = {https://www.researchsquare.com/article/rs-3099291/latest}, doi = {10.21203/rs.3.rs-3099291/v1}, abstract = {Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates ({\textless} 1\%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review.}, urldate = {2023-11-28}, author = {Spillias, Scott and Tuohy, Paris and Andreotta, Matthew and Annand-Jones, Ruby and Boschetti, Fabio and Cvitanovic, Christopher and Duggan, Joe and Fulton, Elizabeth and Karcher, Denis and Paris, Cecile}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3099291/v1 2405685:CCUCADRD 2486141:AHW2MJ6E}, keywords = {\_Added-ailr-2024}, } @misc{stedman_what_2023, title = {What {Is} {Data} {Governance} and {Why} {Does} {It} {Matter}?}, url = {https://www.techtarget.com/searchdatamanagement/definition/data-governance}, abstract = {Learn what data governance is, why it's important, its benefits, who's responsible for it, data governance best practices and more in this in-depth guide.}, language = {en}, urldate = {2023-06-26}, journal = {Data Management}, author = {Stedman, Craig}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RVIX6BEZ}, } @article{teijema_large-scale_2023, title = {Large-{Scale} {Simulation} {Study} of {Active} {Learning} models for {Systematic} {Reviews}}, url = {https://files.de-1.osf.io/v1/resources/2w3rm/providers/osfstorage/6542e2222827451abdb86f7b?action=download&direct&version=1}, doi = {10.31234/osf.io/2w3rm}, abstract = {The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.}, urldate = {2023-11-28}, author = {Teijema, Jelle Jasper and de Bruin, Jonathan and Bagheri, Ayoub and van de Schoot, Rens}, year = {2023}, note = {Publisher: PsyArXiv KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/2w3rm 2405685:QH5K46LQ 2486141:PSU8KBB4}, keywords = {\_Added-ailr-2024}, } @techreport{thinley_edtech_2023, type = {Helpdesk {Response}}, title = {{EdTech} to {Support} {Out}-of-{School} {Children} and {Adolescents}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/AG764A26}, abstract = {This Helpdesk report was created in response to a request from the World Bank Malawi Education Team for a curated list of resources on examples of EdTech interventions targeting out-of-school children and adolescents to inform an ASA (Advisory Services and Analytics) output. The ASA output will provide policy options to improve second-chance learning and foundational skills for out-of-school children (OOSC). To provide the World Bank Malawi team with adequate information on the above. This curated list begins with an introduction to the use of EdTech to support out-of-school children and youth, and then moves on to present examples of such interventions and programmes within Malawi, as well the wider African region and the rest of the world. This list is designed to serve as a resource for the team and does not make any direct recommendations on actions to be taken. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Thinley, Sangay and Rui, Yang}, year = {2023}, doi = {10.53832/edtechhub.0163}, note = {ZenodoArchiveID: 7906889 ZenodoArchiveConcept: 7906888 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7906875 10.5281/zenodo.7906889 10.53832/edtechhub.0163 2405685:4CB23ZC6 2405685:AG764A26}, keywords = {\_r:AddedByZotZen}, } @misc{unesco_sdg_2023, title = {{SDG} 4 {September} 2023}, url = {http://sdg4-data.uis.unesco.org/}, urldate = {2023-10-04}, author = {{UNESCO}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:62TKMKGR}, } @misc{unicef_unicef_2023, title = {{UNICEF} {Data} {Warehouse}}, url = {https://data.unicef.org/dv_index/}, author = {{UNICEF}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8ZJYGFWF}, } @misc{united_nations_gateways_2023, title = {Gateways to {Public} {Digital} {Learning}}, url = {https://www.un.org/en/transforming-education-summit/gateways-public-digital-learning}, language = {en}, urldate = {2023-06-16}, journal = {United Nations}, author = {United Nations}, year = {2023}, note = {Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2339240:SAJHETWJ 2405685:2P8S8N6F}, } @techreport{world_bank_south_2023, title = {South {Africa} {Public} {Expenditure} and {Institutional} {Review} for {Early} {Childhood} {Development}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099192001242341964/P1756791e5e59bde1ad6714d311b6261dd284d0e6d65}, abstract = {South Africa Public Expenditure and Institutional Review for Early Childhood Development (ECD PEIR) (English)}, language = {en}, urldate = {2023-06-12}, author = {{World Bank}}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TLMPZ4F7 2405685:QQVW5HWF}, } @misc{usaid_usaid_2022, title = {{USAID} {Announces} \$74 {Million} for {Early} {Grade} {Reading} in {Malawi} {\textbar} {Press} {Release}}, url = {https://www.usaid.gov/news-information/press-releases/jul-2-2022-usaid-announces-74-million-early-grade-reading-malawi}, abstract = {The U.S. government, through the U.S. Agency for International Development (USAID), is supporting Malawi’s vision for early grade literacy through the new Next Generation (NextGen) early grade reading project. This investment of \$74 million over the next five years, subject to appropriations, will improve the delivery of high-quality early grade reading instruction in all of Malawi’s over 5,700 public primary schools nationwide. Since 2015, the U.S. government has invested more than \$136 million in Malawi’s early grade reading efforts.}, language = {en}, urldate = {2023-04-20}, journal = {U.S. Agency for International Development}, author = {USAID}, month = dec, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VVQUGZN4 2405685:MGLZTU2M}, } @misc{ntha_foundation_cohort_2022, title = {Cohort 3 {Digital} {Skills} {Training} {Completion} {\textbar} {Digital} {Malawi}}, url = {https://nthafoundation.org/cohort-3-completion/}, abstract = {The evaluation and assessment process of the first phase of the Digital skills training is taking place at the Kwathu Innovation and Creative Centre hub this week.}, language = {en-US}, urldate = {2023-06-22}, journal = {Ntha Foundation}, author = {{Ntha Foundation}}, month = dec, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AJPH8VMP 2405685:VE4K65UC}, } @article{boujikian_sandbox_2022, title = {The {Sandbox} {Model}: {A} {Novel} {Approach} to {Iterating} while {Implementing} an {Emergency} {Education} {Program} in {Lebanon} during the {COVID}-19 {Pandemic}}, copyright = {The Journal on Education in Emergencies, published by the Inter-agency Network for Education in Emergencies (INEE), is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.}, issn = {2518-6833}, shorttitle = {The {Sandbox} {Model}}, url = {http://archive.nyu.edu/handle/2451/63993}, doi = {10.33682/rj45-k7z7}, abstract = {Jusoor’s Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program’s assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.}, language = {en\_US}, urldate = {2023-01-09}, author = {Boujikian, Michèle and Carter, Alice and Jordan, Katy}, month = dec, year = {2022}, note = {Accepted: 2022-11-07T13:27:21Z Publisher: Inter-agency for Education in Emergencies (INEE) KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 2405685:LDWAQKHF}, } @article{tailor_evaluating_2022, title = {Evaluating the impact of technology-supported personalised learning interventions on the mathematics achievements of elementary students in {India}}, url = {https://www.repository.cam.ac.uk/handle/1810/343149}, doi = {10.17863/CAM.90561}, abstract = {Technology-supported personalised learning (TSPL) refers to the use of technology to personalise a learner’s experience by adjusting the pace and relevance of content based on the learner’s age, capability and prior knowledge (FitzGerald et al., 2018). Although technology has been epitomised in creating personalised and effective learning experiences for students, there are perennial debates on its role in enhancing quality, productivity and learning (Payal Arora, 2019; Zierer, 2019). This review explores the effectiveness of TSPL on the mathematics achievements of elementary students in India. This review argues that while evidence on using TSPL at scale to benefit all learners remains mixed and inconclusive, with continued iterative research, TSPL holds promise in serving learners’ needs irrespective of achievement level or socio-economic background. In doing so, this review outlines an agenda for future research to improve the efficiency, reach, and effectiveness of TSPL. This involves gaining a deeper understanding of whether TSPL works best as either a supplement or substitute in classrooms and the impacts of doing so in different quality schools. Mechanisms around how TSPL interventions can operate via low-tech mechanisms to better serve low-income communities and to advantage students of all learning abilities are also explored.}, language = {en}, urldate = {2023-10-17}, author = {Tailor, Kavita}, collaborator = {{Apollo-University Of Cambridge Repository}}, month = nov, year = {2022}, note = {Publisher: Apollo - University of Cambridge Repository KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.90561 2339240:YMU6UE6X 2405685:KVJUWCPA}, keywords = {India, education technology, elementary school, mathematics, personalised learning}, } @article{thoeming_diverse_2022, title = {Diverse definitions of engagement: {Personalised} learning analytics to support staff and students}, copyright = {Copyright (c) 2022 Alix Thoeming, Aaron Baird, Ruth Weeks, Danny Liu, Harriet Flitcroft, Adam Bridgeman}, issn = {2653-665X}, shorttitle = {Diverse definitions of engagement}, url = {https://publications.ascilite.org/index.php/APUB/article/view/188}, doi = {10.14742/apubs.2022.188}, abstract = {Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students at a unit and program level, and help unit and program coordinators support those students who need it most? We present the approaches and findings from a pilot initiative where a freely available learning analytics platform allowed unit coordinators to define their own contextually unique measures of engagement and allowed program coordinators to see across units. We discuss the forms of outreach afforded by the initiative, the support provided to coordinators, and the implications of learning analytics that are not one-size-fits-all on using data meaningfully to support human connection.}, language = {en}, urldate = {2024-02-15}, journal = {ASCILITE Publications}, author = {Thoeming, Alix and Baird, Aaron and Weeks, Ruth and Liu, Danny and Flitcroft, Harriet and Bridgeman, Adam}, month = nov, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.14742/apubs.2022.188 2339240:5I7T94SS 2405685:FVPC94MT}, keywords = {relational pedagogy}, pages = {e22188--e22188}, } @techreport{gustafsson-wright_digital_2022, address = {Washington D.C.}, title = {Digital {Tools} for {Real}-{Time} {Data} {Collection} in {Education}}, url = {https://www.brookings.edu/articles/digital-tools-for-real-time-data-collection-in-education/}, institution = {Brookings Institute}, author = {Gustafsson-Wright, Emily and Osborne, Sarah and Aggarwal,, Muskan}, month = nov, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GK3VH2FL 2405685:ESE39N9B}, } @article{ciecierski-holmes_artificial_2022, title = {Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review}, volume = {5}, copyright = {2022 The Author(s)}, issn = {2398-6352}, shorttitle = {Artificial intelligence for strengthening healthcare systems in low- and middle-income countries}, url = {https://www.nature.com/articles/s41746-022-00700-y}, doi = {10.1038/s41746-022-00700-y}, abstract = {In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.}, language = {en}, number = {1}, urldate = {2024-01-21}, journal = {npj Digital Medicine}, author = {Ciecierski-Holmes, Tadeusz and Singh, Ritvij and Axt, Miriam and Brenner, Stephan and Barteit, Sandra}, month = oct, year = {2022}, note = {Number: 1 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41746-022-00700-y 2405685:MMYGXG48 2486141:99IMTN2W}, keywords = {Health policy, Translational research}, pages = {1--13}, } @misc{asal_humanitarian_network_drought_2022, title = {Drought situation in the {Kenya} {ASAL} areas now at crisis level - {Kenya} {\textbar} {ReliefWeb}}, url = {https://reliefweb.int/report/kenya/drought-situation-kenya-asal-areas-now-crisis-level}, abstract = {News and Press Release in English on Kenya about Agriculture, Climate Change and Environment, Drought and more; published on 5 Oct 2022 by ASAL Humanitarian Network}, language = {en}, urldate = {2023-04-04}, author = {ASAL Humanitarian Network}, month = oct, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3PE84E95 2405685:I2LURL58}, } @article{asadullah_digital_2022, title = {Digital {Divide} or {Digital} {Provide}? {Technology}, {Time} {Use}, and {Learning} {Loss} during {COVID}-19}, volume = {58}, issn = {0022-0388}, shorttitle = {Digital {Divide} or {Digital} {Provide}?}, url = {https://doi.org/10.1080/00220388.2022.2094253}, doi = {10.1080/00220388.2022.2094253}, abstract = {COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, we examine how learning time at home during the early months of school closure varies by access to technology at home. Data confirms a significant socio-economic and gender divide in access to TV, smartphone, computer, and internet among rural households. However, the analysis of daily time use data shows only a modest return to a technology in terms of boosting learning time at home. The learning-grade gradient is shallow and insensitive to TV, smartphone, and computer access at home. We also find no evidence that technology access per se helps learning by boosting time spent in online schooling and private supplementary coaching/tutoring. While technology access matters in households where parents act as home tutors, the magnitude of such a complementary effect are not large. The results imply a loss of out-of-school learning time during school closure even in households with technology access. We consider additional hypotheses relating to institutional and socio-economic barriers to home-based learning in developing countries.}, number = {10}, urldate = {2022-12-02}, journal = {The Journal of Development Studies}, author = {Asadullah, M. Niaz and Bhattacharjee, Anindita}, month = oct, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00220388.2022.2094253 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2022.2094253 2405685:4QFIBL3G}, keywords = {COVID-19, D10, I21, J22, Q50, home-based education, learning crisis, school closure}, pages = {1934--1957}, } @misc{edtech_hub_education_2022, title = {Education system management / {EMIS} / education data – {EdTechTools}}, url = {https://database.edtechhub.org/tool_focus/education-system-management-emis-education-data/?post_types=tools}, language = {en-US}, urldate = {2022-10-03}, author = {{EdTech Hub}}, month = oct, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YGEJ34XE 2405685:GTJ3R8F6 4656463:ZZTLJD2P}, } @misc{beam_lowering_2022, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Lowering {Barriers} to {Remote} {Education}: {Experimental} {Impacts} on {Parental} {Responses} and {Learning}}, shorttitle = {Lowering {Barriers} to {Remote} {Education}}, url = {https://papers.ssrn.com/abstract=4234910}, doi = {10.2139/ssrn.4234910}, abstract = {We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and one-on-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.}, language = {en}, urldate = {2024-02-19}, author = {Beam, Emily and Mukherjee, Priya and Navarro-Sola, Laia}, month = oct, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:VTATZW3D 2405685:T9HU5JTI}, keywords = {educational inequality, educational technology, human capital, parental investments}, } @article{macharia_combining_2022, title = {Combining school-catchment area models with geostatistical models for analysing school survey data from low-resource settings: {Inferential} benefits and limitations}, volume = {51}, issn = {2211-6753}, shorttitle = {Combining school-catchment area models with geostatistical models for analysing school survey data from low-resource settings}, url = {https://www.sciencedirect.com/science/article/pii/S2211675322000483}, doi = {10.1016/j.spasta.2022.100679}, abstract = {School-based sampling has been used to inform targeted responses for malaria and neglected tropical diseases. Standard geostatistical methods for mapping disease prevalence use the school location to model spatial correlation, which is questionable since exposure to the disease is more likely to occur in the residential location. In this paper, we propose to overcome the limitations of standard geostatistical methods by introducing a modelling framework that accounts for the uncertainty in the location of the residence of the students. By using cost distance and cost allocation models to define spatial accessibility and in absence of any information on the travel mode of students to school, we consider three school catchment area models that assume walking only, walking and bicycling and, walking and motorized transport. We illustrate the use of this approach using two case studies of malaria in Kenya and compare it with the standard approach that uses the school locations to build geostatistical models. We argue that the proposed modelling framework presents several inferential benefits, such as the ability to combine data from multiple surveys some of which may also record the residence location, and to deal with ecological bias when estimating the effects of malaria risk factors. However, our results show that invalid assumptions on the modes of travel to school can worsen the predictive performance of geostatistical models. Future research in this area should focus on collecting information on the modes of transportation to school which can then be used to better parametrize the catchment area models.}, language = {en}, urldate = {2022-11-15}, journal = {Spatial Statistics}, author = {Macharia, Peter M. and Ray, Nicolas and Gitonga, Caroline W. and Snow, Robert W. and Giorgi, Emanuele}, month = oct, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.spasta.2022.100679 2405685:EQ9TER5R 4042040:8UF2BKAH}, keywords = {Catchment area models, Disease mapping, Missing locations, Model-based geostatistics, Prevalence, School survey}, pages = {100679}, } @misc{marfo_what_2022, title = {What is {Capitation} {Grant} for {Basic} {Schools} in {Ghana}?}, url = {https://coverghana.com.gh/what-is-capitation-grant-for-basic-schools-in-ghana/}, abstract = {Capitation grant for basic schools is the amount of money or funds allocated for public basic schools in Ghana operating under the Ghana Education Service to... What is Capitation Grant for Basic Schools in Ghana?}, language = {en-US}, urldate = {2022-12-21}, journal = {Coverghana.com.gh}, author = {Marfo, Nathlaine Matilda}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5DJF2EMV 2405685:KR4Q9WQN 4656463:BXWFXF5N}, } @misc{usaid_global_2022, title = {Global {Health} {\textbar} {Malawi} {\textbar} {U}.{S}. {Agency} for {International} {Development}}, url = {https://www.usaid.gov/malawi/global-health}, abstract = {Over the last two decades, Malawi has achieved dramatic gains in most health indicators by focusing on the improved delivery of essential health services. Malawi is one of a few sub-Saharan African countries that achieved Millennium Development Goal (MDG) 4 for child survival by 2015. The Government of Malawi (GoM) reduced maternal mortality by 53 percent between 1990 and 2013, and increased the contraceptive prevalence rate from 7.4 in 1992 to 42 percent in 2010.}, language = {en}, urldate = {2022-10-20}, author = {USAID}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UPMFQ54I 2405685:9QFUUNDN}, } @misc{lichand_neglecting_2022, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Neglecting {Students}’ {Socio}-emotional {Skills} {Magnified} {Learning} {Losses} {During} the {Pandemic}: {Experimental} {Evidence} from {Brazil}}, shorttitle = {Neglecting {Students}’ {Socio}-emotional {Skills} {Magnified} {Learning} {Losses} {During} the {Pandemic}}, url = {https://papers.ssrn.com/abstract=3724386}, doi = {10.2139/ssrn.3724386}, abstract = {Did the dramatic learning losses from remote learning in the context of COVID-19 stem at least partly from schools having overlooked students’ socio-emotional skills – such as their ability to self-regulate emotions, their mental models, motivation, and grit – during the emergency transition to remote learning? We study this question using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil. The intervention sent behavioral nudges through text messages to students or their caregivers, targeting their socio-emotional skills during remote learning. Here we show that these messages significantly increased standardized test scores relative to the control group, preventing 7.5\% of learning losses in math and 24\% in Portuguese, consistent with the hypothesis that neglecting students’ socio-emotional skills magnified learning losses during the pandemic.}, language = {en}, urldate = {2024-02-19}, author = {Lichand, Guilherme and Christen, Julien and van Egeraat, Eppie}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:JD93USWJ 2405685:D5LZH4FM}, keywords = {COVID-19, Learning Losses, Remote Learning, Socio-emotional Skills}, } @article{kidman_returning_2022, title = {Returning to school after {COVID}-19 closures: {Who} is missing in {Malawi}?}, volume = {93}, issn = {0738-0593}, shorttitle = {Returning to school after {COVID}-19 closures}, url = {https://www.sciencedirect.com/science/article/pii/S0738059322000955}, doi = {10.1016/j.ijedudev.2022.102645}, abstract = {During the early stages of the COVID-19 pandemic, almost all countries implemented school closures to prevent disease transmission. However, prolonged closures can put children at risk of leaving school permanently, a decision that can reduce their long-term potential and income. This study investigated the extent to which the COVID-19 pandemic and associated school closures reduced school attendance in Malawi, a low-income African country. We used longitudinal data from a cohort of adolescents interviewed before (2017/18; at age 10–16) and after (2021; at age 13–20) the pandemic school closures. Of those students who had been attending school prior to school closures, we find that 86\% returned when schools re-opened. Dropouts were more pronounced among older girls: over 30\% of those aged 17–19 did not return to school. This resulted in further lowering the gender parity index to the greater disadvantage of girls. We also found that students already lagging behind in school were more likely to dropout. Thus, our data suggest that the COVID-19 pandemic has magnified gender inequalities in schooling, at least partially erasing recent progress towards inclusive education. Urgent investments are needed to find and re-enroll lost students now, and to create more resilient and adaptable educational systems before the next pandemic or other negative shock arrives.}, language = {en}, urldate = {2022-11-21}, journal = {International Journal of Educational Development}, author = {Kidman, Rachel and Breton, Etienne and Behrman, Jere and Kohler, Hans-Peter}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2022.102645 2339240:GY9BBMLF 2405685:QFFZJ8XM}, keywords = {Adolescents, COVID-19, Child marriage, Education, Pregnancy, School closures}, pages = {102645}, } @misc{cable_worldwide_2022, title = {Worldwide {Mobile} {Data} {Pricing} 2022 {\textbar} {1GB} {Cost} in 233 {Countries}}, url = {https://www.cable.co.uk/mobiles/worldwide-data-pricing/}, abstract = {A global league table of mobile data costs. The average cost of one gigabyte (1GB) was then calculated and compared from over 5,000 mobile data plans in 233 countries.}, language = {en}, urldate = {2022-09-22}, journal = {Cable.co.uk}, author = {Cable}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5WI5HXK 2405685:5SB8GXIC}, } @misc{office_for_national_statistics_inflation_2022, title = {Inflation and price indices - {Office} for {National} {Statistics}}, url = {https://www.ons.gov.uk/economy/inflationandpriceindices}, urldate = {2022-09-22}, author = {Office for National Statistics}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCFUFYYS 2405685:7VBH2E2Q}, } @misc{unesco_uis_2022, title = {{UIS} {Data}}, url = {https://apiportal.uis.unesco.org/bdds}, urldate = {2022-11-14}, author = {{UNESCO}}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UJK93Q3X 2405685:PHQ7CW86 4656463:7TLJUGT9}, } @misc{world_bank_world_2022, title = {World {Development} {Indicators} {\textbar} {DataBank}}, url = {https://databank.worldbank.org/source/world-development-indicators#}, urldate = {2022-09-22}, author = {World Bank}, month = sep, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FYVJKHF3 2405685:KRCAAEGI}, } @misc{asian_development_bank_3_2022, type = {Text}, title = {\$3 {Million} {ADB} {Grant} to {Support} {Pakistan}’s {Flood} {Response}}, url = {https://www.adb.org/news/3-million-adb-grant-support-pakistan-flood-response}, abstract = {ADB approved a \$3 million grant to support the Government of Pakistan’s emergency relief efforts amid widespread floods across the country.}, language = {en}, urldate = {2022-11-16}, journal = {Asian Development Bank}, author = {Asian Development Bank}, month = aug, year = {2022}, note = {Archive Location: Pakistan Last Modified: 2022-09-02T16:36+08:00 Publisher: Asian Development Bank KerkoCite.ItemAlsoKnownAs: 2339240:55WGMGMM 2405685:QNW3WEJD}, } @techreport{lurvink_no_2022, title = {No {Teacher} is an {Island}: {A} case study on the enablers and barriers for effective school-based teacher professional development in {Sierra} {Leone}}, shorttitle = {No {Teacher} is an {Island}}, url = {https://docs.opendeved.net/lib/N665IBBE}, urldate = {2024-03-13}, institution = {OpenDevEd}, author = {Lurvink, Anne-Fleur and Bangura, Zainab and Fortune, Alhaji and George, Alex H. and Godwin, Katie and Mason-Sesay, Miriam and Moseray, David and Tholley, Ibrahim and Turay, Emmanuel B. and Haßler, Björn and {Open Development \& Education}}, month = aug, year = {2022}, doi = {10.53832/opendeved.0284}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0284 2405685:JDHJV2U4}, } @misc{mazari_what_2022, title = {What we are learning {\textbar} {What} we are reading: {Digital} {Personalised} {Learning} – {How} can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student?}, shorttitle = {What we are learning {\textbar} {What} we are reading}, url = {https://edtechhub.org/2022/08/16/what-we-are-learning-what-we-are-reading-digital-personalised-learning-how-can-technology-be-used-to-maximise-the-effectiveness-of-personalised-learning-and-teaching-at-the-level-of-the-s/}, abstract = {Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries.}, language = {en-US}, urldate = {2023-11-02}, journal = {EdTech Hub}, author = {Mazari, Haani}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2LUSU3T7 2405685:CN4WCIB5}, } @misc{mazari_what_2022, title = {What we are learning {\textbar} {What} we are reading: {Digital} {Personalised} {Learning} – {How} can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student?}, shorttitle = {What we are learning {\textbar} {What} we are reading}, url = {https://edtechhub.org/2022/08/16/what-we-are-learning-what-we-are-reading-digital-personalised-learning-how-can-technology-be-used-to-maximise-the-effectiveness-of-personalised-learning-and-teaching-at-the-level-of-the-s/}, abstract = {Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries.}, language = {en-US}, urldate = {2023-11-02}, journal = {EdTech Hub}, author = {Mazari, Haani}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2LUSU3T7 2405685:CN4WCIB5}, } @misc{elimu_resource_centre_elimu_2022, title = {Elimu {\textbar} {Offline} {Intranet} {Resource} {Centre} {In} {Garissa}}, url = {https://elimu.ca/eMagazine/Intranet_Garissa.html}, urldate = {2023-04-04}, author = {{Elimu Resource Centre}}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W9KYYZAG 2405685:S7LG74QC}, } @misc{maichuhie_alarm_2022, title = {Alarm over teen pregnancies as {Kenya} ranked third worldwide {\textbar} {Nation}}, url = {https://nation.africa/kenya/news/gender/alarm-over-teen-pregnancies-as-kenya-ranked-third-worldwide-3888602}, urldate = {2023-04-04}, author = {Maichuhie, Kamau}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:885ESW6Z 2405685:AKH9DB7U}, } @misc{bah_radical_2022, title = {Radical inclusion means teaching children in a language they understand}, url = {https://www.brookings.edu/blog/education-plus-development/2022/07/20/radical-inclusion-means-teaching-children-in-a-language-they-understand/}, abstract = {Chenor Bah examines how Sierra Leone is trying to incorporate radical inclusion within the national education system by ensuring children are taught their mother-tongue for the first three to five years of schooling.}, language = {en-US}, urldate = {2023-04-04}, journal = {Brookings}, author = {Bah, Chernor}, month = jul, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FND65Y2H 2405685:7G5GS3YN}, } @misc{conover_teachers_2022, title = {Teachers need training and support, not just an internet connection, to deliver quality distance education}, url = {https://teachertaskforce.org/blog/teachers-need-training-and-support-not-just-internet-connection-deliver-quality-distance}, abstract = {This blog is based on the findings of Distance learning and teacher training strategies. Lessons from the Caribbean, a recently published report by the Teacher Task Force. It was written by Anna C. Conover, Consultant Distance teaching and learning have expanded rapidly around the world since COVID-19 school closures first began in 2020. The transition exposed a wide digital divide in many countries, where lack of access to devices, online content and internet connectivity hindered universal access. Equally crucial, the shift shone a light on the need for more and better teacher training in digital and relevant pedagogical skills. However, in spite of this urgent need, ministries of education in many countries are only now integrating ICT competencies and standards into teacher policy frameworks. Moreover, traditional teacher training programmes do not necessarily adequately cover digital and related pedagogical skills in initial teacher training and continuing professional education. Teacher training can help improve learners’ and teachers’ experience of distance learning In response to the demand for training in distance learning and technology integration in small island developing states (SIDS) in the Caribbean, the Distance Learning and Teacher Training Strategies in the Caribbean SIDS teacher training programme was created to enhance the capacity of national education systems. The Teacher Task Force, UNESCO’s Global Education Coalition, Blackboard, the Caribbean Centre for Educational Planning (CCEP), UNICEF Jamaica, and the German Federal Ministry for Economic Cooperation and Development collaborated to develop, implement and monitor the programme. Building on the 2020 pilot project, Professional Development for Teachers for Blended Learning and Online Strategies, the programme was designed to strengthen teachers’ digital and related pedagogical skills. It took a holistic and context-sensitive approach to strengthening teachers’ capacity to guarantee that the most vulnerable students were not left behind during the crisis. The project aimed to confront challenges such as: how to maintain engagement and interaction for learning; how to convert content into appropriate online learning formats; how to handle school management issues, such as the need to respect normal school hours; and how to work with students with diverse needs. Providing support in these areas also helped to address teachers’ psychosocial well-being, since the abrupt transition to online teaching led to significant disruption of teachers’ professional and personal lives, causing uncertainty and other emotional challenges. Careful course design, adaptable materials and supportive communities of practice are essential for successful distance learning A key lesson from the programme was the importance of high standards for course design, content, and capacity for collaboration and delivery. Online platforms or learning management systems must be intuitive and user-friendly; courses must include different forms of interaction and student-teacher feedback loops; and time and space must be allotted for collaboration, reflection and experimentation. Since parental involvement is important for successful distance learning, course design should also include guidance for parents and reliable channels for them to communicate with teachers. Preparing and adapting materials for online learning is one of the most challenging and time-consuming tasks for teachers in transitioning to distance learning. So, teacher training should include guidance on tools to facilitate this work, such as “live worksheets”, which are interactive and support assessment at a distance. And programmes should use open-source materials where possible, or explicitly state copyright conditions when needed, to increase scalability and enable teachers to re-use materials. Teachers who participated in the teacher training programme particularly appreciated being part of a community of practice, enabling them to make new connections with distance education experts and other teachers in similar situations across their country and region. This feeling of belonging to a supportive network, as well as their newly acquired skills, boosted their personal and professional confidence in applying digital technologies and the required skills in their classrooms. Teacher training for distance education should prepare teachers to create inclusive online learning environments Ensuring inclusive education should be a priority in distance learning. Even though this form of schooling can limit teachers’ interactions with students (e.g., by reducing opportunities for spontaneous communication and gestural cues), it can also provide opportunities to promote inclusion. Designing courses with accessibility in mind is essential to create inclusive learning environments. For instance, to accommodate the needs of learners with disabilities, participants should be given a range of ways to access materials and participate in courses. This may include offering asynchronous* and synchronous** options for discussion, multimodal (visual, aural, textual, etc.) delivery of content, and downloadable as well as livestreamed content. In multilingual contexts, adapting to teachers’ language needs is also essential. In the SIDS programme, course content was often only available in French or English. However, to allow participants to conduct discussions in the language with which they were most comfortable, course facilitators allowed participants to form online breakout groups using other languages. Flexibility is a key feature in planning for teacher training Training teachers for distance education must be flexible, since teachers have competing and sometimes unforeseen demands on their time. Course content, pacing and assignments should be adjusted throughout the course according to participants’ changing needs. This is particularly important during emergency situations. For accreditation transparency and to maintain teacher motivation, courses can adapt to teachers’ time constraints by offering different levels of certification and micro-credentials for specific ICT skills. Careful planning that considers school calendars and teachers’ accessibility needs, as well as good communication campaigns, are essential to ensure successful enrolment and sustained attendance in teacher training. Registration should be easy and obstacle-free, and directly available online. In general, teacher training should not be scheduled at the beginning or at the end of the school year when teachers are busiest, or during long summer vacations when many teachers are not available. Partnerships are important for developing teacher training programmes for distance education Partnerships are particularly important in delivering distance education, since it requires considerable expertise and resources, including costly devices, uninterrupted connectivity, education software, open educational resources, and pedagogical and organizational expertise. Given that connectivity and device availability are often a barrier in online education, governments and stakeholders should develop partnerships with technology companies and internet providers to identify solutions, while ensuring that data security and participant privacy are respected. Educational technologies have proven to be useful to ensure continuity of education in emergency situations. Increasingly true to all societies, they are also among the basic tools needed to fully participate in our contemporary world. However, investing in these technologies will not achieve the desired results unless we also invest in teachers’ digital and related pedagogical skills. Initial and in-service teacher education must therefore be re-imagined including these skills and technologies. With their first-hand experience of the challenges and opportunities of remote teaching, teachers must be involved in the design, implementation and monitoring of distance learning and technology integration. In such a way, they must effectively be placed at the heart of wider education transformation. Glossary  *Asynchronous online learning:  Education and learning that occur online at a different time compared to when the teacher is instructing. **Synchronous online learning: Education and learning that occur online at the same time, but not in the same place with teachers and/or other learners. Photo credit: Abir Roy Barman/Shutterstock.com}, language = {en}, urldate = {2022-08-22}, journal = {Teacher Task Force}, author = {Conover, Anna C}, month = jul, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FW56SP6K 2405685:5SMBTHW9}, } @article{buchel_relative_2022, title = {The {Relative} {Effectiveness} of {Teachers} and {Learning} {Software}: {Evidence} from a {Field} {Experiment} in {El} {Salvador}}, volume = {40}, issn = {0734-306X, 1537-5307}, shorttitle = {The {Relative} {Effectiveness} of {Teachers} and {Learning} {Software}}, url = {https://www.journals.uchicago.edu/doi/10.1086/717727}, doi = {10.1086/717727}, language = {en}, number = {3}, urldate = {2023-10-09}, journal = {Journal of Labor Economics}, author = {Büchel, Konstantin and Jakob, Martina and Kühnhanss, Christoph and Steffen, Daniel and Brunetti, Aymo}, month = jul, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/717727 2405685:RVZAW7V6}, pages = {737--777}, } @article{gur_parenting_2022, title = {Parenting in the digital age: {Attitudes}, controls and limitations regarding children's use of {ICT}}, volume = {183}, issn = {0360-1315}, shorttitle = {Parenting in the digital age}, url = {https://www.sciencedirect.com/science/article/pii/S0360131522000756}, doi = {10.1016/j.compedu.2022.104504}, abstract = {Today, with the development of technology, many possibilities are offered to users; however, these possibilities bring along some risks and threats. It is very important to ensure that users, especially teenagers, can benefit from the possibilities of technology at the highest level by minimizing the existing risks. At this point, the roles, attitudes and behaviors of parents have an important effect. The purpose of this study is to reveal the attitudes, behaviors, controls and limitations of middle school students' parents towards their children's use of information technologies. For this purpose, data were collected from parents through survey and interviews. The participants of the study consisted of 354 parents of 6th and 7th grade students from seven public schools and four private schools. The parents filled out a questionnaire. Also, semi-structured interviews were conducted with 13 volunteer parents. According to the results, parents ‘attitudes towards their children's ICT use were positive and they especially supported their use of ICT for educational purposes. However, it was revealed that parents were concerned about the possible risks and security threats that their children may encounter in virtual environments, and therefore they take precaution in order to prevent their children from possible risks by informing, controlling and limiting their children. Based on the results, while children benefit from digital opportunities, they need to prevent themselves from digital risks as well through precautions and interventions with the support of school-parent cooperation.}, language = {en}, urldate = {2022-10-26}, journal = {Computers \& Education}, author = {Gür, Duygu and Türel, Yalın Kılıç}, month = jul, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2022.104504 2339240:2IQVWEZI 2405685:75K5DJZG}, keywords = {Digital parenting, Information and communication technologies (ICT), Limitations, Online risks, Parental control}, pages = {104504}, } @misc{handa_how_2022, title = {How {Chimple} {Encouraged} {Increase} in {Adoption} and {Engagement}}, url = {https://www.centralsquarefoundation.org/articles/how-chimple-encouraged-increased-adoption-and-engagement}, abstract = {Chimple is now embarking on a journey of rigorous evaluation via a randomized controlled trial (RCT) of its teacher-led, at-home learning model in India, so that it is better prepared to be scaled up. There is an urgent need to build evidence on technology-based home-learning solutions, particularly in low-income contexts, so that we can understand what works, how it works, and whether it works at scale.}, urldate = {2024-02-05}, author = {Handa, Rhea}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X78CIAZB 2405685:UNEAA4VA}, } @misc{tate_schools_2022, title = {Schools {Are} {Looking} for {Evidence} {From} {Their} {Edtech}. {Are} {Companies} {Ready} to {Provide} {It}? - {EdSurge} {News}}, shorttitle = {Schools {Are} {Looking} for {Evidence} {From} {Their} {Edtech}. {Are} {Companies} {Ready} to {Provide} {It}?}, url = {https://www.edsurge.com/news/2022-06-23-schools-are-looking-for-evidence-from-their-edtech-are-companies-ready-to-provide-it}, abstract = {Schools are awash in technology in a way never before seen, thanks to the mad dash toward digital that was prompted by the pandemic a little more than ...}, language = {en}, urldate = {2022-09-09}, journal = {EdSurge}, author = {Tate, Emily}, month = jun, year = {2022}, note = {Section: Education Technology KerkoCite.ItemAlsoKnownAs: 2339240:U3HZHK7C 2405685:CDE92LPK}, } @article{byrne_digitally_2022, title = {Digitally {Nudged} {Learning}: {A} {Nudged} {Gamification} {Study} {Intervention}}, volume = {17}, shorttitle = {Digitally {Nudged} {Learning}}, doi = {10.3991/ijet.v17i12.30567}, abstract = {The research focused on two elements of technology enhanced learning: the digital nudge and gamified online learning. The objective was to digitally nudge students towards a gamified online learning tool, thereby improving quiz test performance through a fun motivating language learning game. A mixed methods approach: the primary quasi-experimental methodology was regression discontinuity design, with a follow up survey. The findings show that few students actively participated in the fun gamified activities, yet none-the-less there was a significant 5\% treatment effect afforded by the digitally nudged call to action. The research demonstrates the effectiveness of nudging students to complete L2 learning activity. It also somewhat shows the potential of gamification for voluntary engagement amongst first-year students at a Japanese university. Keywords—Digital nudge, Online learning, Gamification, L2 teaching/learning strategies.}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Byrne, Jason and Ito, Takehiko and Furuyabu, Mariko}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v17i12.30567 2339240:CI9K6TPW 2405685:H7F66ER6}, pages = {42--60}, } @misc{chinen_using_2022, title = {Using virtual reality to help teachers better support refugee students}, url = {https://blogs.worldbank.org/europeandcentralasia/using-virtual-reality-help-teachers-better-support-refugee-students}, abstract = {Virtual reality (VR) offers teachers and school administrators opportunities to foster empathy and cohesion with refugee students, as is already happening through a World Bank-supported project in Türkiye.}, language = {en}, urldate = {2022-08-23}, author = {Chinen, Marjorie and Oviedo, Ana María}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9BGX5PDT 2405685:HTJJP6PP}, } @article{donitsa-schmidt_covid-19_2022, title = {{COVID}-19 – a boundary crossing event for teacher educators.pdf}, url = {https://drive.google.com/file/d/1LQhOjpqwFLdfX-EW8rN--ZLdWZqUbdeQ/view?fbclid=IwAR2iTzVEpGAYVMZbyKXuVW7_fuHJ-XWSpeQ_1SAJV32SKcvB5QqlzMV6H0E&usp=embed_facebook}, doi = {10.1080/02607476.2022.2088267}, urldate = {2022-08-22}, journal = {Journal of Education for Teaching}, author = {Donitsa-Schmidt, Smadar and Ramot, Rony}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2022.2088267 2339240:BT28WQ3R 2405685:WSFTJQTK}, } @misc{noauthor_implementation_2022, title = {Implementation of {Kobo} {Collect} in drought-affected {Provinces}}, url = {https://angola.unfpa.org/en/news/implementation-kobo-collect-drought-affected-provinces}, abstract = {Implementation of Kobo Collect in drought-affected Provinces}, language = {en}, urldate = {2022-07-08}, journal = {UNFPA Angola}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SA74XSPP 2486141:GLNA9GCW}, } @article{angrist_experimental_2022, title = {Experimental evidence on learning using low-tech when school is out}, volume = {6}, issn = {2397-3374}, url = {https://www.nature.com/articles/s41562-022-01381-z}, doi = {10.1038/s41562-022-01381-z}, language = {en}, number = {7}, urldate = {2023-10-09}, journal = {Nature Human Behaviour}, author = {Angrist, Noam and Bergman, Peter and Matsheng, Moitshepi}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01381-z 2405685:BBFICUKT}, pages = {941--950}, } @misc{t4_education_effective_2022, title = {Effective {Assessment} and {Progress} {Monitoring} in an {Online} {Environment}: {A} {Study} in {Six} {Countries}}, shorttitle = {Effective {Assessment} and {Progress} {Monitoring} in an {Online} {Environment}}, url = {https://edtechhub.org/2022/06/10/effective-assessment-and-progress-monitoring-in-an-online-environment-a-study-in-six-countries/}, abstract = {The study was undertaken in six countries – Bangladesh, India, Nigeria, Pakistan, Philippines, and South Africa. The data collection involved focus group discussions with two held in each country..}, language = {en-US}, urldate = {2022-08-25}, journal = {EdTech Hub}, author = {T4 Education and EdTech Hub}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PA9TD6UB 2405685:E66UZCLZ}, } @techreport{rodriguez-segura_back_2022, title = {Back to the {Basics}: {Curriculum} {Reform} and {Student} {Learning} in {Tanzania}}, shorttitle = {Back to the {Basics}}, url = {https://riseprogramme.org/publications/back-basics-curriculum-reform-and-student-learning-tanzania}, abstract = {In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.}, language = {en}, urldate = {2023-09-19}, institution = {Research on Improving Systems of Education (RISE)}, author = {Rodriguez-Segura, Daniel and Mbiti, Isaac}, month = jun, year = {2022}, doi = {10.35489/BSG-RISE-WP_2022/099}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2022/099 2339240:W8GCMD8J 2405685:ISJCZYWF}, } @misc{segura_edtech_2022, title = {Edtech {Should} {Be} {More} {Evidence}-{Driven} - {EdSurge} {News}}, url = {https://www.edsurge.com/news/2022-06-03-edtech-should-be-more-evidence-driven}, abstract = {The \$300 billion global edtech industry is full of promise – but its non-empirical approach has prevented true success}, language = {en}, urldate = {2022-09-09}, journal = {EdSurge}, author = {Segura, Fabio and Sommer, Simon}, month = jun, year = {2022}, note = {Section: Education Technology KerkoCite.ItemAlsoKnownAs: 2339240:LFIW2ZPJ 2405685:WTNB88NI}, } @misc{botha_achieving_2022, title = {Achieving gender and youth inclusivity in {Malawi} through {Productive} {Alliances}}, url = {https://blogs.worldbank.org/youth-transforming-africa/achieving-gender-and-youth-inclusivity-malawi-through-productive}, abstract = {When I was young, there was a common adage “youth are the leaders of tomorrow,” and I was always looking forward, with optimism that this tomorrow will indeed come one day.}, language = {en}, urldate = {2023-06-22}, author = {Botha, Blessings}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E7DG7FBL 2405685:8PTK8M68}, } @article{ghamrawi_teachers_2022, title = {Teachers’ virtual communities of practice: {A} strong response in times of crisis or just another {Fad}?}, volume = {27}, issn = {1573-7608}, shorttitle = {Teachers’ virtual communities of practice}, url = {https://doi.org/10.1007/s10639-021-10857-w}, doi = {10.1007/s10639-021-10857-w}, abstract = {The purpose of this study was to investigate the perceived effectiveness of a virtual community of practice (vCoP) designed to support knowledge and expertise sharing between K-12 teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in delivering effective professional development, in general, and during crisis in particular. The vCoP was developed by the researcher herself as part of a consultancy to the UNESCO. The sample included 696 participants who were members of the vCoP. The research methodology adopted was mixed methods. Quantitative data was collected through surveying; and qualitative data was collected through 8 focus group interviews each involving 6 participants. Statistical analysis was used to analyze survey data, while interviews data was analyzed using theme-based analysis. Findings showed that participants viewed vCoPs as effective tools for e-professional development in general and during crisis in particular. Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions and conclusions are offered at the end of the study.}, language = {en}, number = {5}, urldate = {2022-08-16}, journal = {Education and Information Technologies}, author = {Ghamrawi, Norma}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-021-10857-w 2339240:T2DN66UF 2405685:DJ4PZFW8}, keywords = {Covid-19 pandemic, Crisis education, Professional development, Remote education, Social networking, Virtual communities of practice}, } @inproceedings{jordan_edtech_2022, address = {New York, NY, USA}, series = {L@{S} '22}, title = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}: {Which} {Intervention} {Types} {Have} the {Greatest} {Impact} on {Learning} {Outcomes} for {Girls}?}, isbn = {978-1-4503-9158-0}, shorttitle = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}}, url = {https://doi.org/10.1145/3491140.3528305}, doi = {10.1145/3491140.3528305}, abstract = {Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.}, urldate = {2022-08-02}, booktitle = {Proceedings of the {Ninth} {ACM} {Conference} on {Learning} @ {Scale}}, publisher = {Association for Computing Machinery}, author = {Jordan, Katy and Myers, Christina}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3491140.3528305 2405685:M9L6E934}, keywords = {educational technology, equity, gender, girls education, international development, low- and middle-income countries}, pages = {330--334}, } @misc{orozco-olvera_is_2022, title = {Is the {Movies} and {Mobiles} intervention a smart investment?}, url = {https://docs.google.com/presentation/d/1wOpXyRUwjBzo8Don4RHPM7tLZ9OecrZR}, urldate = {2022-07-01}, author = {Orozco-Olvera, Victor and Rascón-Ramírez, Ericka G.}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PL4Z9P4H 4042040:536CQLRQ}, } @article{poudel_decolonisation_2022, title = {Decolonisation of curriculum: the case of language education policy in {Nepal}}, volume = {20}, issn = {1474-8460}, shorttitle = {Decolonisation of curriculum}, url = {https://ucl.scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.13}, doi = {10.14324/LRE.20.1.13}, abstract = {{\textless}p class="first" id="d12648418e120"{\textgreater}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. {\textless}/p{\textgreater}}, number = {1}, urldate = {2022-06-27}, journal = {London Review of Education}, author = {Poudel, Prem Prasad and Jackson, Liz and Choi, Tae-Hee}, month = jun, year = {2022}, note = {Publisher: UCL Press KerkoCite.ItemAlsoKnownAs: 10.14324/LRE.20.1.13 2405685:ZINX7XPB 4042040:NTMVL2T9}, } @article{wagner_artificial_2022, title = {Artificial intelligence and the conduct of literature reviews}, volume = {37}, issn = {0268-3962}, url = {https://doi.org/10.1177/02683962211048201}, doi = {10.1177/02683962211048201}, abstract = {Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research.}, number = {2}, urldate = {2023-11-28}, journal = {Journal of Information Technology}, author = {Wagner, Gerit and Lukyanenko, Roman and Paré, Guy}, month = jun, year = {2022}, note = {Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/02683962211048201 2405685:KDZG5MJK 2486141:AU8NLI8I}, keywords = {\_Added-ailr-2024, \_important-ailr-2024}, pages = {209--226}, } @misc{azevedo_state_2022, title = {The {State} of {Global} {Learning} {Poverty}: 2022 {Update}}, url = {https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf}, urldate = {2022-11-28}, publisher = {The World Bank}, author = {Azevedo, Joao Pedro and Rogers, Halsey and Ahlgren, Ellinore and Akmal, Maryam and Cloutier, Marie-Helene and Ding, Elaine and Raza, Ahmed and Ning Wong, Yi and Montoya, Silvia and Chakroun, Borhene and Chang, Gwang-Chol and Guerriero, Sonia and Dewan, Pragya and Mizunoya, Suguru and Reuge, Nicholas and Russell, Kenneth and Yao, Haogen and Bronwin, Rona and Cohen-Mitchell, Joanie and Dintilhac, Clio and Boggild-Jones, Izzy}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MTNZJFPM 2405685:I5JFXK3N}, } @article{jordan_edtech_2022, title = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}: {Which} {Intervention} {Types} {Have} the {Greatest} {Impact} on {Learning} {Outcomes} for {Girls}?}, copyright = {Attribution-NonCommercial-NoDerivatives 4.0 International}, shorttitle = {{EdTech} and {Girls} {Education} in {Low}- and {Middle}-{Income} {Countries}}, url = {https://www.repository.cam.ac.uk/handle/1810/336417}, doi = {10.17863/CAM.83829}, abstract = {Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls’ education. However, the existing evidence base in relation to girls’ learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender [7]. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019.We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.}, language = {en}, urldate = {2022-05-30}, author = {Jordan, Katy and Myers, Christina}, month = jun, year = {2022}, note = {Accepted: 2022-04-25T08:00:57Z Publisher: Faculty of Education KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.83829 2405685:7AGRDYVW 4042040:KV9QJ46Q}, } @misc{world_bank_lessons_2022, title = {Lessons from {Kenya}’s {Education} {Reforms}}, url = {https://www.worldbank.org/en/country/kenya/publication/lessons-from-kenya-s-education-reforms}, urldate = {2023-04-04}, author = {World Bank}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:58C9VTTY 2405685:5S455QEI}, } @article{rana_teachers_2022, title = {Teachers’ experiences of {ICT} training in {Nepal}: how teachers in rural primary schools learn and make progress in their ability to use {ICT} in classrooms}, volume = {31}, issn = {1475-939X}, shorttitle = {Teachers’ experiences of {ICT} training in {Nepal}}, url = {https://doi.org/10.1080/1475939X.2021.2014947}, doi = {10.1080/1475939X.2021.2014947}, abstract = {This article reports on teachers’ experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and extreme environmental conditions. It then examines teachers’ perceptions in five rural primary schools about their experiences of training to use modern educational technologies in instructional activities. The findings indicate that none of the teachers received training in the use of ICT in their initial teacher education and that the Government has allowed non-governmental organisations to provide ICT infrastructure and training for rural schools and teachers. Although this is a small study, it offers insights into the gap between policy and practice and highlights the contextual challenges of Nepal’s attempts to operate on a global educational level as well as the challenges for teachers.}, number = {3}, urldate = {2022-10-21}, journal = {Technology, Pedagogy and Education}, author = {Rana, Karna and Greenwood, Janinka and Henderson, Robyn}, month = may, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1475939X.2021.2014947 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2021.2014947 2405685:S2C5FKXL}, keywords = {ICT training, Nepal education, TPACK, rural education, teacher professional development}, pages = {275--291}, } @article{lichand_impacts_2022, title = {The impacts of remote learning in secondary education during the pandemic in {Brazil}}, volume = {6}, issn = {2397-3374}, url = {https://www.nature.com/articles/s41562-022-01350-6}, doi = {10.1038/s41562-022-01350-6}, abstract = {The transition to remote learning in the context of COVID-19 might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the first school quarter of 2020, but not thereafter, we estimate the effects of remote learning in secondary education using a differences-in-differences strategy that contrasts variation in students’ outcomes across different school quarters, before and during the pandemic. We also estimate intention-to-treat (ITT) effects of reopening schools in the pandemic through a tripledifferences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over 2020’s last school quarter. We find that, under remote learning, dropout risk increased by 365\% and test scores decreased by 0.32 s.d., as if students had only learned 27.5\% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20\% relative to the control group.}, language = {en}, number = {8}, urldate = {2022-08-25}, journal = {Nature Human Behaviour}, author = {Lichand, Guilherme and Doria, Carlos Alberto and Leal-Neto, Onicio and Fernandes, João Paulo Cossi}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01350-6 2339240:Z4VIWPC2 2405685:IPG893HE}, pages = {1079--1086}, } @article{han_how_2022, title = {“{How} {Dare} {They} {Peep} into {My} {Private} {Life}?”}, shorttitle = {“{How} {Dare} {They} {Peep} into {My} {Private} {Life}?}, url = {https://www.hrw.org/report/2022/05/25/how-dare-they-peep-my-private-life/childrens-rights-violations-governments}, abstract = {The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online.}, language = {en}, urldate = {2022-12-29}, journal = {Human Rights Watch}, author = {Han, Hye Jung}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SH2GMWNM}, keywords = {⛔ No DOI found}, } @misc{human_rights_watch_governments_2022, title = {Governments {Harm} {Children}’s {Rights} in {Online} {Learning}}, url = {https://www.hrw.org/news/2022/05/25/governments-harm-childrens-rights-online-learning}, abstract = {Governments of 49 of the world’s most populous countries harmed children’s rights by endorsing online learning products during Covid-19 school closures without adequately protecting children’s privacy.}, language = {en}, urldate = {2022-06-14}, journal = {Human Rights Watch}, author = {Human Rights Watch}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:98DMJG67 2405685:AYPZES2G}, } @techreport{asadullah_home_2022, address = {Tokyo}, type = {{ADBI} {Working} {Paper}}, title = {Home {Schooling} during the {COVID}-19 {Pandemic}: {An} {Assessment} of {Malaysia}’s {PdPR} {Program}}, copyright = {https://creativecommons.org/licenses/by-nc-nd/3.0/igo/}, shorttitle = {Home {Schooling} during the {COVID}-19 {Pandemic}}, url = {https://www.adb.org/publications/home-schooling-during-the-covid-19-pandemic-an-assessment-of-malaysia-s-pd-pr-program}, abstract = {The majority of homeschoolers in Malaysia prefer to return to on-site education once schools reopen.}, language = {en}, number = {1318}, urldate = {2022-12-02}, institution = {Asian Development Bank}, author = {Asadullah, Niaz}, month = may, year = {2022}, note = {Accepted: 2022-05-18 Last Modified: 2022-08-30T18:13+08:00 KerkoCite.ItemAlsoKnownAs: 2405685:STB73A3M}, } @techreport{hassan_telementoring_2022, type = {preprint}, title = {Telementoring and homeschooling during school closures: {A} randomized experiment in rural {Bangladesh}}, shorttitle = {Telementoring and homeschooling during school closures}, url = {https://osf.io/mhyq5}, abstract = {Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from lower socioeconomic backgrounds benefitted the most from telementoring.}, language = {en}, urldate = {2023-03-29}, institution = {SocArXiv}, author = {Hassan, Hashibul and Islam, Asad and Siddique, Abu and Wang, Liang Choon}, month = may, year = {2022}, doi = {10.31235/osf.io/mhyq5}, note = {KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/mhyq5 2339240:9PH6DMPD 2405685:PADF6IYS}, } @techreport{hassan_telementoring_2022, type = {preprint}, title = {Telementoring and homeschooling during school closures: {A} randomized experiment in rural {Bangladesh}}, shorttitle = {Telementoring and homeschooling during school closures}, url = {https://osf.io/mhyq5}, abstract = {Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from lower socioeconomic backgrounds benefitted the most from telementoring.}, language = {en}, urldate = {2023-03-29}, institution = {SocArXiv}, author = {Hassan, Hashibul and Islam, Asad and Siddique, Abu and Wang, Liang Choon}, month = may, year = {2022}, doi = {10.31235/osf.io/mhyq5}, note = {KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/mhyq5 2339240:9PH6DMPD 2405685:PADF6IYS}, } @techreport{hassan_telementoring_2022, type = {preprint}, title = {Telementoring and homeschooling during school closures: {A} randomized experiment in rural {Bangladesh}}, shorttitle = {Telementoring and homeschooling during school closures}, url = {https://osf.io/mhyq5}, abstract = {Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from lower socioeconomic backgrounds benefitted the most from telementoring.}, language = {en}, urldate = {2023-03-29}, institution = {SocArXiv}, author = {Hassan, Hashibul and Islam, Asad and Siddique, Abu and Wang, Liang Choon}, month = may, year = {2022}, doi = {10.31235/osf.io/mhyq5}, note = {KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/mhyq5 2339240:9PH6DMPD 2405685:PADF6IYS}, } @misc{goger_learning_2022, title = {Learning and working in the digital age: {Advancing} opportunities and identifying the risks}, shorttitle = {Learning and working in the digital age}, url = {https://www.brookings.edu/research/learning-and-working-in-the-digital-age-advancing-opportunities-and-identifying-the-risks/}, abstract = {Annelies Goger, Allyson Parco, and Emiliana Vegas provide a high-level map of the landscape of education and labor market innovations in formal and informal education.}, language = {en-US}, urldate = {2022-08-13}, journal = {Brookings}, author = {Goger, Annelies and Parco, Allyson and Vegas, Emiliana}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BECTE3UC 2405685:6ZIX3DVL}, } @misc{mcburnie_when_2022, title = {When teachers are asked to deploy other teachers, we learn a lot about teacher preferences}, url = {https://edtechhub.org/2022/05/13/when-teachers-are-asked-to-deploy-other-teachers-we-learn-a-lot-about-teacher-preferences/}, abstract = {In Sierra Leone, the availability of facilities such as electricity and water strongly influences the preferences of some teachers. Here, we found that several teachers wanted to relocate to areas where they could access better working conditions, more transportation options, and a wider range of things to do in their free time.}, language = {en-US}, urldate = {2022-11-18}, journal = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Bernard-Jones, Lydia and Haßler, Björn}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YGGYBFB6 2405685:EZZ3QXCT 4656463:W4SE8RSY}, } @misc{imagine_worldwide_draft_2022, title = {{DRAFT} {Technical} {Report}: {Impacts} of a 2-year {EdTech} program on early primary learning in {Malawi} amid disruptions due to {COVID}-19}, shorttitle = {{DRAFT} {Technical} {Report}}, url = {https://www.imagineworldwide.org/resource/technical-report-impacts-of-a-2-year-edtech-program-on-early-primary-learning-in-malawi-amid-disruptions-due-to-covid-19/}, language = {en-US}, urldate = {2023-06-22}, author = {{Imagine Worldwide}}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IHETD9DX 2405685:M4C6ZJ6J}, } @techreport{patrinos_analysis_2022, address = {Washington, DC}, type = {Working {Paper}}, title = {An {Analysis} of {COVID}-19 {Student} {Learning} {Loss}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/37400}, abstract = {COVID-19 caused significant disruption to the global education system. Early reviews of the first wave of lockdowns and school closures suggested significant learning loss in a few countries. A more recent and thorough analysis of recorded learning loss evidence documented since the beginning of the school closures between March 2020 and March 2022 finds even more evidence of learning loss. Most studies observed increases in inequality where certain demographics of students experienced more significant learning losses than others. But there are also outliers, countries that managed to limit the amount of loss. This review aims to consolidate all the available evidence and documents the empirical findings. Thirty-six robust studies were identified, the majority of which find learning losses on average amounting to 0.17 of a standard deviation, equivalent to roughly a one-half year’s worth of learning. These findings confirm that learning loss is real and significant, even compared to the first year of the pandemic. Further work is needed to increase the quantity of studies produced, and to ascertain the reasons for learning loss and in a few cases mitigation of loss.}, language = {English}, urldate = {2022-08-22}, institution = {World Bank}, author = {Patrinos, Harry Anthony and Vegas, Emiliana and Carter-Rau, Rohan}, month = may, year = {2022}, doi = {10.1596/1813-9450-10033}, note = {Accepted: 2022-05-05T18:47:54Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-10033 2339240:3EFZDWNL 2339240:U5ETV2HF 2405685:HCX28CMA 2405685:K5MNBSW6}, keywords = {Coronavirus Impact on Learning, Covid-19 Student Learning Loss, Education, Education Disruption, Educational Inequality, Human Capital Accumulation, Learning Inequality, Pandemic Education Impact, Remote Learning Quality, School Lockdowns, Systematic Education Review}, } @techreport{lichand_behavioral_2022, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Do {Behavioral} {Nudges} {Work} {Under} {Remote} {Learning}? {Evidence} from {Brazil} {During} the {Pandemic}}, shorttitle = {Do {Behavioral} {Nudges} {Work} {Under} {Remote} {Learning}?}, url = {https://papers.ssrn.com/abstract=3724386}, abstract = {Behavioral nudges have been shown to increase student attendance and grades across a variety of settings. In low- and middle-income countries, these effects are often mediated by parents showing up in school to a greater extent, ultimately monitoring teachers more closely. As such, could nudges improve educational outcomes even under remote learning? In particular, could they prevent at least part of the dramatic learning losses in the context of COVID-19, which left billions of children around the world without in-person classes? We study this question using a cluster-randomized control trial with 18, 256 students across 87 high schools in the State of Goiás, Brazil. We find that motivational nudges sent through text messages to students or their caregivers under remote learning significantly increased standardized test scores relative to the control group, preventing 7.5\% of learning losses in math and 24\% in Portuguese. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.}, language = {en}, number = {3724386}, urldate = {2022-06-06}, institution = {Social Science Research Network}, author = {Lichand, Guilherme and Christen, Julien and van Egeraat, Eppie}, month = apr, year = {2022}, doi = {10.2139/ssrn.3724386}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:9QTNGBWL 2405685:AZD43GWL}, keywords = {COVID-19, Learning Losses, Nudges, Remote Learning}, } @misc{sarwar_reading_2022, title = {Reading {Audrey} {Watters}: {A} reflection on personalised learning via education technology through a decolonial lens}, shorttitle = {Reading {Audrey} {Watters}}, url = {https://edtechhub.org/2022/04/21/personalised-learning/}, abstract = {At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.}, language = {en-US}, urldate = {2023-11-06}, journal = {EdTech Hub}, author = {Sarwar, Moizza Binat}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7LCXLE8L 2405685:U3M7PGEE}, } @article{long_more_2022, title = {The {More} {You} {Know}, the {Less} {You} {Stress}: {Menstrual} {Health} {Literacy} in {Schools} {Reduces} {Menstruation}-{Related} {Stress} and {Increases} {Self}-{Efficacy} for {Very} {Young} {Adolescent} {Girls} in {Mexico}}, volume = {3}, issn = {2673-5059}, shorttitle = {The {More} {You} {Know}, the {Less} {You} {Stress}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047952/}, doi = {10.3389/fgwh.2022.859797}, abstract = {Improving the menstrual health literacy of girls and boys is a key strategy within a holistic framework of Save the Children's school health and comprehensive sexuality education programming. As menstrual health is an emerging area of study and programming, Save the Children continues to learn and adjust its interventions using program evaluations and rigorous monitoring. This paper will examine program-monitoring data from three cohorts, representing 47 public schools in Mexico City, Puebla, and Mérida, Mexico. The study focuses on female students in 5th and 6th grade who participated in We See Equal, a school-based program centered on gender equality and puberty education, between September 2018 and December 2019. This study used a cross-sectional quantitative cohort approach to document changes in girls' experiences and perceptions around managing menstruation in school. The analysis compares girls' knowledge and experiences before and after participation in We See Equal to understand how knowledge changes over the program and how those changes may contribute to menstruation-related school engagement, stress, and self-efficacy (MENSES) outcomes. Multivariate regression models explored relationships between MENSES outcomes, knowledge and socioeconomic status (SES). Overall, results show that the more knowledge girls acquired, the higher their self-efficacy score and the lower their stress score, however, certain MHH knowledge was more predictive of MENSES outcomes and varied by SES. Among girls from lower SES, we observed significant relationships between knowing what their period was prior to menarche and the three MENSES outcomes. Decreases in menstruation-related stress were driven by items related to the practical knowledge of how to dispose of sanitary pads and reduced feelings of nervousness on days they had their period at school. Increases in self-efficacy were primarily driven by girls' confidence in their ability to track their period from month to month, feelings that they could still do well on an exam if they had their period at school, and security that they could ask a friend to lend them a pad if they needed one. Implications for future menstrual health literacy programming and targeting populations for menstrual health education, as well as priorities for future research will be discussed.}, urldate = {2022-07-07}, journal = {Frontiers in Global Women's Health}, author = {Long, Jeanne L. and Haver, Jacquelyn and Mendoza, Pamela and Vargas Kotasek, Selvia M.}, month = apr, year = {2022}, pmid = {35496727}, pmcid = {PMC9047952}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fgwh.2022.859797 2405685:SK7LE4U2 2486141:9CX994F4}, pages = {859797}, } @article{bhutoria_personalized_2022, title = {Personalized education and artificial intelligence in {United} {States}, {China}, and {India}: {A} systematic review using a {Human}-{In}-{The}-{Loop} model}, volume = {3}, issn = {2666-920X}, shorttitle = {Personalized education and artificial intelligence in {United} {States}, {China}, and {India}}, url = {https://www.sciencedirect.com/science/article/pii/S2666920X22000236}, doi = {10.1016/j.caeai.2022.100068}, abstract = {The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.}, language = {en}, urldate = {2022-04-15}, journal = {Computers and Education: Artificial Intelligence}, author = {Bhutoria, Aditi}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100068 2129771:J4Q99UYW 2129771:MJJTLAUJ 2129771:SNQL9SJR 2405685:4R8W9A36}, keywords = {Artificial intelligence, Big data, China, India, Personalized education, USA, \_genre:LR-literature\_review}, pages = {100068}, } @misc{jacobs_foundation_evidence_2022, title = {Evidence needs to be at the heart of \$300 billion global edtech industry}, url = {https://jacobsfoundation.org/en/evidence-needs-to-be-at-the-heart-of-300-billion-global-edtech-industry/}, abstract = {The Jacobs Foundation calls for a “culture shift”. This follows the launch of a global CHF 40 million initiative for greater collaboration between investors, edtech companies, and premier research institutions to help bridge the gap between research and edtech.}, language = {en-US}, urldate = {2022-09-09}, journal = {Jacobs Foundation}, author = {{Jacobs Foundation}}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PP9PDJVU 2405685:5S5PZR3A}, } @misc{grimette_ou_2022, title = {{OU} part of £5.5m research portfolio to improve education tech in low and middle income countries}, url = {https://ounews.co/education-languages-health/education/ou-part-of-5-5m-research-portfolio-to-improve-education-tech-in-low-and-middle-income-countries/}, abstract = {The Open University (OU) has launched a study with global research partner, Edtech Hub, to investigate the impact of technology on teaching in Bangladesh. Part of EdTech's first research portfolio, the OU's 3Mpower is one of 13 projects, which represents the largest investment in primary research on EdTech's use in low- and middle-income countries.}, language = {en-GB}, urldate = {2022-08-23}, journal = {OU News}, author = {Grimette, Hannah}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M5XGVS2H 2405685:EXXQ3R4B}, } @misc{curious_learning_crisis_2022, title = {Crisis response can and should include education}, url = {https://www.curiouslearning.org/essays/2022/4/5/crisis-response-can-and-should-include-education}, abstract = {On March 10th, Curious Learning started promoting one of our free literacy learning apps (Feed the Monster localized to Ukrainian). In only 3 weeks, there have been over 55,000 downloads at an average cost per download of \$0.12.}, language = {en-US}, urldate = {2023-06-22}, journal = {Curious Learning}, author = {Curious Learning}, month = apr, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQW3MTQJ 2405685:LNI9FZPF}, } @article{lynch_educational_2022, title = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review}, volume = {0}, issn = {0013-1911}, shorttitle = {Educational technology for learners with disabilities in primary school settings in low- and middle-income countries}, url = {https://doi.org/10.1080/00131911.2022.2035685}, doi = {10.1080/00131911.2022.2035685}, abstract = {Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.}, number = {0}, urldate = {2022-05-30}, journal = {Educational Review}, author = {Lynch, Paul and Singal, Nidhi and Francis, Gill Althia}, month = apr, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00131911.2022.2035685 KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 2405685:CB7LMISX 2405685:EM4VG98Q}, keywords = {Educational technology, assistive technology, disability, inclusive education, low- and middle-income countries, primary education}, pages = {1--27}, } @techreport{munoz-najar_remote_2022, type = {Report}, title = {Remote {Learning} {During} {COVID}-19: {Lessons} from {Today}, {Principles} for {Tomorrow}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/160271637074230077/remote-learning-during-covid-19-lessons-from-today-principles-for-tomorrow}, abstract = {School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective? That is, did children learn as much as they did during pre-pandemic, in-person learning? 2. What lessons can governments derive from this wide-spread experience? 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen? This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries.}, language = {English}, number = {166111}, urldate = {2022-08-21}, institution = {World Bank Group}, author = {Munoz-Najar, Alberto and Gilberto, Alison and Hasan, Amer and Pedro Azevedo, João and Akmal, Maryam}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PF8DATUL 2405685:PY2ACUYU}, } @misc{macharia_spatial_2022, title = {A spatial database of public primary day schools in western {Kenya}}, url = {https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/5N8LW2}, doi = {10.7910/DVN/5N8LW2}, abstract = {Understanding the location of primary schools relative to population is important to contextualize the time, or distance, that students must travel...}, language = {en}, urldate = {2022-11-15}, publisher = {Harvard Dataverse}, author = {Macharia, Peter M. and Moturi, Angela and Mumo, Eda and Snow, Robert W.}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/5N8LW2 2405685:X535MUN5 4042040:3JHDAWZB 4042040:HDKP4PJ6}, keywords = {Other}, } @article{raudla_mediumterm_2022, title = {Medium‐term expenditure frameworks: {Credible} instrument or mirage?}, issn = {0275-1100, 1540-5850}, shorttitle = {Medium‐term expenditure frameworks}, url = {https://onlinelibrary.wiley.com/doi/10.1111/pbaf.12316}, doi = {10.1111/pbaf.12316}, abstract = {Medium‐term expenditure frameworks (MTEFs) are typically viewed as instruments to expand budget horizons beyond one year and to limit spending growth over the medium term (usually three to five years). In response to the fiscal crisis and EU requirements, many countries in Europe have adopted MTEFs over the past decade. We use elite interviews to examine whether the formal enactment of such frameworks has led to changes in actual budget practices in Finland, Austria, Portugal, and Ireland. Our analysis shows that the newly adopted MTEFs have not acted as binding constraints on fiscal policy.}, language = {en}, urldate = {2022-06-07}, journal = {Public Budgeting \& Finance}, author = {Raudla, Ringa and Douglas, James W. and MacCarthaigh, Muiris}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/pbaf.12316 2339240:VLSE5332 2405685:CA7W243U 4656463:XX3NQTAZ}, } @misc{gabriela_alvarado_time_2022, title = {Time for a safe back to school in {Latin} {America} and the {Caribbean}}, url = {https://www.savethechildren.net/blog/time-safe-back-school-latin-america-and-caribbean}, abstract = {The COVID-19 pandemic has put the dreams of more than 159 million children and adolescents in Latin America and the Caribbean [1] on a long pause, all of whom have been affected by excessive periods without classes. In this region an average of 168 school days have been lost since schools closed...}, language = {en}, urldate = {2022-08-25}, journal = {Save the Children International}, author = {Gabriela Alvarado, Maria}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TX59R72N 2405685:M4KQ5533}, } @misc{gabriela_alvarado_time_2022, title = {Time for a safe back to school in {Latin} {America} and the {Caribbean}}, url = {https://www.savethechildren.net/blog/time-safe-back-school-latin-america-and-caribbean}, abstract = {The COVID-19 pandemic has put the dreams of more than 159 million children and adolescents in Latin America and the Caribbean [1] on a long pause, all of whom have been affected by excessive periods without classes. In this region an average of 168 school days have been lost since schools closed...}, language = {en}, urldate = {2022-08-25}, journal = {Save the Children International}, author = {Gabriela Alvarado, Maria}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TX59R72N 2405685:M4KQ5533}, } @misc{myers_lets_2022, title = {'{Let}'s learn together': co-creating mental health solutions with adolescents in {Tanzania} and {Viet} {Nam}}, shorttitle = {'{Let}'s learn together'}, url = {https://odi.org/en/publications/lets-learn-together-co-creating-mental-health-solutions-with-adolescents-in-tanzania-and-viet-nam/}, abstract = {Co-creation is when participants and key stakeholders themselves are central to the process of designing solutions. This approach challenges the idea that interventions should be designed for individuals, and instead focuses on contextualising interventions through designing solutions by the very individuals who will be using them.This ODI Case study explores the experiences and reflections that emerged from designing and implementing a co-creation process. The project, funded by Fondation Botnar, was aiming to respond to mental health and well-being challenges facing adolescents in Tanzania and Viet Nam by co-creating digital and non-digital solutions. In the context of Covid-19, it also presents insights that can be used to inform what a co-design process should consider in practice, as well as a few lessons learnt and suggestions on how to do things differently in future.}, language = {en-gb}, urldate = {2022-06-24}, journal = {ODI: Think change}, author = {Myers, Christina and Samuels, Fiona and Kyungu, Esther and Mbowe, Dayani and Dang, Hoang-Minh and Vu, Van and Le, Ha and Leon-Himmelstine, Carmen and Pellini, Arnaldo}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPJHF95F 2405685:GHBTXCU4}, } @article{derksen_restricted_2022, title = {Restricted access: {How} the internet can be used to promote reading and learning}, volume = {155}, issn = {0304-3878}, shorttitle = {Restricted access}, url = {https://www.sciencedirect.com/science/article/pii/S0304387821001632}, doi = {10.1016/j.jdeveco.2021.102810}, abstract = {Can schools use the internet to promote reading and learning? We provided Wikipedia access to randomly-selected students in Malawian boarding secondary schools. Students used the online resource broadly and intensively, and found it trustworthy, including for information about news and safe sex. We find a 0.10σ impact on English exam scores, and a higher impact among low achievers (0.20σ). Students used Wikipedia to study Biology, and exam scores increased for low achievers (0.14σ). Our results show that by restricting internet access to a source of engaging and accessible reading material, it is possible to encourage independent reading and affect educational outcomes.}, language = {en}, urldate = {2022-09-10}, journal = {Journal of Development Economics}, author = {Derksen, Laura and Michaud-Leclerc, Catherine and Souza, Pedro C. L.}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2021.102810 2339240:KLEI2G3S 2405685:NTE9P59S}, keywords = {Development, Education, Information, Internet, Reading, Secondary school}, pages = {102810}, } @article{kousa_ai_2022, title = {{AI} ethics and learning: {EdTech} companies’ challenges and solutions}, volume = {0}, issn = {1049-4820}, shorttitle = {{AI} ethics and learning}, url = {https://doi.org/10.1080/10494820.2022.2043908}, doi = {10.1080/10494820.2022.2043908}, abstract = {The aim of this study is to identify the ethical challenges, solutions and needs of educational technology (EdTech) companies. Qualitative data was collected in interviews with seven experts from four companies, and the data was analysed using inductive content analysis. The four main areas of challenges were ambiguous regulations, inequalities in human learning, ethical dilemmas in machine learning (ML) and lack of ability to assess consequences in society. According to the studied companies, AI regulations are difficult to understand and implement. There is also much to be done in terms of reliability, transparency, and safety. Consequently, companies suggested that AI-based products should be more preventive, safe, explicable, and equally accessible. Sufficient information, multi-professional support also within company, global collaboration, sharing best practices, and general discussion were emphasised. The results show that EdTech companies are aware of their ethical challenges, and their responsibility as disseminators of information. However, translating information into practice is challenging because it is often very fragmented and difficult to understand. Companies hoped that everyone: themselves, consumers, educational institutions, researchers, funders, and decision-makers would do more together to overcome the ethical challenges of AI.}, number = {0}, urldate = {2022-12-29}, journal = {Interactive Learning Environments}, author = {Kousa, Päivi and Niemi, Hannele}, month = mar, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/10494820.2022.2043908 KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2022.2043908 2405685:5DG8ZQ2I}, keywords = {Artificial intelligence, EdTech companies, ethical challenges and solutions, ethical sustainability, responsibility}, pages = {1--12}, } @article{da_silva_pnae_2022, title = {{PNAE} ({National} {School} {Feeding} {Program}) and its events of expansive learnings at municipal level}, volume = {3}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2673-4060}, url = {https://www.mdpi.com/2673-4060/3/1/5}, doi = {10.3390/world3010005}, abstract = {The National School Feeding Program (PNAE for its acronym in Portuguese) is one of the largest food policies in the world, partially covering the daily needs of 44 billion students per year. In 2009, Law No. 11,947 established that at least 30\% of the total financial transfer of PNAE was used in the purchase of foodstuff directly from family farming in the left-wing government of Lula. In practice, the rules allow public policy managers to choose between bidding or public call, provision by large agribusiness companies or by family farmers, and this is practiced in idiosyncratic ways by 5568 Brazilian municipalities. Each municipality organizes its own system. Therefore, the aim of this article is to analyze how the evolution of Law No. 11,947 promotes expansive learning in the Brazilian National School Feeding Program (NSFP-PNAE), located in the Western Amazon. As a theoretical framework, the Cultural–Historical Activity Theory (CHAT) and the Theory of Expansive Learning (TEL) were used. Qualitative research in an abductive reasoning was carried out, using a single and incorporated case study as its strategy. The study included 21 interviews, later analyzed by Content Analysis. The main contribution is the advance in solutions for societal needs, in terms of continuous collective collaboration, creating expansive learning, transformative or not, in both sides of productive systems and consumption, integrating family farmers and students by a healthy nutrition and feeding in the same system since 2009.}, language = {en}, number = {1}, urldate = {2022-06-11}, journal = {World}, author = {da Silva, Eliane Alves and Pedrozo, Eugenio Avila and da Silva, Tania Nunes}, month = mar, year = {2022}, note = {Number: 1 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/world3010005 2339240:X674J4E9 2405685:LT8AAR4L 4656463:3H43DRNL}, keywords = {NSFP-PNAE, expansive learning, nutritional and feeding program}, pages = {86--111}, } @article{dhar_reshaping_2022, title = {Reshaping {Adolescents}' {Gender} {Attitudes}: {Evidence} from a {School}-{Based} {Experiment} in {India}}, volume = {112}, issn = {0002-8282}, shorttitle = {Reshaping {Adolescents}' {Gender} {Attitudes}}, url = {https://www.aeaweb.org/articles?id=10.1257/aer.20201112}, doi = {10.1257/aer.20201112}, abstract = {This paper evaluates an intervention in India that engaged adolescent girls and boys in classroom discussions about gender equality for two years, aiming to reduce their support for societal norms that restrict women's and girls' opportunities. Using a randomized controlled trial, we find that the program made attitudes more supportive of gender equality by 0.18 standard deviations, or, equivalently, converted 16 percent of regressive attitudes. When we resurveyed study participants two years after the intervention had ended, the effects had persisted. The program also led to more gender-equal self-reported behavior, and we find weak evidence that it affected two revealed-preference measures.}, language = {en}, number = {3}, urldate = {2022-03-26}, journal = {American Economic Review}, author = {Dhar, Diva and Jain, Tarun and Jayachandran, Seema}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20201112 2339240:P69IWXZQ 2405685:A855WH3B}, keywords = {Child Care, Children, Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making, Analysis of Education, Fertility, Family Planning, Non-labor Discrimination, Microeconomic Analyses of Economic Development, Youth, Economics of Gender}, pages = {899--927}, } @article{dhar_reshaping_2022, title = {Reshaping {Adolescents}' {Gender} {Attitudes}: {Evidence} from a {School}-{Based} {Experiment} in {India}}, volume = {112}, issn = {0002-8282}, shorttitle = {Reshaping {Adolescents}' {Gender} {Attitudes}}, url = {https://www.aeaweb.org/articles?id=10.1257/aer.20201112}, doi = {10.1257/aer.20201112}, abstract = {This paper evaluates an intervention in India that engaged adolescent girls and boys in classroom discussions about gender equality for two years, aiming to reduce their support for societal norms that restrict women's and girls' opportunities. Using a randomized controlled trial, we find that the program made attitudes more supportive of gender equality by 0.18 standard deviations, or, equivalently, converted 16 percent of regressive attitudes. When we resurveyed study participants two years after the intervention had ended, the effects had persisted. The program also led to more gender-equal self-reported behavior, and we find weak evidence that it affected two revealed-preference measures.}, language = {en}, number = {3}, urldate = {2022-03-26}, journal = {American Economic Review}, author = {Dhar, Diva and Jain, Tarun and Jayachandran, Seema}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20201112 2339240:P69IWXZQ 2405685:A855WH3B}, keywords = {Child Care, Children, Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making, Analysis of Education, Fertility, Family Planning, Non-labor Discrimination, Microeconomic Analyses of Economic Development, Youth, Economics of Gender}, pages = {899--927}, } @techreport{education_endowment_foundation_eef_2022, title = {{EEF} {Evidence} {Database} {Coding} {Guide} – {Main} {Data} {Extraction}}, url = {https://d2tic4wvo1iusb.cloudfront.net/production/documents/toolkit/MDE_CodingGuide_V3_March2022-1.pdf}, number = {Version 3}, urldate = {2023-11-02}, author = {{Education Endowment Foundation} and {Durham University}}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NYKWCQ8P 2405685:UY33TCG5}, keywords = {\_yt:a}, } @article{jasmine_parenting_2022, title = {Parenting in {Bangladesh}: {A} {Review} of the {Literature} from 2006 to 2018}, volume = {53}, issn = {0047-2328}, shorttitle = {Parenting in {Bangladesh}}, url = {https://utpjournals.press/doi/10.3138/jcfs-2021-0071}, doi = {10.3138/jcfs-2021-0071}, abstract = {This study was a point of departure for future research on the need for a coherent understanding and knowledge of parenting in Bangladesh. This article presents the findings from an integrative research review on parenting in Bangladesh. A comprehensive search conducted in PubMed, Science Direct, and PsychINFO using the keywords “parenting”, “childcare”, “motherhood”, “fatherhood”, “mothering”, “fathering”, each paired with “Bangladesh” yielded 246 articles. Twenty papers published between 2006 and 2018 were selected for thematic analysis based on pre-set criteria. In most studies, the term mother was used interchangeably with parent, with mothers regarded as the primary caregiver. Parenting in the Bangladeshi context was found to be conceptualized primarily in terms of attitudes, disciplinary practices, feeding, parent–child interaction, and psychosocial stimulation. Parenting components aimed at moral development and attachment building in children were underrepresented. The data revealed largely inconsistent and uncoordinated discussions of parental practices, demonstrating the lack of a holistic approach in the literature in Bangladesh. Research on parenting in Bangladesh favors gendered assumptions of females as the primary caregiver. Based on their findings, the authors recommend qualitative studies to better reflect and conceptualize the concept of parenting in Bangladesh.}, number = {1}, urldate = {2022-09-30}, journal = {Journal of Comparative Family Studies}, author = {Jasmine, Umme Habiba and Nduna, Mzikazi}, month = mar, year = {2022}, note = {Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 10.3138/jcfs-2021-0071 2339240:9PP366GD 2405685:WCUZM8QA}, keywords = {Bangladesh, gendered role, integrative review, literature review, mother, mère, parentalité, parenting, revue de littérature, revue intégrée, rôle genré}, pages = {76--103}, } @techreport{unesco_where_2022, title = {Where are we on education recovery? {Taking} the global pulse of a {RAPID} response}, url = {https://www.unicef.org/reports/where-are-we-education-recovery}, language = {en}, urldate = {2022-05-04}, author = {{UNESCO} and {UNICEF} and {World Bank}}, month = mar, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5HD4DYPE 2405685:3KSVN8EK}, } @misc{edtech_hub_our_2022, title = {Our {Strategy}, {Part} 1: {Empowering} decision-makers with evidence to improve learning for all}, shorttitle = {Our {Strategy}, {Part} 1}, url = {https://edtechhub.org/2022/02/28/our-strategy-part-1-empowering-decision-makers-with-evidence-to-improve-learning-for-all/}, abstract = {For the last five months, EdTech Hub has been exploring and refining our strategy for advancing evidence in EdTech for low- and middle-income countries. We invite you to explore our thinking for how we will carry out this mission within our context and in partnership with the global EdTech community. Verna Lalbeharie, Executive Director Acknowledgements Thank you to all of…}, language = {en-US}, urldate = {2022-09-09}, journal = {EdTech Hub}, author = {{EdTech Hub}}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AMV4DLSG 2339240:VADKXL3E 2405685:5ZYSLE8K 2405685:TLLYS3BK}, } @misc{edtech_hub_our_2022, title = {Our {Strategy}, {Part} 2: {Deep} dive into our approach, focus countries, and theory of change}, shorttitle = {Our {Strategy}, {Part} 2}, url = {https://edtechhub.org/2022/02/28/our-strategy-part-2-deep-dive-into-our-approach-focus-countries-and-theory-of-change/}, abstract = {In Part 2 of our strategy, we go deeper into EdTech Hub’s integrated approach to how we work, where we work, and how that comes together with our topics to inform our theory of change. Verna Lalbeharie, Executive Director The EdTech Hub integrated approach We do research because it is imperative to build deep quantitative and qualitative insight regarding how…}, language = {en-US}, urldate = {2022-09-10}, journal = {EdTech Hub}, author = {{EdTech Hub}}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7DMT34XG 2339240:TFZQRG6B 2405685:8AMLEXFH 2405685:TFAGI64Q}, } @misc{onetrust_dataguidance_pakistan_2022, title = {Pakistan: {Federal} {Cabinet} approves {Draft} {Personal} {Data} {Protection} {Bill}}, shorttitle = {Pakistan}, url = {https://www.dataguidance.com/news/pakistan-federal-cabinet-approves-draft-personal-data}, abstract = {OneTrust DataGuidance confirmed, on 28 February 2022, with Saeed Hasan Khan, Partner at S.U. Khan Associates Corporate \& Legal Consultants, that the Federal Cabinet of Pakistan approved, on 16 February 2022, the draft of the Personal Data Protection Bill 2021. In particular, Mr Khan stated "The draft Bill will be considered and debated by the legislature and will then be adopted. Thereafter the law will be promulgated on receiving ascent of the President of Pakistan." You can read the draft Personal Data Protection Bill here.}, language = {en}, urldate = {2022-06-14}, journal = {DataGuidance}, author = {OneTrust DataGuidance}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7LT44FAY 2405685:MN7NQSYV}, } @misc{chuang_national_2022, title = {National {EdTech} strategies: what, why, and who}, shorttitle = {National {EdTech} strategies}, url = {https://edtechhub.org/2022/02/18/national-edtech-strategies/}, abstract = {Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.}, language = {en-US}, urldate = {2022-09-08}, journal = {EdTech Hub}, author = {Chuang, Rachel and Coflan, Caitlin and Giraldo (UNICEF), Juan-Pablo and Attfield (FCDO), Ian and Tungatarova (UNICEF), Auken and Tungatarova (UNICEF), Caitlin Coflan, Juan-Pablo Giraldo (UNICEF), Ian Attfield (FCDO) {and} Auken, Rachel Chuang}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G82EPYXB 2405685:MKLN5KM6}, } @techreport{hill_dispelling_2022, title = {Dispelling the {Myths}: {What} the {Research} {Says} about {Teacher} {Professional} {Learning}}, url = {https://annenberg.brown.edu/sites/default/files/rppl-dispelling-myths.pdf}, language = {en}, author = {Hill, Heather C. and Papay, John P. and Schwartz, Nathaniel}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UVV7YSWG 2405685:Q6A49ZX8}, pages = {10}, } @misc{wikipedia_zim_2022, title = {{ZIM} (file format)}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=ZIM_(file_format)&oldid=1070867585}, abstract = {The ZIM file format is an open file format that stores wiki content for offline usage. Its primary focus is the contents of Wikipedia and other Wikimedia projects. The format allows for the compression of articles, features a full-text search index and native category and image handling similar to MediaWiki, and the entire file is easily indexable and readable using a program like Kiwix – unlike native Wikipedia XML database dumps. In addition to the open file format, the openZIM project provides support for an open-source ZIM reader called Kiwix. ZIM stands for "Zeno IMproved", as it replaces the earlier Zeno file format. Its file compression uses LZMA2, as implemented by the xz-utils library, and, more recently, Zstandard. The openZIM project is sponsored by Wikimedia CH, and supported by the Wikimedia Foundation.}, language = {en}, urldate = {2022-06-25}, journal = {Wikipedia}, author = {Wikipedia}, month = feb, year = {2022}, note = {Page Version ID: 1070867585 KerkoCite.ItemAlsoKnownAs: 2339240:GWF5AB7G 2405685:CW2M5B23}, } @misc{noauthor_zomba_2022, title = {Zomba {District}}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Zomba_District&oldid=1069176198}, abstract = {Zomba District is one of twelve districts in the Southern Region of Malawi, surrounded by the districts of Chiradzulu, Blantyre, Mulanje, Phalombe, Machinga, Balaka and the Republic of Mozambique to the east. The total land area is 2,363 km2, representing three percent of the total land area of Malawi. The capital is Zomba.}, language = {en}, urldate = {2023-01-29}, journal = {Wikipedia}, month = feb, year = {2022}, note = {Page Version ID: 1069176198}, } @misc{choudhury_indias_2022, title = {India's {Draft} {Data} {Policy} {Unlocks} {Government} {Data} for {All}, {Mulls} {Monetisation}}, url = {https://www.business-standard.com/article/economy-policy/india-s-draft-data-policy-unlocks-govt-data-for-all-mulls-monetisation-122022100933_1.html}, urldate = {2022-06-15}, author = {Choudhury, Deepsekhar}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PP5FLY5U 2405685:89CR9DT3}, } @misc{world_bank_saber_2022, title = {{SABER} dataset}, url = {https://thedocs.worldbank.org/en/doc/49ff5fd6d9c3bc72ac08bfa5e8eb80f0-0200022021/original/SABER-RUBRICS-Jung-Hwan-Choi.xlsx}, urldate = {2022-04-07}, publisher = {World Bank}, author = {{World Bank}}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQQMKBSR 2405685:4I88CGP3 4656463:I8NMHN6H}, } @misc{government_outcomes_lab_outcomes-based_2022, address = {Engaging with Evidence Webinar series}, title = {Outcomes-based funding in education: {Assessing} cost effectiveness and accountability}, author = {Government Outcomes Lab}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NWAG5XDZ 2405685:7A5Y6H6T}, } @article{rutherford_leveraging_2022, title = {Leveraging mathematics software data to understand student learning and motivation during the {COVID}-19 pandemic}, volume = {54}, issn = {1539-1523, 1945-0818}, url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2021.1920520}, doi = {10.1080/15391523.2021.1920520}, language = {en}, number = {sup1}, urldate = {2023-03-18}, journal = {Journal of Research on Technology in Education}, author = {Rutherford, Teomara and Duck, Kerry and Rosenberg, Joshua M. and Patt, Raymond}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1920520 2339240:4M3D4MSP 2405685:CATW6CYQ}, pages = {S94--S131}, } @article{uzeyir_use_2022, title = {The {Use} of {Web} 2.0 {Tools} in {Mother}-tongue {Instruction}: {Teachers}’ {Experiences}}, volume = {10}, url = {https://files.eric.ed.gov/fulltext/EJ1329367.pdf}, number = {1}, journal = {International Journal of Education \& Literacy Studies}, author = {Üzeyir, Süğümlü and Serkan, Aslan}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MGWBIBTL 4042040:F9TJAADU}, keywords = {⛔ No DOI found}, pages = {124--137}, } @misc{the_ministry_of_east_african_community_arid_and_semi-arid_lands_republic_of_kenya_ministry_2022, title = {Ministry of {East} {African} {Community} ({EAC}), {ASALs} {And} {Regional} {Development}}, url = {https://meac.go.ke/}, language = {en-US}, urldate = {2023-04-04}, author = {{The Ministry of East African Community, Arid and Semi-Arid Lands, Republic of Kenya}}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M4AGM9PZ 2405685:9WMVHV9U}, } @article{okyere_effect_2022, title = {The effect of internet services on child education outcomes: evidence from poa! {Internet} in {Kenya}}, volume = {14}, issn = {1943-9342}, shorttitle = {The effect of internet services on child education outcomes}, url = {https://doi.org/10.1080/19439342.2020.1829001}, doi = {10.1080/19439342.2020.1829001}, abstract = {In 2016-2018 poa! Internet, a private internet service provider, distributed free internet services across schools in Nairobi, Kenya. Using inverse probability weighting (IPW) method, the study finds that the intervention significantly increases students’ internet use and training, receipt of information on educational content, and participation in information and communication technologies (ICTs) education programmes. However, the study does not find evidence that internet services increase school attendance. The results suggest that facilitating access to internet services in schools can significantly increase child computer and internet skills and training in developing countries, even if those investments have limited gains on school attendance.}, number = {1}, urldate = {2022-09-10}, journal = {Journal of Development Effectiveness}, author = {Okyere, Charles Yaw}, month = jan, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2020.1829001 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1829001 2339240:TRFENWZN 2405685:3YSCZCH4}, keywords = {Internet services, Kenya, education, gender, quasi-experimental design}, pages = {4--18}, } @article{thai_accelerating_2022, title = {Accelerating early math learning with research-based personalized learning games: {A} cluster randomized controlled trial}, volume = {15}, issn = {1934-5747, 1934-5739}, shorttitle = {Accelerating {Early} {Math} {Learning} with {Research}-{Based} {Personalized} {Learning} {Games}}, url = {https://www.tandfonline.com/doi/full/10.1080/19345747.2021.1969710}, doi = {10.1080/19345747.2021.1969710}, language = {en}, number = {1}, urldate = {2023-10-06}, journal = {Journal of Research on Educational Effectiveness}, author = {Thai, Khanh-Phuong and Bang, Hee Jin and Li, Linlin}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2021.1969710 2339240:KIHR63ZQ 2405685:SD4K7XXA}, pages = {28--51}, } @article{cumbo_using_2022, title = {Using participatory design approaches in educational research}, volume = {45}, issn = {1743-727X}, url = {https://doi.org/10.1080/1743727X.2021.1902981}, doi = {10.1080/1743727X.2021.1902981}, abstract = {Educational researchers are showing a growing interest in Participatory Design (PD) and other collaborative co-design approaches. This paper considers the ways in which education researchers considering PD can benefit from drawing on the approach’s heritage in the 1970s’ Scandinavian ‘cooperative inquiry’ tradition. In particular, the paper highlights four core principles from the Scandinavian tradition, i.e.: the pursuit of socio-ethical outcomes, sustained consideration of what constitutes ‘participation’ and ‘practice’, and PD as a design process. While positioning these principles in school-based research is not easy, the paper considers how this has been achieved within the field of child-computer-interaction – an area of research that is also often conducted with children in educational institutions. While remaining mindful of the institutional constraints of school-based research, we argue that these Scandinavian principles can be borrowed and built upon by educational researchers – thereby extending the scope and ambitions of educational PD research.}, number = {1}, urldate = {2023-10-12}, journal = {International Journal of Research \& Method in Education}, author = {Cumbo, Bronwyn and Selwyn, Neil}, month = jan, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1743727X.2021.1902981 KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2021.1902981 2339240:28BIXHXE 2405685:CA4JF3CY}, keywords = {Participatory methods, Scandinavian tradition, co-design, educational research, participatory design}, pages = {60--72}, } @article{hevia_estimation_2022, title = {Estimation of the fundamental learning loss and learning poverty related to {COVID}-19 pandemic in {Mexico}}, volume = {88}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321001681}, doi = {10.1016/j.ijedudev.2021.102515}, abstract = {There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Hevia, Felipe J. and Vergara-Lope, Samana and Velásquez-Durán, Anabel and Calderón, David}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102515 2339240:TFH44SSR 2405685:XZ3JSKF9}, keywords = {Academic achievement, Educational equality, Learning assessment, Learning gap, Learning loss, Learning poverty}, pages = {102515}, } @article{hevia_estimation_2022, title = {Estimation of the fundamental learning loss and learning poverty related to {COVID}-19 pandemic in {Mexico}}, volume = {88}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321001681}, doi = {10.1016/j.ijedudev.2021.102515}, abstract = {There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Hevia, Felipe J. and Vergara-Lope, Samana and Velásquez-Durán, Anabel and Calderón, David}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102515 2339240:TFH44SSR 2405685:XZ3JSKF9}, keywords = {Academic achievement, Educational equality, Learning assessment, Learning gap, Learning loss, Learning poverty}, pages = {102515}, } @article{rey-guerra_family_2022, title = {Family engagement in early learning opportunities at home and in early childhood education centers in {Colombia}}, volume = {58}, issn = {0885-2006}, url = {https://www.sciencedirect.com/science/article/pii/S0885200621000946}, doi = {10.1016/j.ecresq.2021.08.002}, abstract = {Family engagement in early learning and education is considered a key predictor of children's development. However, little is known about the link between family engagement in early learning opportunities in sociocultural diverse contexts, particularly in low- and-middle-income countries. This study examined the associations of family engagement in home learning activities (e.g., reading books, naming things) and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment. Data came from a nationally-representative sample of public ECCE centers in Colombia serving 3–5-year-old children (N = 3069). Multilevel model analyses showed that home-based family engagement was associated with higher emergent numeracy, emergent literacy, social-emotional functioning, and motor development, whereas center-based family engagement was associated only with higher emergent numeracy and literacy development. These results suggest that interventions and policies designed to improve family engagement in early learning opportunities both at the ECCE centers and at the home could have positive and independent effects on early childhood development.}, urldate = {2023-10-06}, journal = {Early Childhood Research Quarterly}, author = {Rey-Guerra, Catalina and Maldonado-Carreño, Carolina and Ponguta, Liliana Angelica and Nieto, Ana María and Yoshikawa, Hirokazu}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2021.08.002 2339240:C6WEINQL 2405685:UGJIBE29}, keywords = {Child development, Colombia, Early childhood education, Family engagement, Home learning, Multilevel models}, pages = {35--46}, } @article{shavitt_transcultural_2022, title = {Transcultural adaptation and psychometric properties of the {International} {Development} and {Early} {Learning} {Assessment} ({IDELA}) in {Brazilian} pre-school children}, volume = {3}, issn = {2666-3740}, url = {https://www.sciencedirect.com/science/article/pii/S2666374022000176}, doi = {10.1016/j.ijedro.2022.100138}, abstract = {Early childhood is a sensitive period for development, and it is important to use psychometrically sound instruments to assess the child's developmental abilities. The International Development and Early Learning Assessment (IDELA) represents an innovative, feasible and low-cost assessment tool for preschool children that evaluates motor development, pre-numeracy, pre-literacy, and socioemotional development. These areas of development represent “key” skills for early development and school readiness. The objectives of this study were to translate the IDELA to Brazilian Portuguese, to conduct its cultural adaptation to the Brazilian population, to analyze its content validity, to assess its inter-rater reliability, to analyze the internal consistency of its sub-domains and to investigate associations between the child's IDELA scores and sociodemographic characteristics of the family. This was a descriptive, cross-sectional study, in which a sample of 565 preschool children were assessed with the IDELA in the city of Embu das Artes, São Paulo. Results indicated that the IDELA was successfully translated and culturally adapted to the Brazilian population, presenting adequate content validity, good internal consistency of its sub-domains and very high inter-rater reliability. Among the evaluated children, the girls' mean scores were higher than the boys' mean scores; 5-year-old children had higher scores than 4-year-old children; a positive correlation was observed between maternal education and the children's mean scores in the total IDELA, the pre-mathematics and the socioemotional subdomains. In conclusion, the Brazilian version of the IDELA proved to be feasible, adequate and reliable to assess early childhood development and school readiness of preschool age children in Brazil. Future studies could use the IDELA to provide relevant data about the children's development and school readiness in other Brazilian regions that will be useful in the planning of public health and education policies to improve children's integral development and their academic achievement.}, language = {en}, urldate = {2022-12-05}, journal = {International Journal of Educational Research Open}, author = {Shavitt, Ilana and Ayres de Araujo Scatollin, Monica and Suzart Ungaretti Rossi, Adriana and Pacífico Mercadante, Mariana and Gamez, Luciano and Resegue, Rosa Miranda and Pisani, Lauren and do Rosário, Maria Conceição}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2022.100138 2339240:KMFI72C4 2405685:FNHIC9NG}, keywords = {Assessment, Cultural adaptation, Early childhood development, Inter-rater reliability, Preschool age children, Translation}, pages = {1--8}, } @article{chiu_applying_2022, title = {Applying the self-determination theory ({SDT}) to explain student engagement in online learning during the {COVID}-19 pandemic}, volume = {54}, issn = {1539-1523}, url = {https://doi.org/10.1080/15391523.2021.1891998}, doi = {10.1080/15391523.2021.1891998}, abstract = {During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained by self-determination theory (SDT), is a prerequisite for learning. Therefore, this study investigated how the three perceived psychological needs in SDT affected student engagement in online learning using pre- and post-questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in online learning. The results suggested that digital support strategies better satisfied students’ needs, that all of the needs were predictors of the level of engagement, and that relatedness support was very important.}, number = {1}, urldate = {2022-06-09}, journal = {Journal of Research on Technology in Education}, author = {Chiu, Thomas K. F.}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1891998 2339240:EGJHZX2B 2405685:65VT3EMD}, keywords = {K-12 education, Online learning, pandemic, self-determination theory, student engagement}, pages = {S14--S30}, } @article{haser_tracing_2022, title = {Tracing students' mathematics learning loss during school closures in teachers' self-reported practices}, volume = {88}, issn = {07380593}, doi = {10.1016/j.ijedudev.2021.102536}, abstract = {The study explored how mathematics learning loss took place among Turkish middle school students during the COVID-19 school closures through mathematics teachers' self-reported practices, challenges, and efforts while they were trying to support their students' learning. Interviews with 19 public and 9 private middle school mathematics teachers indicated that there were certain differences in teachers' practices and revealed the existing inequalities among the schools, classrooms, and students. Students' lack of participation, teachers' limited use of methods to teach mathematics, the socio-economic status of families and their lack of collaboration with teachers were among the reasons for mathematics learning loss. • Existing inequalities among the students reflected on mathematics learning loss. • Public and private school mathematics teachers' practices differed significantly. • Teaching practices were limited by the students' access to internet and technology. • Students' limited/lack of access to the learning environment caused learning loss. • The pedagogical approaches teachers used were drastically decreased during pandemic.}, urldate = {2022-02-08}, journal = {International Journal of Educational Development}, author = {Haser, Çiğdem and Doğan, Oğuzhan and Kurt Erhan, Gönül}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102536 2339240:VGV6BFWH 2405685:FHDCMV6I}, keywords = {COVID-19, Inequality, Mathematics learning loss, Mathematics teachers, Middle school students, Remote teaching}, pages = {102536}, } @article{hevia_estimation_2022, title = {Estimation of the fundamental learning loss and learning poverty related to {COVID}-19 pandemic in {Mexico}}, volume = {88}, issn = {07380593}, doi = {10.1016/j.ijedudev.2021.102515}, abstract = {There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.}, urldate = {2022-02-08}, journal = {International Journal of Educational Development}, author = {Hevia, Felipe J. and Vergara-Lope, Samana and Velásquez-Durán, Anabel and Calderón, David}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102515 2339240:6FDL5LIM 2405685:H5PA97KE}, keywords = {Academic achievement, Educational equality, Learning assessment, Learning gap, Learning loss, Learning poverty}, pages = {102515}, } @article{hevia_estimation_2022, title = {Estimation of the fundamental learning loss and learning poverty related to {COVID}-19 pandemic in {Mexico}}, volume = {88}, issn = {07380593}, doi = {10.1016/j.ijedudev.2021.102515}, abstract = {There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7\%–15.4\% in reading and 29.8\%–28.8\% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.}, urldate = {2022-02-08}, journal = {International Journal of Educational Development}, author = {Hevia, Felipe J. and Vergara-Lope, Samana and Velásquez-Durán, Anabel and Calderón, David}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102515 2339240:6FDL5LIM 2405685:H5PA97KE}, keywords = {Academic achievement, Educational equality, Learning assessment, Learning gap, Learning loss, Learning poverty}, pages = {102515}, } @techreport{world_bank_global_2022, type = {Text/{HTML}}, title = {Global {Economic} {Prospects}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/36519/9781464817601.pdf}, abstract = {Although global economic output is recovering from the collapse triggered by COVID-19, it will remain below pre-pandemic trends for a prolonged period.}, language = {en}, urldate = {2022-06-06}, author = {{World Bank}}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TKE79W5C 2405685:66CD4GXH}, } @misc{a2i_blended_2022, title = {Blended {Learning} {For} {All} ({BEFA})}, url = {https://sites.google.com/a2i.gov.bd/blendededucationforall/}, author = {a2i}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ABJT6PFB 2405685:FFDJPNYF}, } @techreport{adea_teacher_2022, address = {Abidjan, Ouagadougou, Nairobi}, title = {Teacher {Training} and {Support} in {Africa} during the {COVID}-19 {Pandemic}.}, url = {https://www.adeanet.org/sites/default/files/publications/teacher_training_and_support_kix_observatory.pdf}, urldate = {2022-04-29}, institution = {Association for the Development of Education in Africa (ADEA); African Union’s International Center for Girls’ and Women’s Education in Africa (AU/CIEFFA); African Population and Health Research Center (APHRC)}, author = {{ADEA} and {AU/CIEFFA} and {APHRC}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:44G2KH79 2405685:2BINBD72}, } @misc{aga_khan_university_tech-enhanced_2022, type = {Blog}, title = {Tech-enhanced {Continuous} {Professional} {Development}​}, url = {https://www.aku.edu/iedea/dev-projects/Pages/edtech.aspx}, abstract = {As a private, non-denominational university, AKU is committed to quality education and promoting human welfare through teaching, research and community service initiatives.}, language = {en-US}, urldate = {2022-10-21}, author = {{Aga Khan University}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9CI8WVJG}, } @article{ajzenman_nudging_2022, title = {Nudging {Parents} to {Increase} {Preschool} {Attendance} in {Uruguay}}, issn = {1556-5068}, url = {https://www.ssrn.com/abstract=4114425}, doi = {10.2139/ssrn.4114425}, language = {en}, urldate = {2022-11-16}, journal = {SSRN Electronic Journal}, author = {Ajzenman, Nicolas and Luna, Laura and Hernández-Agramonte, Juan and Boo, Florencia and Vásquez-Echeverría, Alejandro and Diaz, Mercedes}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4114425 2339240:RBK8EAHR 2405685:U65FUQWL}, } @misc{alam_personalized_2022, title = {Personalized learning}, url = {https://www.unicef.org/globalinsight/personalized-learning}, abstract = {A landscape analysis of tech-enabled personalized learning solutions in developing country contexts.}, language = {en}, urldate = {2022-09-10}, journal = {UNICEF Office of Global Insight \& Policy}, author = {Alam, Andaleeb and Castillo}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9JGXBGDF 2405685:9XBTFFBI}, } @misc{alliance_for_digital_india_foundation_whose_2022, title = {Whose {Data} is it {Anyway}?: {Decoding} the {Draft} {India} {Data} {Accessibility} \& {Use} {Policy}, 2022}, shorttitle = {Whose {Data} is it {Anyway}?}, url = {https://blog.adif.in/p/whose-data-is-it-anyway-decoding}, abstract = {If India wants to fulfil its ambition of achieving a \$5 trillion economy, it has to hone its ability of harnessing the value of data.}, language = {en}, urldate = {2022-06-15}, author = {Alliance for Digital India Foundation}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GPMLRWK3 2405685:IV47IUJD}, } @techreport{aser_annual_2022, title = {Annual {Status} of {Education} {Report} 2021}, url = {http://aserpakistan.org/document/aser/2021/reports/national/ASER_report_National_2021.pdf}, urldate = {2022-11-18}, institution = {ASER}, collaborator = {{ASER}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4TFIXQM 2405685:4NXSN78X 4656463:NETWQXMZ}, } @techreport{bagby_achieving_2022, type = {Technical {Brief}}, title = {Achieving {Cost}-{Effective} {Instructional} {Coaching} at {Scale}: {Evidence} from {Senegal}}, url = {https://chemonics.com/wp-content/uploads/2022/04/ACR_Tech_Brief_LPT_Coaching_CIES.pdf}, language = {en}, institution = {Chemonics International}, author = {Bagby, Emilie and Swift-Morgan, Jennifer and Niang, Ablaye and Upadhyay, Arjun}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8AWEL33Y 2405685:7A7UIMZX}, } @misc{bantwana_world_education_initiative_implementing_2022, title = {Implementing {DREAMS} {Programming} in {Malawi}}, url = {https://bantwana.org/wp-content/uploads/2022/07/Malawi-DREAMS-Brief-IAS_July_20-forPRINTING.pdf}, author = {{Bantwana World Education Initiative}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CNBT7I8Y}, } @techreport{baron_floods_2022, type = {Special {Note}}, title = {Floods in {Pakistan}: {Human} {Development} at {Risk}}, url = {http://hdl.handle.net/10986/38403}, abstract = {This note assesses the effects of the 2022 floods on human capital in Pakistan. It focuses on the results of a Pakistan-wide phone survey that gathered information on the experiences of approximately 4,000 families with children ages 3 to 17.}, language = {en\_US}, institution = {World Bank}, author = {Barón, Juan D. and Bend, Mary and Roseo, Elena and Farrakh, Izza}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LLDG8ERK 2339240:RY7788BK 2405685:RJB9PQXN 2405685:W7C2N58F}, keywords = {⛔ No DOI found}, } @article{bawalla_non-financial_2022, title = {Non-financial rewards and job commitment among public secondary school teachers in {Ogun} {State} {Public} {Secondary} {Schools}}, volume = {20}, url = {https://czasopisma.marszalek.com.pl/images/pliki/rop/20/rop2005.pdf}, abstract = {The study examined the relationship between non-financial rewards and teachers job commitment in the educational sector in Ogun State, Nigeria. A survey was conducted on public secondary school teachers to examine the relationship between non-financial rewards (promotion, study leave and sponsorship, provision of long service awards) and teachers’ job commitment. A sample of 750 full-time teachers was taken. Thirty schools were randomly selected across the three senatorial districts of Ogun State. A structured questionnaire was used to elicit information on socio-demographic characteristics and types of non-financial rewards available to public secondary school teachers in Ogun State. The response rate was 90.2\%. Pearson Product Moment Correlation was used to test the relationship between non-financial and teachers job commitment. The result showed that non-financial rewards are a strong determinant of job commitment for the teachers in the state public secondary schools. It was therefore recommended that government and other relevant stakeholders in the educational sector are to reward teachers adequately by making use of non-financial rewards.}, number = {2}, journal = {Reality of Politics. Estimates - Comments - Forecasts}, author = {Bawalla, Oluwatoyin Gbenga and Omolawal, Ayodeji Samuel}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LNLECYL6}, keywords = {⛔ No DOI found}, pages = {55--75}, } @article{beam_lowering_2022, title = {Lowering {Barriers} to {Remote} {Education}: {Experimental} {Impacts} on {Parental} {Responses} and {Learning}}, issn = {1556-5068}, shorttitle = {Lowering {Barriers} to {Remote} {Education}}, url = {https://www.ssrn.com/abstract=4234910}, doi = {10.2139/ssrn.4234910}, abstract = {We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.}, language = {en}, urldate = {2023-03-29}, journal = {SSRN Electronic Journal}, author = {Beam, Emily and Mukherjee, Priya and Navarro-Sola, Laia}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:Y3YD9HTV 2405685:YFMSGQUG}, } @article{buddi_hyderbad_2022, title = {Hyderbad police bust racket selling fake degree certificates, 10 held}, url = {https://timesofindia.indiatimes.com/city/hyderabad/city-police-bust-racket-selling-fake-degree-certificates-10-held/articleshow/89602387.cms}, author = {Buddi, Mahesh}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HX2U7CYL 2405685:Q5R9F9MM}, } @article{buffie_loss--learning_2022, title = {Loss-of-{Learning} and the {Post}-{Covid} {Recovery} in {Low}-{Income} {Countries}}, volume = {2022}, issn = {1018-5941}, url = {https://elibrary.imf.org/openurl?genre=journal&issn=1018-5941&volume=2022&issue=025}, doi = {10.5089/9798400200755.001}, abstract = {We analyze the medium-term macroeconomic impact of the Covid-19 pandemic and associated lock-down measures on low-income countries. We focus on the impact over the medium-run of the degradation of health and human capital caused by the pandemic and its aftermath, exploring the tradeoffs between rebuilding human capital and the recovery of livelihoods and macroeconomic sustainability. A dynamic general equilibrium model is calibrated to reflect the structural characteristics of vulnerable lowincome countries and to replicate key dimensions of the Covid-19 shock. We show that absent significant and sustained external financing, the persistence of loss-of-learning effects on labor productivity is likely to make the post-Covid recovery more attenuated and more expensive than many contemporary analyses suggest.}, language = {en}, number = {025}, urldate = {2022-08-25}, journal = {IMF Working Papers}, author = {Buffie, Edward and Adam, Christopher and Kpodar, Kangni and Zanna, Luis-Felipe}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5089/9798400200755.001 2339240:R75TP5R6 2405685:PD6VY4VX}, pages = {1}, } @misc{busara_getting_2022, title = {Getting the most out of your {SMS} {Survey}: {Experimental} {Results}}, shorttitle = {Getting the most out of your {SMS} {Survey}}, url = {https://busaracenter.org/covid_19_response/getting-the-most-out-of-your-sms-survey-experimental-results/}, abstract = {Summary and Goal of the Study: Together with mSurvey we ran a study with {\textasciitilde}9000 participants to test 1) whether we can collect useable and valid SMS survey data, 2) whether there are marked differences between the Busara pool and the mSurvey pool – different in demographics, recruitment method, and familiarity with SMS surveys, and […]}, language = {en-US}, urldate = {2022-03-04}, journal = {Busara Center for Behavioral Economics}, author = {Busara}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQJAALAW 2405685:99KW6CCB}, } @article{campbell_developing_2022, title = {Developing {Teacher} {Leadership} and {Teaching} {Practice} for the {Use} of {Formative} {Assessment} to {Improve} {Students}’ {Learning}}, language = {en}, author = {Campbell, Carol and DeLuca, Christopher and LaPointe-McEwan, Danielle}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WVZQJFLR 2405685:56VRXI39}, keywords = {⛔ No DOI found}, } @techreport{castillo_trends_2022, title = {Trends in {Digital} {Personalized} {Learning}: {Landscape} {Review} of {Personalized} {Learning} {Solutions} in {Low} and {Middle}-{Income} {Countries}. {UNICEF} {Office} of {Global} {Insight} \& {Policy}.}, institution = {UNICEF Office of Global Insight \& Policy.}, author = {Castillo, N and Adam, T and Alam, A and Alrawashdeh, G. S. and Tiwari, P}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:78P6TGA4 2405685:LK8XX2MQ}, } @misc{center_for_global_development_global_2022, title = {Global {Experience} with {EMIS} (unpublished note)}, abstract = {Global Experience with EMIS This brief sets out a review of international practice on Education Management Information Systems (EMIS). High-income Countries High-income countries typically have data systems that are integrated and open. The public may look up individual schools online and see...}, language = {en}, urldate = {2022-06-06}, publisher = {Center for Global Development}, author = {{Center for Global Development}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CLMUB4Y5 2405685:V2ZI4E5X 4656463:AVWLCS6U}, } @techreport{centre_for_research_and_integrated_development_ministry_of_primary_and_secondary_education_zimbabwe_final_2022, type = {{RTT} {Evaluation}}, title = {Final {Report} for {Evaluation} of {RTT}}, url = {https://docs.opendeved.net/lib/3JMFQDPD}, language = {en}, number = {5}, institution = {OpenDevEd}, author = {{Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe)} and {UNESCO Regional Office for Southern Africa} and {Open Development and Education}}, year = {2022}, doi = {10.53832/opendeved.0283}, note = {ZenodoArchiveID: 6683869 ZenodoArchiveConcept: 6683868 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0283 2339240:HJ56PCHK 2405685:98MKVQ7P}, } @techreport{cochran_eager_2022, title = {{EAGER} {Scenario} {Model} – {Sierra} {Leone}}, url = {https://rescue.app.box.com/s/qd6v37kfdowbcl5zfgmol65rjw7tk8me}, language = {en-US}, urldate = {2023-06-22}, institution = {The International Rescue Committee}, author = {Cochran, Mikaela}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CXF88QEI 2339240:UWF4RMSZ 2405685:UEIPLTJ9 2405685:UGYV6DSA}, } @techreport{cohen_teacher_2022, type = {Working paper}, title = {Teacher {Rotation} and {Student} {Outcomes}: {Experimental} {Evidence} from {Uganda}}, shorttitle = {Teacher {Rotation} and {Student} {Outcomes}}, url = {https://edi.opml.co.uk/resource/teacher-rotation-and-student-outcomes-experimental-evidence-from-uganda-2/}, abstract = {This report summarizes an ongoing study of the effect of teacher rotation on student outcomes in Uganda. In the status quo, teachers are transferred (“rotated”) across schools at the discretion of district authorities. In randomized treatment schools, we incentivize teachers...}, language = {en-GB}, urldate = {2022-11-13}, author = {Cohen, Isabelle and Dal Bo, Ernesto and Finan, Federico and Omala, Kizito and Schonholzer, David}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NAYL7M9C 2405685:CFU9P6AL 4656463:5JYX8Z9Y}, } @misc{council_of_the_eu_council_2022, title = {Council approves {Data} {Governance} {Act}}, url = {https://www.consilium.europa.eu/en/press/press-releases/2022/05/16/le-conseil-approuve-l-acte-sur-la-gouvernance-des-donnees/}, abstract = {The Council today approved a new law to promote the availability of data and build a trustworthy environment to facilitate their use.}, language = {en}, urldate = {2022-06-15}, author = {Council of the EU}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VZ2UQNQK 2405685:FNMBSA8F}, } @incollection{crawfurd_what_2022, title = {What has {Worked} at {Scale}?}, url = {https://www.cgdev.org/sites/default/files/schooling-for-all-feasible-strategies-universal-eduction.pdf}, urldate = {2022-12-18}, booktitle = {Schooling for {All} {Feasible} {Strategies} to {Achieve} {Universal} {Education}}, publisher = {Centre for Global Development}, author = {Crawfurd, Lee and Hares, Susannah and Sandefur, Justin}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4HIVSD9D 2405685:8P2AR68Q}, } @misc{curious_learning_feed_2022, title = {Feed {The} {Monster} ({US} {English})}, url = {https://play.google.com/store/apps/details?id=com.eduapp4syria.feedthemonster}, author = {Curious Learning}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CHQSFQAD 4042040:MF5T5VAW}, } @misc{d-portalorg_d-portal_2022, type = {Database}, title = {d-portal}, url = {https://d-portal.org/ctrack.html?reporting_ref=44000%2CGB-GOV-1%2CGB-GOV-14%2CUS-GOV-1%2CXI-IATI-WBTF§or_code=11110&year_min=2015&year_max=2020#view=active}, urldate = {2022-06-06}, journal = {Development Portal (IATI)}, author = {{d-portal.org}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TP8UYYRT 2405685:2ZVBXGSP 4656463:DQFR6HEF}, } @techreport{da_silva_transformational_2022, type = {Midline {Evaluation} {Report}}, title = {Transformational {Empowerment} of {Adolescent} {Marginalised} {Girls} in {Malawi}}, url = {https://girlseducationchallenge.org/media/55oet2yr/team-girl-malawi-lngb-midline-evaluation.pdf}, institution = {Girls' Education Challenge, UK Aid}, author = {da Silva, Carol and Laesecke, Anne and Murray, Matthew and Salicath and Wang, Erica}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EDU4BFPR}, } @article{damani_edtech_2022, title = {{EdTech} for {Ugandan} girls: {Affordances} of different technologies for girls' secondary education during the {Covid}-19 pandemic}, volume = {40}, issn = {1467-7679}, shorttitle = {{EdTech} for {Ugandan} girls}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/dpr.12619}, doi = {10.1111/dpr.12619}, abstract = {Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic learning and their social and emotional learning. Methods and approach A sequential, explanatory mixed-methods case-study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings. Findings Findings show that female students are less likely than male students to have access to their caregivers' phones for learning. The form of EdTech that appeared to be most beneficial for girls' academic learning was radio; girls also had significantly more interest in tuning into radio broadcasts than boys did. Also, poorer boys were more likely to be influenced by SMS messages than wealthier boys. Apart from gender-based differences, students with more highly educated parents found SMS messages more helpful, and phone calls from teachers appeared to help boost younger students' self-confidence. Policy implications The findings suggest that policy-makers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls' education; make EdTech interventions interactive; and consider language in EdTech interventions. Given the gender differences which emerged, the findings are of relevance both to supporting the continuation of educational provision during periods of school closure, and also in terms of finding additional ways to support girls' education alongside formal schooling.}, language = {en}, number = {S2}, urldate = {2023-01-09}, journal = {Development Policy Review}, author = {Damani, Kalifa and Daltry, Rebecca and Jordan, Katy and Hills, Libby and Evans, Laura}, year = {2022}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dpr.12619 KerkoCite.ItemAlsoKnownAs: 2339240:XVDEX345 2405685:AV99SN2V 2405685:RQ6VBJVK 2405685:S7XK6HFJ}, keywords = {Covid-19, EdTech, education, gender, rural Uganda}, pages = {e12619}, } @misc{dhis_dhis2_2022, title = {{DHIS2} for {Education}}, url = {https://dhis2.org/education/}, abstract = {Leverage DHIS2 tools and regional HISP capacity to facilitate data use for improvement in learning outcomes and equitable access to education}, language = {en-US}, urldate = {2022-05-31}, journal = {DHIS2}, author = {{DHIS}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TXCEBUHZ 2405685:Y7BLDTNW 4656463:NQ7DHU7A}, } @misc{dla_piper_dla_2022, title = {{DLA} {Piper} {Global} {Data} {Protection} {Laws} of the {World} - {World} {Map}}, url = {https://www.dlapiperdataprotection.com/}, urldate = {2022-06-14}, author = {DLA Piper}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2GXEDK3U 2405685:MMA7H4EF}, } @misc{doherty_how_2022, title = {How to {Design} and {Institutionalize} {Spending} {Reviews}}, url = {https://www.imf.org/en/Publications/Fiscal-Affairs-Department-How-To-Notes/Issues/2022/09/20/How-to-Design-and-Institutionalize-Spending-Reviews-523364}, abstract = {Spending reviews refer to the process of conducting in-depth assessments of existing public expenditure in order to identify opportunities to reduce or redirect spending from low-priority, inefficient, or ineffective spending. They offer a systemic approach to ensuring that spending is aligned with the government’s policy priorities, is effective in achieving its intended objectives and is deployed efficiently. This How to Note outlines the various objectives of spending reviews and provides guidance on designing a spending review process, including the organizational architecture and roles and responsibilities of various stakeholders. It also discusses the various stages of con¬ducting spending reviews and mechanisms for integrat¬ing their outcomes into the budget process. This note draws on lessons and experiences from countries that have established spending reviews, while recognizing that this is an emerging area for further reform.}, language = {ENG}, urldate = {2022-11-10}, author = {Doherty, Laura and Sayegh, Amanda}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RE3DZLBS 2405685:MCXQLRBY 4656463:JIZ6TQ92}, } @techreport{edtech_and_leep_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Remote} phone-based formative assessment}, url = {https://documents1.worldbank.org/curated/en/099120004132241879/pdf/P1742520571d1e08409bcd0eb412ba2b00c.pdf}, abstract = {Remote Phone-Based Formative Assessment Knowledge Pack (English)}, language = {en}, urldate = {2023-03-27}, author = {{EdTech and LEeP team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:L8XNUK2C}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Assistive} {Technologies}}, copyright = {© 2022 International Bank for Reconstruction and Development / The World Bank}, url = {https://documents1.worldbank.org/curated/en/099120104132223703/pdf/P1742520185bdf0f708eb30cb80c26df4aa.pdf}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MHY6CHRW}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, type = {Text/{HTML}}, title = {Knowledge {Pack}: {Cloud} for {Education}.}, url = {https://documents1.worldbank.org/curated/en/099120204132235120/pdf/P17425205f0ee901a0ab4d081ca0b167d3c.pdf}, abstract = {Cloud for Education Knowledge Pack (English)}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9GB86CPF}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Devices} for education}, copyright = {© 2022 International Bank for Reconstruction and Development / The World Bank}, url = {https://documents1.worldbank.org/curated/en/099120304132250891/pdf/P174252080a0e00760af3303dddc14578b5.pdf}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DIGM2JYH}, } @techreport{edtech_team_knowledge_2022, address = {Washington. D.C.}, title = {Knowledge {Pack}: {Digital} {Teaching} and {Learning}}, url = {https://documents1.worldbank.org/curated/en/099120304132286876/pdf/P17425202703c80400872f014bab55254c3.pdf}, abstract = {Digital Teaching and Learning Knowledge Pack (English)}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ATH52VLA}, } @techreport{edtech_team_knowledge_2022, address = {Washington D.C.}, title = {Knowledge {Pack}: {EMIS} 2.0: {Learning} {And} {Accountability} {System} {Architecture} ({LASA})}, copyright = {© 2022 International Bank for Reconstruction and Development / The World Bank}, url = {https://documents1.worldbank.org/curated/en/099615004222210401/pdf/P174252021519b01d0bd3e06adc9dd28d86.pdf}, institution = {World Bank Group}, author = {{EdTech Team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MTJV6RV3 2405685:59NITM5B 2405685:VFAKS428}, } @techreport{edtech_team_knowledge_2022, address = {Washinton, D.C.}, title = {Knowledge {Pack}: {Innovation} {Ecosystems}}, url = {https://documents1.worldbank.org/curated/en/099005304142230005/pdf/P17425202c07180e509d7e0aadbffd596ca.pdf}, urldate = {2022-12-29}, institution = {World Bank}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PEP7ACJ3}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Learning} {Management} {Systems} for {Education}}, shorttitle = {Learning {Management} {Systems} for {Education}}, url = {https://documents1.worldbank.org/curated/en/099117504132225905/pdf/P17425200744b2006097cd0363083f114b9.pdf}, abstract = {Learning Management Systems for Education : Knowledge Pack (English)}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PYD59GQG}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack} {Procurement}}, url = {https://documents1.worldbank.org/curated/en/099117504132212837/pdf/P17425207e77460660b6f50d4687f71529e.pdf}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:S5KVIKRT}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Teachers}’ skills and skills frameworks for remote and blended learning}, url = {https://documents1.worldbank.org/curated/en/099118004132238882/pdf/P1742520615db3006094220dcbb0af52257.pdf}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TQEYJNHJ}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Technologies} for personnalized and adaptive learning}, url = {https://documents1.worldbank.org/curated/en/099120004132256958/pdf/P1742520d80f840b5092f20b334bf33e41b.pdf}, abstract = {Technologies for Personalized and Adaptive Learning Knowledge Pack (English)}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NNMIG6ZV}, } @techreport{edtech_team_knowledge_2022, address = {Washington, D.C.}, title = {Knowledge {Pack}: {Technology} for literacy}, url = {https://documents1.worldbank.org/curated/en/099118104132241674/pdf/P174252041cdd605a0b94c0e783c0bba0ec.pdf}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{EdTech team}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DXJYPN6T}, } @misc{education_endowment_foundation_best_2022, title = {Best evidence on impact of {Covid}-19 on pupil attainment}, url = {https://educationendowmentfoundation.org.uk/guidance-for-teachers/covid-19-resources/best-evidence-on-impact-of-covid-19-on-pupil-attainment}, abstract = {The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.}, language = {en}, urldate = {2022-08-25}, journal = {EEF}, author = {Education Endowment Foundation}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BF65F3XR 2405685:28W82R5T}, } @incollection{el-serafy_effectiveness_2022, title = {The effectiveness of technology-supported teacher professional learning communities in emergency settings}, isbn = {978-1-00-318549-9}, abstract = {Professional learning communities are becoming increasingly popular in emergency settings due to their potential to be a sustainable, scalable, and grounded modality for teacher professional development. In settings where formal structures of professional development are absent or disjointed, professional learning communities respond to the urgent need to develop quality teachers. Moreover, where teachers have experienced significant trauma, such communities offer highly valued spaces for socioemotional support. Increasingly, practitioners in emergency settings are moving towards using technology to support professional learning communities, either by facilitating them entirely online or by using technology for specific components. This chapter builds upon existing literature on the use of technology in professional learning communities, both globally and in emergency settings in particular. The chapter correlates such literature to findings from primary research that involved 280 practitioners of professional learning communities in emergency settings. We demonstrate the potential for technology to significantly increase access to and effectiveness of professional learning communities in emergency settings, while laying out significant barriers to implementation.}, booktitle = {Future-{Proofing} {Teacher} {Education}}, publisher = {Routledge}, author = {El-Serafy, Yomna and Adam, Taskeen and Hassler, Björn}, year = {2022}, note = {Num Pages: 13 KerkoCite.ItemAlsoKnownAs: 2339240:5PIFL9PV 2405685:DCKRX5U6}, } @article{elkomy_lesson_2022, title = {The lesson study approach to professional development: {Promoting} teachers' peer mentoring and communities of practice and students' learning in {Egypt}}, volume = {109}, issn = {0742-051X}, shorttitle = {The lesson study approach to professional development}, doi = {10.1016/j.tate.2021.103538}, abstract = {The purpose of this study was to explore the impact of the lesson study (LS) approach on developing knowledge and perception of peer mentoring (PM) and communities of practice (CoPs) among kindergarten (K.G.) teachers in Egypt. It also aimed to improve students' learning in science concepts and English vocabulary due to teachers' participation in LS. A mixed methods design was employed. Results show that the LS approach provided a rich context for practicing PM experiences and helped teachers to collaborate in a CoP. Further gains were also achieved regarding students’ learning. •Effects of LS on PM and CoP among teachers were investigated.•The impact of the activities developed during LS on students' learning was assessed.•The study was composed of two samples: 21 teachers and 246 learners.•Significant results were obtained concerning teachers' knowledge and perceptions of PM and CoP.•Positive effects on students' learning of science and English were also found.}, language = {eng}, journal = {Teaching and teacher education}, author = {Elkomy, Maha M. and Elkhaial, Nevien H.}, year = {2022}, note = {Place: OXFORD Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2021.103538 2339240:U3JC7LQW 2405685:WIDQTX75}, keywords = {Community of practice, Education \& Educational Research, English learning, Lesson study, Mentors, Peer-mentoring, Professional development, Professional learning, Science learning, Sciences education, Social Sciences, Teachers}, pages = {103538--}, } @misc{eswg_pakistan_2022, title = {Pakistan {Floods}: {Education} {Snapshot} - 30 {September} 2022 - {Pakistan} {\textbar} {ReliefWeb}}, shorttitle = {Pakistan {Floods}}, url = {https://reliefweb.int/report/pakistan/pakistan-floods-education-snapshot-30-september-2022}, abstract = {Infographic in English on Pakistan about Education, Flash Flood and Flood; published on 30 Sep 2022 by Education Cluster, Save the Children and 2count other organizations}, language = {en}, urldate = {2022-11-16}, author = {ESWG}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8FZWLCHT 2405685:Y3YYM2H7}, } @misc{evans_what_2022, title = {What {We} {Learn} about {Girls}’ {Education} from {Interventions} {That} {Do} {Not} {Focus} on {Girls} {\textbar} {The} {World} {Bank} {Economic} {Review} {\textbar} {Oxford} {Academic}}, url = {https://academic.oup.com/wber/article/36/1/244/6278419?login=false}, urldate = {2022-03-24}, author = {Evans, David K and Yuan, Fei}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3XU4UDJ3 2405685:WP56IE2H}, } @misc{foreign_commonwealth__development_office_2022_2022, title = {2022 {Annual} {Review} of {Education} {Beyond} {Aid} project}, url = {https://devtracker.fcdo.gov.uk/projects/GB-GOV-1-300517/documents}, urldate = {2022-06-08}, author = {{Foreign, Commonwealth \& Development Office}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N3FLI44P 2405685:ZVMWSU5M 4656463:KBGKANWJ}, } @techreport{freeman_teachers_2022, title = {Teachers’ {Skills} and {Skills} {Frameworks} for {Remote} and {Blended} {Learning} {Knowledge} {Pack}}, url = {http://documents.worldbank.org/curated/en/099118004132238882/P1742520615db3006094220dcbb0af52257}, language = {en}, urldate = {2022-12-29}, author = {Freeman, Barbara and Raigosa Montoya,, Juliana}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MN623V5B}, } @misc{global_edtech_edtech_2022, title = {{EdTech} supporting sex education for students in {Malawi} {Global} {EdTech}}, url = {https://global-edtech.com/edtech-supporting-sex-education-for-students-in-malawi/}, urldate = {2023-06-22}, author = {{Global EdTech}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QTMLVWGG 2405685:ICAKNQAC}, } @techreport{global_education_evidence_advisory_panel_prioritizing_2022, address = {Washington D.C., London, Florence}, title = {Prioritizing {Learning} {During} {Covid}-19: {The} {Most} {Effective} {Ways} to {Keep} {Children} {Learning} {During} and {Post}-{Pandemic}}, url = {https://thedocs.worldbank.org/en/doc/5f911bdf7c5c8abf060467865acf1abd-0200022022/original/Prioritizing-Learning-GEEAP-Report-Final-01-24-2022.pdf}, abstract = {Andrab}, urldate = {2022-08-26}, institution = {World Bank, FCDO, and UNICEF Office of Research - Innocenti}, author = {Global Education Evidence Advisory Panel}, editor = {Akyeampong, K. and Glennerster, R. and Andrab, T. and Banerjee, A. and Banerji, R. and Dynarski, S. and Glennerste, R. and Grantham-McGregor, S. and Muralidharan, K. and Piper, B. and Ruto, S. and Saavedra, S. and Schmelkes, S. and Yoshikawa, H.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5LBQWKMK 2405685:G2PBI9HI}, } @techreport{global_education_evidence_advisory_panel_prioritizing_2022, address = {Washington D.C., London, Florence: The World Bank, FCDO, and UNICEF Office of Research - Innocenti}, type = {[{K}. {Akyeampong}, {T}. {Andrabi}, {A}. {Banerjee}, {R}. {Banerji}, {S}. {Dynarski}, {R}. {Glennerster}, {S}. {Grantham}-{McGregor}, {K}. {Muralidharan}, {B}. {Piper}, {S}. {Ruto}, {J}. {Saavedra}, {S}. {Schmelkes}, {H}. {Yoshikawa}]}, title = {Prioritizing learning during {COVID}-19: {The} most effective ways to keep children learning during and postpandemic.}, url = {https://documents1.worldbank.org/curated/en/114361643124941686/pdf/Recommendations-of-the-Global-Education-Evidence-Advisory-Panel.pdf}, institution = {World Bank, FCDO, and UNICEF Office of Research - Innocenti}, author = {{Global Education Evidence Advisory Panel}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GW9VPIXE 2339240:U67VZL9B 2405685:GVNYZVGK 2405685:JM2BP6EU}, } @misc{government_of_balochistan_education_2022, title = {Education {Management} {Information} {System} ({EMIS})}, url = {http://emis.gob.pk/website/CensusProfiles.aspx}, urldate = {2022-10-13}, author = {{Government of Balochistan}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8U2DT7E 2405685:89SAV9L2 4656463:VMYTQUAS}, } @misc{government_of_kenya_promise_2022, title = {The {Promise} of {Inclusive} {Digital} {Learning} in {Kenya}}, url = {https://digitallearning.edu-design.co/}, author = {Government of Kenya}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MD6TC9XP 2405685:RHPUQZC5}, } @techreport{government_of_malawi_malawi_2022, title = {Malawi {Social} {Cash} {Transfer} {Programme} {Strategic} {Plan} 2022 - 2027}, url = {https://www.unicef.org/malawi/reports/malawi-social-cash-transfer-programme-strategic-plan-2022-2027}, urldate = {2023-06-22}, author = {Government of Malawi and {UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNGIVX4W 2405685:XXEGUPKH}, } @misc{government_of_pakistan_pakistan_2022, title = {Pakistan {Floods} 2022: {Post}-{Disaster} {Needs} {Assessment}}, shorttitle = {Pakistan {Floods} 2022}, url = {https://reliefweb.int/report/pakistan/pakistan-floods-2022-post-disaster-needs-assessment}, abstract = {Assessment in English on Pakistan about Agriculture, Health, Flash Flood, Flood and more; published on 28 Oct 2022 by ADB, EU and 4count other organizations}, language = {en}, urldate = {2022-11-16}, author = {Government of Pakistan and Asian Development Bank and European Union and United Nations Development Programme and World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D2KKEMFP 2405685:AQ76DABK}, } @misc{government_of_rwanda_rwandaequip_2022, title = {{RwandaEQUIP}}, url = {https://rwandaequip.org.rw/}, abstract = {RwandaEQUIP A legacy of excellence in education The Transformation of Education begins with Teachers 2019 Nobel Prize-winning economist, Professor Michael Kremer’sground-breaking study announcing learning gains among the largest ever measured in international education. The impact of the methodology, underpinning RwandaEQUIP, is among the greatest of any rigorously studied intervention in emerging markets. Read the Full Study Here […]}, language = {en}, urldate = {2022-06-06}, journal = {RwandaEQUIP}, author = {{Government of Rwanda}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:98G7KUFA 2339240:VAIG5DJE 2405685:H6WAYGS9 2405685:R5HGEKMD 4656463:VDFH2G4R}, } @misc{government_of_sierra_leone_emis_2022, title = {{EMIS} – {MBSSE}}, url = {https://mbsse.gov.sl/emis/}, urldate = {2022-06-01}, author = {{Government of Sierra Leone}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HKHF8XA6 2405685:BWCAJFI4 4656463:QV6UP6K3}, } @misc{government_of_south_sudan_south_2022, title = {South {Sudan} {Schools}: {Ana} {Fii} {Inni}}, url = {https://www.sssams.org/}, urldate = {2022-06-06}, author = {{Government of South Sudan}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8Q88APF 2405685:7YU4XEMS 4656463:BK426X4U}, } @techreport{government_of_the_republic_of_south_africa_government_2022, title = {Government {Gazette}}, url = {https://www.treasury.gov.za/documents/national%20budget/2022/2022%20DoRA%20section%2015(1)%20Gazette%20No.%2046649.pdf}, author = {{Government of the Republic of South Africa}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X3Y7MC54}, } @techreport{gray-lobe_can_2022, type = {{BFI} {Working} {Paper}, {Development} {Innovation} {Lab}}, title = {Can {Education} be {Standardized}? {Evidence} from {Kenya}}, shorttitle = {Can {Education} be {Standardized}?}, url = {https://bfi.uchicago.edu/working-paper/2022-68/}, abstract = {We examine the impact of enrolling in schools that employ a highly-standardized approach to education, using random variation from a large nationwide scholarship program. Bridge International Academies not...}, language = {en-US}, urldate = {2022-09-13}, institution = {Becker Friedman Institute for Economics at the University of Chicago}, author = {Gray-Lobe, Guthrie and Keats, Anthony and Kremer, Michael and Mbiti, Isaac and Ozier, Owen}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RHPEGZVF 2405685:GD26M8HS}, } @misc{hayes_blockchain_2022, title = {Blockchain {Explained}}, url = {https://www.investopedia.com/terms/b/blockchain.asp}, author = {Hayes, Adam}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T4GQC8D9 2405685:YRREMX3Y}, } @misc{holoniq_2022_2022, title = {2022 {Global} {Education} {Outlook}}, url = {https://www.holoniq.com/notes/2022-global-education-outlook}, abstract = {HolonIQ’s annual analysis of the global education market and expectations for 2022 and beyond.}, language = {en}, urldate = {2022-09-08}, author = {{HolonIQ}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UKZMADY6 2405685:SSCCLGBV}, } @article{hornstra_parents_2022, title = {Parents’ perceptions of secondary school students’ motivation and well‐being before and during the {COVID}‐19 lockdown: the moderating role of student characteristics}, volume = {22}, issn = {1471-3802, 1471-3802}, shorttitle = {Parents’ perceptions of secondary school students’ motivation and well‐being before and during the {COVID}‐19 lockdown}, url = {https://onlinelibrary.wiley.com/doi/10.1111/1471-3802.12551}, doi = {10.1111/1471-3802.12551}, language = {en}, number = {3}, urldate = {2023-03-18}, journal = {Journal of Research in Special Educational Needs}, author = {Hornstra, Lisette and van den Bergh, Linda and Denissen, Jaap J. A. and Diepstraten, Isabelle and Bakx, Anouke}, month = jul, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1471-3802.12551 2339240:DSJW9SL5 2405685:Y4N6RW4S}, pages = {209--220}, } @misc{idinsight_data_2022, title = {Data quality check for hierarchical linear data with outliers}, url = {https://www.idinsight.org/article/data-quality-check-for-hierarchical-linear-data-with-outliers/}, abstract = {How to implement a data quality check for pairs of variables displaying linear relationships.}, language = {en-GB}, urldate = {2022-06-20}, author = {{idinsight}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M8FQ77D9 2405685:43GVXKPC 4656463:SNDBI83X}, } @article{ilo_world_2022, title = {World {Employment} and {Social} {Outlook} {\textbar} {Trends} 2022}, language = {en}, author = {{ILO}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZBSJ45I5 2405685:DR9CPE67 4656463:2R94XTGQ}, pages = {128}, } @techreport{imc_worldwide_endline_2022, title = {Endline {Evaluation} {Report}}, url = {https://rescue.app.box.com/s/85bvc9ecgubp9lfr2rc9l5leq9gi1391}, language = {en-US}, urldate = {2023-06-22}, institution = {International Rescue Committee and EAGER Consortium}, author = {{IMC Worldwide}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L32BDHY2 2405685:ZR7Q4CXB}, } @misc{imlango_kenyas_2022, title = {Kenya's pioneering {eLearning} programme}, url = {https://www.imlango.com}, abstract = {iMlango aims to improve education outcomes in maths, literacy \& life skills for 180,000 children in 245 schools by delivering access to digital education services \& content.}, language = {en-GB}, urldate = {2022-06-26}, journal = {iMlango}, author = {iMlango}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KPD8MKWN 2405685:NDXD68C9}, } @techreport{inter-agency_network_for_education_in_emergencies_guidance_2022, title = {A {Guidance} {Note} for {Teacher} {Wellbeing} in {Emergency} {Settings}}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International License.}, url = {https://inee.org/sites/default/files/resources/INEE%20-%20A%20Guidance%20Note%20for%20Teacher%20Wellbeing%20in%20Emergency%20Settings%20v1.1%20EN%20LowRes.pdf}, urldate = {2022-05-30}, institution = {INEE}, author = {{Inter-agency Network for Education in Emergencies}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IP6AGVVP 2405685:MUMW9BCS}, } @techreport{inter-agency_network_for_education_in_emergencies_promising_2022, title = {Promising {Practices} in {Teacher} {Professional} {Development}}, url = {https://inee.org/sites/default/files/resources/TiCC%20Case%20Studies%20v2%20-%20TPD%20v1.0%20EN%20LowRes.pdf}, number = {Second Edition}, urldate = {2022-08-22}, author = {{Inter-Agency Network for Education in Emergencies}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:74VNBZDB 2405685:GI2TV5HH}, } @techreport{international_bank_for_reconstruction_and_development_dos_2022, title = {Dos anos despues salvando a una generacion}, url = {https://www.unicef.org/lac/media/35631/file/Dos-anos-despues-salvando-a-una-generacion.pdf}, urldate = {2022-12-07}, author = {{International Bank for Reconstruction and Development} and {World Bank}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PQLERLG8 2405685:CVM5YGI9}, } @misc{international_budget_partnership_data_2022, title = {Data {Explorer} {\textbar} {Open} {Budget} {Survey} {\textbar} {International} {Budget} {Partnership}}, url = {https://survey.internationalbudget.org/#download}, urldate = {2022-11-13}, author = {{International Budget Partnership}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D69W9L3W 2405685:LK8DZU67 4656463:6HT97ATH}, } @misc{international_business_machines_what_2022, title = {What is blockchain technology?}, url = {https://www.ibm.com/topics/what-is-blockchain#:~:text=Blockchain%20defined%3A%20Blockchain%20is%20a,patents%2C%20copyrights%2C%20branding}, author = {International Business Machines}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H2QWPSWB 2405685:4MPN6XLX}, } @misc{jain_5_2022, title = {5 {Problems} with the {Draft} {India} {Data} {Accessibility} \& {Use} {Policy}, 2022}, url = {https://www.moneycontrol.com/news/politics/5-problems-with-the-draft-india-data-accessibility-use-policy-2022-8154271.html}, urldate = {2022-06-15}, author = {Jain, Anushka}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8UX9JFS7 2405685:T22SXW3W}, } @inproceedings{kakar_political_2022, address = {Islamabad, Pakistan}, title = {The {Political} {Economy} of {School} {Education} in {Post}-18th {Amendment} {Balochistan}}, url = {https://rasta.pide.org.pk/wp-content/uploads/Governance-Public-Service-Delivery_Rafiullah-Kakar_WP.pdf}, abstract = {Application of ‘political settlement’ lens reveals that education outcomes aren’t recording major improvements because elite interest is aligned with neither learning nor access. Instead, elite interest is aligned more around patronage politics. Education delivery is driven by short-term, clientelist, political objectives, which are in turn shaped by the highly fragile, exclusive, fragmented and personalized nature of political settlement.}, language = {en}, author = {Kakar, Rafiullah and Saleem, Muhammad and Sarwar, Bilal}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPREC8H3 2405685:7UV8F39B 4656463:UBMJGEPP}, keywords = {⛔ No DOI found}, } @article{kan_foundational_2022, title = {Foundational {Literacy} and {Numeracy} in {Rural} {Afghanistan}}, language = {en}, author = {Kan, Sophia and Fahez, Mirwais and Valenza, Marco}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8UH934JL 2486141:F7YTWQF3}, keywords = {⛔ No DOI found}, pages = {64}, } @techreport{kendall_teaching_2022, type = {Background paper}, title = {Teaching and {Learning} {Materials} in {Malawi}}, institution = {Global Education Monitoring Report}, author = {Kendall, Nancy and Samati, Madalo}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WA4Q9XHZ 2405685:NQ65CGEN}, } @article{kerkhoff_professional_2022, title = {Professional {Development} on {Digital} {Literacy} and {Transformative} {Teaching} in a {Low}‐{Income} {Country}: {A} {Case} {Study} of {Rural} {Kenya}}, volume = {57}, issn = {0034-0553}, shorttitle = {Professional {Development} on {Digital} {Literacy} and {Transformative} {Teaching} in a {Low}‐{Income} {Country}}, doi = {10.1002/rrq.392}, abstract = {In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle‐income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner‐centered teaching, and relevance to students’ lives. Our purpose in this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for innovative teaching and digital literacy attainment for all students. We used case study methods to describe Kenyan teachers’ perceptions of innovative teaching and digital literacy while participating in the Inquiry Initiative, a three‐day professional development series. Participants included preschool, primary, and secondary teachers from Trans Nzoia County. Data sources were pre‐ and post‐surveys, participant‐generated artifacts, and interviews. Our participants perceived the following needs: new literacies for learners, creativity for learners, collaboration and group work, and creativity to overcome technological challenges. Overall, participants embraced learner‐centered teaching theoretically but found that the lack of technological resources created barriers to teaching digital literacy in a learner‐centered fashion. We found that teachers reported mostly using technology for teaching preparation and record keeping rather than engaging students in digital literacy practices. To solve technological challenges, teachers described having students work in groups and using smartphones. Future research could share more creative solutions to technical challenges in low‐income countries.}, language = {eng}, number = {1}, journal = {Reading research quarterly}, author = {Kerkhoff, Shea N. and Makubuya, Timothy}, year = {2022}, note = {Place: HOBOKEN Publisher: Wiley KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.392 2339240:ZUF5QSBN 2405685:TCG8Z8AZ}, keywords = {1‐Early childhood, 2‐Childhood, 3‐Early adolescence, 4‐Adolescence, 6‐Adult, Case Studies, Collaboration, Collaborative Learning, Computer literacy, Constructivism, Creative ability, Creativity, Critical Pedagogy, Culturally Responsive Pedagogy, Digital Literacies, Digital literacy, Digital/media literacy, Education \& Educational Research, Educational technology, Gloablization and Literacy, Group work in education, Information literacy, Instructional strategies; methods and materials, Kenya, Literacies, Literacy, Literacy programs, Policy, Postcolonialism, Professional Development, Psychology, Psychology, Educational, Qualitative Research, Social Constructivism, Social Sciences, Socio‐cultural, Students, Study and teaching, Survey Research, Teacher attitudes, Teacher education, Teacher education; professional development, Teachers, Teaching, Teaching methods, Team learning approach in education, Transformative}, pages = {287--305}, } @misc{khaitan_and_co_white_2022, title = {White {Paper} on {Privacy} and {Data} {Protection}}, url = {https://www.khaitanco.com/sites/default/files/2022-03/KCO%20ASSOCHAM_JPC%20Whitepaper_2%20March%202022.pdf}, urldate = {2022-06-14}, author = {Khaitan {and} Co}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LKB63AC3 2405685:G9DXNY88}, } @article{kochkorbaevna_developing_2022, title = {Developing {Pedagogical} {Abilities} in {Students} through {Introducing} {Modern} {Forms} and {Methods} of {Education} in the {Mother} {Tongue} {Teaching} {Process}}, volume = {13}, journal = {International Journal of Culture and Modernity}, author = {Kochkorbaevna, Kurbanova Bakhtikhon and Hilola, Isaqova}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AFVA66C9 4042040:RBR2QRNK}, keywords = {⛔ No DOI found}, pages = {1--3}, } @article{kucirkova_opinion_2022, title = {Opinion: {EdTech} promised a learning revolution — but didn't deliver}, shorttitle = {Opinion}, url = {https://www.weforum.org/agenda/2022/07/edtech-has-not-lived-up-to-its-promises-heres-how-to-turn-that-around/}, abstract = {Education technology, EdTech, promised equitable learning for children worldwide. It has failed to live up to that promise, but there is still a chance.}, language = {en}, urldate = {2022-09-10}, journal = {World Economic Forum The Agenda Weekly}, author = {Kucirkova, Natalia}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KBL562LF 2405685:WUYDC4IM}, } @incollection{lam_videos_2022, address = {Singapore}, series = {Advancing {Inclusive} and {Special} {Education} in the {Asia}-{Pacific}}, title = {Videos as a {Tool} in {Teacher} {Professional} {Learning}: {How} {Do} {Videos} {Scaffold} {Teachers}’ {Understanding} of the {Behaviours} of {Students} with {ASD}?}, isbn = {9789811664175}, shorttitle = {Videos as a {Tool} in {Teacher} {Professional} {Learning}}, url = {https://doi.org/10.1007/978-981-16-6417-5_12}, abstract = {Videos are often used in teacher training. However, when considering professional learning for teachers in supporting students with autism spectrum disorder (ASD), the manner by which teacher educators can make use of videos in professional learning has rarely been documented. On the basis of a model called ‘Fostering a Community of Learners’ (FCL), this chapter aims to show a case study on how a professional learning course for in-service teachers uses videos as a tool to train teachers in understanding pedagogies and handling students with ASD, thus providing a platform for teachers to discuss their common points of interest. Individual interviews were conducted to understand the process of video learning. Hopefully, this article will inform practitioners or teacher educators on the use of videos and case studies in assisting teachers to understand the needs of students with ASD. Implications focus on how scaffolding of knowledge of the behaviours of students was supported with the use of videos in an FCL cycle.}, language = {en}, urldate = {2022-08-23}, booktitle = {Promoting {Collaborative} {Learning} {Cultures} to {Help} {Teachers} {Support} {Students} with {Autism} {Spectrum} {Disorder}}, publisher = {Springer Nature}, author = {Lam, Cici Sze-ching}, editor = {Ho, Fuk-chuen and Lam, Cici Sze-ching and Arthur- Kelly, Michael}, year = {2022}, doi = {10.1007/978-981-16-6417-5_12}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-16-6417-5\_12 2339240:4LM2MG4W 2405685:C62C3XAQ}, keywords = {Scaffolding, Teaching self-efficacy, Video learning}, pages = {167--178}, } @misc{learning_passport_learning_2022, title = {The {Learning} {Passport}}, url = {https://www.learningpassport.org/learning-passport}, abstract = {A new solution designed to close the learning poverty gap, the LP is an online, mobile, and offline tech platform enabling high quality, flexible learning}, language = {en}, urldate = {2022-04-25}, author = {{Learning Passport}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S2S9GZD2 2405685:TBKCHJ89}, } @techreport{lenton_operationalising_2022, type = {Working paper series}, title = {Operationalising positive tipping points towards global sustainability}, url = {https://www.exeter.ac.uk/media/universityofexeter/globalsystemsinstitute/documents/Lenton_et_al_-_Operationalising_positive_tipping_points.pdf}, abstract = {Non-Technical Summary Transforming towards global sustainability requires a dramatic acceleration of current progress. Hence there is growing interest in finding ‘positive tipping points’ at which small interventions can trigger self-reinforcing feedbacks that accelerate systemic change. Examples have recently been seen in power generation, personal transport, and lighting. But how to identify positive tipping points that have yet to occur? We synthesise theory and examples to provide initial guidelines for creating enabling conditions, sensing when a system can be positively tipped, who can trigger it, and how they can trigger it. All of us can play a part in triggering positive tipping points.}, language = {en}, number = {2021/01}, urldate = {2024-02-15}, institution = {University of Exeter: Global System Institute}, author = {Lenton, Timothy M. and Benson, Scarlett and Smith, Talia and Ewer, Theodora and Lanel, Victor and Petykowski, Elizabeth and Powell, Thomas W. R. and Abrams, Jesse F. and Blomsma, Fenna and Sharpe, Simon}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:62SKN9I7 2405685:ZUTFIIJ3}, pages = {e1}, } @article{levesque_two-year_2022, title = {Two-year {RCT} of {EdTech} in {Malawi}}, url = {https://imagine-worldwide.flywheelstaging.com/wp-content/uploads/2-Year-Malawi-RCT-Formatted-Research-Brief_Updated_10_6_22.pdf}, abstract = {Malawi’s primary education system has been challenged to provide quality learning in the face of expanding enrollment. To address poor learning outcomes, the Ministry of Education piloted use of onebillion’s onecourse software in about 100 schools. Initial studies of onecourse conducted over 8 weeks to 8 months produced significant effect sizes in math and literacy, although absolute gains were modest. To measure longer-term impacts, Imagine Worldwide conducted a 2-year efficacy randomized controlled trial in two Malawi schools. Despite COVID-related school closures, onecourse produced statistically significant impacts in literacy and math. Further, the 13 months of (interrupted) intervention produced larger effect sizes and higher rates of attaining emergent or fluent reading and math benchmarks than the prior 8-month study.}, language = {en}, author = {Levesque, Karen and Bardack, Sarah and Chigeda, Antonie and Bahlibi, Abraham and Winiko, Symon}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8CBHM6Z 2405685:WNI92EHA}, keywords = {⛔ No DOI found}, } @techreport{levesque_two-year_2022, type = {Imagine {Worldwide} {Research} {Brief}}, title = {Two-year {RCT} of {EdTech} in {Malawi}: {Impacts} of a 2-year education technology program on early primary learning in {Malawi} amid disruptions due to {COVID}-19}, url = {https://www.imagineworldwide.org/wp-content/uploads/2-Year-Malawi-RCT-Formatted-Research-Brief_Updated_10_6_22.pdf}, author = {Levesque, Karen and Bardack, Sarah and Chigeda, Antonie and Bahlibi, Abraham and Winiko, Symon}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZDDVIBT7}, pages = {8}, } @misc{m-shule_m-shule_2022, title = {M-{Shule} {LEAD} {Toolkit}: {Learn}, {Evaluate}, {Activate}, {Data}}, url = {https://m-shule.com/}, abstract = {M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.}, urldate = {2022-06-25}, author = {M-Shule}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U9I4ADKV 2405685:JVWSXCRL}, } @misc{malawi_ministry_of_education_2022_2022, title = {2022 {Joint} {Sector} {Review} {Resources} - {Presentations}}, url = {https://www.education.gov.mw/index.php/edu-resources/2022-jsr-resources#}, urldate = {2022-12-10}, author = {Malawi Ministry of Education}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8QQZ2C4K 2405685:6L23TW3P}, } @techreport{malawi_ministry_of_education_2022_2022, title = {2022 {Malawi} {Education} {Statistics} {Report} ({EMIS})}, url = {https://www.education.gov.mw/index.php/edu-resources/2022-education-statistics}, urldate = {2022-12-09}, author = {Malawi Ministry of Education}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QDQNJ628 2405685:PVLSA2PA}, } @article{maldonado-carreno_measuring_2022, title = {Measuring the quality of early childhood education: {Associations} with children’s development from a national study with the {IMCEIC} tool in {Colombia}}, shorttitle = {Measuring the quality of early childhood education}, url = {https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13665}, doi = {10.1111/cdev.13665}, language = {en}, number = {93}, urldate = {2023-10-06}, journal = {Child Development}, author = {Maldonado-Carreño, Carolina and Yoshikawa, Hirokazu and Escallón, Eduardo and Ponguta, Liliana Angelica and Nieto, Ana María and Kagan, Sharon Lynn and Rey-Guerra, Catalina and Cristancho, Juan Camilo and Mateus, Angy and Caro, Luz Angela and Aragon, Carlos Andrés and Rodríguez, Ana María and Motta, Andrés}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/cdev.13665 2339240:6V59Z928 2405685:GPHJQQ57}, pages = {254--268}, } @book{meinck_impact_2022, address = {France}, edition = {Revised edition}, title = {The impact of the {COVID}-19 pandemic on education: international evidence from the {Responses} to {Educational} {Disruption} {Survey} ({REDS})}, copyright = {CC BY-SA 3.0 IGO}, isbn = {978-92-3-100502-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380398}, language = {English}, urldate = {2022-05-18}, publisher = {UNESCO; International Association for the Evaluation of Educational Achievement}, editor = {Meinck, Sabine and Fraillon, Julian and Strietholf, Rolf}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8CHKBHX 2405685:ALWN3L68}, } @book{miao_guidelines_2022, title = {Guidelines for {ICT} in education policies and masterplans}, isbn = {978-92-3-100518-3}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380926}, urldate = {2022-12-09}, publisher = {UNESCO Digital Library}, author = {Miao, Fengchun and Hinostroza, J. Enrique and Lee, Molly and Isaacs, Shafika and Orr, Dominic and Senne, Fabio and Martinez, Ana-Laura and Song, Ki-Sang and Uvarov, Alexander and Holmes, Wayne and Vergel de Dios, Benjamín}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q8XUYWC2 2405685:YER5WGBX}, } @book{miao_guidelines_2022, title = {Guidelines for {ICT} in education policies and masterplans}, isbn = {978-92-3-100518-3}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380926}, urldate = {2022-12-09}, publisher = {UNESCO Digital Library}, author = {Miao, Fengchun and Hinostroza, J. Enrique and Lee, Molly and Isaacs, Shafika and Orr, Dominic and Senne, Fabio and Martinez, Ana-Laura and Song, Ki-Sang and Uvarov, Alexander and Holmes, Wayne and Vergel de Dios, Benjamín}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q8XUYWC2 2405685:YER5WGBX}, } @techreport{ministry_of_basic_and_secondary_education_west_2022, title = {West {African} {Senior} {School} {Certificate} {Examination}: {Sierra} {Leone} {Results} {Analysis}}, author = {Ministry of Basic {and} Secondary Education}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2WY3SC9N 2405685:YKA8Y8DM}, } @techreport{ministry_of_basic_and_senior_secondary_education_education_2022, address = {Freetown}, title = {Education {Sector} {Plan} 2022-2026: {Transforming} {Learning} for {All}}, institution = {Ministry of Basic and Senior Secondary Education}, author = {Ministry of Basic {and} Senior Secondary Education}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RJEZPR4R 2405685:TAFLCLQ3}, } @techreport{ministry_of_basic_and_senior_secondary_education_sierra_leone_2021_2022, title = {2021 {Annual} {School} {Census} {Final} {Report}}, url = {https://mbsse.gov.sl/wp-content/uploads/2022/08/MBSSE_ASC2021_V3_Web-Version.pdf}, author = {Ministry of Basic {and} Senior Secondary Education, Sierra Leone}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M7XYZTWF 2405685:C7C3BM9Z}, } @techreport{ministry_of_education_education_2022, title = {Education {Statistics} {Report}}, url = {http://www.education.gov.mw/index.php/edu-resources/2022-education-statistics/category/10-reports?download=74:2022-malawi-education-statistics-report-emis}, author = {Ministry of Education}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A5HSJY46 2405685:5VPNL7IE}, } @techreport{ministry_of_education_science_and_technology_school_2022, title = {School {Level} {MEWAKA} {Implementation} {Guidelines}}, author = {{Ministry of Education, Science and Technology}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DIIULWEL 2405685:CV7JMXZX}, } @techreport{ministry_of_education_science_and_technology_tcpd_2022, title = {{TCPD} {Supervision} {Guidelines}}, abstract = {MWONGOZO WA KUSIMAMIA UTEKELEZAJI WA MPANGO WA MAFUNZO ENDELEVU KWA WALIMU KAZINI}, author = {{Ministry of Education, Science and Technology}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F9V87LUV 2405685:8V6MJ3DK}, } @techreport{ministry_of_education_science__technology_moest_mwongozo_2022, title = {Mwongozo {Wa} {Kusimamia} {Utekelezaji} {Wa} {Mpango} {Wa} {Mafunzo} {Endelevu} {Kwa} {Walimu} {Kazinioutline}}, copyright = {©Wizara ya Elimu, Sayansi na Teknolojia 2020}, author = {{Ministry of Education, Science \& Technology [MOEST]}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E32MRUPW}, } @misc{ministry_of_education_singapore_cyber_2022, title = {Cyber wellness}, url = {http://www.moe.gov.sg/education-in-sg/our-programmes/cyber-wellness}, language = {en}, urldate = {2022-06-21}, author = {Ministry of Education (Singapore)}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S28C8GQT 2405685:6PCYGUAU}, } @misc{ministry_of_electronics_and_information_technology_draft_2022, title = {Draft {India} {Data} {Accessibility} and {Use} {Policy}}, url = {https://www.meity.gov.in/writereaddata/files/Draft%20India%20Data%20Accessibility%20and%20Use%20Policy_0.pdf}, urldate = {2022-06-14}, author = {Ministry of Electronics {and} Information Technology}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RLA7GE4F 2405685:LWVFFURR}, } @misc{momoh_how_2022, title = {How {Sierra} {Leone} is betting on data to fight the impact of climate change on schools}, url = {https://www.globalpartnership.org/blog/how-sierra-leone-betting-data-fight-impact-climate-change-schools}, abstract = {Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.}, language = {en}, urldate = {2022-11-18}, journal = {Global Partnership for Education}, author = {Momoh, A and Atherton, Paul}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AVDJP4T3 4042040:AJHHQGBH}, } @techreport{myers_lets_2022, address = {London}, type = {{ODI} {Case} study}, title = {Let’s learn together’: co-creating mental health solutions with adolescents in {Tanzania} and {Viet} {Nam}}, url = {https://odi.org/en/publications/lets-learn-together-co-creating-mental-health-solutions-withadolescents-in-tanzania-and-viet-nam}, institution = {ODI}, author = {Myers, Christina and Samuels, Fiona}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TU9L3ERY}, } @misc{national_treasury_of_the_republic_of_south_africa_annexure_2022, title = {Annexure {W1} {Explanatory} memorandum to the division of revenue}, url = {http://www.treasury.gov.za/documents/national%20budget/2022/review/Annexure%20W1.pdf}, urldate = {2022-04-07}, author = {{National Treasury of the Republic of South Africa}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2WTMLS68 2405685:BS9MXPVV 4656463:4AP5L782}, } @incollection{negeze_teachers_2022, address = {Cham}, series = {Educational {Communications} and {Technology}: {Issues} and {Innovations}}, title = {Teachers {Co}-creating for {Teachers}: {Design} and {Implementation} of an {Online} {Teacher} {Professional} {Development} {Course} in {Sub}-{Saharan} {Africa}}, isbn = {978-3-030-99633-8 978-3-030-99634-5}, url = {https://link.springer.com/10.1007/978-3-030-99634-5}, language = {en}, urldate = {2022-08-23}, booktitle = {Global {Perspectives} on {Educational} {Innovations} for {Emergency} {Situations}}, publisher = {Springer International Publishing}, author = {Negeze, Lucian Vumilia and Iyer, Sridhar}, year = {2022}, doi = {10.1007/978-3-030-99634-5}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5 2339240:AZ5MYLRA 2405685:EZWKWPG9}, } @misc{open_data_handbook_open_2022, title = {Open {Data} {Handbook}}, url = {https://opendatahandbook.org/}, urldate = {2022-06-14}, author = {Open Data Handbook}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VHCFKFPD 2405685:DWCG7BQT}, } @misc{open_data_punjab_open_2022, title = {Open {Data} {Punjab}}, url = {https://open.punjab.gov.pk/schools/}, author = {Open Data Punjab}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TRPK93UI 2405685:MLU9HKVK}, } @misc{openemis_openemis_2022, title = {{OpenEMIS} – {Better} data. {Better} education}, url = {https://www.openemis.org/}, urldate = {2022-05-31}, author = {{OpenEMIS}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HYT2HLNY 2405685:D7LD9WCF 4656463:M8NDLPJN}, } @misc{orozco-olvera_improving_2022, title = {Improving {Enrollment} and {Learning} {Through} {Videos} and {Mobiles}: {Experimental} {Evidence} from {Northern} {Nigeria} by {Victor} {Orozco}-{Olvera}, {Ericka} {G}. {Rascon}-{Ramirez} :: {SSRN}}, url = {https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4221220}, urldate = {2023-03-29}, author = {Orozco-Olvera, Victor and Rascon-Ramirez, Ericka G.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZT8V7EMR 2405685:N869HF5U}, } @misc{our_world_in_data_gdp_2022, title = {{GDP} per capita in {England}}, url = {https://ourworldindata.org/grapher/GDP-per-capita-in-the-uk-since-1270}, abstract = {Adjusted for inflation and measured in British Pounds in 2013 prices}, urldate = {2022-04-07}, journal = {Our World in Data}, author = {{Our World in Data}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2KR4QKBZ 2405685:MJKJS8SG 4656463:GEI2DZLC}, } @misc{peng_literature_2022, title = {A {Literature} {Review} of {Digital} {Literacy} over {Two} {Decades}}, url = {https://www.hindawi.com/journals/edri/2022/2533413/}, abstract = {A Literature Review of Digital Literacy over Two Decades: The COVID-19 pandemic has forced online learning to be a \&\#x201c;new normal\&\#x201d; during the past three years, which highly emphasizes students\&\#x2019; improved digital literacy. This study aims to present a literature review of students\&\#x2019; digital literacy. Grounded on about twenty journal articles and other related publications from the Web of Science Core Collection, this paper focused on the definition of digital literacy; the factors affecting students\&\#x2019; digital literacy (age, gender, family socioeconomic status, and parent\&\#x2019;s education level); the relationship between students\&\#x2019; digital literacy and their self-control, technostress, and engagement; and the three approaches to gauge the level of students\&\#x2019; digital literacy. The study also provided some advice for educators and policymakers. Finally, the limitations and implications were presented.}, language = {en}, urldate = {2022-09-21}, author = {Peng, Danhua and Yu, Zhonggen}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VAYZHZ93 2405685:2T2BDF8L}, } @techreport{presidents_office_regional_administration_and_local_government_basic_2022, title = {Basic {Education} {Statistics}, {Tanzania}}, urldate = {2020-11-18}, institution = {President’s Office- Regional and Local Government [PO-RALG]}, author = {{President's Office, Regional Administration and Local Government}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UWXKT63Y}, } @article{pritchett_national_2022, title = {National development delivers: {And} how! {And} how?}, volume = {107}, issn = {02649993}, shorttitle = {National development delivers}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0264999321003060}, doi = {10.1016/j.econmod.2021.105717}, abstract = {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.}, language = {en}, urldate = {2022-06-06}, journal = {Economic Modelling}, author = {Pritchett, Lant}, month = feb, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econmod.2021.105717 2339240:ECHNXBLX 2405685:JKLG5SMP 4656463:W94MPC2J}, pages = {105717}, } @techreport{proudfoot_reimagining_2022, type = {Technical {Brief}}, title = {Reimagining {Teacher} {Continuous} {Professional} {Development}: {Evidence} from a {Blended} {Approach} in {Senegal}}, url = {https://chemonics.com/wp-content/uploads/2022/04/ACR_Tech_Brief_LPT_CPD_CIES.pdf}, language = {en}, institution = {Chemonics International}, author = {Proudfoot, Diane and Pflepsen, Alison and Swift-Morgan, Jennifer and Niang, Ablaye}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8A2VSI6K 2405685:IZHZFXFK}, } @misc{radio_televisyen_malaysia_portal_2022, title = {Portal {Rasmi} {Jabatan} {Penyiaran} {Malaysia}}, url = {https://www.rtm.gov.my/}, language = {ms-my}, urldate = {2022-06-25}, journal = {Nama Agensi}, author = {Radio Televisyen Malaysia}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PF745AD4 2405685:2WNYYGZQ}, } @incollection{raina_emergency_2022, address = {Cham}, series = {Educational {Communications} and {Technology}: {Issues} and {Innovations}}, title = {From {Emergency} {Remote} {Teaching} to {Effective} {Online} {Learning}: {A} {Teacher} {Professional} {Development} {Case} {Study} from {Higher} {Education} in {India}}, isbn = {978-3-030-99634-5}, shorttitle = {From {Emergency} {Remote} {Teaching} to {Effective} {Online} {Learning}}, url = {https://doi.org/10.1007/978-3-030-99634-5_26}, abstract = {This chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.}, language = {en}, urldate = {2022-08-23}, booktitle = {Global {Perspectives} on {Educational} {Innovations} for {Emergency} {Situations}}, publisher = {Springer International Publishing}, author = {Raina, Ashutosh and Rane, Archana and Ngeze, Lucian and Murthy, Sahana and Iyer, Sridhar}, editor = {Dennen, Vanessa and Dickson-Deane, Camille and Ge, Xun and Ifenthaler, Dirk and Murthy, Sahana and Richardson, Jennifer C.}, year = {2022}, doi = {10.1007/978-3-030-99634-5_26}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5\_26 2339240:ZYIEZ59M 2405685:NPZMN2R6}, keywords = {Effective online learning, Higher education, Research-based strategies, Teacher professional development}, } @article{reilly_language_2022, title = {Language policy in {Ghana} and {Malawi}: differing approaches to multilingualism in education}, volume = {10s4}, issn = {20527217}, shorttitle = {Language policy in {Ghana} and {Malawi}}, url = {https://www.thebritishacademy.ac.uk/publishing/journal-british-academy/10s4/language-policy-ghana-malawi/}, doi = {10.5871/jba/010s4.069}, abstract = {Despite substantial international evidence that children learn best in a language which they understand, language-in-education policies in much of Africa do not effectively accommodate the range of languages found in the classroom, instead prescribing dominant national languages and/or colonial languages such as English. Further, these language policies continue to reflect a monoglossic conceptualisation of languages and do not adequately account for the multilingual repertoires of individuals and communities. They do not reflect an understanding of the ways in which multilingual language practices could be harnessed for education. This article provides a comparative overview of the policy context in Malawi and Ghana, at the levels of legislation, practice, and attitudes. Through interviews, questionnaires, classroom observations, and classroom recordings in primary schools, we highlight the multilingual realities of educational spaces in each country. We highlight that, despite different sociolinguistic and legislative contexts, there are similarities between these contexts which emerge as important factors when considering multilingualism within education.}, language = {en}, urldate = {2022-07-14}, journal = {Journal of the British Academy}, author = {Reilly, Colin and ResCue, Elvis and Chavula, Jean Josephine}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5871/jba/010s4.069 2405685:2QFJWC3E 4042040:SBXDCXLU}, pages = {69--95}, } @misc{republic_of_kenya_ict_authority_kenya_2022, title = {Kenya {Digital} {Master} {Plan} 2022-2032}, url = {https://cms.icta.go.ke//sites/default/files/2022-09/Kenya_Digital_Master_Plan_2022-2023_0.pdf}, author = {Republic of Kenya ICT Authority}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2JU3HTBP 2405685:Z4EGG6C5}, } @misc{republic_of_kenya_national_treasury_and_planning_public_2022, title = {Public {Statement} on the {Status} of {Payments} to {County} {Governments} {FY} 2021-2022}, url = {https://www.treasury.go.ke/wp-content/uploads/2022/09/Public-Statement-Status-of-Payment-to-County-Gvts-for-FY-2021-22.pdf}, author = {Republic of Kenya National Treasury {and} Planning}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3Y2CWUVK 2405685:KVMAL7TJ}, } @misc{republic_of_south_africa_asidi_2022, title = {{ASIDI} - {Accelerated} {School} {Infrastructure} {Delivery} {Initiative}}, url = {https://www.education.gov.za/Programmes/ASIDI.aspx}, urldate = {2022-04-07}, author = {{Republic of South Africa}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8926SWP2 2405685:FQZGB8L5 4656463:43J8MUT5}, } @misc{republic_of_south_africa_dbes_2022, title = {{DBE}'s {National} {School} {Nutrition} {Programme}}, url = {https://www.education.gov.za/Programmes/NationalSchoolNutritionProgramme.aspx}, urldate = {2022-04-07}, journal = {DBE's National School Nutrition Programme}, author = {{Republic of South Africa}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YZ9QTSYZ 2405685:B5V2NBXA 4656463:DV2MRLQV}, } @misc{robinson_unit_2022, title = {Unit {Cost} {Budgeting}? (1/4) {Marc} {Robinson} {Blog}}, shorttitle = {Unit {Cost} {Budgeting}?}, url = {https://blog.pfmresults.com/unit-cost-budgeting-1-4/}, language = {en-US}, urldate = {2022-04-07}, author = {Robinson, Mark}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2G9V7GRE 2405685:96ZA4IED 4656463:8UGCXAGW}, } @misc{rti_international_improving_2022, title = {Improving {Early} {Grade} {Education} {Across} {Kenya}}, url = {https://www.rti.org/impact/tusome-improving-early-grade-learning-kenya}, abstract = {Tusome focuses on four key interventions developed and proven to improve literacy outcomes in Kenya. Learn about the impact of this program.}, language = {en}, urldate = {2022-06-20}, journal = {RTI}, author = {{RTI International}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4Y4R9CS6 2486141:L2RCITFW}, } @techreport{runde_digitalizing_2022, title = {Digitalizing {Laos}: {Improving} {Government} {Transparency}, the {Business} {Environment}, and {Human} {Capital}}, url = {https://csis-website-prod.s3.amazonaws.com/s3fs-public/publication/220216_Runde_Digitizing_Laos.pdf?iWw45YTLbLsqH1CMv0QwK.o3KvMivjMw}, language = {en}, institution = {Center for Strategic and International Studies}, author = {Runde, Daniel F and Bandura, Romina and Lee, Rachel}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6N97WY63 2405685:UQCUEMHV}, pages = {6}, } @techreport{sandefur_schooling_2022, title = {Schooling for {All}: {Feasible} {Strategies} to {Achieve} {Universal} {Education}}, shorttitle = {Schooling for {All}}, url = {https://www.cgdev.org/publication/schooling-all-feasible-strategies-achieve-universal-education}, abstract = {This report debates the case for specific public investments in education in low- and lower-middle-income countries, drawing on evidence of what has worked not just in small-scale experiments but historically and in large-scale national programs. Its messages are intended more for economic policymakers than educators, as they speak to what can be accomplished with fiscal instruments (money) and where trade-offs must be made. CGD does not take institutional positions.}, language = {en}, urldate = {2022-06-06}, institution = {Center for Global Development}, author = {Sandefur, Justin}, editor = {Sandefur, Justin}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TRJQV3HU 2405685:FBBCDGQS 4656463:WD6IYKWC}, } @techreport{sandefur_long-run_2022, title = {The {Long}-{Run} {Decline} of {Education} {Quality} in the {Developing} {World} {\textbar} {Center} for {Global} {Development} {\textbar} {Ideas} to {Action}}, url = {https://www.cgdev.org/publication/long-run-decline-education-quality-developing-world}, urldate = {2022-10-13}, institution = {Center for Global Development}, author = {Sandefur, Justin and Le Nestour, Alexis and Moscoviz, Laura}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JMDZFXBT 2405685:CAG4SW4Y 4656463:SMY6W2S2}, } @techreport{schipper_rbf_2022, type = {Text/{HTML}}, title = {{RBF} {Interventions} in {Education} : {Do} they {Increase} {Inequality} of {Outcomes}? : {A} {Literature} {Review}}, shorttitle = {{RBF} {Interventions} in {Education}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/377471645773575827/A-Literature-Review}, abstract = {RBF Interventions in Education : Do they Increase Inequality of Outcomes : A Literature Review (English)}, language = {en}, urldate = {2022-04-07}, institution = {World Bank}, author = {Schipper, Youdi and Pradhan}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BMJGZX2Q 2405685:LS7P9947 4656463:PUESP9RL}, } @techreport{scottish_government_scottish_2022, title = {Scottish {Local} {Government} {Finance} '{Green} {Book}' 2022-23}, url = {http://www.gov.scot/publications/scottish-local-government-finance-green-book-2022-23/}, abstract = {Scottish Local Government Finance Settlement 2022-23: Funding Allocation Formula.}, language = {en}, urldate = {2022-06-01}, author = {{Scottish Government}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2SJBGQ99 2405685:BEGQ5SPH 4656463:8PQ43ECW}, } @article{seid_mother-tongue_2022, title = {Mother-tongue {Instruction} and {Later} {Labor} {Market} {Outcomes}: {Evidence} from a {Natural} {Experiment} in {Ethiopia}}, shorttitle = {Mother-tongue {Instruction} and {Later} {Labor} {Market} {Outcomes}}, doi = {10.1080/00036846.2022.2083067}, abstract = {This paper offers empirical evidence on the effect of mother-tongue instruction in primary school on students’ later labor market outcomes. Moreover, it explores whether the effect varies by the duration of exposure to mother-tongue instruction. Since Ethiopia has adopted mother-tongue instruction after the 1994 Ethiopian education reform, many students who have attended primary school after 1994 are exposed to mother tongue instruction, resulting in a variation in exposure to mother-tongue instruction by birth cohort. In Amhara state, Amharic is adopted as medium of instruction both before and after the education reform. This is in contrast to other states in Ethiopia that have changed the medium of instruction in primary school following the education reform. Among students who have been exposed to mother-tongue instruction following the education reform, however, the duration of their exposure to mother-tongue instruction varies depending on the state in which they have attended primary school. This is because states in Ethiopia mandate students to transition from mother-tongue to English instruction either in grade 5, 7, or 9. Exploiting these two plausibly exogenous sources of variations (across states and birth cohorts) and using data from the 2013 Ethiopian Labor Force Survey, we estimate difference-in-differences model. Estimates from our preferred specifications suggest that mother-tongue instruction in primary school improves later labor market outcomes, but the size of its effect decreases with the number of years an individual was exposed to mother-tongue instruction in primary school.}, language = {en}, urldate = {2022-06-11}, journal = {Applied Economics}, author = {Seid, Yared}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00036846.2022.2083067 2405685:FVA8PVW7 4042040:BDEBTWNL}, } @techreport{sendon_localizacion_2022, title = {Localización de la demanda insatisfecha de instituciones educativas. {Una} propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en {Argentina}}, language = {es}, author = {Sendón, María Alejandra}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:46KQBBWV 4042040:TH2JHXFY}, pages = {12}, } @misc{sindh_education_foundation_schools_2022, title = {Schools {Data} – {Sindh} {Education} {Foundation}}, url = {https://www.sef.org.pk/schools-data/}, abstract = {SEF{\textbar}Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.}, language = {en-US}, urldate = {2022-04-07}, author = {Sindh Education Foundation}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZR5SLYLD 2405685:ZDK4EJXI 4656463:94ASBQDP}, } @article{strigel_education_2022, title = {Education {Technology}}, language = {en}, author = {Strigel, Carmen}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DV4PUSCY 2405685:LUI8NYG4 2486141:NX7GFCLL 2486141:QZNWFGWQ}, keywords = {⛔ No DOI found}, pages = {2}, } @techreport{tanzania_institute_of_education_peer_2022, title = {Peer {Facilitator} {Manual}}, author = {{Tanzania Institute of Education}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L5GU78GL 2405685:Y66B6MLC}, } @misc{teach_for_uganda_teach_2022, title = {Teach {For} {Uganda}}, url = {https://www.teachforuganda.org/}, abstract = {We are nurturing leaders who are committed to advancing equitable access to quality education in low-income communities in Uganda}, language = {en}, urldate = {2022-06-25}, journal = {Teach for uganda}, author = {Teach For Uganda}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S2F9KJKP 2405685:GIL3HEI7}, } @techreport{teacher_task_force_distance_2022, title = {Distance {Learning} and {Teacher} {Training} {Strategies}}, url = {https://teachertaskforce.org/knowledge-hub/distance-learning-and-teacher-training-strategies-lessons-caribbean}, language = {en}, institution = {Teacher Task Force}, author = {{Teacher Task Force} and {UNESCO}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7J3GWID6 2405685:UH8ZNZUX}, } @misc{the_heritage_foundation_malawi_2022, title = {Malawi {Economy}: {Population}, {GDP}, {Inflation}, {Business}, {Trade}, {FDI}, {Corruption}}, shorttitle = {Malawi {Economy}}, url = {//www.heritage.org/index/country/malawi}, abstract = {Learn more about the Malawi economy, including the population of Malawi, GDP, facts, trade, business, inflation and other data and analysis on its economy from the Index of Economic Freedom published by The Heritage Foundation.}, urldate = {2022-10-20}, author = {The Heritage Foundation}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V32U7VEA 2405685:WDLTPYAE}, } @misc{the_parliament_of_the_commonwealth_of_australia_data_2022, title = {Data {Availability} and {Transparency} {Bill} 2022}, url = {https://parlinfo.aph.gov.au/parlInfo/download/legislation/bills/r6649_aspassed/toc_pdf/20174b01.pdf;fileType=application%2Fpdf}, urldate = {2022-06-14}, author = {{The Parliament of the Commonwealth of Australia}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FC9SQZBH 2405685:NT2SRNI3}, } @misc{trading_economics_malawi_2022, title = {Malawi - {Adolescents} {Out} {Of} {School} (\% {Of} {Lower} {Secondary} {School} {Age}) - 2022 {Data} 2023 {Forecast} 1999-2019 {Historical}}, url = {https://tradingeconomics.com/malawi/adolescents-out-of-school-percent-of-lower-secondary-school-age-wb-data.html}, urldate = {2022-12-10}, author = {Trading Economics}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B2EZI8AS 2405685:TDW3BSQ3}, } @article{turner_proof--concept_2022, title = {A {Proof}-of-{Concept} {Study} of {Can}'t {Wait} to {Learn}: {A} {Digital} {Game}-{Based} {Learning} {Program} for {Out}-of-{School} {Children} in {Lebanon}}, volume = {8}, issn = {2518-6833}, shorttitle = {A {Proof}-of-{Concept} {Study} of {Can}'t {Wait} to {Learn}}, url = {https://archive.nyu.edu/handle/2451/63607}, doi = {10.33682/8v7u-q7y3}, abstract = {Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness.}, language = {en}, number = {1}, urldate = {2022-07-07}, journal = {Journal on Education in Emergencies}, author = {Turner, Jasmine S. and Taha, Karine and Ibrahim, Nisreen and Neijenhuijs, Koen I. and Hallak, Eyad and Radford, Kate and Stubbé-Alberts, Hester and de Hoop, Thomas and Jordans, Mark J. D. and Brown, Felicity L.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.33682/8v7u-q7y3 2405685:MWNKWMFD 2486141:V945NNYJ}, pages = {76}, } @misc{tvedukasi_di_2022, title = {Di {Website} {Resmi} {TV} {Edukasi}}, url = {http://tve.kemdikbud.go.id/}, urldate = {2022-06-25}, author = {TVEdukasi}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXY34Q9M 2405685:B73BERVH}, } @misc{uk_government_complete_2022, title = {Complete the school census. {Census} dates. {Guidance}}, url = {https://www.gov.uk/guidance/complete-the-school-census/census-dates}, abstract = {Find out when the school census will open for each term and what to do in unusual circumstances.}, language = {en}, urldate = {2022-12-21}, author = {{UK Government}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E85XGDBR 2405685:N8AE89UU 4656463:5394JBWN}, } @misc{uk_government_school_2022, title = {School census 2022 to 2023: technical information}, shorttitle = {School census 2022 to 2023}, url = {https://www.gov.uk/government/publications/school-census-2022-to-2023-technical-information}, abstract = {Technical specification and validation rules for submitting 2022 to 2023 school census data.}, language = {en}, urldate = {2022-06-06}, journal = {GOV.UK}, author = {{UK Government}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BDUJ56VB 2405685:AQVLTFMY 4656463:I6J5FB8A}, } @techreport{uk_government_green_2022, title = {The {Green} {Book}: appraisal and evaluation in central government}, shorttitle = {The {Green} {Book}}, url = {https://www.gov.uk/government/publications/the-green-book-appraisal-and-evaluation-in-central-governent}, abstract = {HM Treasury guidance on how to appraise and evaluate policies, projects and programmes.}, language = {en}, urldate = {2022-05-31}, author = {{UK Government}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UCDKGUWI 2405685:F42N6R9D 4656463:AWPJZMZF}, } @misc{uk_parliament_online_2022, title = {Online {Safety} {Bill} publications - {Parliamentary} {Bills} - {UK} {Parliament}}, url = {https://bills.parliament.uk/bills/3137/publications}, abstract = {Documents, and debates for Online Safety Bill}, language = {en}, urldate = {2022-06-14}, author = {UK Parliament}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:62GBE7TB 2405685:WBGLMIRT}, } @misc{unctad_data_2022, title = {Data {Protection} and {Privacy} {Legislation} {Worldwide} {\textbar} {UNCTAD}}, url = {https://unctad.org/page/data-protection-and-privacy-legislation-worldwide}, urldate = {2022-06-14}, author = {UNCTAD}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EJJ7ZG4L 2405685:4NWNE7KK}, } @techreport{undp_syria_syrian_2022, title = {Syrian {Arab} {Republic}: {Access} to {Electricity} and {Humanitarian} {Needs}}, url = {https://www.undp.org/syria/publications/access-electricity-and-humanitarian-needs-syria}, author = {UNDP Syria}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QT7RKPFI 2405685:ZP8APA5I}, } @techreport{unesco_crisis-sensitive_2022, title = {Crisis-sensitive teacher policy and planning}, institution = {UNESCO, Norad, GPE, UNHCR, UNICEF, the World Bank, International Labor Organisation, International Task Force on Teachers for Education}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P32EXNBF 2405685:W4UZRYIS}, } @techreport{unesco_guidelines_2022, address = {Paris, France}, title = {Guidelines for {ICT} in education policies and masterplans}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380926}, urldate = {2022-06-21}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WLPJRG4H 2405685:AP6PSV9Q}, } @misc{unesco_high_2022, title = {High {Stakes} {Assessment}}, url = {https://learningportal.iiep.unesco.org/es/node/73371}, urldate = {2022-09-02}, journal = {UNESCO Institute for Statistics Glossary}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RDTR39YN 2405685:NNH8LR6G}, } @techreport{unesco_leave_2022, title = {Leave no child behind: global report on boys’ disengagement from education}, copyright = {CC BY-SA 3.0 IGO [10299]}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000381105}, urldate = {2022-04-29}, institution = {UNESCO}, author = {{UNESCO}}, year = {2022}, note = {ISBN: 978-92-3-100520-6 KerkoCite.ItemAlsoKnownAs: 2339240:E33FHUU6 2405685:ZZT8CKLI}, } @misc{unesco_malawi_2022, title = {Malawi {Education} {Rights}}, url = {https://en.unesco.org/education/girls-women-rights/123}, abstract = {UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in education, the sciences, culture and communication. UNESCO’s programmes contribute to the achievement of the Sustainable Development Goals defined in Agenda 2030, adopted by the UN General Assembly in 2015. Serving as a laboratory of ideas, UNESCO helps countries adopt international standards and manages programmes that foster the free flow of ideas and knowledge sharing. In this spirit, it develops educational tools to help people live as global citizens free of hate and intolerance. UNESCO works so that each child and citizen has access to quality education. By promoting cultural heritage and the equal dignity of all cultures, it strengthens bonds among nations. UNESCO fosters scientific programmes and policies that support development and cooperation. UNESCO stands up for freedom of expression, as a fundamental right and a key condition for democracy and development.}, language = {en}, urldate = {2022-10-30}, journal = {UNESCO}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDR9FIDZ 2405685:RPICI3GC}, } @book{unesco_minding_2022, title = {Minding the data: protecting learners’ privacy and security - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000381494}, urldate = {2022-12-29}, author = {{UNESCO}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TGMK56YU}, } @techreport{unesco_transforming_2022, title = {Transforming education from within: current trends in the status and development of teachers; {World} {Teachers}’ {Day} 2022}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000383002}, author = {UNESCO}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JY2PTH4J 2405685:JRHINDNV}, } @misc{unesco_institute_for_statistics_country_2022, title = {Country {Dashboard} – {Covid}-19 {Response}}, url = {https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/country-dashboard/}, language = {en-US}, urldate = {2022-05-30}, author = {{UNESCO Institute for Statistics}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WIIBLPYQ 2405685:DDGM8296}, } @misc{unicef_about_2022, title = {About {RapidPro}}, url = {https://community.rapidpro.io/about-rapidpro/}, urldate = {2022-01-05}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7V8KQ2R3 2405685:D68XIH4N}, } @misc{unicef_coronavirus_2022, title = {Coronavirus disease ({COVID}-19) {\textbar} {UNICEF} {Malawi}}, url = {https://www.unicef.org/malawi/coronavirus-disease-covid-19}, urldate = {2022-10-30}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KA2U5H5L 2405685:RKXDY3RJ}, } @misc{unicef_fundingsupport_2022, title = {Funding+{Support} {\textbar} {UNICEF} {Innovation} {Fund}}, url = {https://www.unicefinnovationfund.org/funding-support}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AFDTEQFF 2405685:P7ZZXFCB}, } @misc{unicef_how_2022, title = {How an adolescent girl helped her community fight {COVID}-19}, url = {https://www.unicef.org/pakistan/stories/how-adolescent-girl-helped-her-community-fight-covid-19}, abstract = {Studying at non-formal basic education centers established by UNICEF with funding from Government of Japan and support from Sindh’s authorities empowers gir}, language = {en}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4FUVC6QG 2405685:K93PD2RU}, } @misc{unicef_jamaica_2022, title = {Jamaica pilot experience: {Accessible} {Digital} {Textbooks} that transform education}, url = {https://www.unicef.org/lac/en/stories/jamaica-pilot-experience}, abstract = {Accessible Digital Textbooks that transform education.}, language = {en}, urldate = {2023-06-16}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S382ZZ47 2405685:CS2LSYL3}, } @techreport{unicef_lacro_2022, title = {{LACRO} {Covid}-19 {Education} {Response}: {Update} 34 {Status} of {School}'s {Reopening} \& {Learning}}, url = {https://www.unicef.org/lac/en/media/34976/file}, urldate = {2022-08-25}, institution = {UNICEF}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QRZVATTS 2405685:DZKHREFH}, } @misc{unicef_mics_2022, title = {{MICS} {Survey}}, url = {https://mics.unicef.org/surveys}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4576EJS2}, } @misc{unicef_new_2022, title = {New digital application helps monitor student attendance in {Sindh}}, url = {https://www.unicef.org/pakistan/press-releases/new-digital-application-helps-monitor-student-attendance-sindh}, abstract = {The innovative system, funded by the European Union and supported by UNICEF, will help Sindh’s Education \& Literacy Department prevent student drop out}, language = {en}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K2HE83TD 2405685:QH3A3SDN}, } @misc{unicef_protecting_2022, title = {Protecting children online}, url = {https://www.unicef.org/protection/violence-against-children-online}, abstract = {Every child must be protected from violence, exploitation and abuse on the internet}, language = {en}, urldate = {2022-11-18}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IK7MNBT4 2405685:KTENNXSW}, } @techreport{unicef_pulse_2022, address = {New York}, title = {Pulse {Check} on {Digital} {Learning}}, copyright = {© United Nations Children’s Fund (UNICEF), 2022}, url = {https://www.unicef.org/media/132096/file/Pulse%20Check.pdf}, urldate = {2023-04-27}, institution = {UNICEF}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PUMTG8CR 2405685:7S9IJABL}, } @techreport{unicef_pulse_2022, address = {New York}, title = {Pulse {Check} on {Digital} {Learning}}, url = {https://www.unicef.org/reports/pulse-check}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8JMDRS6K}, } @misc{unicef_safer_2022, title = {Safer {Chatbots} {Implementation} {Guide}}, url = {https://www.unicef.org/media/114681/file/Safer-Chatbots-Implementation-Guide-2022.pdf}, urldate = {2022-08-30}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7K3RMR6I 2405685:B48MAT2V}, } @misc{unicef_schools_2022, title = {Schools for more than 2 million children in {Pakistan} remain inaccessible due to devastating floods – {UNICEF}}, url = {https://www.unicef.org/press-releases/schools-more-2-million-children-pakistan-remain-inaccessible-due-devastating-floods}, language = {en}, urldate = {2022-11-16}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MKJBHW9P 2405685:Y47VBA8T}, } @techreport{unicef_role_2022, title = {The role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BRF8CHGE 2405685:W69J3H2I}, } @techreport{unicef_trends_2022, title = {Trends in digital personalized learning in low- and middle-income countries: {Executive} summary}, url = {https://www.unicef.org/globalinsight/media/2756/file/UNICEF-Global-Insight-Digital-PL-LMIC-executive-summary-2022.pdf}, urldate = {2022-08-18}, institution = {UNICEF}, author = {{UNICEF}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FERS7AKI 2405685:YRI363EA}, } @techreport{unicef_trends_2022, type = {Landscape {Review}}, title = {Trends in {Digital} {Personalized} {Learning}: {Taking} stock of personalized learning solutions in low and middle-income countries}, url = {https://www.unicef.org/globalinsight/reports/trends-digital-personalized-learning}, abstract = {Landscape review {\textbar} Taking stock of personalized learning solutions in low and middle-income countries}, language = {en}, urldate = {2022-08-25}, institution = {Office of Global Insight and Policy United Nations Children’s Fund}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7YPUC8SV 2405685:I9W4LKLS}, } @techreport{unicef_where_2022, title = {Where {Are} {We} on {Education} {Recovery}?}, copyright = {© United Nations Children’s Fund (UNICEF), 2022}, url = {https://www.unicef.org/lac/media/32546/file/Where-are-we-in-education-recovery.pdf}, urldate = {2022-08-19}, institution = {UNICEF}, author = {UNICEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RZ8I4BEK 2405685:I72X2FSZ}, } @misc{unicef_usa_who_2022, title = {Who are we and how do we work?}, url = {https://www.unicefusa.org/help/advocate/who-we-are-how-we-work}, abstract = {Who are we and how do we work? Advocacy means, literally, to speak up on behalf of someone in need. For UNICEF, it means speaking up on behalf of and with children to support their rights, ensure safe and healthy childhoods in safe and inclusive communities, and build strong futures with opportunity and hope.}, language = {en}, urldate = {2022-04-24}, journal = {UNICEF USA}, author = {{UNICEF USA}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9NVFP28L 2405685:34B2RLED}, } @misc{unicef_mobile_2022, title = {Mobile: {Resource} {Pack} to {Support} {Remote} {Learning}}, url = {https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack6_Mobile.pdf}, urldate = {2022-06-25}, author = {UNICEF and World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MYX97PPW 2405685:PR2S9HNP}, } @misc{unicef_print_2022, title = {Print: {Resource} {Pack} to {Support} {Remote} {Learning}}, url = {https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack3_Print.pdf}, urldate = {2022-06-26}, author = {UNICEF and World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UP7LEEYE 2405685:PAUGX5WB}, } @techreport{unicef_radio_2022, title = {Radio: {Resource} {Pack} to {Support} {Remote} {Learning}}, url = {https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack2_Radio.pdf}, urldate = {2022-06-25}, author = {UNICEF and World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8L4IGEPA 2405685:AN4AXXJN}, } @techreport{united_nations_transforming_education_summit_gateways_2022, type = {{TES} {Leaders} {Day}: {Spotlight} {Sessions} (19 {September}, 2022)}, title = {Gateways to {Public} {Digital} {Learning}: {A} multi-partner initiative to create and strengthen inclusive digital learning platforms and content}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.un.org/sites/un2.un.org/files/2022/09/gateways_to_public_digital_learning_long.pdf}, author = {{United Nations Transforming Education Summit}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LK47KEHG}, } @techreport{united_nations_transforming_education_summit_thematic_2022, type = {Discussion paper}, title = {Thematic {Action} {Track} 4 on ‘{Digital} learning and transformation’}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://transformingeducationsummit.sdg4education2030.org/system/files/2022-07/Digital%20AT4%20dicussion%20paper%20July%202022.pdf}, author = {{United Nations Transforming Education Summit}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HLN23XCE}, } @misc{university_of_malawi_postgraduate_2022, title = {{POSTGRADUATE} {PROGRAMMES} {SEPTEMBER} 2022 {INTAKE}}, url = {https://www.unima.ac.mw/announcements/postgraduate-programmes-september-2022-intake-13-12-2021}, urldate = {2022-12-09}, author = {University of Malawi}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FM6Y39Y5 2405685:TRJIVM2S}, } @misc{unocha_revised_2022, title = {Revised {Pakistan} 2022 {Floods} {Response} {Plan}: 01 {Sep} 2022 - 31 {May} 2023}, shorttitle = {Revised {Pakistan} 2022 {Floods} {Response} {Plan}}, url = {https://reliefweb.int/report/pakistan/revised-pakistan-2022-floods-response-plan-01-sep-2022-31-may-2023-issued-04-oct-2022}, abstract = {Appeal in English on Pakistan about Agriculture, Climate Change and Environment, Flash Flood, Flood and more; published on 4 Oct 2022 by OCHA}, language = {en}, urldate = {2022-11-16}, author = {UNOCHA}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NBK24VDH 2405685:XPEQD9HC}, } @techreport{van_nostrand_overlooked_2022, title = {An {Overlooked} {Indicator} of {Edtech} {Quality}: {The} {Use} of {Learning} {Sciences} {Research}}, url = {https://doi.org/10.51388/20.500.12265/150}, author = {Van Nostrand, Parker and Noakes, Sierra and Shah, Zohal and Luke Luna, Christina}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FTSEEWUK 2405685:FG5FSPVU}, } @techreport{vegas_covid-19s_2022, title = {{COVID}-19’s impact on learning losses and learning inequality in {Colombia}}, url = {https://www.brookings.edu/research/covid-19s-impact-on-learning-losses-and-learning-inequality-in-colombia/}, urldate = {2022-08-25}, institution = {Brookings}, author = {Vegas, Emiliana}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DRCKUIB3 2405685:REV5SRZL}, } @techreport{verizon_data_breach_investigations_report_2022_2022, title = {2022 {Data} {Breach} {Investigations} {Report}}, url = {https://www.verizon.com/business/resources/reports/dbir/}, abstract = {Reduce risks with insights from the 2022 Data Breach Investigations Report (DBIR) from Verizon. Read the official report today.}, language = {en}, urldate = {2022-06-15}, author = {Verizon Data Breach Investigations Report}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XT3T7FLZ 2405685:SNEYNCSI}, } @book{wagner_learning_2022, title = {Learning, {Marginalization}, and {Improving} the {Quality} of {Education} in {Low}-income {Countries}}, isbn = {978-1-80064-200-3}, url = {https://www.openbookpublishers.com/product/1423}, abstract = {Academic publishing of peer-reviewed open access monographs}, language = {English}, urldate = {2022-04-07}, author = {Wagner, Daniel A. and Nathan, M Castillo and Lewis, Suzanne Grant}, year = {2022}, doi = {10.11647/OBP.0256}, note = {KerkoCite.ItemAlsoKnownAs: 10.11647/OBP.0256 2339240:5K7AS5JX 2405685:CASXLSCY 4656463:GPN4AJV2}, } @article{walker_trialling_2022, title = {Trialling open educational resources for technology-supported teacher professional development in rural {Zimbabwe}}, doi = {10.1080/02671522.2022.2034925}, abstract = {This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.}, journal = {Research Papers in Education}, author = {Walker, H. and Hennessy, S. and Pimmer, C.}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2022.2034925 2339240:UGIJXYRG 2405685:FD59VQGK}, } @article{walker_trialling_2022, title = {Trialling open educational resources for technology-supported teacher professional development in rural {Zimbabwe}}, url = {https://doi.org/10.1080/02671522.2022.2034925}, doi = {10.1080/02671522.2022.2034925}, journal = {Research Papers in Education}, author = {Walker, Hannah and Hennessy, Sara and Pimmer, Christoph}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2022.2034925 2405685:ZFPJ7TP7}, } @article{walker_trialling_2022, title = {Trialling open educational resources for technology-supported teacher professional development in rural {Zimbabwe}}, url = {https://doi.org/10.1080/02671522.2022.2034925}, doi = {10.1080/02671522.2022.2034925}, journal = {Research Papers in Education}, author = {Walker, Hannah and Hennessy, Sara and Pimmer, Christoph}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2022.2034925 2405685:ZFPJ7TP7}, } @misc{walker_tich_2022, title = {‘{Tich} {Mi} {Ar} {Tich} {Dem}’: {Designing} a low-cost and scalable teacher professional development in {Sierra} {Leone}}, shorttitle = {‘{Tich} {Mi} {Ar} {Tich} {Dem}’}, url = {https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem-designing-a-low-cost-and-scalable-teacher-professional-development-in-sierra-leone/}, abstract = {Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]}, language = {en-GB}, urldate = {2022-08-23}, journal = {Open Development \& Education}, author = {Walker, Hannah and Tegha, Ghislaine and Lurvink, Anne-Fleur and McBurnie, Chris}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:75HR9DSN 2405685:FBHX876D}, } @misc{wef_online_2022, title = {Online safety: making the internet safer by tackling harmful content}, shorttitle = {Online safety}, url = {https://www.weforum.org/impact/online-safety/}, abstract = {Delivering safe online experiences is essential for global businesses and individuals. Several stakeholders are collaborating to improve online safety.}, language = {en}, urldate = {2022-11-18}, journal = {World Economic Forum}, author = {WEF}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A4BG9NFG 2405685:GCTLJX4Z}, } @techreport{world_bank_landscape_2022, address = {Washington, DC}, title = {A {Landscape} {Review} of {ICT} for {Disability}-inclusive {Education}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/37080}, abstract = {Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.}, language = {English}, urldate = {2022-08-23}, institution = {World Bank}, author = {{World Bank}}, year = {2022}, note = {Accepted: 2022-03-04T16:17:23Z KerkoCite.ItemAlsoKnownAs: 2339240:9Y5ZR4TG 2405685:IGAGGE5B}, keywords = {Access to Education, Access to Learning, Disability Inclusion, Edtech, Education Technology, Inclusive Education}, } @techreport{world_bank_guide_2022, title = {Guide for {Learning} {Recovery} and {Acceleration}: {Using} the {RAPID} {Framework} to {Address} {COVID}-19 {Learning} {Losses} and {Build} {Forward} {Better}}, url = {https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/related/Guide-for-Learning-Recovery-and-Acceleration-06-23.pdf}, urldate = {2022-08-25}, institution = {The World Bank, Bill and Melinda Gates Foundation, FCDO, UNICEF, USAID, UNESCO}, author = {{World Bank}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EK2M4RJK 2405685:GMD8AGQH}, } @misc{world_bank_knowlege_2022, title = {Knowlege {Pack}: {Procurement}}, copyright = {© 2022 International Bank for Reconstruction and Development / The World Bank}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://documents1.worldbank.org/curated/en/099117504132212837/pdf/P17425207e77460660b6f50d4687f71529e.pdf}, author = {{World Bank}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LZYNFMWY}, } @misc{world_bank_microdata_2022, title = {Microdata {Library}}, url = {https://microdata.worldbank.org/index.php/home}, urldate = {2022-06-20}, author = {World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XV9PYMR7 2405685:QE7ZGS8G}, } @misc{world_bank_pakistans_2022, title = {Pakistan’s {Floods} are {Deepening} its {Learning} {Crisis}}, url = {https://blogs.worldbank.org/endpovertyinsouthasia/pakistans-floods-are-deepening-its-learning-crisis}, urldate = {2022-11-16}, author = {World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G3YT7DZY 2405685:X3CAHF6X}, } @techreport{world_bank_state_2022, address = {Washington, DC}, title = {The {State} of {Global} {Learning} {Poverty}: 2022 {Update}}, url = {https://www.worldbank.org/en/topic/education/publication/state-of-global-learning-poverty}, abstract = {The State of Global Learning Poverty: 2022 Update}, language = {en}, urldate = {2022-10-03}, institution = {World Bank}, author = {{World Bank}}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8XRWMD8B 2405685:BQFEE7KS 4656463:2FJXQN8F 4656463:BX56TZU7}, } @misc{world_bank_world_2022, type = {Text/{HTML}}, title = {The {World} {Bank} in {Malawi}}, url = {https://www.worldbank.org/en/country/malawi/overview}, abstract = {The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.}, language = {en}, urldate = {2022-10-06}, journal = {World Bank}, author = {World Bank}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:824ICBPH 2405685:MR9UQSNI}, } @book{world_bank_unicef_two_2022, title = {Two {Years} {After}: {Saving} a {Generation}}, shorttitle = {Two {Years} {After}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/37586}, language = {en}, urldate = {2022-08-25}, publisher = {World Bank}, author = {{World Bank, UNICEF}}, month = jan, year = {2022}, doi = {10.1596/37586}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/37586 2339240:IN2YYX94 2405685:KU65BNHC}, } @misc{zhang_webpower_2022, title = {{WebPower} package - {RDocumentation}}, url = {https://www.rdocumentation.org/packages/WebPower/versions/0.6}, urldate = {2022-12-05}, author = {Zhang, Zhiyong}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4GT9U2LB 2405685:ZTAPFIXC}, } @article{wilke_encouraging_2021, title = {Encouraging {Community} {Action} {Against} {Teacher} {Absenteeism}: {A} {Mass} {Media} {Experiment} in {Rural} {Uganda}}, volume = {0}, issn = {0022-0388}, shorttitle = {Encouraging {Community} {Action} {Against} {Teacher} {Absenteeism}}, url = {https://doi.org/10.1080/00220388.2021.2008367}, doi = {10.1080/00220388.2021.2008367}, abstract = {Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.}, number = {0}, urldate = {2022-01-12}, journal = {The Journal of Development Studies}, author = {Wilke, Anna M. and Green, Donald P. and Tan, Benjamin}, month = dec, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00220388.2021.2008367 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2021.2008367 2129771:MEAS58AG 2339240:9PCHFF4I 2405685:GLI5RLLR 4556019:Z9A72XEC}, keywords = {Africa, access to education, education quality}, pages = {1--16}, } @article{zhang_teachers_2021, title = {Teachers’ adoption of an open and interactive e-book for teaching {K}-12 students {Artificial} {Intelligence}: a mixed methods inquiry}, volume = {8}, issn = {2196-7091}, url = {https://doi.org/10.1186/s40561-021-00176-5}, doi = {10.1186/s40561-021-00176-5}, abstract = {With the rapid development of information technology, e-books have become convenient for students to improve their learning performance, especially when learning complicated concepts. However, research showed that acceptance of e-books by teachers is fragmented, due to several factors including the e-book design. Therefore, this study combined the potential positive impacts of openness and interaction on learning to design an open and interactive e-book for teaching K-12 students AI. It then applied a mixed method to investigate the factors that affect teachers’ acceptance of this open and interactive e-book based on the technology acceptance model (TAM) and interviews. The obtained results showed that teachers’ intention to continue using this e-book is significantly influenced by their perceived usefulness and attitude towards this e-book. Additionally, both the interactive and openness features were very helpful for teachers in using this e-book in their teaching plans. However, some of them raised several concerns like the interactive coding platform should be personalized based on students’ age. The findings of this study could help different stakeholders (e.g., instructional designers, teachers, policymakers) in facilitating the design and adoption of open and interactive e-books.}, number = {1}, journal = {Smart Learning Environments}, author = {Zhang, Xiangling and Tlili, Ahmed and Shubeck, Keith and Hu, Xiangen and Huang, Ronghuai and Zhu, Lixin}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-021-00176-5 2339240:2U8R2BFF 2405685:395HKI8Z}, pages = {34}, } @misc{giraldo_digital_2021, title = {Digital {Learning} {Solutions} {\textbar} {Digital} {Learning} {For} {Every} {Child}}, url = {https://edtechhub.org/2021/12/10/digital-learning-solutions-in-every-young-persons-hands/}, abstract = {UNICEF and EdTech Hub are partnering together to improve learning outcomes through effective uses of EdTech and digital learning. Read this guest post from UNICEF team members which focuses on the first pillar of UNICEF’s Reimagine Education initiative, world-class digital learning solutions.}, language = {en-US}, urldate = {2022-04-25}, journal = {EdTech Hub}, author = {Giraldo, Juan Pablo and Tungatarova, Auken and Cooper, Rachel}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CF8CHKIM 2405685:9WZQKU59}, } @techreport{filmer_preparation_2021, title = {Preparation, {Practice}, and {Beliefs}: {A} {Machine} {Learning} {Approach} to {Understanding} {Teacher} {Effectiveness}}, shorttitle = {Preparation, {Practice}, and {Beliefs}}, url = {https://riseprogramme.org/publications/preparation-practice-and-beliefs-machine-learning-approach-understanding-teacher}, abstract = {This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.}, language = {en}, urldate = {2022-02-03}, institution = {Research on Improving Systems of Education (RISE)}, author = {Filmer, Deon and Nahata, Vatsal and Sabarwal, Shwetlena}, month = dec, year = {2021}, doi = {10.35489/BSG-RISE-WP_2021/084}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2021/084 2339240:36V6MWVY 2405685:LBATNMUL}, } @article{githinji_state_2021, chapter = {News}, title = {State releases rules on learner capitation grants, school funds}, url = {https://www.pd.co.ke/news/state-releases-rules-on-learner-capitation-grants-school-funds-105484/}, abstract = {One of the policy goals is to enhance access and disbursement of learner capitation grants and other school funds to all public schools.}, language = {en-GB}, urldate = {2022-11-13}, journal = {People Daily}, author = {Githinji, Irene}, month = dec, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DRAWWYNI 2405685:KPF3QK8G 4656463:5ZEV3KM2}, } @article{di_maro_building_2021, title = {Building {State} {Capacity}}, url = {http://hdl.handle.net/10986/36694}, abstract = {Although research has established the importance of state capacity in economic development, less is known about how to build that capacity and the role of external partners in the process. This paper estimates the impact of a typical development project designed to build state capacity in a low-income country. Specifically, it evaluates a multilateral development bank project in Tanzania, which incentivized investments in local state capacity by offering grants conditional on institutional performance scores. The paper uses a difference-in-differences methodology to estimate the project impact, comparing outcomes between 18 project and 22 non-project local governments over 2016–18. Outcomes were measured through two rounds of primary surveys of nearly 500 local government officials and nearly 3,000 households. Over the course of the project, measured state capacity improved in project areas, but due to comparable gains in non-project areas, the project’s value-added to change in state capacity is estimated to be zero across all the dozens of relevant variables in the surveys. The data suggest that state capacity is evolving in Tanzania through endogenous changes in trust and legitimacy in the country rather than from financial incentives offered by external partners.}, urldate = {2022-12-21}, author = {Di Maro, Vincenzo and Evans, David K. and Khemani, Stuti and Scot, Thiago}, month = dec, year = {2021}, note = {Publisher: World Bank, Washington, DC KerkoCite.ItemAlsoKnownAs: 2339240:JPXRZ2XQ 2405685:5ZSUJQ6H 4656463:RBLHVDBX}, keywords = {⛔ No DOI found}, } @misc{cordeiro_m-lugha_2021, title = {M-{Lugha}: {Improving} {Student}’s {Access} to {Literacy} and {Numeracy} by using {Local} {Language} {Instruction} in {Northern} {Kenya}}, shorttitle = {M-{Lugha}}, url = {https://globaledleadership.org/2021/11/30/m-lugha-improving-students-access-to-literacy-and-numeracy-by-using-local-language-instruction-in-northern-kenya/}, abstract = {Abdinoor Alimahdi is a former telecommunications engineer from Kenya. He is an Award winning EdTech innovator and social entrepreneur. Some of the awards include:  Best 100 startups (StartupIs…}, language = {en-US}, urldate = {2024-01-30}, journal = {Global Ed Leadership}, author = {Cordeiro, Paula}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4T6JUN7V 4042040:68NXCIFI}, } @book{munoz-najar_remote_2021, title = {Remote {Learning} {During} {COVID}-19: {Lessons} from {Today}, {Principles} for {Tomorrow}}, shorttitle = {Remote {Learning} {During} {COVID}-19}, url = {http://elibrary.worldbank.org/doi/book/10.1596/36665}, abstract = {School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective That is, did children learn as much as they did during pre-pandemic, in-person learning 2. What lessons can governments derive from this wide-spread experience 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries.}, language = {en}, urldate = {2021-12-21}, publisher = {World Bank}, author = {Munoz-Najar, Alberto and Gilberto, Alison and Hasan, Amer and Cobo, Cristobal and Azevedo, Joao Pedro and Akmal, Maryam}, month = nov, year = {2021}, doi = {10.1596/36665}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/36665 2339240:K4ED7NM9 2405685:6MM7PBEE}, } @techreport{lichand_behavioral_2021, type = {Working {Paper}}, title = {Behavioral nudges to prevent learning losses and dropout risk during the pandemic: experimental evidence from {Brazil}}, shorttitle = {Behavioral nudges to prevent learning losses and dropout risk during the pandemic}, url = {https://papers.ssrn.com/abstract=3724386}, abstract = {Using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil, this paper documents that behavioral nudges, sent through text messages to students or their caregivers during remote learning in the context of COVID-19, significantly increased test scores in a standardized assessment test conducted with high-school seniors on the following year. Impacts were positive across the entire test score distribution, but nudges increased inequality in test scores. Relying on missing scorecard grades as a proxy for dropout risk across all high-school grades during remote learning, we show that nudges decreased this metric by 20\% (although the effect is only imprecisely estimated). In contrast to test scores, nudges decreased inequality in dropout risk. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.}, language = {en}, number = {363}, urldate = {2022-03-04}, institution = {University of Zurich Department of Economics}, author = {Lichand, Guilherme and Christen, Julien and van Egeraat, Eppie}, month = nov, year = {2021}, doi = {10.2139/ssrn.3724386}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3724386 2339240:VMRHPQ3G 2405685:FXZ3IKVM}, keywords = {COVID-19, Dropouts, Learning Losses, Nudges, Remote Learning}, } @article{singal_impact_2021, title = {Impact of {Covid}-19 on the education of children with disabilities in {Malawi}: reshaping parental engagement for the future}, volume = {0}, issn = {1360-3116}, shorttitle = {Impact of {Covid}-19 on the education of children with disabilities in {Malawi}}, url = {https://doi.org/10.1080/13603116.2021.1965804}, doi = {10.1080/13603116.2021.1965804}, abstract = {Covid-19 has led to unparalleled school closures and bought about extraordinary and unique challenges to ensuring continuity of learning for children across countries. This paper focuses on the educational experiences of children with disabilities in Malawi. Using a telephone survey, 99 parents/carers were interviewed about the impact of school closure on them and their child with disabilities. Parents reported as being overwhelmingly dissatisfied with the educational experiences of their child with disabilities, with a significant number reporting that they had no contact with the school or the teachers during closures. Children with disabilities were reported as spending very little time on formal learning activities. Nonetheless, parents were confident that their child with disabilities would return to school once these re-opened, as parents noted the loss of structure for their child’s day and increased loneliness arising from lack of contact with their friends. As schools reopen, the mental health of children with disabilities, alongside their learning, will need to be a priority. Finally, parents highlighted the need for more active involvement in their child’s schooling, so that they are able to support them better when they are at home.}, number = {0}, urldate = {2022-11-20}, journal = {International Journal of Inclusive Education}, author = {Singal, Nidhi and Mbukwa-Ngwira, Jenipher and Taneja-Johansson, Shruti and Lynch, Paul and Chatha, Gertrude and Umar, Eric}, month = nov, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13603116.2021.1965804 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2021.1965804 2339240:QH5LTGZL 2405685:GDE8Q2X8}, keywords = {Covid-19, Malawi, disability, education, parent, telephone survey}, pages = {1--17}, } @misc{edtech_hub_team_developing_2021, title = {Developing a teacher-focused theory of change for technology-enhanced teaching and learning}, url = {https://docs.edtechhub.org/lib/2SL6PDSS}, abstract = {Internal Brief}, language = {en}, author = {{EdTech Hub Team}}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2SL6PDSS}, } @book{amaral_helping_2021, series = {Policy {Research} {Working} {Papers}}, title = {Helping families help themselves? {Heterogeneous} effects of a digital parenting program}, shorttitle = {Helping families help themselves?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9850}, abstract = {Parenting practices are crucial for the development of children’s brains and social skills. However, parenting styles may be far from ideal, particularly those of caregivers with high stress levels. Using an individual-level experiment with male and female caregivers of young children in El Salvador, this paper evaluates the impact of a free digital stress management and positive parenting intervention. The results indicate that, for males, the intervention increased stress and anxiety and lowered caregiver-child interactions.}, language = {en}, urldate = {2022-03-04}, publisher = {The World Bank}, author = {Amaral, Sofia and Dinarte Diaz, Lelys and Dominguez, Patricio and Perez-Vincent, Santiago M.}, month = nov, year = {2021}, doi = {10.1596/1813-9450-9850}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9850 2339240:EX5ZSVPT 2405685:I2CW3M3E}, } @misc{noauthor_rayyan_2021, title = {Rayyan - {AI} {Powered} {Tool} for {Systematic} {Literature} {Reviews}}, url = {https://www.rayyan.ai/}, abstract = {Rayyan is an intelligent research collaboration platform that saves you time completing literature reviews and systematic reviews. Intuitive, scalable, fast.}, language = {en-US}, urldate = {2024-01-20}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DFTNNFWJ 2486141:3P8XGBYL}, keywords = {\_Added-ailr-2024}, } @misc{cheney_ed_2021, title = {Ed tech, long overhyped, missed its moment amid {COVID}-19. {What} now?}, url = {https://www.devex.com/news/sponsored/ed-tech-long-overhyped-missed-its-moment-amid-covid-19-what-now-101835}, abstract = {Devex speaks with the experts about how low-cost education technology might ensure more equitable access to remote learning during the pandemic and in any future disruptions to schooling.}, urldate = {2022-02-02}, journal = {Devex}, author = {Cheney, Catherine}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SA86GYJN 2405685:S289T9JY}, } @article{de_la_calle_understanding_2021, title = {Understanding {Teacher} {Digital} {Competence} in the {Framework} of {Social} {Sustainability}: {A} {Systematic} {Review}}, volume = {12}, url = {https://www.mdpi.com/2071-1050/13/23/13283}, doi = {10.3390/su132313283}, abstract = {Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.}, language = {English}, number = {23}, journal = {MDPI Journals}, author = {De la Calle, Ana Maria and Pacheco-Costa, Alejandra and Gomez-Ruiz, Miguel Ángel and Guzman-Simon, Fernando}, editor = {Motyl, Barbara}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su132313283 2339240:KETKPSD6 2405685:GWCW5FRL}, } @misc{global_partnership_for_education_kenya_2021, title = {Kenya {Partnership} {Compact}. 2021 {\textbar} {Documents} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/content/kenya-partnership-compact-2021}, urldate = {2023-06-23}, author = {Global Partnership for Education}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TZEUP59V 2405685:FABDEDV3}, } @misc{ossai_gender-responsive_2021, title = {Gender-responsive education in emergency in {Nigeria}: {Safeguarding} {Girls}' {Presents} and {Futures}}, url = {https://www.brookings.edu/wp-content/uploads/2021/11/BrookingsBrief-Nigeria-FINAL.pdf}, abstract = {This policy brief highlights ways that a gender-responsive perspective can be fully incorporated into planning, policy design, and implementation models for education in emergencies (EiE) in Nigeria, so that governments and education stakeholders can ensure that girls, like boys, can continue learning in times of crisis.}, language = {English}, publisher = {Brookings Institution}, author = {Ossai, , Edem D}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5S7KQM66 2405685:ZMSKJPQP}, } @misc{unlocking_data_mapping_2021, title = {Mapping education data in sub-{Saharan} {Africa}: {Our} experience from the {Unlocking} {Data} campaign and {Sierra} {Leone}}, url = {https://docs.google.com/presentation/d/1WEUyqVEnxjx53eF-X4thxv8Gy2wWLvEdbN4aBuZiPbk}, urldate = {2022-05-10}, author = {{Unlocking Data}}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HAKTFJKU 2405685:YPE9D2W3}, } @misc{world_bank_world_2021, title = {World {Bank}: pandemic threatens to drive unprecedented number of children into learning poverty}, shorttitle = {World bank}, url = {https://www.worldbank.org/en/news/press-release/2021/10/29/world-bank-pandemic-threatens-to-drive-unprecedented-number-of-children-into-learning-poverty}, abstract = {World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty}, language = {en}, urldate = {2022-05-04}, author = {{World Bank}}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FD3S4QP4 2405685:WECGJJ5S}, } @misc{rehman_pakistan_2021, title = {Pakistan - {Data} {Protection} {Overview}}, url = {https://www.dataguidance.com/notes/pakistan-data-protection-overview-0}, abstract = {October 2021 INTRODUCTION Pakistan does not have any extensive data protection legislation in place that specifically regulates matters in connection with the processing of personal data. The Prevention of Electronic Crimes Act, 2016 ('PECA') is currently the primary legislation that provides a legal framework in relation to various kinds of electronic crimes and also extends to the unauthorised access to personal data.}, language = {en}, urldate = {2022-04-07}, journal = {DataGuidance}, author = {Rehman, Shafaq}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XWWK2XCE 2405685:VLSFBU3F}, } @misc{unicef_new_2021, title = {New drive launched to get 250,000 out-of-school children back to class in 16 counties}, url = {https://www.unicef.org/kenya/press-releases/new-drive-launched-get-250000-out-school-children-back-class-16-counties}, urldate = {2023-04-04}, author = {UNICEF}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6RX7TX9N 2405685:CY6AHZ2A}, } @misc{belfield_fcdo_2021, title = {{FCDO} - {GEC}}, url = {https://girlseducationchallenge.org/blogs/blog-article/getting-girls-back-into-school-strategies-for-successfully-re-enrolling-girls-in-ghana-and-sierra-leone/}, urldate = {2021-12-31}, author = {Belfield, Sophie and Mathur, Meenu and Caine, Ellie}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:83NFRUKM 2405685:KL5VN6CJ}, } @article{crouch_using_2021, title = {Using learning profiles to inform education priorities: {An} editors’ overview of the {Special} {Issue}}, volume = {86}, issn = {0738-0593}, shorttitle = {Using learning profiles to inform education priorities}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321001309}, doi = {10.1016/j.ijedudev.2021.102477}, abstract = {This special issue explores the use of learning profiles for analysing the dynamics of low learning in low- and middle-income countries and informing priorities to address the learning crisis. The 12 papers in the special issue draw on learning data from more than 50 countries and 6 million individuals, with implications for education policy and practice. Taken together, they point to a need to steepen learning trajectories by prioritizing early mastery of foundational skills for all children. The papers show that addressing the learning crisis will not be achieved through more school grade attainment alone, nor through within-country equality across groups (such as girls and boys or rich and poor). Positive examples show that programs focused on foundational learning both improved average learning and reduced inequality. Addressing the learning crisis will require a focus on systems improvement, using foundational learning as a case in point for making the needed systems improvements to steepen learning throughout children’s time in school. Learning profiles can provide a guide for education actors aiming to improve learning outcomes.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Crouch, Luis and Kaffenberger, Michelle and Savage, Laura}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102477 2339240:URQN9N62 2405685:XXLGUC8W}, keywords = {Education systems, Foundational skills, Inequality, Learning crisis, Learning profiles}, pages = {102477}, } @article{ardington_covid-19_2021, title = {{COVID}-19 learning losses: {Early} grade reading in {South} {Africa}}, volume = {86}, issn = {07380593}, shorttitle = {{COVID}-19 learning losses}, doi = {10.1016/j.ijedudev.2021.102480}, abstract = {• In South Africa in 2020 around 60 \% of early grade school days were lost due to COVID. • Grade 2 students have reading losses of between 57 \% and 70 \% of a year of learning. • Grade 4 students have reading losses of between 62 \% and 81 \% of a year of learning. • These losses imply learning to schooling loss ratios in the region of 1–1.4. • Students with stronger initial reading proficiency are more negatively impacted. Using three different studies on early grade reading from no-fee schools across in South Africa, this paper establishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts. We find that in 2020 grade 2 students lost between 57 \% and 70 \% of a year of learning relative to their pre-pandemic peers. Among a grade 4 sample, learning losses are estimated at between 62 \% and 81 \% of a year of learning. Considering that in 2020 students in the samples lost between 56 \%–60 \% of contact teaching days due to school closures and rotational timetabling schedules compared to a pre-pandemic year, this implies learning to schooling loss ratios in the region of 1–1.4. There is some evidence from the grade 4 sample that the reading trajectories of children benefiting more from attending school pre-pandemic – namely girls and children with stronger initial reading proficiency - are more negatively impacted. Mitigating the long-run implications of these learning losses will require a significant pivoting of the education system to ensure that instructional practices are appropriately levelled to optimise learning.}, urldate = {2022-02-08}, journal = {International Journal of Educational Development}, author = {Ardington, Cally and Wills, Gabrielle and Kotze, Janeli}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102480 2339240:3AG6DC4Z 2405685:UZD3F4EQ}, keywords = {BEGINNING reading, COVID-19, COVID-19 pandemic, Early grade reading, Learning losses, READING (Preschool), READING ability testing, SCHOOL closings, School closure}, pages = {102480}, } @inproceedings{shaghaghi_classroute_2021, title = {{ClassRoute}: {An} {English} to {Punjabi} {Educational} {Video} {Translation} {Pipeline} for {Supporting} {Punjabi} {Mother}-{Tongue} {Education}}, shorttitle = {{ClassRoute}}, doi = {10.1109/GHTC53159.2021.9612485}, abstract = {Information Communication Technology (ICT) permeates almost every aspect of our daily lives and has become one of the most important priorities for formal and informal education. However, many people particularly those in least developed countries, are unable to reap the benefits due to lack of access to ICT but also due to lack of access to quality educational material. Additionally, in Punjab India, due to a shortage of resources and lack of infrastructure, the education system suffers from massive gaps including high student to teacher ratios, shortage of qualified teachers, and poor teacher training programs. This all has also been further exacerbated due to the COVID19 Pandemic as schools shut down globally and all teaching/learning activities moved online where possible or were canceled otherwise. In an effort to help relieve some of the burden on the Punjabi education system, and motivated by the proven efficiency of mother-tongue based education as well as the importance of visual-based learning, this paper introduces a pipeline for translating English educational videos into Punjabi equivalents which seeks to go beyond simple translation and in future iterations take into consideration the cultural needs of the learners in order to better connect them with the topics being taught. This pipeline is among a series of under construction pipelines aimed at translating English educational videos into other languages, dubbed as ClassRoute.}, booktitle = {2021 {IEEE} {Global} {Humanitarian} {Technology} {Conference} ({GHTC})}, author = {Shaghaghi, Navid and Ghosh, Smita and Kapoor, Raghav}, month = oct, year = {2021}, note = {ISSN: 2377-6919 KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC53159.2021.9612485 2405685:S27BBK9U 4042040:GWNJB5CP}, keywords = {Bridging the Digital Divide, Education, Education Technology (EdTech), Humanitarian Information Communications Technology (ICT), Language Translation, Natural Language Processing (NLP), Pandemics, Pipelines, Quality Education, Semantics, Tongue, Tools, Training}, pages = {342--348}, } @techreport{unicef_rosa_situation_2021, title = {Situation analysis on the effects of and responses to {COVID}-19 on the education sector in {Asia}}, url = {https://www.unicef.org/rosa/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia}, language = {en}, urldate = {2022-02-03}, institution = {UNICEF}, author = {{UNICEF ROSA} and {UNICEF EAPRO} and {UNESCO Bangkok} and {Cambridge Education}}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X4I7DTV2 2405685:8K3IJB8S}, } @misc{world_bank_poverty_2021, title = {Poverty and {Equity} {Brief}: {Pakistan}}, url = {https://databank.worldbank.org/data/download/poverty/987B9C90-CB9F-4D93-AE8C-750588BF00QA/AM2021/Global_POVEQ_PAK.pdf}, urldate = {2021-11-10}, author = {{World Bank}}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B7JZ5PAL 2405685:HWGIHZ4M}, } @misc{lim_educational_2021, title = {Educational {Technology}: {How} {Important} {Is} {It} {In} {Today}'s {Education} {Industry}?}, shorttitle = {Educational {Technology}}, url = {https://elearningindustry.com/how-important-is-technology-in-todays-education-industry}, abstract = {Technological advancement has impacted a lot on education. Find out the 7 most common benefits of educational technology!}, language = {en-US}, urldate = {2022-09-09}, journal = {eLearning Industry}, author = {Lim, Alexander}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I6IJMXVZ 2405685:79G9FM7F}, } @article{ironsi_perceived_2021, title = {Perceived {Efficacy} of e-{Proctoring} {Software} for {Emergency} {Remote} {Online} {Based} {Assessment}: {Perceptions} of {Proctored} {Examinations}}, copyright = {Copyright (c) 2021 EDEN Conference Proceedings}, issn = {2707-2819}, shorttitle = {Perceived {Efficacy} of e-{Proctoring} {Software} for {Emergency} {Remote} {Online} {Based} {Assessment}}, url = {https://www.eden-online.org/proc-2485/index.php/PROC/article/view/1879}, doi = {10.38069/edenconf-2021-ac0026}, abstract = {The switch from traditional teaching methods to emergency remote online learning as a result of the outbreak of COVID-19 necessitated a change in approaches to measurement and evaluation in our educational system. A lot of methods were adopted yet the need for credible, properly monitored, valid and reliable assessment continues to be an issue of debate. E-proctoring as a popular strategy for monitoring and administering online-based examinations has witnessed tremendous success over the years yet ethical issues and many more are yet to be extensively examined. While a teacher may embrace the use of this software for monitoring examination, the perception of preservice teachers has not been explored adequately, much more the opinions of the instructors and preservice teachers on the level of efficacy with regards to the use of e-proctoring strategy for monitoring online-based examinations in a hybrid/emergency remote online educational model has not been investigated. It is in this light that this study intends to examine the perceptions of instructors and preservice teachers on the use of e-proctoring devices during online-based assessments, two research questions were investigated through a quantitative research design. A structured questionnaire was used to elicit information from 40 participants comprising of 36 students and 4 teachers on their perceptions of the effectiveness and efficacy of the e-proctored software while administering and monitoring examinations. Findings from the study will be beneficial in drawing valid conclusions on the use of e-proctored devices in monitoring emergency remote online-based assessment. The conclusions will prepare school administrators and equip them with the possible approaches to adopt in ensuring that a credible valid and reliable evaluation process is conducted during the post-COVID 19 semesters.}, language = {en}, number = {1}, urldate = {2022-03-01}, journal = {EDEN Conference Proceedings}, author = {Ironsi, Chinaza}, month = sep, year = {2021}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.38069/edenconf-2021-ac0026 2339240:7UAR7MC2 2405685:9NMH5XJQ}, pages = {265--282}, } @article{ilic_online_2021, title = {Online {Course} {Satisfaction} in a {Holistic} {Flipped} {Classroom} {Approach}}, issn = {2618-6586}, url = {http://dergipark.org.tr/en/doi/10.31681/jetol.935325}, doi = {10.31681/jetol.935325}, abstract = {The present study aimed to investigate the satisfaction of pre-service teachers with the completely online course instructed with the flipped classroom model. The study was conducted with the explanatory sequential mixed design. The participants included 117 pre-service teachers. Data were collected during the 2020-2021 academic year fall semester with the Online Course Satisfaction Scale and face-to-face interviews. The study findings demonstrated that the pre-service teachers were satisfied with the online course. The satisfaction level of female participants was higher, and the differences were not significant based on the student department. On the other hand, the participants stated that there were systemic and instructor-oriented problems. Furthermore, it was determined that ease of use was an important factor in predicting satisfaction. Ease of use varied based on PC ownership, but not based on tablet ownership. Satisfaction did not differ based on both PC and tablet ownership. It was found that the flipped classroom model exhibited interactional challenges. However, the model had advantages due to its structure that allowed flexibility. It could be suggested that the findings of the present study would contribute to future studies that would address flipped classroom method and satisfaction with online courses.}, language = {en}, urldate = {2022-08-22}, journal = {Journal of Educational Technology and Online Learning}, author = {Ilic, Ulaş}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.31681/jetol.935325 2339240:XJ8SSCBR 2405685:FXMJU98K}, } @misc{sengeh_reimagining_2021, title = {Reimagining {Education} for {Continuous} {Learning} and {Teaching}}, url = {https://edtechhub.org/2021/09/14/edtech-in-sierra-leone-reimagining-education-for-continuous-learning-and-teaching/}, abstract = {EdTech Hub has partnered with the Ministry of Basic and Senior Secondary Education in Sierra Leone to increase the use of evidence in decisions around EdTech. Click to read more.}, language = {en-US}, urldate = {2022-09-07}, journal = {EdTech Hub}, author = {Sengeh, Hon Minister David Moinina and Team, MBSSE Delivery and Team, Hon Minister David Moinina Sengeh {and} MBSSE Delivery}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6JKPNDHR 2405685:SQ7GPXQJ}, } @book{shohel_education_2021, title = {Education in {Emergencies}, {Mental} {Wellbeing} and {E}-{Learning}}, isbn = {978-1-83962-590-9}, url = {https://www.intechopen.com/state.item.id}, abstract = {The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their adaptation journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers.}, language = {en}, urldate = {2022-11-17}, publisher = {IntechOpen}, author = {Shohel, M. Mahruf C. and Mahmud, Arif and Urmee, Munira Azhar and Anwar, Muhammad Naveed and Rahman, Mohammad Mojibur and Acharya, Dev Raj and Ashrafuzzaman, Md and Shohel, M. Mahruf C. and Mahmud, Arif and Urmee, Munira Azhar and Anwar, Muhammad Naveed and Rahman, Mohammad Mojibur and Acharya, Dev Raj and Ashrafuzzaman, Md}, month = sep, year = {2021}, doi = {10.5772/intechopen.97425}, note = {Publication Title: E-Learning and Digital Education in the Twenty-First Century KerkoCite.ItemAlsoKnownAs: 10.5772/intechopen.97425 2339240:B2NKF79D 2405685:MVSKZIW2}, } @article{tsakeni_transition_2021, title = {Transition to online learning by a teacher education program with limited {4IR} affordances}, volume = {6}, copyright = {Copyright (c)}, issn = {2468-6891}, url = {https://ressat.org/index.php/ressat/article/view/570}, doi = {10.46303/ressat.2021.15}, abstract = {This study used the community of inquiry (CoI) framework and the affordances of Internet of things (IoT) to explore how the faculty of education of a rural campus of a university transitioned from face-to-face to online modes of instruction. In this qualitative interpretive study, data were collected through open-ended questionnaires from four purposely selected teacher educators and five final-year bachelor of education preservice teachers. Thematic content analysis techniques were used to analyze the data collected. The findings indicated the tensions experienced by the teacher educators as they negotiated the limited IoT affordances to ensure effective teaching, cognitive, and social presence in the newly formed online classrooms. Some of the tensions included the choices that were made on whether to use synchronous or asynchronous modes of instruction and the selection of effective communication modes. The teacher educators used a combination of the official learning management system (LMS) tools of the university and a social media platform as way of navigating the limited 4IR environments experienced by the preservice teachers.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {Research in Social Sciences and Technology}, author = {Tsakeni, Maria}, month = sep, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 10.46303/ressat.2021.15 2339240:M4H98T8W 2405685:FMGDCFMJ}, keywords = {COVID-19, Internet of things, community of inquiry, online learning, teacher education}, } @misc{common_market_for_eastern_and_southern_africa_comesa_kenya_2021, title = {Kenya lauded for achieving 75\% electricity access rate}, url = {https://www.comesa.int/kenya-lauded-for-achieving-75-electricity-access-rate/}, language = {en-US}, urldate = {2021-10-07}, author = {{Common Market for Eastern and Southern Africa (COMESA)}}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LE4N8QYZ 2405685:4RF5ZB4L}, } @misc{bapna_17_2021, title = {17 {EdTech} {Frameworks} and {Who} {Needs} to {Know} {Them}}, url = {https://edtechhub.org/2021/09/01/17-edtech-frameworks-and-who-needs-to-know-them/}, abstract = {17 EdTech frameworks that provide a valuable bridge between theory and practice. EdTech resources for policy-makers, educational institutions, teachers and multi-stakeholders.}, language = {en-US}, urldate = {2022-12-09}, journal = {EdTech Hub}, author = {Bapna, Akanksha and Nicolai, Susan and Myers, Christina and Pellini, Arnaldo and Sharma, Namrata and Wilson, Sam and Wilson, Susan Nicolai, Christina Myers, Arnaldo Pellini, Namrata Sharma {and} Sam, Akanksha Bapna}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZT8D763J 2405685:9TG8YM2I}, } @article{neidhofer_intergenerational_2021, title = {Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of {COVID}-19 in {Latin} {America}}, volume = {19}, issn = {1573-8701}, shorttitle = {Intergenerational transmission of lockdown consequences}, url = {https://doi.org/10.1007/s10888-021-09501-x}, doi = {10.1007/s10888-021-09501-x}, abstract = {The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.}, language = {en}, number = {3}, urldate = {2022-08-25}, journal = {The Journal of Economic Inequality}, author = {Neidhöfer, Guido and Lustig, Nora and Tommasi, Mariano}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10888-021-09501-x 2339240:WXRB3PSQ 2405685:DI7L98CJ}, keywords = {COVID-19, Education, Human capital, I24, I38, Inequality, Intergenerational persistence, J62, Latin America, Lockdowns, School closures}, pages = {571--598}, } @article{neidhofer_intergenerational_2021, title = {Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of {COVID}-19 in {Latin} {America}}, volume = {19}, issn = {1573-8701}, shorttitle = {Intergenerational transmission of lockdown consequences}, url = {https://doi.org/10.1007/s10888-021-09501-x}, doi = {10.1007/s10888-021-09501-x}, abstract = {The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.}, language = {en}, number = {3}, urldate = {2022-08-25}, journal = {The Journal of Economic Inequality}, author = {Neidhöfer, Guido and Lustig, Nora and Tommasi, Mariano}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10888-021-09501-x 2339240:WXRB3PSQ 2405685:DI7L98CJ}, keywords = {COVID-19, Education, Human capital, I24, I38, Inequality, Intergenerational persistence, J62, Latin America, Lockdowns, School closures}, pages = {571--598}, } @article{selwyn_ed-tech_2021, title = {Ed-{Tech} {Within} {Limits}: {Anticipating} educational technology in times of environmental crisis}, volume = {18}, issn = {2042-7530}, shorttitle = {Ed-{Tech} {Within} {Limits}}, url = {https://doi.org/10.1177/20427530211022951}, doi = {10.1177/20427530211022951}, abstract = {Despite climate heating and rising ecological instability, environmental issues feature rarely in discussions of educational technology. Most commentators presume the continued unfettered use of digital education resources bolstered by occasional claims that emerging technologies might support the ?greening? of school and university provision. In contrast to such business-as-usual complacency, this article anticipates ongoing environmental degradation of the planet as radically upending the continued expansion of digital technologies in education. On the one hand, depletion of natural resources and energy curtailments might put paid to established ?abundant? forms of digital technology use. On the other hand, more frequent climate-related disasters might necessitate emergency forms of education for displaced and unsettled populations. As such, the article argues for a new paradigm of educational technology that is both wholly sustainable and targeted towards displaced and disadvantaged populations. The article considers a number of ways that such an ?Ed-Tech Within Limits? might be pursued ? outlining fundamental shifts in thinking necessary to reorient educational technology along environmentally concerned lines.}, language = {en}, number = {5}, urldate = {2022-11-16}, journal = {E-Learning and Digital Media}, author = {Selwyn, Neil}, month = sep, year = {2021}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/20427530211022951 2339240:IAI4JMQG 2405685:8GL436EN}, pages = {496--510}, } @article{weijers_nudging_2021, title = {Nudging in education: from theory towards guidelines for successful implementation}, volume = {36}, issn = {1878-5174}, shorttitle = {Nudging in education}, url = {https://doi.org/10.1007/s10212-020-00495-0}, doi = {10.1007/s10212-020-00495-0}, abstract = {Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is necessary for successful implementation. Then, we aim to facilitate this implementation of nudging in education by making a distinction between nudges that is relevant for overcoming these issues. Based on the framework proposed by Hansen and Jespersen (European Journal of Risk Regulation, 4(1), 3–28, 2013), we distinguish between Type 1 and Type 2 nudges, and transparent and non-transparent nudges, resulting in four nudge categories. For each of these nudge categories, we determine its suitability for different educational goals. The resulting decision matrix can help researchers and practitioners when designing nudges for an educational context.}, language = {en}, number = {3}, urldate = {2024-02-14}, journal = {European Journal of Psychology of Education}, author = {Weijers, Robert J. and de Koning, Björn B. and Paas, Fred}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10212-020-00495-0 2339240:E6XK7JIR 2405685:RC3MYCEA}, keywords = {Educational psychology, Instructional support, Learning behavior, Nudging, Teaching strategies}, pages = {883--902}, } @techreport{crawfurd_teaching_2021, address = {Washington, DC}, type = {Working {Paper}}, title = {Teaching and {Testing} by {Phone} in a {Pandemic}}, url = {https://www.cgdev.org/sites/default/files/teaching-and-testing-phone-pandemic.pdf}, abstract = {How did children learn while schools were closed during 2020 due to the COVID-19 pandemic? In this paper we evaluate the effectiveness of live tutoring calls from teachers, using a randomized controlled trial with 4,399 primary school students in Sierra Leone.}, language = {en}, number = {591}, urldate = {2021-11-11}, institution = {Center for Global Development}, author = {Crawfurd, Lee and Evans, David K. and Hares, Susannah and Sandefur, Justin}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FTSVR76S 2339240:GAPVTT3N 2339240:K9KUNITI 2405685:5RJW9S5N 2405685:7AP7H3CG 2405685:H3J9AJ2Z 2405685:KW3QGYS5 2534379:ZTWPMXUG}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{marin_where_2021, title = {Where is {EdTech} working? {Leveraging} data for better {EdTech} policies}, url = {https://blogs.worldbank.org/education/where-edtech-working-leveraging-data-better-edtech-policies}, abstract = {The COVID-19 pandemic has disrupted schooling for over 1.6 billion students worldwide. Many education systems fell short of their goal to ensure the continuity of learning due to the digital divide that kept many without access to any kind of remote learning opportunity.}, language = {en, es, fr}, journal = {Where is EdTech working? Leveraging data for better EdTech policies}, author = {Marin, Sergio Venegas and Cobo, Cristobal and Cloutier, Marie-Helene and Lambert-Porter, Emma}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ERJ4KFAX 2405685:463WE282}, } @article{van_cappelle_analysis_2021, title = {An analysis of the reach and effectiveness of distance learning in {India} during school closures due to {COVID}-19}, volume = {85}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059321000924}, doi = {10.1016/j.ijedudev.2021.102439}, language = {en}, urldate = {2021-10-14}, journal = {International Journal of Educational Development}, author = {van Cappelle, Frank and Chopra, Vidur and Ackers, Jim and Gochyyev, Perman}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102439 2339240:RRVFL86Y 2405685:L6WAUQMA}, pages = {102439}, } @techreport{working_group_on_digital_learning_connecting_2021, title = {Connecting {Learning} {Spaces}: {Possibilities} for {Hybrid} {Learning}}, url = {https://broadbandcommission.org/wp-content/uploads/dlm_uploads/2021/09/Digital-Learning-Report-Broadband-Commission.pdf}, language = {en}, institution = {Broadband Commission for Sustainable Development}, author = {Working Group on Digital Learning}, month = sep, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B6YJG67Z 2405685:HB5PH6ML}, pages = {192}, } @misc{hennessy_reimagining_2021, address = {Virtual}, type = {Conference {Panel} {Presentation}}, title = {Reimagining {Teacher} {Professional} {Development} for {Scalable}, {Sustainable} and {Equitable} {Outcomes} - {Using} {EdTech} {Research} {Evidence}}, url = {https://events.development.asia/materials/20210827/reimagining-teacher-professional-development-scalable-sustainable-and-equitable}, language = {en}, urldate = {2022-01-05}, author = {Hennessy, Sara and Koomar, Saalim}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8NPXTAKN}, } @article{meihami_exploring_2021, title = {Exploring {EFL} teachers’ professional identity development in a {CALL} teacher preparation program}, volume = {17}, issn = {18324215}, url = {https://www.castledown.com/journals/jaltcall/article/?reference=404}, doi = {10.29140/jaltcall.v17n2.404}, language = {en}, number = {2}, urldate = {2022-08-23}, journal = {The JALT CALL Journal}, author = {Meihami, Hussein and Esfandiari, Rajab}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.29140/jaltcall.v17n2.404 2339240:W2D7U4LI 2405685:KX4C93E2}, } @misc{long_intergovernmental_2021, title = {Intergovernmental fiscal transfers, equity and service delivery: lessons from {Uganda}}, shorttitle = {Intergovernmental fiscal transfers, equity and service delivery}, url = {https://odi.org/en/publications/intergovernmental-fiscal-transfers-equity-and-service-delivery-lessons-from-uganda/}, abstract = {Analysing the equity of government fiscal resource allocation}, language = {en-gb}, urldate = {2022-04-07}, journal = {ODI: Think change}, author = {Long, Cathal and Fraser, Alasdair and Mbate, Michael and Lacroix, Antoine}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZR6FLK9A 2405685:BGCRN4D3 4656463:6IGGVE36}, } @misc{unicef_first_2021, title = {First day of school 'indefinitely postponed' for 140 million first-time students around the world - {UNICEF}}, url = {https://www.unicef.org/bangladesh/en/press-releases/first-day-school-indefinitely-postponed-140-million-first-time-students-around-world}, abstract = {At least eight million of these young learners have been waiting for over a year}, language = {en}, urldate = {2021-10-28}, author = {{UNICEF}}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NUQ9QBE3 2405685:JAQTAKT4 2405685:WMXY3AMI}, } @misc{schmitt_scaling_2021, title = {Scaling {Personalised} {Learning} {Technology} in {Malawi}}, url = {https://edtechhub.org/2021/08/17/scaling-personalized-learning-technology-in-malawi-lessons-from-our-sandbox-with-onebillion/}, abstract = {Want to know more about the lessons we learnt from our sandbox with onebillion? Read our blog, Scaling personalized learning technology in Malawi.}, language = {en-US}, urldate = {2023-03-17}, journal = {EdTech Hub}, author = {Schmitt, Laurel}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KWP37J8V 2339240:QWF5YPUM 2405685:3JNLR2A9 2405685:PMDAD9XJ}, } @article{thompson_schooling_2021, title = {Schooling, interrupted: a critical account of motivation and education during the first wave of the {COVID}-19 pandemic in {Quebec}}, volume = {15}, issn = {1911-8279}, shorttitle = {Schooling, interrupted}, url = {https://jtl.uwindsor.ca/index.php/jtl/article/view/6722}, doi = {10.22329/jtl.v15i2.6722}, abstract = {Among the concerns about youth wellbeing during the COVID-19 pandemic, one well-documented impact is youth motivation, particularly in relation to schooling. Yet many questions remain: How are youth experiencing motivation? What factors affect their motivation? How are youth differentially experiencing motivation? This article addresses young people’s experiences of motivation during the first wave of the pandemic as explored through participatory visual research. In Spring 2020, the Quebec private and public secondary school systems responded very differently to school closures. Private schools pivoted to distance learning within about two weeks, whereas public schools took almost two months to provide formal instruction. Bringing youth’s accounts of motivation into conversation with youth’s concerns about the inequities across the private and public school systems offers a rich opportunity to revisit Self-Determination Theory as an established theory of motivation. Youth’s analyses urge us to revisit the conceptualization of “structure” within this theory and how structure might offer a junction for accounting for more macrostructural inequalities within motivation research.}, number = {2}, urldate = {2023-03-18}, journal = {Journal of Teaching and Learning}, author = {Thompson, Jennifer and Fraser, Sarah and Archambault, Isabelle and Beauregard, Nancy and Dupéré, Véronique and Frohlich, Katherine}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.22329/jtl.v15i2.6722 2339240:YNB9HL6M 2405685:IZXQTPC9}, pages = {60--80}, } @phdthesis{myers_framework_2021, type = {phd}, title = {A {Framework} to {Democratise} the {Design} of {Educational} {Games} on {Social} {Issues} during {Game} {Jams}}, url = {http://oro.open.ac.uk/78558/}, abstract = {Game Jams are events organised to create computer games, usually taking place during weekends. These events have become a popular way to enable participants to experience processes and practices of game development as well as to offer multidisciplinary learning opportunities, accessed through the variety of skills involved in game design. However, these events tend to be attended predominantly by male game developers and present barriers to participation for more diverse groups. This thesis investigates how to support diverse group participation in Game Jams, including people from different ethnicities, genders, ages, sexual orientations and who do not have any prior experience of designing games; and explores Game Jam participation as an opportunity to discuss social issues. To this end, a framework to democratise the design of educational games on social issues in Game Jams is proposed. The framework consists of a process with structured resources and activities to enhance learning by supporting egalitarian participation and agency. It offers collaborative learning opportunities for groups to engage with a social issue, relying on storytelling and on the exchange of perspectives and experiences. It also provides support and access to research-based principles to design games for education, and egalitarian opportunities to acquire game development skills, considered relevant opportunities given the wide-spread use of games and increasing interest in games as engaging tools for online education. The development of the framework is grounded in Critical Pedagogy, an educational approach providing principles and processes to democratise learning initiatives based on egalitarian participation and agency. Following a Design-Based Research methodology, the framework is developed through a case study on creating educational games on everyday sexism. A set of formative design studies are undertaken to co-design resources and activities that enable participants to elaborate solutions to the social issue and create educational games themselves. An evaluative study is then presented with the realisation of two Game Jams to assess and validate the proposed framework. The theoretical contributions of this work validate two new applications of Critical Pedagogy. The first one is to apply Critical Pedagogy to shape Game Jams to enhance learning through the active involvement of participants as equal learners and agents of social change. The second one applies Critical Pedagogy to democratise knowledge of design principles to create educational games on social issues. Lastly, access to a co-created tool for raising awareness of everyday sexism and insights on how to enable broad audiences to acquire games development skills are some of the practical contributions of this thesis.}, language = {en}, urldate = {2022-03-28}, school = {The Open University}, author = {Myers, Christina}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8JDXC44I 2405685:CNBR3BS2}, } @misc{kelly_countries_2021, title = {Countries using data to inform education policies}, url = {https://www.globalpartnership.org/blog/countries-using-data-inform-education-policies}, abstract = {How can data be transformed into policy so that children everywhere, even the most disadvantaged, can realize their right to learn? Read how a project has helped countries like Lao PDR, Georgia and Mongolia to just do that.}, language = {en}, urldate = {2021-10-06}, journal = {Education for All}, author = {Kelly, Peggy}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EEWA9327 2405685:HW883XL9}, } @misc{the_education_comission_five_2021, title = {Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges}, url = {https://educationcommission.org/updates/five-ways-geospatial-analysis-can-help-visualize-and-solve-some-of-educations-biggest-challenges/}, abstract = {As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...}, language = {en-US}, urldate = {2022-11-03}, author = {{The Education Comission}}, month = aug, year = {2021}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2405685:2HMKI9VR 4042040:UQU9GND7}, } @article{rodriguez-segura_edtech_2021, title = {{EdTech} in developing countries: a review of the evidence}, issn = {0257-3032}, shorttitle = {Edtech in developing countries}, url = {https://doi.org/10.1093/wbro/lkab011}, doi = {10.1093/wbro/lkab011}, abstract = {The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.}, number = {lkab011}, urldate = {2021-11-10}, journal = {The World Bank Research Observer}, author = {Rodriguez-Segura, Daniel}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkab011 2339240:DEKZ2C9I 2405685:ZS3CD2X6}, } @article{romero-hall_current_2021, title = {Current initiatives, barriers, and opportunities for networked learning in {Latin} {America}}, volume = {69}, issn = {1556-6501}, url = {https://doi.org/10.1007/s11423-021-09965-8}, doi = {10.1007/s11423-021-09965-8}, abstract = {This paper explores and describes the current initiatives, barriers, and opportunities for formal, non-formal, and informal networked learning experiences using social media in Latin America. It focuses on networked learning initiatives such as the use of institutional social media accounts, educational hashtags, social media in the classroom, educational channels via video hosting platforms, and government established networked learning programs for connected classrooms. The same multiplicity, diversity, and heterogenicity that represent the culture, languages, and socio-economic status of the people of Latin America also characterize the vast mixture of networked learning initiatives across the region. Potential barriers (i.e., the digital divide, Internet filtering policies, lack of research) and opportunities for implementation (i.e., networked learning educational reforms, mobile learning technology, and social media ethical considerations) are explored. The paper concludes with recommendations that policymakers and education leaders in Latin America should keep in mind to engage in fruitful networked learning initiatives.}, language = {en}, number = {4}, urldate = {2022-04-19}, journal = {Educational Technology Research and Development}, author = {Romero-Hall, Enilda}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-021-09965-8 2339240:25TY743U 2405685:SXGL4TF6}, keywords = {Connected learning, Information and communications technology, Latin America, Mobile learning, Networked learning, Social media}, pages = {2267--2283}, } @article{van_dinter_automation_2021, title = {Automation of systematic literature reviews: {A} systematic literature review}, volume = {136}, issn = {0950-5849}, shorttitle = {Automation of systematic literature reviews}, url = {https://www.sciencedirect.com/science/article/pii/S0950584921000690}, doi = {10.1016/j.infsof.2021.106589}, abstract = {Context Systematic Literature Review (SLR) studies aim to identify relevant primary papers, extract the required data, analyze, and synthesize results to gain further and broader insight into the investigated domain. Multiple SLR studies have been conducted in several domains, such as software engineering, medicine, and pharmacy. Conducting an SLR is a time-consuming, laborious, and costly effort. As such, several researchers developed different techniques to automate the SLR process. However, a systematic overview of the current state-of-the-art in SLR automation seems to be lacking. Objective This study aims to collect and synthesize the studies that focus on the automation of SLR to pave the way for further research. Method A systematic literature review is conducted on published primary studies on the automation of SLR studies, in which 41 primary studies have been analyzed. Results This SLR identifies the objectives of automation studies, application domains, automated steps of the SLR, automation techniques, and challenges and solution directions. Conclusion According to our study, the leading automated step is the Selection of Primary Studies. Although many studies have provided automation approaches for systematic literature reviews, no study has been found to apply automation techniques in the planning and reporting phase. Further research is needed to support the automation of the other activities of the SLR process.}, urldate = {2024-01-18}, journal = {Information and Software Technology}, author = {van Dinter, Raymon and Tekinerdogan, Bedir and Catal, Cagatay}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2021.106589 2405685:D5JR22C8 2486141:MUGRSX6T}, keywords = {Automation, Machine learning, Natural language processing, Review, Systematic literature review (SLR), Text mining, \_Added-ailr-2024}, pages = {106589}, } @article{badiuzzaman_latent_2021, title = {The latent digital divide and its drivers in e-learning among {Bangladeshi} students during the {COVID}-19 pandemic}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, url = {https://www.mdpi.com/2078-2489/12/8/287}, doi = {10.3390/info12080287}, abstract = {The devastating COVID-19 pandemic forced academia to go virtual. Educational institutions around the world have stressed online learning programs in the aftermath of the pandemic. However, because of insufficient access to Information Communication Technology (ICT), a substantial number of students failed to harness the opportunity of online learning. This study explores the latent digital divide exhibited during the COVID-19 pandemic while online learning activities are emphasised among students of Bangladesh. It also investigates the digital divide exposure and the significant underlying drivers of the divide. In order to accomplish this, a cross-sectional survey was employed to collect quantitative data, mixed with open-ended questions were utilised to gather qualitative information from the student community. The findings revealed that despite the majority of students having physical access to ICT, only 32.5\% of students could attend online classes seamlessly. In total, 34.1\% reported data prices as the critical barrier, while 39.8\% identified poor network infrastructure as the significant barrier preventing them from participating in online learning activities. Although most students possess physical access to various devices and the Internet, they face the first-level digital divide due to the quality of access and price of cellular Internet. Consequently, they fail to take advantage of physical access, resulting in the third-level digital divide (utility gap), which submerges them into a digital divide cycle. The primary objective of this study is to explore the underlying issues of the digital divide among Bangladeshi students. This will assist relevant stakeholders (e.g., the Bangladesh government, educational institutions, and researchers) to gain necessary insights and theoretical understanding of underlying limitations and emergent directions to arrange adequate support for underprivileged students to undertake essential online learning activities.}, language = {en}, number = {8}, urldate = {2021-10-25}, journal = {Information}, author = {Badiuzzaman, Md and Rafiquzzaman, Md and Rabby, Md Insiat Islam and Rahman, Mohammad Mustaneer}, month = aug, year = {2021}, note = {Number: 8 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/info12080287 2339240:6S36DZH9 2405685:BTG5QS57}, keywords = {COVID-19, digital divide, multi-level digital divide, online learning}, pages = {287}, } @techreport{hassan_telementoring_2021, address = {Monash University}, type = {Working {Paper}}, title = {Telementoring and homeschooling during school closures: {A} randomized experiment in rural {Bangladesh}}, url = {https://www.monash.edu/__data/assets/pdf_file/0007/2651416/WP2021n03_V1.pdf}, abstract = {Prolonged school closures due to political unrests, teacher strikes, natural disasters, and public health crises can be detrimental to student learning in developing countries. Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from relatively lower socioeconomic backgrounds benefitted the most from telementoring. These findings suggest that learning crises in low-resource settings can be addressed by simple and very low-cost technology solutions.}, language = {en}, institution = {Centre for Development Economics and Sustainability}, author = {Hassan, Hashibul and Islam, Asad and Siddique, Abu and Wang, Liang Choon}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5YSHGI3S 2339240:7WBML8RC 2405685:6J9MZIZY 2405685:XE45G75X 2405685:XU7PCDNA 2534379:RF4FNWBS}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {54}, } @article{khan_child_2021, title = {Child education in the time of pandemic: {Learning} loss and dropout}, volume = {127}, issn = {0190-7409}, shorttitle = {Child education in the time of pandemic}, doi = {10.1016/j.childyouth.2021.106065}, abstract = {The disruptive effects of the COVID-19 pandemic had affected the education sector at an unprecedented scale. In order to contain the spread of the virus, a large number of countries across the globe have shut their schools to handle the pandemic. However, it has adversely affected students' learning and school attendance. In this regard, we assess the impact of COVID-19 on the learning loss, school dropout, and the economic costs in term of foregone earnings for children in Pakistan. The study finds a substantial decrease in Learning Adjusted Years of Schooling (LAYS) with worsening consequences for girls than boys. Likewise, the aggregate economic cost amounts to 107 billion dollars when adjusted for human capital utilisation. Besides, our simulation results suggest that about 7.2 million children dropout due to a reduction in household expenditure by 50 percent. In comparison, the dropout is more pronounced at the primary level of schooling. The results recommend that the government design robust social protection and remote education strategies to mitigate school closure’s adverse effect on children's learning. The emphasis should be rather on the long run strategies to cope with a resilient education system of futuristic orientation. (PsycInfo Database Record (c) 2021 APA, all rights reserved)}, urldate = {2022-04-05}, journal = {Children and Youth Services Review}, author = {Khan, Muhammad Jehangir and Ahmed, Junaid}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2021.106065 2339240:YF7YC22M 2405685:DWQ4UZX5}, keywords = {Adjustment, COVID-19, Education, Learning Strategies, Learning loss, Pakistan, Pandemics, School Dropout, School Dropouts, School Learning}, } @techreport{shah_how_2021, type = {Guidance note}, title = {How to integrate {Value} for {Money} assessments within the {External} {Evaluations} of the {GEC}}, language = {en}, institution = {Foreign, Commonwealth \& Development Office}, author = {Shah, Valsa}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:32NCMKDK 2405685:NQ22KZWA}, } @article{neidhofer_intergenerational_2021, title = {Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of {COVID}-19 in {Latin} {America}}, issn = {1569-1721}, shorttitle = {Intergenerational transmission of lockdown consequences}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8325400/}, doi = {10.1007/s10888-021-09501-x}, abstract = {The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.}, urldate = {2022-04-19}, journal = {Journal of Economic Inequality}, author = {Neidhöfer, Guido and Lustig, Nora and Tommasi, Mariano}, month = jul, year = {2021}, pmid = {34366749}, pmcid = {PMC8325400}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10888-021-09501-x 2339240:WN3LXJPD 2405685:TR8PDKM5}, pages = {1--28}, } @article{neidhofer_intergenerational_2021, title = {Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of {COVID}-19 in {Latin} {America}}, issn = {1569-1721}, shorttitle = {Intergenerational transmission of lockdown consequences}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8325400/}, doi = {10.1007/s10888-021-09501-x}, abstract = {The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.}, urldate = {2022-04-19}, journal = {Journal of Economic Inequality}, author = {Neidhöfer, Guido and Lustig, Nora and Tommasi, Mariano}, month = jul, year = {2021}, pmid = {34366749}, pmcid = {PMC8325400}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10888-021-09501-x 2339240:WN3LXJPD 2405685:TR8PDKM5}, pages = {1--28}, } @misc{selwyn_e-waste_2021, title = {E-waste and planned obsolescence}, url = {https://criticaledtech.com/2021/08/01/e-waste-and-planned-obsolescence/}, abstract = {Notes from Guardian report (15.04.20) by John Harris on e-waste and planned obsolescence ** There is a pressing need to talk about educational technology in terms of the disposal – rather than adop…}, language = {en}, urldate = {2022-04-12}, journal = {Critical Studies of EDUCATION \& TECHNOLOGY}, author = {Selwyn, Neil}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MJVFPJ7K 2405685:8DUFXTJF}, } @book{mcnulty_handbook_2021, title = {Handbook of {Regression} {Modeling} in {People} {Analytics}: {With} {Examples} in {R} and {Python}}, isbn = {978-1-00-042792-9}, shorttitle = {Handbook of {Regression} {Modeling} in {People} {Analytics}}, abstract = {Despite the recent rapid growth in machine learning and predictive analytics, many of the statistical questions that are faced by researchers and practitioners still involve explaining why something is happening. Regression analysis is the best ‘swiss army knife’ we have for answering these kinds of questions. This book is a learning resource on inferential statistics and regression analysis. It teaches how to do a wide range of statistical analyses in both R and in Python, ranging from simple hypothesis testing to advanced multivariate modelling. Although it is primarily focused on examples related to the analysis of people and talent, the methods easily transfer to any discipline. The book hits a ‘sweet spot’ where there is just enough mathematical theory to support a strong understanding of the methods, but with a step-by-step guide and easily reproducible examples and code, so that the methods can be put into practice immediately. This makes the book accessible to a wide readership, from public and private sector analysts and practitioners to students and researchers. Key Features:• 16 accompanying datasets across a wide range of contexts (e.g. academic, corporate, sports, marketing) • Clear step-by-step instructions on executing the analyses. • Clear guidance on how to interpret results. • Primary instruction in R but added sections for Python coders. • Discussion exercises and data exercises for each of the main chapters.• Final chapter of practice material and datasets ideal for class homework or project work.}, language = {en}, publisher = {CRC Press}, author = {McNulty, Keith}, month = jul, year = {2021}, note = {Google-Books-ID: Nt4zEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:73W8T3RZ 2405685:5DS6D5VM}, keywords = {Business \& Economics / Statistics, Mathematics / Probability \& Statistics / General}, } @misc{escolas_exponenciais_pesquisa_2021, title = {Pesquisa revela sistemas de ensino melhor avaliados no país - {Blog} do {EX}}, url = {https://escolasexponenciais.com.br/inovacao-e-gestao/sistemas-de-ensino-melhor-avaliados/}, abstract = {Diagnóstico Nacional da Educação aponta qual é o sistema de ensino mais bem avaliado por pais e responsáveis por alunos em todo Brasil.}, language = {pt-BR}, urldate = {2022-06-06}, journal = {Escolas Exponenciais}, author = {Escolas Exponenciais,}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZJP4J9X9 2405685:WCD5LB3Q}, } @article{daly_silenced_2021, title = {Silenced by an unknown language? {Exploring} language matching during rransitions from complementary education to government schools in {Ghana}}, volume = {0}, issn = {0305-7925}, shorttitle = {Silenced by an {Unknown} {Language}?}, url = {https://doi.org/10.1080/03057925.2021.1941772}, doi = {10.1080/03057925.2021.1941772}, abstract = {Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction.}, number = {0}, urldate = {2023-02-10}, journal = {Compare: A Journal of Comparative and International Education}, author = {Daly, Kieran and Carter, Emma and Sabates, Ricardo}, month = jul, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2021.1941772 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2021.1941772 2405685:KV9RQPGW 4042040:F4XHI9TM}, keywords = {Ghana, Mother tongue education, language matching, literacy, multilingualism}, pages = {1--18}, } @book{al-samarrai_role_2021, address = {Washington, DC}, title = {The {Role} of {Intergovernmental} {Fiscal} {Transfers} in {Improving} {Education} {Outcomes}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, isbn = {978-1-4648-1693-2}, url = {https://openknowledge.worldbank.org/handle/10986/35838}, abstract = {The majority of the world’s children live in countries where local governments are responsible for the provision of basic education services. Although subnational governments manage their own education systems, they often rely on transfers from the central government for funding. The main purpose of this study is to assess how these fiscal transfers affect public funding for education and how they ultimately affect student schooling and learning outcomes. Through a careful analysis of how fiscal transfers have affected education systems in different contexts, the investigation develops a set of principles to support improvements in the design and implementation of transfer systems with a specific focus on the provision of education services. The study is centered on seven country case studies that aim to answer a set of common research questions using a similar approach. Country case studies were conducted in Brazil, Bulgaria, China, Colombia, Indonesia, Sudan, and Uganda. The analysis shows that fiscal transfer mechanisms can improve the adequacy of public education spending, reduce spending inequalities between regions, and improve spending efficiency. Moreover, the study highlights that carefully designed and implemented transfer systems can help raise overall education outcomes and reduce education inequality. This publication was funded by a grant from the Results in Education for All Children (REACH) trust fund at the World Bank. REACH is supported by the government of Germany through the Federal Ministry for Economic Cooperation and Development, the government of Norway through NORAD, and the government of the United States of America through the U.S. Agency for International Development.}, language = {en}, urldate = {2022-04-07}, publisher = {World Bank}, author = {Al-Samarrai, Samer and Lewis, Blane}, month = jul, year = {2021}, doi = {10.1596/978-1-4648-1693-2}, note = {Accepted: 2021-06-28T14:28:37Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1693-2 2339240:6R2LBJUB 2405685:RN7PVKFV 4656463:K5KKTKWC}, keywords = {Education, Education Equity, Education Finance, Education Outcomes, Education Spending, Fiscal Decentralization, Fiscal Transfers, Public Expenditure}, } @misc{break_free_alliance_safeguarding_2021, title = {Safeguarding {Her}: {A} call to action to educating girls in vulnerable situations}, url = {https://www.globalpartnership.org/blog/safeguarding-her-call-action-educating-girls-vulnerable-situations}, abstract = {For millions of girls across Africa, the thought of joining school remains far-fetched. Here are 6 recommendations we consider vital to ensure girls’ better access to education and secure their futures.}, language = {English}, urldate = {2022-08-21}, journal = {Education for All}, author = {Break Free Alliance}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:36KPCI4X 2405685:P5HCFXSZ}, } @book{mello_brazil_2021, address = {Washington, DC}, title = {Brazil {Case} {Study}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, isbn = {978-1-4648-1693-2}, url = {https://openknowledge.worldbank.org/handle/10986/35838}, abstract = {The majority of the world’s children live in countries where local governments are responsible for the provision of basic education services. Although subnational governments manage their own education systems, they often rely on transfers from the central government for funding. The main purpose of this study is to assess how these fiscal transfers affect public funding for education and how they ultimately affect student schooling and learning outcomes. Through a careful analysis of how fiscal transfers have affected education systems in different contexts, the investigation develops a set of principles to support improvements in the design and implementation of transfer systems with a specific focus on the provision of education services. The study is centered on seven country case studies that aim to answer a set of common research questions using a similar approach. Country case studies were conducted in Brazil, Bulgaria, China, Colombia, Indonesia, Sudan, and Uganda. The analysis shows that fiscal transfer mechanisms can improve the adequacy of public education spending, reduce spending inequalities between regions, and improve spending efficiency. Moreover, the study highlights that carefully designed and implemented transfer systems can help raise overall education outcomes and reduce education inequality. This publication was funded by a grant from the Results in Education for All Children (REACH) trust fund at the World Bank. REACH is supported by the government of Germany through the Federal Ministry for Economic Cooperation and Development, the government of Norway through NORAD, and the government of the United States of America through the U.S. Agency for International Development.}, language = {en}, urldate = {2022-05-31}, publisher = {World Bank}, author = {Mello, Ursula and Loureiro, Andre and Cruz, Louisee}, month = jul, year = {2021}, doi = {10.1596/978-1-4648-1693-2}, note = {Accepted: 2021-06-28T14:28:37Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1693-2 2339240:IKJT3DUI 2405685:SZCK288Z 4656463:6PMDEFFM}, keywords = {Education, Education Equity, Education Finance, Education Outcomes, Education Spending, Fiscal Decentralization, Fiscal Transfers, Public Expenditure}, } @article{orkin_guidelines_2021, title = {Guidelines for reporting trial protocols and completed trials modified due to the {COVID}-19 pandemic and other extenuating circumstances: {The} {CONSERVE} 2021 {Statement}}, volume = {326}, issn = {0098-7484}, shorttitle = {Guidelines for {Reporting} {Trial} {Protocols} and {Completed} {Trials} {Modified} {Due} to the {COVID}-19 {Pandemic} and {Other} {Extenuating} {Circumstances}}, url = {https://doi.org/10.1001/jama.2021.9941}, doi = {10.1001/jama.2021.9941}, abstract = {Extenuating circumstances can trigger unplanned changes to randomized trials and introduce methodological, ethical, feasibility, and analytical challenges that can potentially compromise the validity of findings. Numerous randomized trials have required changes in response to the COVID-19 pandemic, but guidance for reporting such modifications is incomplete.As a joint extension for the CONSORT and SPIRIT reporting guidelines, CONSERVE (CONSORT and SPIRIT Extension for RCTs Revised in Extenuating Circumstances) aims to improve reporting of trial protocols and completed trials that undergo important modifications in response to extenuating circumstances.A panel of 37 international trial investigators, patient representatives, methodologists and statisticians, ethicists, funders, regulators, and journal editors convened to develop the guideline. The panel developed CONSERVE following an accelerated, iterative process between June 2020 and February 2021 involving (1) a rapid literature review of multiple databases (OVID Medline, OVID EMBASE, and EBSCO CINAHL) and gray literature sources from 2003 to March 2021; (2) consensus-based panelist meetings using a modified Delphi process and surveys; and (3) a global survey of trial stakeholders.The rapid review yielded 41 673 citations, of which 38 titles were relevant, including emerging guidance from regulatory and funding agencies for managing the effects of the COVID-19 pandemic on trials. However, no generalizable guidance for all circumstances in which trials and trial protocols might face unanticipated modifications were identified. The CONSERVE panel used these findings to develop a consensus reporting guidelines following 4 rounds of meetings and surveys. Responses were received from 198 professionals from 34 countries, of whom 90\% (n = 178) indicated that they understood the concept definitions and 85.4\% (n = 169) indicated that they understood and could use the implementation tool. Feedback from survey respondents was used to finalize the guideline and confirm that the guideline’s core concepts were applicable and had utility for the trial community. CONSERVE incorporates an implementation tool and checklists tailored to trial reports and trial protocols for which extenuating circumstances have resulted in important modifications to the intended study procedures. The checklists include 4 sections capturing extenuating circumstances, important modifications, responsible parties, and interim data analyses.CONSERVE offers an extension to CONSORT and SPIRIT that could improve the transparency, quality, and completeness of reporting important modifications to trials in extenuating circumstances such as COVID-19.}, number = {3}, urldate = {2023-09-21}, journal = {JAMA}, author = {Orkin, Aaron M. and Gill, Peter J. and Ghersi, Davina and Campbell, Lisa and Sugarman, Jeremy and Emsley, Richard and Steg, Philippe Gabriel and Weijer, Charles and Simes, John and Rombey, Tanja and Williams, Hywel C. and Wittes, Janet and Moher, David and Richards, Dawn P. and Kasamon, Yvette and Getz, Kenneth and Hopewell, Sally and Dickersin, Kay and Wu, Taixiang and Ayala, Ana Patricia and Schulz, Kenneth F. and Calleja, Sabine and Boutron, Isabelle and Ross, Joseph S. and Golub, Robert M. and Khan, Karim M. and Mulrow, Cindy and Siegfried, Nandi and Heber, Joerg and Lee, Naomi and Kearney, Pamela Reed and Wanyenze, Rhoda K. and Hróbjartsson, Asbjørn and Williams, Rebecca and Bhandari, Nita and Jüni, Peter and Chan, An-Wen and {CONSERVE Group}}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1001/jama.2021.9941 2339240:5SVZDPZV 2405685:A55Z4Y79}, pages = {257--265}, } @misc{kimathi_importance_2021, title = {The {Importance} of {Caregiver} {Engagement} in {Supporting} {Learning}}, url = {https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/}, abstract = {Do you know the importance of caregiver engagement in supporting learning beyond the classroom? Visit our website to learn more.}, language = {en-US}, urldate = {2022-09-09}, journal = {EdTech Hub}, author = {Kimathi, Deborah and El-Serafy, Yomna and Plaut, Daniel and Kaye, Tom}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MCEFY3WR 2405685:7VZZBHDN}, } @article{senou_contract_2021, title = {Contract {Type} and {Teacher} {Absenteeism} in {Benin}: {The} {Role} of {Teacher}’s {Supplemental} {Income}}, shorttitle = {Contract {Type} and {Teacher} {Absenteeism} in {Benin}}, url = {http://publication.aercafricalibrary.org/handle/123456789/2216}, abstract = {Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.}, language = {en}, urldate = {2022-01-05}, author = {Senou, Barthelemy Mahugnon}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G5ULT28D 2405685:KQA3YITJ 4556019:RK7QIQGC}, keywords = {C:Benin, ⛔ No DOI found}, } @article{bailey_innovations_2021, title = {Innovations in {Social} and {Emotional} {Learning} {Research} and {Practice}: {Building} from {Evidence} and {Applying} {Behavioral} {Insights} to the {Design} of a {Social} and {Emotional} {Learning} {Intervention} in {Northeast} {Nigeria}}, volume = {18}, issn = {1661-7827}, shorttitle = {Innovations in {Social} and {Emotional} {Learning} {Research} and {Practice}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8304789/}, doi = {10.3390/ijerph18147397}, abstract = {Recent studies suggest that social and emotional learning (SEL) programming has the potential to be effective in conflict-affected regions, yet evidence is limited, and findings to date are mixed. One hypothesis about why SEL interventions in education in emergencies (EiE) settings have not generated the anticipated results is that the SEL content and materials have not been sufficiently localized to the context, leading to poor cultural relevance or fit. A second hypothesis is that SEL program demands tend to be high and capacity for implementation is low, undermining sustainability and impact. The current study addresses these challenges by investing in locally driven SEL content and design as a way to ensure that SEL materials are grounded in local values and needs, culturally appropriate, relevant to the specific context, and feasible to implement. The study draws on the developmental and prevention sciences as well as the field of behavioral insights to test evidence-based interventions intended to encourage desired behaviors around uptake and implementation. This paper documents the activities conducted during the project’s design phase, including landscape research, creation of initial prototypes, design workshops and rapid prototyping, and field testing. Findings suggest that using local values, practices, and framing in SEL programming increases relevance and appropriateness for the Northeast Nigeria setting. Furthermore, targeted behavioral insights interventions increased the uptake, habitual and regular use, as well as correct implementation of SEL activities. The findings contribute to the emerging literature on the cultural variability of SEL and the need to consider the context when designing and implementing programs in any setting.}, number = {14}, urldate = {2022-11-16}, journal = {International Journal of Environmental Research and Public Health}, author = {Bailey, Rebecca and Raisch, Natasha and Temko, Sonya and Titus, Britt and Bautista, Jonah and Eniola, Tahirat Omolara and Jones, Stephanie M.}, month = jul, year = {2021}, pmid = {34299848}, pmcid = {PMC8304789}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph18147397 2339240:CDB54TJY 2405685:Z8ML2UVR}, pages = {7397}, } @article{nevedal_rapid_2021, title = {Rapid versus traditional qualitative analysis using the {Consolidated} {Framework} for {Implementation} {Research} ({CFIR})}, volume = {16}, issn = {1748-5908}, url = {https://doi.org/10.1186/s13012-021-01111-5}, doi = {10.1186/s13012-021-01111-5}, abstract = {Qualitative approaches, alone or in mixed methods, are prominent within implementation science. However, traditional qualitative approaches are resource intensive, which has led to the development of rapid qualitative approaches. Published rapid approaches are often inductive in nature and rely on transcripts of interviews. We describe a deductive rapid analysis approach using the Consolidated Framework for Implementation Research (CFIR) that uses notes and audio recordings. This paper compares our rapid versus traditional deductive CFIR approach.}, number = {1}, urldate = {2023-02-28}, journal = {Implementation Science}, author = {Nevedal, Andrea L. and Reardon, Caitlin M. and Opra Widerquist, Marilla A. and Jackson, George L. and Cutrona, Sarah L. and White, Brandolyn S. and Damschroder, Laura J.}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13012-021-01111-5 2339240:R59M4XJ9 2405685:A87VCNQJ}, keywords = {Consolidated Framework for Implementation Research (CFIR), Implementation science, Qualitative methods, Rapid analysis, Veterans}, pages = {67}, } @article{angrist_building_2021, title = {Building back better to avert a learning catastrophe: {Estimating} learning loss from {COVID}-19 school shutdowns in {Africa} and facilitating short-term and long-term learning recovery}, volume = {84}, issn = {0738-0593}, shorttitle = {Building back better to avert a learning catastrophe}, url = {https://www.sciencedirect.com/science/article/pii/S073805932100050X}, doi = {10.1016/j.ijedudev.2021.102397}, abstract = {We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Angrist, Noam and de Barros, Andreas and Bhula, Radhika and Chakera, Shiraz and Cummiskey, Chris and DeStefano, Joseph and Floretta, John and Kaffenberger, Michelle and Piper, Benjamin and Stern, Jonathan}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102397 2339240:6FG39EY3 2339240:LB3VWRGN 2405685:7MUIIRXU}, keywords = {COVID-19, Education, Foundational skills, Learning loss, Recovery}, pages = {102397}, } @book{nugroho_time_2021, title = {Time to {Teach}: {Teacher} {Attendance} and {Time} on {Task} in {Primary} {Schools} in {Mozambique}}, shorttitle = {Time to {Teach}}, url = {https://eric.ed.gov/?q=subject%3aTeacher+Attendance&ff1=subTeacher+Attendance&id=ED615573}, abstract = {Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.}, language = {en}, urldate = {2022-01-06}, publisher = {UNICEF}, author = {Nugroho, Dita and Karamperidou, Despina}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZP685VWV 4042040:9DF5VZLU 4556019:44PQIP2W 4556019:6P6UPZAV}, keywords = {Barriers, C:Mozambique, Developing Nations, Educational Change, Educational Policy, Elementary School Teachers, Employee Absenteeism, Foreign Countries, Gender Differences, Influences, Institutional Characteristics, Rural Urban Differences, Sanctions, Teacher Attendance, Teacher Attitudes, Teacher Characteristics, Teacher Education, Teacher Persistence, Teaching Conditions, Time Management, ⛔ No DOI found}, } @techreport{radhakrishnan_remote_2021, address = {Washington, DC}, type = {Brief}, title = {Remote {Learning}: {Evidence} from {Nepal} during {COVID}-19}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Remote {Learning}}, url = {https://openknowledge.worldbank.org/handle/10986/36031}, abstract = {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}, language = {English}, urldate = {2022-06-25}, institution = {World Bank}, author = {Radhakrishnan, Karthika and Sabarwal, Shwetlena and Sharma, Uttam and Cullen, Claire and Crossley, Colin and Letsomo, Thato and Angrist, Noam}, month = jul, year = {2021}, note = {Accepted: 2021-07-28T17:29:14Z KerkoCite.ItemAlsoKnownAs: 2339240:LFIQ9LIB 2405685:F89QL28Q}, keywords = {Coronavirus, Covid-19, Numeracy, Pandemic Impact, Remote Learning, School Closure}, } @misc{unicef_tool_2021, title = {Tool for assessing the gender responsiveness of content for digital learning platforms}, author = {UNICEF}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K9AZY7KG 2405685:ZXCPZH4J}, } @article{ipek_examination_2021, title = {Examination of {Teacher} {Candidates}' {Views} on {Peer} {Learning} {Performed} with {Interactive} {Videos} in the {Blended} {Learning} {Process}}, volume = {4}, issn = {26215799}, url = {https://www.asianinstituteofresearch.org/EQRarchives/Examination-of-Teacher-Candidates'-Views-on-Peer-Learning-Performed-with-Interactive-Videos-in-the-Blended-Learning-Process-}, doi = {10.31014/aior.1993.04.02.281}, abstract = {Today, the speed of the development of technology has various effects in many areas. In the field of education, some concepts, methods, techniques, theories and models come to the fore with the effect of technology and attract the attention of researchers. One of them is blended learning. Blended learning is a learning process in which both face-to-face learning processes and learning processes in online environments coexist. Today's learners are expected to be able to solve problems, work collaboratively, and have strong communication. It is thought that peer learning can be used in constructivist teaching processes in order to gain these features. Peer learning involves learners performing their learning by interacting with each other. In this study, it is aimed to determine the opinions of teacher candidates about peer learning realized with interactive videos in the blended learning process. The study group consists of 37 Computer and Instructional Technologies Education Department teacher candidates, 11 women (29.73\%) and 26 men (70.27\%) enrolled in the "Special Teaching Methods - II" course in the spring semester of 2018-2019 academic year. In the online part of the study, a web 2.0 tool (Edpuzzle) was used to prepare interactive video content. The videos prepared by the peers regarding the course content were expected to be watched online and before the face-to-face lessons. In the face-to-face learning process, students progressed the learning process interactively with their peers. At the end of the process, the data were collected with the data collection tool named "teacher candidate opinion form" developed by the researchers from the study group. The collected data were analyzed with content analysis and interpreted by the researchers. In the study results, the opinions of the teacher candidates about the process after their learning experiences were determined. It was found that a great majority of the teacher candidates had a positive opinion about the peer learning realized with interactive videos in the blended learning process.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {Education Quarterly Reviews}, author = {Ipek, Jale and Kalay, Abdullah and Ertas, Sercan}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.31014/aior.1993.04.02.281 2339240:QFNTPDR9 2405685:4CPCU8MQ}, } @techreport{wolf_nudges_2021, title = {Nudges to improve learning and gender parity: {Supporting} parent engagement and {Ghana}’s educational response to {COVID}-19 using mobile phones}, shorttitle = {Nudges to improve learning and gender parity}, url = {https://www.worldbank.org/en/programs/sief-trust-fund/brief/ghana-nudges-to-improve-learning-and-gender-parity-supporting-parent-engagement-and-ghana-s-educational-response-to-covi}, abstract = {Randomized control trial testing impacts of SMS messages to suggest activities that promote social-emotional development at home and to encourage engagement with remote instruction, variants of these messages that have a gender-parity focus, and the duration of these messages (3 months vs. 6 months)}, language = {en}, urldate = {2022-03-04}, institution = {World Bank Strategic Impact Evaluation Fund (SIEF)}, author = {Wolf, Sharon and Aurino, Elisabetta and Osei-Akoto, Isaac and Ackwerh, Eunice Yaa Brimfah}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H7GV3H2Z 2405685:7DVEJE63 2405685:YKSU9467}, } @misc{fuller_empowering_2021, title = {Empowering parents and caregivers to support learning and a safe return to school}, url = {https://www.unicef.org/eca/stories/empowering-parents-and-caregivers-support-learning-and-safe-return-school}, abstract = {Ongoing pandemic response, recovery and long-term resilience must consider parents and caregivers if we are to reach every child.}, language = {en}, urldate = {2022-05-04}, journal = {UNICEF Europe and Central Asia}, author = {Fuller, Sarah and Brown, Jessica Katherine}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:57DMA7WU 2405685:V3FJEMU9}, } @inproceedings{uchidiuno_teacher_2021, address = {New York, NY, USA}, series = {{COMPASS} '21}, title = {Teacher {Perspectives} on {Peer}-{Peer} {Collaboration} and {Education} {Technologies} in {Rural} {Tanzanian} {Classrooms}}, isbn = {978-1-4503-8453-7}, url = {https://doi.org/10.1145/3460112.3471939}, doi = {10.1145/3460112.3471939}, abstract = {Teachers’ perspectives are critical for understanding classroom culture. They create and enforce rules in classrooms and are responsible for educating students using methods that they perceive to be most effective. Therefore, creating supplementary education technologies without understanding teachers and the culture they promote may lead to interventions that are underutilized or ineffective. Our research specifically investigates how technologies that foster student collaboration fit into teachers’ views of learning in a rural context with limited existing collaboration scaffolds. We interviewed 24 teachers and observed 39 classrooms in a rural Tanzanian village to understand how teachers value peer-peer collaboration in their teaching practice, and the unique challenges they face educating students in rural classroom settings. We uncover insights that inform the design and deployment of supplementary education technologies to support teachers in rural Tanzania and similar demographics.}, urldate = {2022-04-29}, booktitle = {{ACM} {SIGCAS} {Conference} on {Computing} and {Sustainable} {Societies}}, publisher = {Association for Computing Machinery}, author = {Uchidiuno, Judith and Koedinger, Ken and Ogan, Amy}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3460112.3471939 2339240:VUXY6J6M 2405685:TWE99YU2}, keywords = {Early literacy, Sub-Saharan Africa, educational technologies, peer-peer collaboration}, pages = {14--26}, } @misc{ping_malaysia_2021, title = {Malaysia {Data} {Protection} {Overview}}, url = {https://www.dataguidance.com/notes/malaysia-data-protection-overview}, abstract = {June 2021 1. Governing Texts Data protection in Malaysia is primarily governed by the Personal Data Protection Act 2010 ('PDPA') and its subsidiary legislation as outlined below. The PDPA purports to safeguard personal data by requiring data users to comply with certain obligations and conferring certain rights to the data subject in relation to his personal data. 1.1. Key acts, regulations, directives, bills Primary Legislation Prior to 2010, the regulation of personal data was governed mainly by industry specific legislation.}, language = {en}, urldate = {2022-06-14}, journal = {DataGuidance}, author = {Ping, Jillian Chia Yan}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AVKSZT94 2405685:P7QN448B}, } @techreport{presidential_policy_and_strategy_unit_kenya_promises_2021, title = {Promises to keep: impact of {COVID}-19 on adolescents in {Kenya}}, url = {https://www.popcouncil.org/uploads/pdfs/2021PGY_ImpactCovidAdolKenya.pdf}, language = {en}, author = {{Presidential Policy and Strategy Unit (Kenya)} and {Population Council}}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZHGL7E3 2405685:AHRVVYD2}, } @book{world_bank_world_2021, title = {World {Development} {Report} 2021: {Data} for {Better} {Lives}}, isbn = {978-1-4648-1600-0 978-1-4648-1601-7}, shorttitle = {World {Development} {Report} 2021}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-1600-0}, language = {en}, urldate = {2022-06-14}, publisher = {The World Bank}, author = {{World Bank}}, month = jun, year = {2021}, doi = {10.1596/978-1-4648-1600-0}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1600-0 2339240:UMDZ9J6Y 2405685:VZXWSLIJ}, } @article{ledger_reframing_2021, title = {Reframing the policy discourse: {A} comparative analysis of teacher preparation for rural and remote education in {Australia}, {South} {Africa} and {Mexico}}, volume = {29}, shorttitle = {Reframing the policy discourse}, doi = {10.14507/epaa.29.6233}, abstract = {The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.}, journal = {education policy analysis archives}, author = {Ledger, Susan and Masinire, Alfred and Díaz, Miguel Angel and Burgess, Madeline}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.14507/epaa.29.6233 2339240:F5WE3FYK 2405685:J5B2NK2G}, } @techreport{world_bank_eswatini_2021, address = {Washington, DC}, title = {Eswatini {Education} {Sector} {Analysis} 2021}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/35787}, abstract = {The current Education Sector Strategic Plan (ESSP) for 2010-2022 and the first and second National Education and Training Improvement Programs that operationalize the plan, were based on the comprehensive 2010 Education Sector Review (Marope, 2010, MoET, 2010, 2016, 2018b). As the current plan and program come to their end, this education sector analysis (ESA) was undertaken. In addition, complementary studies for the ECDE and TVET sub-sectors will be conducted separately to collect primary data to further help inform the development of the next ESSP. The ESA report examines the recent status of the education system to provide an evidence-based foundation for the Government’s preparation of its next ESSP and help guide the country more generally on the priority issues for the education sector looking forward. This executive summary begins with a brief description of the general context for education followed by an overview of recent achievements in education. The main part of the summary sets out the priority issues identified by the ESA report. The final section concludes with a discussion of selected policy options that may be considered looking ahead.}, language = {English}, urldate = {2022-04-07}, institution = {World Bank}, author = {{World Bank}}, month = jun, year = {2021}, note = {Accepted: 2021-06-21T21:34:24Z KerkoCite.ItemAlsoKnownAs: 2339240:G89C9EA6 2405685:M6XKMLXA}, keywords = {Early Childhood Development, Early Childhood Education, Education Finance, Education Management, Education System, Labor Market, Primary Education, School Administration, Secondary Education, Skills Development, Student Achievement, Student Learning Assessment, Teacher Development, Teacher Recruitment, Teacher Training}, } @misc{world_bank_malawi_2021, title = {Malawi {World} {Bank} {Approves} \$100 {Million} to {Improve} {Skills} {Development} {Programs} {Press} {Release}}, url = {https://www.worldbank.org/en/news/press-release/2021/06/03/malawi-world-bank-approves-100-million-to-improve-skills-development-programs}, abstract = {The World Bank today approved \$100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.}, language = {en}, urldate = {2023-06-22}, author = {{World Bank}}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TL85HTPK 2405685:U7C5Y7FU 2405685:YAAV4TE4}, keywords = {auto\_merged}, } @misc{wilichowski_transforming_2021, title = {Transforming how teachers use technology}, url = {https://blogs.worldbank.org/education/transforming-how-teachers-use-technology}, abstract = {Before the pandemic, there was a widely held notion that technology will revolutionize the field of education.}, language = {en}, urldate = {2022-08-23}, journal = {World Bank Blogs}, author = {Wilichowski, Tracy and Cobo, Cristóbal}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HJJ2VM4G 2405685:425BK3MP}, } @article{eroglu_emergency_2021, title = {Emergency remote education experiences of teachers during the {COVID}-19 pandemic: a phenomenological research}, volume = {9}, issn = {2320-2653}, shorttitle = {Emergency remote education experiences of teachers during the covid-19 pandemic}, doi = {10.34293/education.v9i3.3918}, abstract = {The purpose of the study is to examine teachers' experiences of Emergency Remote Education (ERE) during the COVID-19 pandemic. The study was designed in the qualitative approach and as the research method, "phenomenology" was used. The sample of the study consists of 12 teachers selected by the criterion sampling method. The interview technique was used to collect data. The data were collected through a semi-structured interview form developed by the researchers. The data were analyzed using descriptive analysis. The study results showed that the ERE activity that teachers experienced the most was the online lessons. Teachers have done the ERE activities through various applications such as EIN (Education Information Network), Zoom, WhatsApp, YouTube. Teachers emphasized that ERE was ineffective due to low student participation, insufficient infrastructure, lack of responsibility and motivation for learning, low ICT competency of students and teachers, low socioeconomic status, and inappropriateness of planning and curriculums. In addition, teachers stated that education in the COVID-19 pandemic process should be done in diluted classrooms, hybrid or face to face. It is concluded that the lack of infrastructure, lack of responsibility and motivation for learning created inequality of opportunity for participation in ERE. The lack of infrastructure was mostly due to students being in the low socioeconomic group. In addition, students' learning responsibility and motivation are very important in the effectiveness of ERE.}, number = {3}, journal = {Shanlax International Journal of Education}, author = {Eroglu, Mehmet and Senol, Cem}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.34293/education.v9i3.3918 2339240:QQT6MK3B 2405685:RD4IZKPG}, keywords = {Barriers, COVID-19, Distance Education, Electronic Learning, Elementary Secondary Education, Emergency Programs, Foreign Countries, Instructional Effectiveness, Integrated Learning Systems, Internet, Learning Motivation, Pandemics, Phenomenology, Socioeconomic Status, Student Participation, Student Responsibility, Teacher Attitudes, Turkey}, pages = {161--172}, } @article{islam_exploring_2021, title = {Exploring the fundamental factors of digital inequality in {Bangladesh}}, url = {https://journals.sagepub.com/doi/10.1177/21582440211021407}, doi = {10.1177/21582440211021407}, urldate = {2021-10-25}, journal = {SAGE Open}, author = {Islam, Muhammad Nazrul and Inan, Toki Tahmid}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/21582440211021407 2339240:C3ZIMHJY 2405685:TDV2W3I9}, pages = {1--12}, } @article{ozdemir_investigation_2021, title = {An {Investigation} into {Pre}-{Service} {Teachers}' {Self}-{Regulated} {Online} {Learning} {Perceptions}}, volume = {8}, issn = {2148-3868}, url = {https://eric.ed.gov/?id=EJ1312467}, abstract = {The sudden outbreak of COVID-19 pandemics has accelerated the process of technological transformation experienced by educational institutions. Traditional face-to-face education has been replaced by distance education as a precaution to minimize physical contact among the teachers and the students. As a result, self-regulatory skills have become a more significant factor for academic success in distance education. In line with this, the main aim of the study is to identify the level of self-regulated online learning perceptions of pre-service teachers in Turkish higher education context. Furthermore, the study also aims to reveal whether the pre-service teachers' self-regulated online learning perceptions differ according to several variables such as their gender, department, class, level of digital literacy and the time they daily spend online. A total of 353 pre-service teachers from various departments have participated in the study. The findings of the study indicate that pre-service teachers' perceptions of self-regulated online learning are at moderate level; thus, it can be argued that the level of their perceptions is far from satisfactory. Additionally, it has been observed that the pre-service teachers' self-regulated online learning perceptions differ according to their gender, level of digital literacy and time daily spent online. To be more precise, it has been noted that self-regulated online learning perceptions of female pre-service teachers are higher than those of male pre-service teachers. In a similar vein, it has been observed that the higher the level of digital literacy and the more time spent online, the higher the self-regulated online learning perceptions of pre-service teachers. The overall results of the study suggest that self-regulation skills of the pre-service teachers need to be emphasized and improved with the aim of contributing to the efficient implementation of distance education.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {International Journal of Contemporary Educational Research}, author = {Özdemir, Atilla and Önal, Ahmet}, month = jun, year = {2021}, note = {Publisher: International Journal of Contemporary Educational Research KerkoCite.ItemAlsoKnownAs: 2339240:62H9WIHB 2405685:P6VB83C6}, keywords = {COVID-19, Correlation, Distance Education, Electronic Learning, Foreign Countries, Gender Differences, Pandemics, Preservice Teachers, Self Management, Student Attitudes, Technological Literacy, Time Management, Undergraduate Students, ⛔ No DOI found}, } @misc{panth_distance_2021, title = {Distance learning: {Reach} \& {Effectiveness} in {South} {Asia}}, author = {Panth, Brajesh and van Cappelle, Frank and Li, Zhigang and van Kalmthout, Ellen and Gochyyev, Perman and Hayashi, Ryotaro}, month = jun, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SF5W3G69 2405685:8HZRZR9K}, } @techreport{world_bank_sierra_2021, address = {Washington, DC}, title = {Sierra {Leone} {Public} {Expenditure} {Review} 2021: {Fiscal} {Policy} for a {Sustainable} {Recovery}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Sierra {Leone} {Public} {Expenditure} {Review} 2021}, url = {https://openknowledge.worldbank.org/handle/10986/35857}, abstract = {This Fiscal and Debt Sustainability Note, the first module of a programmatic multisectoral Public Expenditure Review (PER), reviews the recent macro-fiscal challenges, analyzes their causes and consequences and provide policy options for enhancing the conduct of fiscal and PFM policies in the country. The first part of this module draws on the Boost database to provide a comprehensive overview of the budget covering both revenues and expenditures. It analyzes the composition of the budget (based on economic and functional classifications) and discusses the most critical PFM issues the country faces. It also assesses budget execution and the efficiency of public expenditure. The second part of the module focuses on fiscal risks and their implications for medium-term fiscal and debt sustainability. It examines the recent evolution of public debt, its main drivers and relationship to economic growth. It describes recent reforms to address fiscal and debt vulnerabilities and how these reforms have been affected by the global pandemic. It also analyzes the main fiscal risks with a focus on those stemming from State-Own Enterprises (SOEs), local councils, litigations, natural disasters, and health crises. This part uses simulations to analyze the most likely evolution of the public debt path over the next 20 years under alternative risk scenarios. Finally, the module proposes practical and actionable policy options to help improve the macro-fiscal environment over the short term and preserve debt sustainability over the medium term.}, language = {English}, urldate = {2022-06-09}, institution = {World Bank}, author = {{World Bank}}, month = jun, year = {2021}, note = {Accepted: 2021-06-29T15:28:44Z KerkoCite.ItemAlsoKnownAs: 2339240:QWRVJMBE 2405685:KDMZ7CXM}, keywords = {Debt Sustainability, Fiscal Policy, Fiscal Sustainability, Public Debt, Public Expenditure, Public Financial Management, Public Investment Management, State-Owned Enterprises}, } @misc{unesco_re-imagining_2021, address = {UNESCO Conference, Paris}, title = {Re-imagining the future education management information systems, beyond head counts: leveraging data systems to support inclusive and effective learning for all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000378048}, urldate = {2022-09-28}, author = {{UNESCO}}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5UBF8HJT 2339240:XEWQYE2N 2405685:32I7B2XX 2405685:SA922BN9 2405685:XDKGCG2W 4656463:CD5YN6NM 4656463:NJH4HU8K}, } @article{amevor_analysis_2021, title = {Analysis of {Rural}-{Based} {Pre}-{Service} {Teachers} {Spatial}-{Visualisation} {Skills} in {Problem} {Solving} in {Vector} {Calculus} {Using} {MATLAB}}, volume = {16}, url = {https://online-journals.org/index.php/i-jet/article/view/19269/9289}, doi = {10.3991/ijet.v16i10.19269}, abstract = {In science, technology, engineering and mathematics (STEM) for instance, interdisciplinary studies have noted positive correlation between spatial-visualization (SV skills) and mathematical problem solving. The majority of these studies sharing a link between SV skills and problem solving were contextualized in urban settings and only a few in rural settings. This investigation analyses how rural-based pre-service teachers apply their SV skills in problem-solving in a South African university, in the context of vector calculus. One hundred rural-based pre-service teachers in a second year vector calculus class at University of Zululand (UNIZULU) were randomly selected into control and experimental groups. MATLAB was used as a dynamic visual tool to analyse how research participants applied their SV skills. A mixed method approach was employed in data collection (quantitative and qualitative). Our findings revealed that the rural-based pre-service teachers’ SV skills correlate with their problem-solving skills in vector calculus.}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Amevor, Godfred and Bayaga, Anass and Bosse, Michael}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v16i10.19269 2339240:Q22Y38D2 2405685:43VE73IX}, } @techreport{oza_what_2021, title = {What {Did} {Children} {Do} {During} {School} {Closures}? {Insights} from a {Parent} {Survey} in {Tanzania}}, shorttitle = {What {Did} {Children} {Do} {During} {School} {Closures}?}, url = {https://riseprogramme.org/publications/what-did-children-do-during-school-closures-insights-parent-survey-tanzania}, abstract = {In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.}, language = {en}, urldate = {2021-11-02}, institution = {Research on Improving Systems of Education (RISE)}, author = {Oza, Shardul and Cilliers, Jacobus}, month = may, year = {2021}, doi = {10.35489/BSG-RISE-RI_2021/027}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2021/027 2339240:4NJ7WZ8K 2405685:8WI6L8RQ}, } @article{irfan_locked_2021, chapter = {Global development}, title = {Locked out of school: {Pakistan}’s digital divide has students struggling}, shorttitle = {Locked out of school}, url = {http://www.theguardian.com/global-development/2021/may/18/schools-out-pakistani-pupils-struggle-with-lack-of-internet}, abstract = {Online lessons can’t reach children in many areas of Covid-hit country even though their parents still have to pay fees}, language = {en}, urldate = {2021-07-22}, journal = {The Guardian}, author = {Irfan, Anmol}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T8XC53BT 2405685:CSPLGDG7}, } @misc{world_bank_school_2021, title = {School {Hits} the {Airwaves}: {Sierra} {Leone} {Turns} to {Education} {Radio} as a {Response} to {COVID}-19}, shorttitle = {School {Hits} the {Airwaves}}, url = {https://www.worldbank.org/en/news/feature/2021/05/13/school-hits-the-airwaves-sierra-leone-turns-to-education-radio-as-a-response-to-covid-19}, abstract = {Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic.}, language = {en}, urldate = {2021-10-11}, journal = {The World Bank}, author = {{World Bank}}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQTHH2MX 2405685:55GPK4S9}, } @misc{crawfurd_new_2021, title = {New data on learning loss in {Pakistan}}, url = {https://www.cgdev.org/blog/new-data-learning-loss-pakistan}, abstract = {To get a better picture of the effects of the pandemic on education in Pakistan, we carried out another round of our survey of students and parents. We found gender differences in learning loss, little engagement with government teleschool, dropping parental support for further closures, and more.}, language = {en}, urldate = {2021-11-11}, journal = {Center for Global Development}, author = {Crawfurd, Lee and Hares, Susannah and Minardi, Ana Luiza}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ANJSCDN7 2405685:4P85RKIL 2405685:WY4KS8G3}, } @misc{ungei_stem_2021, title = {{STEM}: breaking gender stereotypes}, shorttitle = {{STEM}}, url = {https://www.ungei.org/blog-post/stem-breaking-gender-stereotypes}, abstract = {In some Western cultures, pink is for girls, blue is for boys. Why? It just is. You might hear mothers remark with wonder that their little girls just love the pink dress (that was given to them). You may have heard fathers insist that their sons not wear pink clothing. It’s interesting to think that at the end of the nineteenth century in the USA, pink was actually the colour preferred for boys, it being a softer version of military red. Things change.  The accepted wisdom that stereotypes originally come from a place of truth is erroneous. No credible research has indicated that girls gravitate to pink things without any cultural prompting. Our gendered behaviour is primarily socially conditioned. Research suggests that the idea of a female brain and a male brain is false [1]. Rather, the plasticity of the brain means that it can be moulded – from birth onwards – through learning, engaging in the world and being socially conditioned. This includes learning and absorbing gender stereotyping.  Gendered colours are harmless though, right? No, not really. Any gender stereotype will reinforce a gender bias. In 2019, a Fawcett Society study found that 45 per cent of people said that when they were children, they experienced gender stereotyping as they were expected to behave in a certain way [2]. Seven in 10 younger women (18-34s) affected by stereotypes say their career choices were restricted [3].  Around 70 per cent of individuals in 34 countries associated science with males more than with females [4].  © UNICEF/UN0364176/XimendazCaregivers and teachers often reproduce the stereotype that boys are better in science and mathematics than girls, encouraging girls to aspire to ‘female-oriented’ careers instead of ‘male’ STEM related ones [5,6]. To compound this negative reinforcement, curriculum and learning materials reinforce gender stereotypes and unequal gender norms in STEM. In India, illustrations in math and science textbooks in primary school show 6 per cent girls, but more than 50 per cent boys [7]. The stereotyping sanctioned by parents, teachers and the curriculum itself negatively impacts a girl’s self-belief – and her future aspirations [8]. When three women won the Nobel Prize for science in 2020, it was newsworthy partly because not many women have won the prize over the years. But is it also newsworthy because, even today, many would not expect women to be such high achievers in science, technology, engineering and mathematics.  Engineering is for boys. Mechanical toys are for boys. Science experiments are for boys. These are the stereotypes we learn. Where does this thinking come from? There’s obviously a lot to unpack here: traditional roles in society born out of a female’s capability to bear children, or stronger upper body strength, on average, amongst males, for example. But they don’t speak to our cognitive and intellectual potential. And I’m sure there would be many who would dispute every particular of the above. Questioning norms that are the foundation of our interaction with the world is difficult for all of us to do.  © UNICEF/UN0145559/SchermbruckerAcknowledging that stereotypes exist is straightforward. Deciding that they shouldn’t constrain our behaviour and life path is a little harder. But confronting and actively challenging these stereotypes – indeed, breaking them! – is an altogether more difficult process. How do we do it? How do we take organic and grassroots solutions toward a tipping point of change? This International Girls in ICT Day (22nd April), UNGEI hosted an Instagram Live event to explore these important questions. Transform Education members Maryam and Nivaal and NASA engineer Farah Alibay talked about working with NASA on the Mars 2020 mission, how to drive progress for gender equality in STEM and why representation matters.  Shifting power in STEM starts with listening to the experts and girls themselves, such as the inspiring changemakers on UNICEF’s Teen. Girl. Activist site. Debunking stereotypes is in their very capable hands…   The first thing we need to do is recognize that there is a societal bias... let’s recognize that we are treating girls differently and that they are not being given the same opportunities. Now that we’ve started to recognize that problem, I think...normalizing STEM for girls, providing resources, and providing a safe space for girls is really important. Farah Alibay, Systems Engineer, NASA (UNGEI International Girls in ICT IG Live Event) Some choose to tackle stereotypes head-on, like the ‘Talent Viewer’ in the Netherlands, to break the stereotype that girls can’t successfully engage in STEM. Girls and boys in primary school (aged 9 to 12) assign talents to each other, discuss them, then investigate what STEM professions used these talents. This looks at certain talents being appropriate for STEM, not gender. A woman working in a STEM field talks to the classes about her job, effectively role modelling for girls. Critically, parents are encouraged to discuss the talents with their child and teachers participate in professional development on gender awareness, STEM education and talent development. The evaluation of the programme has indicated a positive change in attitude in both girls and boys towards girls’ participation in STEM. Around 46,000 children have engaged in this exciting work to date.  © UNICEF/UNI363793/AryanAnother approach is simply to place girls in STEM-related industries, to show that it’s a natural place for both men and women, like the ‘Technogirls’ programme. This is a public-private partnership in South Africa that seeks to enhance the career uptake by disadvantaged girls in STEM fields (which is critical to the country’s economic growth). It identifies school-going young women from disadvantaged communities and places them in corporate mentorship and job-shadowing programmes. So far, 11,241 girls have engaged in structured job-shadowing programmes – and 78 per cent of them who have gone on to study in one of three scarce skills STEM fields in the country. These women become role models for the next generation and many of them are now mentors to new intakes of girls.    The best investment is...girls' quality STEM education. And if we can give support to girls for quality STEM education, they will pay back successfully in the future to make a better world. Nasrin Siddiqa, Brookings Echidna Global Scholar (UNGEI@20 Forum)   Other education systems have worked on how they teach STEM to ensure that girls aren’t overlooked or left behind. UNICEF in Ghana has worked with the Korea International Cooperation Agency and the Ghana Education Service on the ‘Better Life for Girls’ project. Focused on dismantling gender norms, the project included gender-responsive pedagogy (teaching and learning processes that pay attention to the specific learning needs of girls and boys) in mathematics and science, and providing life skills and leadership training for adolescent girls – helping more than 4,000 girls to stay in school and explore their potential. Training teachers on gender-responsive pedagogy helped to change girls’ perceptions of their own abilities – and this has a knock-on effect in the learning they pursue. If girls had believed the stereotype about not being good at mathematics, what other stereotypes can they challenge?  And that is surely a question for all of us. During UNGEI’s 20th Anniversary Forum (UNGEI@20), activists, experts and leaders came together to explore what it will take to close the STEM gender gap in education and thus help girls fulfil their leadership potential. The event concluded that we need a gender-transformative approach to education, increasing opportunities for girls to develop digital skills and building their confidence and aspirations to pursue careers as STEM professionals.    Technology is such a useful tool because it doesn't just provide mentors. It provides resources. It provides community. When you take away that access to tech, you take away that access to education as well, that basic human right. Audrey Pe, WiTech Founder (UNGEI@20 Forum) In the pursuit of equity in digital literacy and STEM skills, especially as we look toward a world of work where 9 in 10 jobs will require digital skills, UNICEF is proud to mobilize commitments alongside other public and private partners as an Action Coalition for Technology and Innovation as part of the Generation Equality Forum. These commitments include advancing girl-designed solutions to learning fit for a digital world, and advancing an outcome fund for digital literacy equity that brings together the best of public and private human and financial resources. © UNICEF/UNI363793/AryanIn the context of the Covid-19 crisis, which exposed structural inequalities in education and access to technology, these types of interventions are more important than ever. If we are to deliver on our global commitments to Sustainable Development Goals (SDGs) 4 and 5, we need to understand just how much harm stereotypes of any kind can be, particularly to young, vulnerable, curious children. If we are serious about helping children to achieve their potential – for their own development and so they can contribute to their communities and the world – then we need to minimize the forces that limit that potential. This includes gender stereotyping.  We need to start celebrating children for who they are, not who we think they should be, based on a pointless stereotype. Let’s help them to access their rights to be themselves. Let’s help them to wear whatever colour they like.}, language = {en}, urldate = {2021-12-14}, journal = {UNGEI}, author = {UNGEI}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RFBQ67SV 2405685:PWYK67HD}, } @article{kerwin_making_2021, title = {Making the grade: {The} sensitivity of education program effectiveness to input choices and outcome measures}, volume = {103}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://doi.org/10.1162/rest_a_00911}, doi = {10.1162/rest_a_00911}, abstract = {This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.}, number = {2}, urldate = {2022-04-07}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 2339240:YSZWN3WD 2405685:IJLK42YK 4656463:SK8JBZHG}, pages = {251--264}, } @article{kerwin_making_2021, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, volume = {103}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://doi.org/10.1162/rest_a_00911}, doi = {10.1162/rest_a_00911}, abstract = {This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.}, number = {2}, urldate = {2022-04-07}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 2339240:YSZWN3WD 2405685:IJLK42YK 4656463:SK8JBZHG}, pages = {251--264}, } @article{kerwin_making_2021, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, volume = {103}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://doi.org/10.1162/rest_a_00911}, doi = {10.1162/rest_a_00911}, abstract = {This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.}, number = {2}, urldate = {2022-04-07}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 2339240:YSZWN3WD 2405685:IJLK42YK 4656463:SK8JBZHG}, pages = {251--264}, } @article{alawajee_influence_2021, title = {Influence of {COVID}-19 on {Students}’ {Sign} {Language} {Learning} in a {Teacher}-{Preparation} {Program} in {Saudi} {Arabia}: {Moving} to {E}-{Learning}}, volume = {13}, shorttitle = {Influence of {COVID}-19 on {Students}’ {Sign} {Language} {Learning} in a {Teacher}-{Preparation} {Program} in {Saudi} {Arabia}}, doi = {10.30935/cedtech/10886}, journal = {Contemporary Educational Technology}, author = {Alawajee, Omar}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/10886 2339240:Z6B9WIX9 2405685:3CNS5VW3}, } @misc{sharma_how_2021, title = {How can real-time performance data lead to better education outcomes?}, url = {https://www.brookings.edu/blog/education-plus-development/2021/05/06/how-can-real-time-performance-data-lead-to-better-education-outcomes/}, language = {en-US}, urldate = {2022-09-29}, journal = {Brookings}, author = {Sharma, Aarushi and Gustafsson-Wright, Emily and Osbourne, Sarah}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZWXK6WN 2405685:JNRNE6CJ 4656463:GFXAJF9E}, } @techreport{bettinger_are_2021, title = {Are the effects of informational interventions driven by salience?}, url = {https://www.econ.uzh.ch/static/wp/econwp350.pdf}, abstract = {Informational interventions have been shown to significantly change behavior across a variety of settings. Is that because they lead subjects to merely update beliefs in the right direction? Or, alternatively, is it to a large extent because they increase the salience of the decision they target, affecting behavior even in the absence of inputs for belief updating? We study this question in the context of an informational intervention with school parents in Brazil. We randomly assign parents to either an information group, who receives text messages with weekly data on their child’s attendance and school effort, or a salience group, who receives messages that try to redirect their attention without child-specific information. We find that information makes parents more accurate about student attendance, and has large impacts on their test scores and grade promotion relative to the control group. Even though salience messages, in contrast, do not make parents more accurate about attendance levels, learning outcomes in the salience group improve by at least as much. Why? We show that treated parents across both conditions become more accurate about changes in their children’s grades over time, although not about grade levels. Such coarse belief updating is consistent with independent information acquisition in response to salience effects from both interventions. Our results have implications for the design and interpretation of informational interventions across a range of domains.}, language = {en}, number = {350}, institution = {University of Zurich Department of Economics}, author = {Bettinger, Eric and Cunha, Nina and Lichand, Guilherme and Madeira, Ricardo}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BRBKHQ3F 2405685:V3BN4GC8}, keywords = {❓ Multiple DOI}, } @misc{chandran_equitable_2021, address = {Virtual}, title = {Equitable learning with {ICT}: study of an intervention at scale for underserved students in {India}}, author = {Chandran, M.G. and Sarangapani, P.}, month = may, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:94XX23CS 2534378:RKB8G5HH}, } @techreport{hasler_zotero_2021, title = {Zotero {Workbook} (v4)}, author = {Haßler, Björn and McBurnie, Chris and Murphy, Mary and Nourie, Kristi}, month = may, year = {2021}, doi = {10.5281/zenodo.4719821}, note = {Previous\_DOI: 10.5281/zenodo.3406140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4719821 2405685:ISD67Q83}, } @techreport{caballero_challenges_2021, title = {Challenges and {Opportunities} as {Students} {Return} to {School}: {Evidence} from {Caregiver} and {Staff} {Surveys} across {Rising} {Academy} {Network} {School}}, url = {https://www.idinsight.org/publication/challenges-and-opportunities-as-students-return-to-school/}, abstract = {This report shares survey findings on the barriers that children face as they transition back to school after prolonged closures with evidence from caregiver and staff surveys across Rising Academy Network Schools.}, language = {en-GB}, urldate = {2021-10-11}, institution = {IDinsight}, author = {Caballero, Erika Montoya and McManus, Jeff and Njogu-Ndongwe, Frida and Fall, Sokhna Mously}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YXEGBXY2 2405685:HMTL6PX2}, } @misc{henshaw_35-hour_2021, title = {A 35-hour a year {CPD} entitlement could stop 12,000 teachers quitting}, url = {https://www.sec-ed.co.uk/news/a-35-hour-a-year-cpd-entitlement-could-stop-12-000-teachers-quitting-wellcome-education-policy-institute-retention-recruitment/}, urldate = {2022-08-30}, journal = {SecEd}, author = {Henshaw, Pete}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V3CA53IQ 2405685:T2GWCZ9P}, } @misc{barron_what_2021, title = {What is {Hybrid} {Learning}? {How} can countries get it right?}, shorttitle = {What is {Hybrid} {Learning}?}, url = {https://blogs.worldbank.org/education/what-hybrid-learning-how-can-countries-get-it-right}, abstract = {What is Hybrid Learning? How can countries get it right?}, language = {en}, urldate = {2021-10-01}, journal = {Education for Global Development}, author = {Barron, Maria and Cobo, Cristobal and Ciarrusta, Inaki Sanchez and Munoz-Najar, Alberto}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:392QJFI9 2339240:Z6VGWSAD 2405685:HH6SV3WK 2405685:NFXBM7SR}, } @article{engzell_learning_2021, title = {Learning loss due to school closures during the {COVID}-19 pandemic}, volume = {118}, issn = {1091-6490}, doi = {10.1073/pnas.2022376118}, abstract = {Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students' learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world's highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60\% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.}, language = {eng}, number = {17}, journal = {Proceedings of the National Academy of Sciences of the United States of America}, author = {Engzell, Per and Frey, Arun and Verhagen, Mark D.}, month = apr, year = {2021}, pmid = {33827987}, pmcid = {PMC8092566}, note = {KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:FQ7T9968 2405685:BRNCTXQM}, keywords = {COVID-19, Child, Female, Humans, Learning, Male, Netherlands, Pandemics, Quarantine, SARS-CoV-2, Schools, digital divide, learning loss, school closures, social inequality}, pages = {e2022376118}, } @article{engzell_learning_2021, title = {Learning loss due to school closures during the {COVID}-19 pandemic}, volume = {118}, issn = {1091-6490}, doi = {10.1073/pnas.2022376118}, abstract = {Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students' learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world's highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60\% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.}, language = {eng}, number = {17}, journal = {Proceedings of the National Academy of Sciences of the United States of America}, author = {Engzell, Per and Frey, Arun and Verhagen, Mark D.}, month = apr, year = {2021}, pmid = {33827987}, pmcid = {PMC8092566}, note = {KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:FQ7T9968 2405685:BRNCTXQM}, keywords = {COVID-19, Child, Female, Humans, Learning, Male, Netherlands, Pandemics, Quarantine, SARS-CoV-2, Schools, digital divide, learning loss, school closures, social inequality}, pages = {e2022376118}, } @misc{coflan_evidence_2021, title = {Evidence to {Strengthen} {Tech}-{Supported} {Teacher} {Development} in {Madagascar}}, url = {https://edtechhub.org/2021/04/23/using-evidence-to-strengthen-tech-supported-teacher-professional-development-in-madagascar/}, abstract = {Our latest blog looks at using evidence to strengthen tech-supported teacher professional development in Madagascar. For more details, visit our website.}, language = {en-US}, urldate = {2023-10-18}, journal = {EdTech Hub}, author = {Coflan, Caitlin Moss and Koomar, Saalim and Rasolohery, Hasiniavo}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ANDK8LBN 2405685:DRXSJH4U}, } @techreport{myers_lets_2021, title = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}: {Improving} {Outcomes} in {Education} {Systems}}, shorttitle = {Let's {Read} — {How} {Tusome} {Leveraged} {EdTech} to {Improve} {National} {Learning} {Outcomes}. {Governing} {Digital} {Transformation}}, language = {en}, institution = {EdTech Hub}, author = {Myers, Christina and Kaye, Tom and Khalayleh, Abdullah}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2J7K7DAQ 2486141:3ILITC56}, } @article{zhai_review_2021, title = {A {Review} of {Artificial} {Intelligence} ({AI}) in {Education} from 2010 to 2020}, volume = {2021}, issn = {1076-2787}, url = {https://www.hindawi.com/journals/complexity/2021/8812542/}, doi = {10.1155/2021/8812542}, abstract = {This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research.}, language = {en}, urldate = {2024-01-21}, journal = {Complexity}, author = {Zhai, Xuesong and Chu, Xiaoyan and Chai, Ching Sing and Jong, Morris Siu Yung and Istenic, Andreja and Spector, Michael and Liu, Jia-Bao and Yuan, Jing and Li, Yan}, month = apr, year = {2021}, note = {Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2021/8812542 2405685:T7U5VLI3 2486141:LZ7DG3FE}, pages = {e8812542}, } @misc{rahman_combatting_2021, title = {Combatting the impact of {COVID}-19 school closures in {Bangladesh}}, url = {https://blogs.worldbank.org/endpovertyinsouthasia/combatting-impact-covid-19-school-closures-bangladesh}, language = {en}, urldate = {2021-05-12}, author = {Rahman, Tashmina and Ahmed, Ramim}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N456FTY7 2405685:27LNFHVR}, } @misc{department_of_basic_education_republic_of_south_africa_national_2021, title = {National {Education} {Infrastructure} {Management} {System} {Report} as at 12 {April} 2021}, url = {https://www.education.gov.za/Portals/0/Documents/Reports/NEIMS%20STANDARD%20REPORT%202021.pdf?ver=2021-05-20-094532-570}, urldate = {2022-04-07}, publisher = {Government of the Republic of South Africa}, author = {{Department of Basic Education, Republic of South Africa}}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ECR78M4N 2405685:E6DHFE74 4656463:EMQS6MGJ}, } @article{cabello_childrens_2021, title = {Children’s and adolescents’ digital access in {Chile}: the role of digital access modalities in digital uses and skills}, volume = {15}, issn = {1748-2798, 1748-2801}, shorttitle = {Children’s and adolescents’ digital access in {Chile}}, url = {https://www.tandfonline.com/doi/full/10.1080/17482798.2020.1744176}, doi = {10.1080/17482798.2020.1744176}, abstract = {This article analyses the modes of physical access that facilitate participation in digital opportunities and the development of digital skills in children and adolescents (9 to 17 years old). We analysed the data obtained from the Kids Online survey in Chile. A latent class analysis (LCA) was conducted to identify groups based on access points and devices of use; access modalities were then composed crossing these variables. Four access modalities were found: cellphone-home; cellphone-ubiquitous; multi-device-home; multi-device-ubiquitous. Multiple logistic regression analysis showed that ubiquitous modalities (multi-device and cellphone varieties) predicted digital use and skills among young Chileans, while the more static modalities (cellphone and home and multi-device and home) did not. These results are critical to addressing what can be defined as “enabling access” among young Internet users in the context of digital inclusion policies.}, language = {en}, number = {2}, urldate = {2022-06-06}, journal = {Journal of Children and Media}, author = {Cabello, Patricio and Claro, Magdalena and Rojas, Rodrigo and Trucco, Daniela}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2020.1744176 2339240:BQ495K6E 2405685:XJRHE5YU}, pages = {183--201}, } @article{hira_motivating_2021, title = {Motivating online learning through project-based learning during the 2020 {COVID}-19 pandemic}, volume = {9}, issn = {21870594}, url = {https://iafor.org/journal/iafor-journal-of-education/volume-9-issue-2/article-6/}, doi = {10.22492/ije.9.2.06}, abstract = {The transition of traditional schooling to online learning during the COVID-19 pandemic disrupted formal school education. Though at home, teachers and students continued teaching and learning in socially distant ways using online technologies. From various teacher surveys, only about 60\% of students in the United States regularly engaged with learning activities. Teachers and parents also expressed a significant need for help to keep students motivated and engaged in learning activities. During the pandemic, online learning left teachers and parents needing support for learning activities that motivate and engage students. Project-based learning is an increasingly popular pedagogical practice centered around students working collaboratively on projects while the teacher facilitates learning activities and progression. Project-based learning embodies several factors considered central to motivation in online learning. In this paper, we inquire how this approach presents itself as a candidate for learning during the pandemic when considering students’ motivation to learn through online learning experiences. We construct a conceptual framework informed by motivational theories that share core tenets with this form of learning and use the framework to analyze interviews of 11 teachers from 4 schools that taught with a project-based learning approach before the pandemic and transitioned to teaching, using it online, in the Spring of 2020. From our analyses of the teachers’ narratives, we discuss teaching aspects of the approach that lend themselves well to online teaching, elements that the teachers believe are missing, and how educators might cater to these missing aspects with a focus on student motivation to learn.}, number = {2}, urldate = {2023-03-18}, journal = {IAFOR Journal of Education}, author = {Hira, Avneet and Anderson, Emma}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.22492/ije.9.2.06 2339240:KMIB34A6 2405685:BTUKQQCY}, pages = {93--110}, } @article{beeharry_pathway_2021, title = {The pathway to progress on {SDG} 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it}, volume = {82}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321000286}, doi = {10.1016/j.ijedudev.2021.102375}, abstract = {Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.}, language = {en}, urldate = {2022-09-10}, journal = {International Journal of Educational Development}, author = {Beeharry, Girindre}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102375 2339240:MBCWCTFT 2339240:UQGCU5P5 2405685:IWU8MQJ7 2405685:WFTBEXII}, keywords = {Foundational learning, Foundational literacy and numeracy, Global education, Global education architecture}, pages = {102375}, } @article{kaffenberger_structured_2021, title = {A structured model of the dynamics of student learning in developing countries, with applications to policy}, volume = {82}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059321000249}, doi = {10.1016/j.ijedudev.2021.102371}, abstract = {Learning trajectories vary amazingly widely across countries, regions, and individual students in dynamic ways. In this paper we develop a parametrized structural model of the dynamics of the learning process and use the model for suggestive policy applications. We first synthesize the existing empirical literature on learning profiles, which suggest a clear set of parameters that formally characterize the learning process. We then calibrate this model of the learning process to reproduce the distribution of observed learning outcomes in low- and middle-income countries. Applying our calibrated model to policy simulations, we find that expanding schooling to universal attainment of basic education without changing the dynamics of the learning process would produce very little additional learning. Adjusting other parameters in the model, however, has large, positive effects. Slowing the pace of curriculum, so that more children can keep up, increases average learning in grade 10 by the learning equivalent of 1.6 years of schooling. Expanding the student skill levels that learn from a given level of instruction to account for within classroom heterogeneity of learning levels increases average grade 10 learning by the equivalent of a full year of schooling. The parameters we use are flexible, to accommodate the learning process in different contexts, and future work could explore additional parameterizations and calibrations for informing plans to improve education systems’ coherence for learning.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Kaffenberger, Michelle and Pritchett, Lant}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102371 2339240:CA826UNI 2405685:ZMA5UBXJ}, keywords = {Dynamics of learning, Education policy, Learning trajectories, Low and middle income countries, Modelling learning}, pages = {102371}, } @article{shemshack_comprehensive_2021, title = {A comprehensive analysis of personalized learning components}, volume = {8}, doi = {10.1007/s40692-021-00188-7}, abstract = {Personalized learning is a learning approach that aims to personalize the learning experience according to the unique needs, goals, and skills of individuals which can be achieved by using current instructional technology that provides unique learning experiences in different learning environments. Technology is the main component that will enable and enrich personalized learning experience; however, even though technology is available to personalize the learning experience, there is still a lack of unified agreement on what components need to be considered for a dynamic personalized learning approach that is to be able to provide a unique and effective learning experience to each learner. To address this need, this study aims to analyze and synthesize different personalized learning approaches that consider different learning components, so that we have an evolving agreement on personalized learning models and approaches. The findings of this research identified the following main components: learner profiles and attitudes, previous knowledge and beliefs, personalized adaptive learning paths, and flexible self-paced learning environments that are generated by learning analytics. These prominent characteristics imply that a personalized learning environment (PLE) would need to be dynamic to maintain a current record of learner interests and attitudes, past experiences and performance, and activities and interactions likely to match a particular learner and learning goal.}, journal = {Journal of Computers in Education}, author = {Shemshack, Atikah and {Kinshuk} and Spector, Jonathan}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s40692-021-00188-7 2339240:QSBTLZSS 2405685:AYW2Z9VQ}, pages = {485--503}, } @article{smith_consequences_2021, title = {Consequences of school closure on access to education: lessons from the 2013–2016 {Ebola} pandemic}, volume = {67}, issn = {1573-0638}, shorttitle = {Consequences of school closure on access to education}, url = {https://doi.org/10.1007/s11159-021-09900-2}, doi = {10.1007/s11159-021-09900-2}, abstract = {The COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring “social” (physical) distancing. Nearly 1.725 billion children in over 95\% of countries worldwide have been affected by school closures implemented in April 2020 as the virus continued to spread. In the field of education, policymakers’ attention has been directed at keeping students on board through remote learning and addressing the immediate needs of schools upon reopening. The study presented in this article focuses on who remains absent after schools resume. Using publicly available survey data from the USAID Demographic Health Surveys Program and the UNICEF Multiple Indicator Cluster Survey from before and after the 2013–2016 Ebola pandemic in Guinea and Sierra Leone in West Africa, the author examined changes in school enrolment and dropout patterns, with targeted consideration given to traditionally marginalised groups. At the time, schools closed for between seven to nine months in the two countries; this length and intensity makes this Ebola pandemic the only health crisis in the recent past to come close to the pandemic-related school closures experienced in 2020. The author’s findings suggest that post-Ebola, youth in the poorest households saw the largest increase in school dropout. Exceeding expected pre-Ebola dropout rates, an additional 17,400 of the poorest secondary-age youth were out of school. This evidence is important for minimising the likely post-COVID-19 expansion in inequality. The author’s findings point to the need for sustainable planning that looks beyond the reopening of educational institutions to include comprehensive financial support packages for groups most likely to be affected.}, language = {en}, number = {1}, urldate = {2021-09-03}, journal = {International Review of Education}, author = {Smith, William C.}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-021-09900-2 2339240:JKCDRWKL 2405685:JFZ4ET3L}, pages = {53--78}, } @article{yang_emanant_2021, title = {Emanant themes of blended learning in {K}-12 educational environments: lessons from the {Every} {Student} {Succeeds} {Act}}, volume = {163}, shorttitle = {Emanant themes of blended learning in k-12 educational environments}, doi = {10.1016/j.compedu.2020.104116}, abstract = {Blended learning (BL) is an instructional design structure that facilitates the benefits of technology, paired with face-to-face instruction, to address the variance in student learning. BL has been widely utilized in education with the rapid development of technology. While the Every Student Succeeds Act (ESSA, 2015) of the United States emphasizes supporting states to implement BL by facilitating the use of technology, it is unclear how states intend to operationalize BL in practice based on the federal statute. Therefore, this study investigated how many states referenced BL and how they operationalized BL in state ESSA plans by using thematic analysis. Results suggested a total of 17 states addressed BL in their finalized state ESSA plans. While these states referenced BL in various titles and parts, the researchers identified three major themes that operationalize BL, including (a) BL leveraging technology to support learning, (b) BL in professional development, and (c) BL as an alternative pathway. In the discussion, the researchers noted the ambiguity of the definition of BL among stakeholders (e.g., states) as well as the possibility of the use of BL towards enabling personalized learning in K-12. The researchers also discussed how to empower educators in the context of BL.}, journal = {Computers \& Education}, author = {Yang, Sohyun and Carter, Richard, Jr and Zhang, Ling and Hunt, Tiffany}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.104116 2339240:NMIPJUID 2405685:DQW7UFZ4}, pages = {104116}, } @article{kirkic_relationship_2021, title = {The {Relationship} between {Teachers}' {Attitudes} to {Distance} {Education} and {Their} {Life} {Satisfaction}}, volume = {9}, issn = {2289-3024}, url = {https://eric.ed.gov/?id=EJ1295101}, abstract = {Teachers' attitudes toward distance education are important in terms of the effectiveness of the distance education process. They become even more critical during this time of global pandemics when face-to-face education has been compulsorily replaced by distance education. The worldwide coronavirus pandemic has changed the practices of the teaching profession. This period has revealed how teachers' life satisfaction while carrying out their profession can be affected by changes in education delivery. The aim of this study is to examine the relationship between teachers' attitudes toward distance education and their life satisfaction during the distance education process. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (1,233 male and 3,671 female educators) working in different branches in Izmir. The "Life Satisfaction Scale" and "Attitude toward Distance Education Scale" were applied. Participants' demographic information was obtained using a "Personal Information Form" designed by the researchers. According to the results of the study, while there is a notable difference in teachers' limitations toward distance education and life satisfaction according to gender, there is no difference in the advantages gained from and attitudes toward distance education.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {Malaysian Online Journal of Educational Sciences}, author = {Kirkiç, Kamil Arif and Yahsi, Ömer}, month = apr, year = {2021}, note = {Publisher: University of Malaya Faculty of Education KerkoCite.ItemAlsoKnownAs: 2339240:ZILZ6A6N 2405685:FTADKX9J}, keywords = {COVID-19, Correlation, Distance Education, Educational Attainment, Elementary School Teachers, Foreign Countries, Gender Differences, Income, Instructional Effectiveness, Knowledge Level, Life Satisfaction, Pandemics, Secondary School Teachers, Teacher Attitudes, Teacher Characteristics, ⛔ No DOI found}, } @article{lawrence_parental_2021, title = {Parental {Involvement}, {Learning} {Participation} and {Online} {Learning} {Commitment} of {Adolescent} {Learners} during the {COVID}-19 lockdown}, volume = {29}, doi = {10.25304/rlt.v29.2544}, abstract = {During the escalating coronavirus disease-2019 (COVID-19) pandemic, attempting to contain its spread, a large number of educational institutions shut down face-to-face teaching and learning activities globally due to a complete lockdown. This lockdown revealed emerging vulnerabilities of education systems in the lowand middle-income countries of the world, with Nigeria being no exception. Given these concerns, this research study assessed parental involvement, learning participation and the commitment to online learning of adolescent learners during the COVID-19 lockdown in Nigeria. An online survey questionnaire was employed to examine the level of online learning commitment and the contributory roles of each of the factors to online learning commitment of adolescent learners. In total, 1407 adolescents (male = 38.8\%; female 61.2\%) aged between 12 and 20 years (mean = 15: SD = 4.24) responded to the online survey, which was open for 2 months. Data were analysed using descriptive statistics of frequency distribution and inferential statistics of multiple regression. The findings revealed that the commitment level of adolescent learners to online learning was high. The findings further yielded a coefficient of R = 0.439 and R2 = 0.192 variance in the prediction of the outcome measure. Parental involvement contributed 32\% (β = 0.322, p {\textless} 0.05) and learning participation contributed 23\% (β = 0.234, p {\textless} 0.05) towards online learning. The study concludes that parental involvement and learning participation played a significant and positive role in the commitment of adolescent learners towards online learning during the COVID-19 lockdown in Nigeria. The authors suggest that parents be encouraged to synergise with the digitalised revolution, while the need for further in-depth research on the subject is emphasised in the suggestions for future research.}, journal = {Research in Learning Technology}, author = {Lawrence, Kehinde Clement and Fakuade, Olubasayo Victor}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v29.2544 2339240:DSGJRP6C 2405685:KNYG37D4}, } @misc{muchunguh_kenya_2021, type = {Newspaper}, title = {Kenya: {How} {Rogue} {Officials} {Inflated} {Enrolment}, {Used} {Ghost} {Schools} to {Steal} {Billions}}, url = {https://allafrica.com/stories/202104060258.html}, urldate = {2022-04-07}, journal = {The Nation in Allafrica.com}, author = {Muchunguh, David}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HPKQLIY4 2405685:6QAGBDTM 4656463:3VX5BIBW}, } @article{sabates_using_2021, title = {Using educational transitions to estimate learning loss due to {COVID}-19 school closures: {The} case of {Complementary} {Basic} {Education} in {Ghana}}, volume = {82}, issn = {07380593}, shorttitle = {Using educational transitions to estimate learning loss due to {COVID}-19 school closures}, doi = {10.1016/j.ijedudev.2021.102377}, abstract = {• Estimate learning losses during grade transition for disadvantaged and previously out of school students in Ghana. • The estimated average learning loss is around 66 \% of previous learning gains in foundational numeracy during this transition period. • Widening gaps in learning loss are found according to availability of home learning support, as well as home learning resources. • Learning at home and in communities has to be reimagined if gains are to be achieved and losses are to be mitigated in the post-COVID 19 era. Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 \% of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.}, urldate = {2022-04-05}, journal = {International Journal of Educational Development}, author = {Sabates, Ricardo and Carter, Emma and Stern, Jonathan M.B.}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102377 2339240:SQ7VK9VL 2405685:KHANG6IQ}, keywords = {BASIC education, CHILDREN with social disabilities, COVID-19 pandemic, COVID-19 school closure, EDUCATIONAL outcomes, Equity, Ghana, Learning, Literacy, Numeracy, SCHOOL closings}, pages = {102377}, } @article{khaleyla_software_2021, title = {Software preference for online learning of science and biology teachers under {COVID}-19 pandemic}, volume = {7}, issn = {2527-6204, 2442-3750}, url = {http://10.10.1.200/index.php/jpbi/article/view/14253}, doi = {10.22219/jpbi.v7i1.14253}, abstract = {As measure against the rapid spreading of coronavirus disease 2019 (COVID-19) which now has reached global level, Indonesian government established Large-scale Social Distancing (LsSD). As consequence, learning method used in junior and senior high school is substituted from face-to-face learning in class to online distance learning, including for science and biology. This study was conducted to know software preference used by science and biology junior and senior high school teachers for online learning during LsSD measure. A total of 189 science and biology junior and senior high school teachers from various area had given their response via questionnaire. Data was analyzed using quantitative descriptive method. About 57\% respondents had never manage online learning before COVID-19 pandemic while the remaining 43\% had experience in managing one before, however almost all managed online learning. Non-paid software used the most (81\%) among respondents to manage online science/biology learning. Software types used were social networking (64\%) especially WhatsApp, learning management system (LMS) (51\%) especially Google Classroom, teleconference applications (12\%), and assessment software outside of LMSs (15\%). Software chosen were mostly non-paid, easily accessed by all people, already familiar among Indonesian, and its interface were easily mastered.}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {JPBI (Jurnal Pendidikan Biologi Indonesia)}, author = {Khaleyla, Firas and Wisanti, Wisanti and Ambarwati, Reni and Rahayu, Dwi Anggorowati and Putri, Eva Kristinawati}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.22219/jpbi.v7i1.14253 2339240:B2NF22CZ 2405685:9Z5QJX7F}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Academic {Recovery} {Programme}: {Synthesis} of {Qualitative} {Data} and {High}-level {Overview}}, copyright = {Creative Commons Attribution 4.0 International}, url = {htps://docs.opendevd.net/lib/XAMQ949U}, number = {2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Blower, Thomas and Megha-Bongnkar, Ghislaine and Regis, Callista}, month = mar, year = {2021}, doi = {10.5281/zenodo.4555874}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555874 2129771:XAMQ949U 2405685:I9KQL5GV}, keywords = {Author:Haßler, AuthorFirst:Haßler, \_C:Dominica DMA, \_C:Grenada GRD, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_yl:c}, } @misc{mineduc_aprendo_2021, title = {"{Aprendo} en {Línea}" mantendrá acceso gratuito desde dispositivos móviles}, url = {https://www.mineduc.cl/aprendo-en-linea-mantendra-acceso-gratuito-desde-dispositivos-moviles/}, abstract = {“Aprendo en Línea” cuenta con más de 80.000 recursos pedagógicos digitales para estudiantes, apoderados, docentes y directivos.}, urldate = {2022-06-06}, journal = {Ministerio de educación}, author = {mineduc}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2JKEXBRV 2405685:VBF82GCL}, } @misc{subramanian_absent_2021, title = {The {Absent} {Voices} of {Development} {Economics}}, url = {https://www.project-syndicate.org/commentary/why-does-the-global-north-dominate-development-economics-by-arvind-subramanian-and-devesh-kapur-2021-03}, abstract = {Development economics focuses on improving the well-being of billions of people in low-income countries, but the Global South is severely underrepresented in the field. A small number of rich-country institutions dominate, and their growing use of randomized controlled trials in research is entrenching the imbalance.}, language = {en}, urldate = {2021-06-09}, journal = {Project Syndicate}, author = {Subramanian, Arvind and {Kapur, Devesh}}, month = mar, year = {2021}, note = {Section: Economics \& Finance KerkoCite.ItemAlsoKnownAs: 2339240:JI4Z5G8C 2405685:DZA5YC5V}, } @misc{aslan_afrika_needed_2021, title = {Needed: {An} {Ecosystem} for {Meaningful} {Digital} {Innovation} in {Northern} {Kenya}}, shorttitle = {Needed}, url = {https://aslan.co.ke/needed-an-ecosystem-for-meaningful-digital-innovation-in-northern-kenya/}, abstract = {The information and communications technology (ICT) industry thrives in Kenyan cities, but vast rural tracts in Northern Kenya are stranded on the wrong side of the digital divide. One of the weakest links is a lack of infrastructure, both for […]}, language = {en-US}, urldate = {2023-04-04}, journal = {Aslan Afrika}, author = {Aslan Afrika}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M9U4C6IJ 2405685:4LVDHQIG}, } @misc{berger_our_2021, title = {Our {Kids} {Are} {Not} {Broken}}, url = {https://www.theatlantic.com/ideas/archive/2021/03/how-to-get-our-kids-back-on-track/618269/}, abstract = {I am concerned about how this growing narrative of loss will affect our students, emotionally and academically.}, language = {en}, urldate = {2022-08-25}, journal = {The Atlantic}, author = {Berger, Ron}, month = mar, year = {2021}, note = {Section: Ideas KerkoCite.ItemAlsoKnownAs: 2339240:PDGZ2NCM 2405685:CCCBBVG4}, } @misc{unesco_one_2021, title = {One year into {COVID}-19 education disruption: {Where} do we stand?}, shorttitle = {One year into {COVID}-19 education disruption}, url = {https://en.unesco.org/news/one-year-covid-19-education-disruption-where-do-we-stand}, language = {en}, urldate = {2022-05-04}, author = {{UNESCO}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LCIHMACX 2405685:Q97KARUR}, } @misc{strauss_what_2021, title = {What ‘learning loss’ really means - {The} {Washington} {Post}}, url = {https://www.washingtonpost.com/education/2021/03/10/what-learning-loss-really-means/}, urldate = {2022-08-25}, journal = {the Washington Post}, author = {Strauss, Valerie}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5DSLK69D 2405685:EFD7J6UK}, } @misc{the_education_comission_gis_2021, title = {{GIS} for {Education} {Working} {Group} launches to promote data-driven decision-making}, url = {https://educationcommission.org/updates/gis-for-education-working-group-launches-to-promote-data-driven-decision-making/}, abstract = {Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?}, language = {en-US}, urldate = {2022-10-28}, journal = {the Education Commission}, author = {{The Education Comission}}, month = mar, year = {2021}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2405685:Y735WFTU 4042040:JMFPTRHK}, } @book{oecd_delivering_2021, series = {{OECD} {Rural} {Studies}}, title = {Delivering {Quality} {Education} and {Health} {Care} to {All}: {Preparing} {Regions} for {Demographic} {Change}}, isbn = {978-92-64-79675-1 978-92-64-65638-3 978-92-64-44654-0 978-92-64-40826-5}, shorttitle = {Delivering {Quality} {Education} and {Health} {Care} to {All}}, url = {https://www.oecd-ilibrary.org/urban-rural-and-regional-development/delivering-quality-education-and-health-care-to-all_83025c02-en}, language = {en}, urldate = {2023-02-28}, publisher = {OECD}, author = {{OECD}}, month = mar, year = {2021}, doi = {10.1787/83025c02-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/83025c02-en 2339240:G6KY28PG 2405685:A5DTA23J}, } @article{hood_goodharts_2021, title = {Goodhart’s {Law} and the gaming of {UK} public spending numbers}, volume = {44}, issn = {1530-9576}, url = {https://doi.org/10.1080/15309576.2020.1749092}, doi = {10.1080/15309576.2020.1749092}, abstract = {Goodhart’s Law, originally inspired by money-supply indicators, predicts high-consequence administrative numbers tend to be gamed out of meaningfulness. This paper argues that, in addition to the well-documented manipulation of aggregate input numbers at the top-levels of decision making and performance indicators used for output control at the lower level, meso-level gaming happens also on the input side of public expenditure planning and control. A key mechanism through which it operates is creative categorization in the classification of units of spending. Based on a UK study, we explore three questions: can we find evidence for the existence of gaming in public expenditure control, how does the creative categorization work and how material or consequential is it? Using case studies of “protected” spending, public-private partnerships and accounting changes, we show that gaming understood as creative categorization is readily observable in UK public expenditure control and Goodhart’s Law effects can indeed be material or consequential, both in scale and in their implications for government accountability. We conclude that creating new spending categories to control public expenditure and limit gaming is a two-edged sword since it itself creates new opportunities for gaming.}, number = {2}, urldate = {2022-04-25}, journal = {Public Performance \& Management Review}, author = {Hood, Christopher and Piotrowska, Barbara}, month = mar, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/15309576.2020.1749092 KerkoCite.ItemAlsoKnownAs: 10.1080/15309576.2020.1749092 2339240:AL7M3EA4 2405685:ZNMNHT5B 4656463:X439Z2RN}, keywords = {Goodhart’s Law, creative categorization, fiscal illusions, gaming, public finance management, public spending, rule bending}, pages = {250--271}, } @article{machmud_development_2021, title = {The development and policies of {ICT} supporting educational technology in {Singapore}, {Thailand}, {Indonesia}, and {Myanmar}}, volume = {10}, issn = {2620-5440, 2252-8822}, url = {http://ijere.iaescore.com/index.php/IJERE/article/view/20786}, doi = {10.11591/ijere.v10i1.20786}, abstract = {This study has an objective to identify the development and policies of educational technology application in ASEAN countries. Through the literature review and analysis, this recent study has compared the issue of educational technology development and policies in ASEAN countries. The reviewing country has been chosen based on the Information and Communication Technology (ICT) index amongst the ASEAN countries, that are Singapore (as the highest rank), Thailand \& Indonesia (as the middle rank), and Myanmar (as the lowest rank). The result of the study shows that the majority of the countries focused to improve network capabilities in supporting online learning, and the policies of each country showed a similarity in improving the technology equity for the learner. However, Singapore shows more advance technological implementation such as the application of broader Artificial Intelligence in classroom activity, while the use of Artificial Intelligence (AI) in Thailand and Indonesia still in developing progress. In conclusion, the technology education development in ASEAN countries has moved forward through the past year and the policies of educational technology for each country have been similar in strengthening the ASEAN plan.}, language = {en}, number = {1}, urldate = {2022-12-09}, journal = {International Journal of Evaluation and Research in Education (IJERE)}, author = {Machmud, Muhammad Takwin and Widiyan, Agung Purwa and Ramadhani, Noer Risky}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v10i1.20786 2339240:7BX4XLWD 2405685:R2AWMPUW}, pages = {78}, } @misc{aser_pakistan_annual_2021, title = {Annual {Status} of {Education} {Report}. {ASER}-{Pakistan} 2021}, shorttitle = {{ASER} 2021}, url = {http://aserpakistan.org/document/aser/2021/reports/national/ASER_report_National_2021.pdf}, publisher = {ASER Pakistan Secretariate \& Idara-e-Taleem-o-Agahi}, author = {{ASER Pakistan}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CTU9LA3Q 2339240:MVDNFBGR 2405685:2IATPQCX 2405685:79X8U2KF}, } @techreport{azevedo_will_2021, type = {Policy {Research} {Working} {Paper}}, title = {Will {Every} {Child} {Be} {Able} to {Read} by 2030? {Defining} {Learning} {Poverty} and {Mapping} the {Dimensions} of the {Challenge}}, url = {https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Azevedo-et-al-2021_Will-Every-Child-Be-Able-to-Read-by-2030.pdf}, number = {9588}, institution = {World Bank Group}, author = {Azevedo, João Pedro and Goldemberg, Diana and Montoya, Silvia and Nayar, Reema and Rogers, Halsey and Saavedra, Jaime and Stacy, Brian William}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R5NR9Z2A 2405685:QJ7JZA6T}, } @article{bird_nudging_2021, title = {Nudging at {Scale}: {Experimental} {Evidence} from {FAFSA} {Completion} {Campaigns}}, volume = {183}, doi = {10.1016/j.jebo.2020.12.022}, abstract = {Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively.}, language = {en}, journal = {Journal of Economic Behaviour \& Organization}, author = {Bird, A., Kelli and Castleman, Benjamin and Denning, Jeffrey and Goodman, Joshua and Lamberton, Cait and Rosinger, Kelly Ochs}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jebo.2020.12.022 2339240:2RVLDCU8 2405685:D63Y92LP}, pages = {105--128}, } @techreport{cambridge_education_cpd_2021, address = {Tanzania}, title = {{CPD} {Implementation} {Roadmap}}, institution = {Cambridge Education}, author = {Cambridge Education}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97LIFQ9D 2405685:APDWFXX2 2405685:AUN7ES7V}, } @misc{graham_sierra_2021, address = {Teaching Service Commission}, title = {Sierra {Leone} teacher \& school {MIS} developments: {Sierra} {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) and {Teacher} {Records} {Management} ({TRM}) system}, author = {Graham, Hannah}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KB3DUZXF 2405685:5NEC3AR4}, } @techreport{gsma_achieving_2021, title = {Achieving mobile-enabled digital inclusion in {Bangladesh}}, url = {https://www.gsma.com/mobilefordevelopment/resources/achieving-mobile-enabled-digital-inclusion-in-bangladesh/}, urldate = {2021-10-25}, author = {{GSMA}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:668LBR98 2405685:W5VR72AL}, } @techreport{laws_value_2021, type = {Working {Paper}}, title = {Value for money and adaptive programming: {Approaches}, measurement and management}, url = {https://cdn.odi.org/media/documents/odi-ml-rethinkingvfm-wp572-final.pdf}, language = {English}, number = {572}, urldate = {2022-01-04}, institution = {Overseas Development Institute (ODI)}, author = {Laws, Ed and Valters, Craig}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M3LYTQTZ 2405685:TYR3WR4U}, } @misc{translators_without_borders_language_2021, title = {Language data for {Malawi}}, url = {https://translatorswithoutborders.org/language-data-for-malawi/}, abstract = {Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.}, language = {en-US}, urldate = {2022-06-07}, journal = {Translators without Borders}, author = {{Translators Without Borders}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:85LDSX3J 4042040:U37DNB2H}, } @techreport{usaid_language_2021, address = {Washington DC}, title = {Language of {Instruction} {Country} {Profile}: {Malawi}}, url = {https://pdf.usaid.gov/pdf_docs/PA00XFMV.pdf}, language = {en}, institution = {United States Agency for International Development}, author = {{USAID}}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QB34QBQL 4042040:R9YNHPBC}, } @misc{usaid_policy_2021, title = {Policy {Linking} for {Measuring} {Global} {Learning} {Outcomes} {\textbar} {Education} {Links}}, url = {http://www.edu-links.org/resources/policy-linking-measuring-global-learning-outcomes}, abstract = {Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS)}, language = {en}, urldate = {2022-06-17}, author = {USAID}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VGYD2PE3 2405685:ZJJI7DL8}, } @techreport{world_bank_kenya_2021, title = {Kenya {GPE} 19 {Learning} {Continuity} in {Basic} {Education} {Project} - {Implementation} {Status} and {Results} {Report}}, url = {http://documents1.worldbank.org/curated/en/622741616404226707/pdf/Disclosable-Version-of-the-ISR-KENYA-GPE-COVID-19-LEARNING-CONTINUITY-IN-BASIC-EDUCATION-PROJECT-P174059-Sequence-No-02.pdf}, urldate = {2021-04-14}, author = {World Bank}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PNX9ZBM7 2405685:LRBZ32RR}, } @misc{issafrica_covid-19_2021, title = {{COVID}-19 and the surge of absenteeism in {SA} schools}, url = {https://issafrica.org/iss-today/covid-19-and-the-surge-of-absenteeism-in-sa-schools}, abstract = {The impact of higher-than-expected absence rates is significant and will be compounded by a third wave.}, language = {en}, urldate = {2021-03-29}, journal = {ISS Africa}, author = {{ISSAfrica}}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UCM5WNR7 2405685:GD7MXME8}, } @techreport{al-samarrai_education_2021, address = {Washington D.C.}, type = {Text/{HTML}}, title = {Education {Finance} {Watch} 2021}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail}, abstract = {Education Finance Watch 2021 (English)}, language = {en}, number = {156905}, urldate = {2021-10-11}, institution = {World Bank Group}, author = {Al-Samarrai, Samer and Cerdan-Infantes, Pedro and Bigarinova, Aliya and Bodmer, Juanita and Vital, Marianne Joy Anacleto and Antoninis, Manos and Bakarat, Bilal Fouad and Murakami, Yuki}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NHKZM26P 2405685:EZIDC645}, } @misc{__2021, title = {يونسکو: په کوچنيوالي کې په مورنۍ ژبه زده کړې د يادښت بنسټ دی}, shorttitle = {يونسکو}, url = {https://muhassileen.com/53025/%d9%8a%d9%88%d9%86%d8%b3%da%a9%d9%88-%d9%be%d9%87-%da%a9%d9%88%da%86%d9%86%d9%8a%d9%88%d8%a7%d9%84%d9%8a-%da%a9%db%90-%d9%be%d9%87-%d9%85%d9%88%d8%b1%d9%86%db%8d-%da%98%d8%a8%d9%87-%d8%b2%d8%af%d9%87/}, abstract = {محصلين (شنبه، د کب۲, ۱۳۹۹هـ ق)  د ملګرو ملتونو ښوونیز، علمي او کلتوري سازمان يونسکو، د مورنۍ ژبې نړيوالې ورځې ( د فبروري ۲۱) په مناسبت په  خپل پیغام کې ويلي دي چې په مورنۍ ژبه زده کړه بايد  د وړوکتوب}, language = {ps}, urldate = {2022-06-13}, journal = {بااحساسه محصلين}, author = {الله, نشرونکی امین}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SBGXS4W5 4042040:9A9Z5Y9Z}, } @misc{edtech_hub_mother_2021, title = {Mother {Language} {Day} 2021: {Improving} data on mother-tongue languages for better learning outcomes}, shorttitle = {Mother {Language} {Day} 2021}, url = {https://edtechhub.org/2021/02/20/mother-language-day-2021-improving-data-on-mother-tongue-languages-for-better-learning-outcomes/}, abstract = {To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…}, language = {en-US}, urldate = {2022-06-16}, author = {{EdTech Hub}}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EVU4DEWP 4042040:T3S2AEMN}, } @misc{barron_changing_2021, title = {The changing role of teachers and technologies amidst the {COVID} 19 pandemic: key findings from a cross-country study}, shorttitle = {The changing role of teachers and technologies amidst the {COVID} 19 pandemic}, url = {https://blogs.worldbank.org/education/changing-role-teachers-and-technologies-amidst-covid-19-pandemic-key-findings-cross}, abstract = {Despite the overwhelming consequences of the pandemic, this global crisis has also been an extraordinary time for learning.}, language = {en}, urldate = {2021-10-11}, journal = {World Bank Blogs - Education for Global Development}, author = {Barron, Maria and Cobo, Cristobal and Munoz-Najar, Alberto and Sanchez Ciarrusta, Inaki}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q6F976QJ 2339240:UC2VMBYK 2405685:D3QRPSST 2405685:TZGSSJ5F}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{guthrie_foundations_2021, title = {{FOUNDATIONS} {OF} {CLASSROOM} {CHANGE} {IN} {DEVELOPING} {COUNTRIES} {Vol}.2: {Synthesis}}, shorttitle = {{FOUNDATIONS} {OF} {CLASSROOM} {CHANGE} {IN} {DEVELOPING} {COUNTRIES} {Vol}.2}, author = {Guthrie, Gerard}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XHXMGVY3}, } @techreport{khalayleh_characteristics_2021, title = {Characteristics of {Effective} {Technology}-{Enabled} {Teacher} {Learning} {Circles} — {Rapid} {Review} of the {Literature}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/ZBHBQT7T}, number = {1}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4537843}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM}, keywords = {Author:Haßler, \_yl:a}, } @techreport{khalayleh_final_2021, title = {Final report}, copyright = {Creative Commons Attribution 4.0 International}, number = {2}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4540043}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4540043 2129771:6T2RCX4X 2405685:NWZU67FG}, keywords = {Author:Haßler, \_yl:b}, } @misc{thaung_right_2021, title = {Right to read: {Joint} efforts to provide books to minority-language learners}, shorttitle = {Right to read}, url = {https://www.globalpartnership.org/blog/right-read-joint-efforts-provide-books-minority-language-learners}, abstract = {During this world-upending pandemic, ethnolinguistic minority learners are falling further through the cracks. Even if they have access to the technology necessary for distance learning, they will likely not receive content in their own language. Here is what organizations like UNESCO are doing to make sure minority learners don’t fall further behind.}, language = {en}, urldate = {2022-01-28}, journal = {Education for All blog}, author = {Thaung, Nyi Nyi and Gracie, Kristen}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6ZQXE9WA 4042040:GJTQ6L6K}, } @article{banerji_indias_2021, title = {India’s public edtech broadcast system {DIKSHA} has a private bottleneck}, url = {https://the-ken.com/story/public-edtech-private-bottleneck/?searchTerm=DIKSHA}, journal = {The Ken}, author = {Banerji, Olina}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8VZS43UH 2405685:KYKN689Y}, } @misc{de_improving_2021, title = {Improving secondary education in {Sierra} {Leone}}, url = {https://www.opml.co.uk/projects/improving-secondary-education-in-sierra-leone}, abstract = {We are leading the monitoring, evaluation and research delivery of a five year programme to improve secondary education and long term growth in Sierra Leone}, language = {en-GB}, urldate = {2022-07-04}, journal = {Oxford Policy Management}, author = {De, Sourovi and Durrani, Zara and Khurshid, Ayesha}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:268JSEX2 2486141:EJ4VUWUC}, } @article{fraser_preprinting_2021, title = {Preprinting the {COVID}-19 pandemic}, copyright = {© 2021, Posted by Cold Spring Harbor Laboratory. This pre-print is available under a Creative Commons License (Attribution 4.0 International), CC BY 4.0, as described at http://creativecommons.org/licenses/by/4.0/}, url = {https://www.biorxiv.org/content/10.1101/2020.05.22.111294v3}, doi = {10.1101/2020.05.22.111294}, abstract = {The world continues to face a life-threatening viral pandemic. The virus underlying the COVID-19 disease, SARS-CoV-2, has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a paradigm shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19 related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, two growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provides evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science, and the impact of the pandemic on the scientific communication landscape.}, language = {en}, urldate = {2021-04-25}, journal = {bioRxiv}, author = {Fraser, Nicholas and Brierley, Liam and Dey, Gautam and Polka, Jessica K. and Pálfy, Máté and Nanni, Federico and Coates, Jonathon Alexis}, month = feb, year = {2021}, note = {Publisher: Cold Spring Harbor Laboratory Section: New Results KerkoCite.ItemAlsoKnownAs: 10.1101/2020.05.22.111294 2129771:5BNWNCDU 2129771:73S9KNMK 2405685:WG9YMLGJ}, pages = {2020.05.22.111294}, } @misc{kyeyune_uganda_2021, title = {Uganda: {Students} back to school, university in {March}}, shorttitle = {Uganda}, url = {https://www.aa.com.tr/en/africa/uganda-students-back-to-school-university-in-march/2134912}, abstract = {Some more school classes to start March 1, universities to reopen in staggered manner, says president - Anadolu Agency}, urldate = {2021-02-17}, journal = {Anadolu Agency}, author = {Kyeyune, Hamza}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2DZ7I775 2405685:WQR3CKZU}, } @unpublished{crawfurd_what_2021, title = {What do developing country governments learn from aid? {Evidence} from survey experiments with 900 education policymakers in 36 countries}, url = {https://www.peio.me/wp-content/uploads/2021/papers/PEIOo21_paper_79.pdf}, language = {en}, author = {Crawfurd, Lee and Hares, Susannah and Khan, Ayesha and Minardi, Ana and Sandefur, Justin}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8GZJF6IU 2405685:3VT4H3Z4}, } @article{kaye_computer-assisted_2021, title = {Computer-assisted instruction tools: {A} model to guide use in low-and middle-income countries}, volume = {17}, copyright = {This work is licensed under a {\textless}a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="\_blank"{\textgreater}Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License{\textless}/a{\textgreater}. It may be reproduced for non-commercial purposes, provided that the original author is credited. Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.}, issn = {1814-0556}, shorttitle = {Computer-assisted instruction tools}, url = {http://ijedict.dec.uwi.edu/viewarticle.php?id=2861}, abstract = {Learning outcomes in low- and lower-middle-income countries (LMICs) require significant improvement. With traditional reform efforts taking many years to realise results, education practitioners in LMICs are searching for innovative ways to rapidly strengthen learning outcomes. One tool showing promise is computer-assisted instruction (CAI). While a growing number of studies document CAI’s positive impacts on learning outcomes, others have found nil or negative effects. Research has yet to identify why these differences occur, and, most importantly, which factors must be in place to ensure that CAI contributes to improving learning outcomes. The aim of our research was to fill this gap in the research by developing a model highlighting those factors influencing the results of CAI interventions. Adopting a realist-informed methodology, we analysed 21 resources shared by 13 experts from around the world. We used the results of this analysis to develop a model that outlines key trends that facilitate and/or impede the deployment of CAI tools in LMICs. We find that key factors that should be considered when designing CAI interventions include the operating environment; stakeholder engagement; infrastructure; technological trust; CAI tool design; content curation/creation; student engagement; classroom integration; teacher capacity; student capacity; and data collection and use. This model highlights both these individual elements as well as noting how these elements interact. The model provides a foundation that can guide future research in this under-examined area.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Kaye, Thomas and Ehren, Melanie}, month = feb, year = {2021}, note = {Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:A3WF6P6D 2339240:KUAK4YAL 2339240:XJJARH42 2405685:8H75L794 2405685:PB6US4IE 2405685:U97W3BR2}, keywords = {⛔ No DOI found}, pages = {82--99}, } @techreport{guglielmi_reimagining_2021, address = {New York, NY}, title = {Reimagining {Girls}' {Education}: {Solutions} to {Keep} {Girls} {Learning} in {Emergencies}}, url = {https://www.unicef.org/media/94201/file/Reimagining%20Girls%20Education%20Solutions%20to%20Keep%20Girls%20Learning%20in%20Emergencies%20.pdf}, urldate = {2021-05-26}, institution = {UNICEF}, author = {Guglielmi, Silvia and Jones, Nicola and Nicolai, Susan and Pereznieto, Paola and Plank, Georgia and Vu, Nhung and Sanchez-Tapia, Ingrid and Mackintosh, Alasdair}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8ZNTUL5A 2405685:TSIVULXP}, } @techreport{lichand_arm-wrestling_2021, title = {Arm-wrestling in the classroom: the non-monotonic effects of monitoring teachers}, copyright = {info:eu-repo/semantics/openAccess}, shorttitle = {Arm-wrestling in the classroom}, url = {https://www.econ.uzh.ch/en/research/workingpapers.html?paper-id=1039}, abstract = {Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes. This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast – to motivate and monitor teachers directly, and to mobilize parents –, we find that, in schools where parents are nudged, numeracy and literacy test scores improve by an additional school quarter, and student dropouts decrease by over 50\%. In contrast, in schools where both are nudged, there is no effect on either learning outcomes or dropouts – even though the latter also fall by nearly 50\% where teachers are nudged alone. In those schools, teachers show up less frequently, allocate less time to career development, and target instruction to top students to a greater extent than in schools where only parents are nudged. Monitoring backfires precisely for teachers who were most motivated at baseline, consistent with monitoring intensity eventually crowding out intrinsic motivation. Our results have implications for the design of accountability programs above and beyond education.}, language = {eng}, number = {357}, urldate = {2022-03-04}, institution = {University of Zurich Department of Economics}, author = {Lichand, Guilherme and Wolf, Sharon}, month = feb, year = {2021}, note = {Num Pages: 79 Number: 357 Publisher: University of Zurich KerkoCite.ItemAlsoKnownAs: 2339240:25SIYBSH 2405685:8JXUFKSH}, } @book{the_ministry_of_basic_and_senior_secondary_education_mbsse_transforming_2021, address = {Freetown, Sierra Leone}, title = {Transforming {Education} {Service} {Delivery} {Through} {Evidence}-{Informed} {Policy} and {Practice}}, volume = {1}, copyright = {Creative Commomns Attribution 4.0}, url = {https://mbsse.gov.sl/wp-content/uploads/2021/02/MBSSE_Policy-E-book-V.1.pdf}, urldate = {2021-02-19}, publisher = {The Ministry of Basic and Senior Secondary Education (MBSSE)}, author = {The Ministry of Basic {and} Senior Secondary Education (MBSSE)}, month = feb, year = {2021}, doi = {10.5281/zenodo.4550561}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4550561 2129771:49ZQ5QHA 2405685:F2VBE6CR}, } @article{van_de_schoot_open_2021, title = {An open source machine learning framework for efficient and transparent systematic reviews}, volume = {3}, copyright = {2021 The Author(s)}, issn = {2522-5839}, url = {https://www.nature.com/articles/s42256-020-00287-7}, doi = {10.1038/s42256-020-00287-7}, abstract = {To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice.}, language = {en}, number = {2}, urldate = {2024-01-18}, journal = {Nature Machine Intelligence}, author = {van de Schoot, Rens and de Bruin, Jonathan and Schram, Raoul and Zahedi, Parisa and de Boer, Jan and Weijdema, Felix and Kramer, Bianca and Huijts, Martijn and Hoogerwerf, Maarten and Ferdinands, Gerbrich and Harkema, Albert and Willemsen, Joukje and Ma, Yongchao and Fang, Qixiang and Hindriks, Sybren and Tummers, Lars and Oberski, Daniel L.}, month = feb, year = {2021}, note = {Number: 2 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s42256-020-00287-7 2405685:9JHZVHCH 2405685:QJXHWPWZ 2486141:B2E3YCYA 2486141:JV7SWTDP 2486141:MBP3F287}, keywords = {Computational biology and bioinformatics, Computer science, Medical research, SARS-CoV-2, \_Added-ailr-2024}, pages = {125--133}, } @misc{world_bank_two-thirds_2021, type = {Text/{HTML}}, title = {Two-{Thirds} of {Poorer} {Countries} {Are} {Cutting} {Education} {Budgets} {Due} to {COVID}-19}, url = {https://www.worldbank.org/en/news/press-release/2021/02/22/two-thirds-of-poorer-countries-are-cutting-education-budgets-due-to-covid-19}, language = {en}, urldate = {2021-07-14}, journal = {World Bank}, author = {World Bank}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GK2Z7TZH 2405685:HJF56BG6}, } @techreport{tutunji_jusoors_2021, type = {Sprint {Review}}, title = {Jusoor’s {WhatsApp}-{Assisted} {Learning} {Programme}: {Sprint} {Review} 1}, url = {https://docs.edtechhub.org/lib/AR38F6N8}, author = {Tutunji, Suha and Boujikian, Michèle and Carter, Alice and Atkinson, Grace}, month = jan, year = {2021}, doi = {10.5281/zenodo.4468599}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4468599 2405685:AR38F6N8}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{sanem_summary_2021, title = {Summary: {Webinar} on {COVID}-19 fallout on poverty and livelihoods in {Bangladesh}: results from {SANEM}’s nation-wide survey conducted in {Nov}-{Dec} 2020}, shorttitle = {Summary}, url = {https://sanemnet.org/summary-webinar-on-covid-19-fallout-on-poverty-and-livelihoods-in-bangladesh-results-from-sanems-nation-wide-household-survey-conducted-in-nov-dec-2020/}, abstract = {The 10th episode of SANEM Shongzog on "COVID-19 Fallout on Poverty and Livelihoods in Bangladesh: Results from SANEM's Nationwide Survey (Nov-Dec 2020)" was held on 23 January 2021.}, language = {en-US}, urldate = {2021-10-25}, journal = {SANEM}, author = {{SANEM}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KE7K5Y72 2405685:9MSRWZEF}, } @misc{carver_intentional_2021, title = {Intentional and logical survey and audience data collection: {KoBo} {Toolbox}}, url = {https://www.content-technologist.com/kobo-toolbox-review/}, abstract = {KoBo Toolbox's robust survey platform is free to use for all as a data collection tool, optimized for many devices and environments.}, language = {en-us}, urldate = {2022-07-04}, journal = {The Content Technologist}, author = {Carver, D}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JI2QVECB 2486141:AR5ECTYZ}, } @misc{ongmu_south_2021, title = {South {Africa}: {Schools} to stay closed amid surge in coronavirus cases}, shorttitle = {South {Africa}}, url = {https://www.wionews.com/world/south-africa-schools-to-stay-closed-amid-surge-in-coronavirus-cases-358541}, abstract = {The reopening of South African schools for the new academic year has been postponed by two weeks in the wake of rising new covid-19 variant cases.  “All stakeholders were united in supporting a delay in the opening of schools. Given the pressure experienced by the health system in the past weeks due to covid-19, the council of education, ministers in conjunction with NCCC and cabinet has taken a decision to delay the reopening of both public and private schools by two weeks, Deputy Minister of Basic Education, Reginah Mhaule said.}, language = {en}, urldate = {2021-03-29}, journal = {WION}, author = {Ongmu, Kalden}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y3LQKI97 2405685:BTK7JUSE}, } @misc{bigd_paradox_2021, title = {'{Paradox}' of {Korail} slum during {COVID}-19: ethnography of governance from below}, shorttitle = {'{Paradox}' of {Korail} slum during {COVID}-19}, url = {https://www.youtube.com/watch?v=mMLyopEKc4A}, abstract = {Urban slums are one of the most vulnerable communities during the COVID-19 pandemic; overcrowding and resource constraints make physical distancing and self-quarantine nearly impossible, creating a risk of a rapid spread of the infection. The conversations in the media and among other stakeholders were focused on these risk factors as well as the economic distress of the people in slums created by the pandemic. However, these discussions were primarily based on the perspectives of 'outsiders', with limited understanding of what was happening in the slums. With this gap in mind, we conducted an anthropological exploration of Korail, the largest slum in Dhaka city from September to December 2020, to uncover the emic views of slum dwellers' everyday life during the pandemic and understand the outbreak from their perspective. Findings from the study were presented in our webinar "'Paradox' of Korail slum during COVID-19: Ethnography of Governance from Below" on Thursday, 21 January 2021 from 4:00 pm to 5:30 pm (GMT+6), by Dr Shahaduz Zaman, Reader in Medical Anthropology and Global Health, Brighton and Sussex Medical School. This study is a part of the Covid Collective initiative. Supported by the UK Foreign Commonwealth and Development Office (FCDO), the Covid Collective is based at the Institute of Development Studies (IDS). The Collective brings together the expertise of, UK and Southern-based research partner organisations and offers a rapid social science research response to inform decision-making on some of the most pressing Covid-19 related development challenges.}, urldate = {2021-10-25}, author = {{BIGD}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KE9IRVX3 2405685:Z8CMANRJ}, } @misc{defi_cambridge_defi_2021, title = {{DEFI} {Launch} {Presentation}}, url = {https://www.youtube.com/watch?v=Ok1aZsafd_s&t=2s}, author = {{DEFI Cambridge}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N39L59NI 2405685:QSW66P3B}, } @misc{africanews_schools_2021, title = {Schools in {Ghana} reopen as covid-19 cases surge}, url = {https://www.africanews.com/2021/01/19/schools-in-ghana-reopen-as-covid-19-cases-surge/}, abstract = {Temperature checks and mandatory wearing of masks as schools in Ghana reopen for the 2020/2021 calendar after ten months of closure. The shutdown of the academic calendar was in response to the outbreak of the coronavirus in March last year.}, language = {en}, urldate = {2021-02-07}, journal = {Africanews}, author = {AfricaNews}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JRJ8TDSS 2405685:BUVNZQ5M}, } @misc{africanews_coronavirus_2021, title = {Coronavirus: {Rwanda} and {Malawi} shut schools as cases surge}, shorttitle = {Coronavirus}, url = {https://www.africanews.com/2021/01/18/coronavirus-rwanda-and-malawi-shut-schools-as-cases-surge/}, abstract = {Africa has reported over 3.1 million cases and more than 76,000 deaths since the outbreak started,}, language = {en}, urldate = {2021-03-29}, journal = {Africanews}, author = {{AfricaNews}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8HEGJ8DW 2405685:FTC6JMP2}, } @misc{reliefweb_world_2021, title = {World {Bank} helps {Bangladesh} provide education and skills training to poor children and youths}, url = {https://reliefweb.int/report/bangladesh/world-bank-helps-bangladesh-provide-education-and-skills-training-poor-children}, abstract = {English News and Press Release on Bangladesh about Contributions, Education, Epidemic and more; published on 18 Jan 2021 by World Bank}, language = {en}, urldate = {2021-10-25}, journal = {OCHA}, author = {{ReliefWeb}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YW8V8Z46 2405685:BLFQEDDB}, } @misc{kibuacha_mobile_2021, title = {Mobile {Penetration} and {Growth} in {Kenya}}, url = {https://www.geopoll.com/blog/mobile-penetration-kenya/}, abstract = {Kenya is one of the most technology-advanced countries in Africa, which has had many christen it the Silicon Savannah, powered by its mobile penetration.}, language = {en-US}, urldate = {2021-08-27}, journal = {GeoPoll}, author = {Kibuacha, Frankline}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZABY9CX 2405685:DBYZ5YH6}, } @misc{laterite_effects_2021, title = {Effects of school closures on secondary school teachers and leaders in {Rwanda}: results from a phone survey}, shorttitle = {Effects of school closures on secondary school teachers and leaders in {Rwanda}}, url = {https://www.ukfiet.org/2021/effects-of-school-closures-on-secondary-school-teachers-and-leaders-in-rwanda-results-from-a-phone-survey/}, abstract = {This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, who are working together as learning partners on the Mastercard Foundation’s Leaders in Teachers initiative in Rwanda. On 14 March 2020, the Government of Rwanda announced the closure of all schools in the country […]}, language = {en-GB}, urldate = {2021-03-29}, journal = {The Education and Development Forum (UKFIET)}, author = {{Laterite} and {Research for Equitable Access and Learning (REAL) Centre}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R8H65BXX 2405685:4K2K8SW5}, } @techreport{hasler_academic_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {Report}}, title = {Academic {Recovery} {Programmes} in the {Eastern} {Caribbean} — {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/DZA3GVBD}, abstract = {This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Adam, Taskeen and Blower, Thomas and Megha-Bongnkar, Ghislaine}, month = jan, year = {2021}, doi = {10.5281/zenodo.4555872}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555872 2129771:DZA3GVBD 2405685:MNS7ECK7}, keywords = {Author:Haßler, AuthorFirst:Haßler, \_C:Dominica DMA, \_C:Grenada GRD, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_yl:b}, } @misc{nunez_radio_2021, title = {Radio in {Education} in the {Face} of {COVID}-19}, url = {https://observatory.tec.mx/edu-bits-2/radio-education-and-covid19}, abstract = {The pandemic came to reaffirm radio as a flexible, massive, low-cost, and long-range communication medium for education.}, language = {en-US}, urldate = {2021-11-02}, journal = {Institute for the Future of Education}, author = {Núñez, Felix}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U69AUKVX 2405685:CK8VWPIP}, } @techreport{oecd_children_2021, address = {Paris}, title = {Children in the digital environment: {Revised} typology of risks}, shorttitle = {Children in the digital environment}, url = {https://www.oecd-ilibrary.org/science-and-technology/children-in-the-digital-environment_9b8f222e-en;jsessionid=vJql80mgSzMnHbfUsA3zLMCb.ip-10-240-5-28}, abstract = {The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.}, language = {en}, urldate = {2022-04-25}, institution = {OECD}, author = {OECD}, month = jan, year = {2021}, doi = {10.1787/9b8f222e-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/9b8f222e-en 2339240:XHMZ9GF7 2405685:356IBD77}, } @misc{wikipedia_list_2021, title = {List of types of systems theory}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=List_of_types_of_systems_theory&oldid=998624856}, abstract = {This list of types of systems theory gives an overview of different types of systems theory, which are mentioned in scientific book titles or articles. The following more than 40 types of systems theory are all explicitly named systems theory and represent a unique conceptual framework in a specific field of science. Systems theory has been formalized since the 1950s, and a long set of specialized systems theories and cybernetics exist. In the beginnings, general systems theory was developed by Ludwig von Bertalanffy to overcome the over-specialisation of the modern times and as a worldview using holism. The systems theories nowadays are closer to the traditional specialisation than to holism, by interdependencies and mutual division by mutually-different specialists.}, language = {en}, urldate = {2021-01-11}, journal = {Wikipedia}, author = {Wikipedia}, month = jan, year = {2021}, note = {Page Version ID: 998624856 KerkoCite.ItemAlsoKnownAs: 2339240:9ZNWIT4X 2405685:XFYANJMX}, } @article{evans_education_2021, title = {Education in {Africa}: {What} are we learning?}, volume = {30}, issn = {0963-8024, 1464-3723}, shorttitle = {Education in {Africa}}, url = {https://academic.oup.com/jae/article/30/1/13/5999001}, doi = {10.1093/jae/ejaa009}, abstract = {Abstract Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64\% of the studies evaluate government-implemented programs, 36\% include detailed cost analysis and 35\% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).}, language = {en}, number = {1}, urldate = {2022-06-08}, journal = {Journal of African Economies}, author = {Evans, David K and Mendez Acosta, Amina}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa009 2405685:ZLY77F8G 4042040:NZPKHM3S}, pages = {13--54}, } @article{ramazanoglu_investigation_2021, title = {An {Investigation} of pre-service teachers' motives for using {Instagram}: {Pre}-service teachers' motives for using {Instagram}}, volume = {13}, copyright = {Copyright (c) 2020 International Journal of Curriculum and Instruction}, issn = {1993-7660}, shorttitle = {An {Investigation} of pre-service teachers' motives for using {Instagram}}, url = {http://ijci.wcci-international.org/index.php/IJCI/article/view/544}, abstract = {The aim of the study was to determine the motivations of pre-service teachers to use Instagram program, which is one of the common social media tools, in the context of developments in information and communication technologies in order to achieve sustainable learning and examine them according to various variables. The study was designed via descriptive survey model in the quantitative method. The population of the research consisted of pre-service teachers who pursued their education at the Faculty of Education of Siirt University in the spring term of 2018-2019 academic year. In the study, convenient sampling (easily accessible) and criterion sampling methods were utilized. In this context, 384 of the 495 scales distributed were returned and 56 of them were excluded from the research because they were not properly filled, 163 of them were excluded from the research because they did not meet the criteria; therefore, opinions of 165 pre-service teachers were included in the research and analysed. Personal demographic form and Instagram usage motivation scale were used as data collection tool of the research. The results obtained in the research showed that pre-service teachers use Instagram for social escape / relaxation and personal development / self-expression the most with respect to their motivations to use Instagram while they use it with the purpose of entertainment / habit the least. It was observed that Instagram using motivations of pre-service teachers show significant differences in different factors according to gender, age, department and daily time spent in Instagram variables. In addition, it was found out that pre-service teachers should be able to use the Instagram program, which is one of the world-renowned social networking software, for a sustainable education and training life more dynamically and effectively.}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {International Journal of Curriculum and Instruction}, author = {Ramazanoğlu, Mehmet and Toytok, Esef Hakan}, month = jan, year = {2021}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:CPP7DSJE 2405685:VS56Z2RB}, keywords = {⛔ No DOI found}, } @article{ramiel_edtech_2021, title = {Edtech disruption logic and policy work: the case of an {Israeli} edtech unit}, volume = {46}, issn = {1743-9884, 1743-9892}, shorttitle = {Edtech disruption logic and policy work}, url = {https://www.tandfonline.com/doi/full/10.1080/17439884.2020.1737110}, doi = {10.1080/17439884.2020.1737110}, language = {en}, number = {1}, urldate = {2021-02-19}, journal = {Learning, Media and Technology}, author = {Ramiel, Hemy}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2020.1737110 2339240:NG3PRUUD 2405685:RZNY4AE7}, pages = {20--32}, } @article{sabates_assessing_2021, title = {Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in {Tanzania}}, volume = {13}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2020.1844782}, doi = {10.1080/19439342.2020.1844782}, abstract = {Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.}, number = {1}, urldate = {2023-10-12}, journal = {Journal of Development Effectiveness}, author = {Sabates, Ricardo and Rose, Pauline and Alcott, Benjamin and Delprato, Marcos}, month = jan, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:IZUVIXVI 2405685:NV3ND4MJ}, keywords = {Cost effectiveness, Girls’ Education, Tanzania, equity}, pages = {28--46}, } @article{sabates_assessing_2021, title = {Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in {Tanzania}}, volume = {13}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2020.1844782}, doi = {10.1080/19439342.2020.1844782}, abstract = {Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.}, number = {1}, urldate = {2023-04-01}, journal = {Journal of Development Effectiveness}, author = {Sabates, Ricardo and Rose, Pauline and Alcott, Benjamin and Delprato, Marcos}, month = jan, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:FRZIQURK 2405685:VBG6JSIG}, keywords = {Cost effectiveness, Girls’ Education, Tanzania, equity}, pages = {28--46}, } @article{eble_how_2021, title = {How much can we remedy very low learning levels in rural parts of low-income countries? {Impact} and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the {Gambia}}, volume = {148}, issn = {0304-3878}, shorttitle = {How much can we remedy very low learning levels in rural parts of low-income countries?}, url = {https://www.sciencedirect.com/science/article/pii/S0304387820301140}, doi = {10.1016/j.jdeveco.2020.102539}, abstract = {Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining three interventions known to be separately effective. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in rural India. After three academic years, Gambian children allocated to the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. Our results demonstrate that, in this type of area, aggressive interventions can yield far greater learning gains than previously shown.}, language = {en}, urldate = {2022-04-07}, journal = {Journal of Development Economics}, author = {Eble, Alex and Frost, Chris and Camara, Alpha and Bouy, Baboucarr and Bah, Momodou and Sivaraman, Maitri and Hsieh, Pei-Tseng Jenny and Jayanty, Chitra and Brady, Tony and Gawron, Piotr and Vansteelandt, Stijn and Boone, Peter and Elbourne, Diana}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102539 2339240:SYNTYYVY 2405685:NWHCQ652 4656463:APB653HY}, pages = {102539}, } @article{guldal_kan_views_2021, title = {The {Views} of {University} {Students} {About} the {Achievements} and {Motivations} of the {Distance} {Education} {Process} {During} the {Pandemic} {Period}}, volume = {9}, doi = {10.20511/pyr2021.v9nSPE3.1165}, abstract = {The aim of this study is to examine the views of students about the achievements and motivations of thedistance education processes in universities during the pandemic period. The working group consists of 68 prospective teachers who continue their undergraduate programs in different departments of a private university in Northern Cyprus in the 2019-2020 spring academic year. All these participantsarestudying at thevariousdepartments of theFaculty of Education as 17 are in Pre-school Education, 28 in PrimaryEducationMathematics, 6 in PrimaryEducation, 1 in HistoryTeaching, 12 in Special Needs Education, 4 of them arestudying in Guidance and Psychological Counseling. The study is a qualitative study and the design of the study is determined as a case study. 42 female and 26 male teacher candidates participated in the study group. The majority of the participants are prospective teachers studying in their final year at university. While choosing the participants, easily accessible case sampling from purposeful sampling type was used. A Semi-structured interview form was used as a toolfordata collection. Later, the opinions of the experts were obtained and the interview questions were re-arranged accordingly and applied to the participants. As a result of the research, it was concluded that the psychological trauma experienced by teacher candidates during distance education at thepandemicperiodaffects both the success and motivation of their lessons.}, journal = {Propósitos y Representaciones}, author = {Güldal Kan, Şebnem and Çaltıkuşu, Çilem and Şensoy, Şeniz}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.20511/pyr2021.v9nSPE3.1165 2339240:3524XZX7 2405685:AE8RCH6V}, } @article{martin-martin_google_2021, title = {Google {Scholar}, {Microsoft} {Academic}, {Scopus}, {Dimensions}, {Web} of {Science}, and {OpenCitations}’ {COCI}: a multidisciplinary comparison of coverage via citations}, volume = {126}, issn = {1588-2861}, shorttitle = {Google {Scholar}, {Microsoft} {Academic}, {Scopus}, {Dimensions}, {Web} of {Science}, and {OpenCitations}’ {COCI}}, url = {https://doi.org/10.1007/s11192-020-03690-4}, doi = {10.1007/s11192-020-03690-4}, abstract = {New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88\% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94\%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60\% of all citations), including 82\% of Scopus citations and 86\% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54\% of all citations), including 84\% of Scopus citations and 88\% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28\% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.}, language = {en}, number = {1}, urldate = {2021-04-17}, journal = {Scientometrics}, author = {Martín-Martín, Alberto and Thelwall, Mike and Orduna-Malea, Enrique and Delgado López-Cózar, Emilio}, month = jan, year = {2021}, note = {arXiv: 2004.14329 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-020-03690-4 2129771:IWZPRDY7 2129771:XUN8HY6M 2129771:Z9YDWKR6 2405685:SN9E5TSM}, keywords = {Computer Science - Digital Libraries}, pages = {871--906}, } @article{rodriguez-segura_last_2021, title = {The last mile in school access: {Mapping} education deserts in developing countries}, volume = {6}, issn = {2352-7285}, shorttitle = {The last mile in school access}, url = {https://www.sciencedirect.com/science/article/pii/S2352728521000063}, doi = {10.1016/j.deveng.2021.100064}, abstract = {With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-by-kilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” – localized areas where families lack physical access to education – at unprecedented scale, detail, and cost-effectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong country-wide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of education deserts in this context. We make our entire codebase available to the public – fully free, open-source, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.}, language = {en}, urldate = {2022-10-28}, journal = {Development Engineering}, author = {Rodriguez-Segura, Daniel and Kim, Brian Heseung}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.deveng.2021.100064 2405685:RIEFMI2C 4042040:NKVNSSIM}, keywords = {Access to education, Education deserts, Education in developing countries, School placement}, pages = {100064}, } @misc{campe_reopening_2021, title = {Reopening {Schools} - {When} and how}, url = {https://www.evernote.com/shard/s232/sh/7e085fe1-a5c0-cf6f-cb50-1bdc49c76c42/b0eb54bdd71b0670d152b28056319d3e}, abstract = {Timing of the survey - The survey was conducted between 7 to 22 November 2020. Slide 9 - \% students who participated in distance learning in the last 2 weeks prior to the survey Primary - 31.4\% Second...}, urldate = {2021-06-07}, journal = {Evernote}, author = {Campe}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3PDAXZPR 2405685:MUJGM6QH}, } @article{golding_design_2021, title = {A {Design} {Approach} to {Mathematics} {Teacher} {Educator} {Development} in {East} {Africa}}, volume = {6}, issn = {2503-3697}, url = {https://eric.ed.gov/?id=EJ1283807}, doi = {10.23917/jramathedu.v6i1.11898}, abstract = {Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning 'Mathematical Thinking and IT' course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, 'What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?' A variety of qualitative tools were used to track the course's impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators' institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints.}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {Journal of Research and Advances in Mathematics Education}, author = {Golding, Jennie and Batiibwe, Marjorie Sarah K.}, month = jan, year = {2021}, note = {Publisher: Universitas Muhammadiyah Surakarta Department of Education KerkoCite.ItemAlsoKnownAs: 10.23917/jramathedu.v6i1.11898 2339240:2HL3R784 2405685:T28BZSGT}, keywords = {Blended Learning, Distance Education, Elementary School Mathematics, Foreign Countries, Mathematics Teachers, Pedagogical Content Knowledge, Professional Development, Program Effectiveness, Teacher Collaboration, Teacher Educators, Technological Literacy, Technology Integration}, } @techreport{lautharte_incentives_2021, address = {Washington, DC}, type = {Working {Paper}}, title = {Incentives for {Mayors} to {Improve} {Learning}: {Evidence} from {State} {Reforms} in {Ceará}, {Brazil}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Incentives for {Mayors} to {Improve} {Learning}}, url = {https://openknowledge.worldbank.org/handle/10986/35024}, abstract = {Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceará, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceará's border over key implementation periods, the paper shows that ninth grade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceará offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework.}, language = {English}, urldate = {2022-04-07}, institution = {World Bank}, author = {Lautharte, Ildo and de Oliveira, Victor Hugo and Loureiro, Andre}, month = jan, year = {2021}, doi = {10.1596/1813-9450-9509}, note = {Accepted: 2021-01-21T14:36:24Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9509 2339240:GKGSBWGY 2405685:ZJ2R4FBX 4656463:YFBR67RD}, keywords = {Education, Learning Incentives, Municipal Governance, Public Sector Reform, Results-Based Financing, Secondary Education, Student Performance, Teacher Effectiveness, Teacher Training, Technical Assistance}, } @techreport{morris_roadmap_2021, title = {A {Roadmap} for {Measuring} {Distance} {Learning}}, url = {https://www.edu-links.org/sites/default/files/media/file/Measuring%20Impact%20and%20Outcomes_Final_01.20.2021-508%20%281%29.pdf}, language = {en}, institution = {USAID}, author = {Morris, Emily and Farrell, Anna and Venetis, Emma}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FCKJVJ9N 2405685:KLDWAH4G}, pages = {85}, } @techreport{rahman_simulation_2021, address = {Washington, DC}, type = {Working {Paper}}, title = {A {Simulation} of {COVID}-19 {School} {Closure} {Impact} on {Student} {Learning} in {Bangladesh} [{Report}]}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/35043}, abstract = {This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank . We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.}, language = {English}, urldate = {2022-01-16}, institution = {World Bank}, author = {Rahman, Tashmina and Sharma, Uttam}, month = jan, year = {2021}, note = {Accepted: 2021-01-25T16:58:03Z KerkoCite.ItemAlsoKnownAs: 2339240:A2JMJBKU 2405685:TU8UCJ3G}, keywords = {Coronavirus, Covid-19, Distance Learning, Education Quality, Pandemic Impact, Primary Education, School Closure, School Dropout, Secondary Education, Student Learning}, } @misc{rahman_simulation_2021, title = {A {Simulation} of {COVID}-19 {School} {Closure} {Impact} on {Student} {Learning} in {Bangladesh} [{Web} page]}, url = {https://openknowledge.worldbank.org/handle/10986/35043}, urldate = {2021-06-07}, author = {Rahman, Tashmina and Sharma, Uttam}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KMHYAN74 2405685:5NGZFQW4}, } @techreport{rahman_simulation_2021, title = {A simulation of {COVID}-19 school closure impact on student learning in {Bangladesh}}, url = {http://hdl.handle.net/10986/35043}, abstract = {This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank. We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.}, urldate = {2022-04-05}, institution = {World Bank}, author = {Rahman, Tashmina and Sharma, Uttam and {World Bank}}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WGZJQAIX 2405685:BS37TZAZ}, keywords = {Access to Computers, Access to Education, Achievement Gains, Age Differences, At Risk Students, Attendance, Bangladesh, Barriers, COVID-19, Delivery Systems, Disadvantaged Youth, Distance Education, Dropout Prevention, Economic Impact, Elementary Secondary Education, Foreign Countries, Gender Differences, Handheld Devices, Income, Pandemics, Partnerships in Education, Program Effectiveness, Radio, Remedial Instruction, Rural Urban Differences, School Closing, Simulation, Telecommunications, Television}, } @misc{noauthor_scoping_2021, title = {Scoping call notes}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NS49QAFX 2405685:FQ95A2N2}, } @misc{noauthor_swot_2021, title = {{SWOT} analysis - {Wikipedia}}, url = {https://en.wikipedia.org/wiki/SWOT_analysis}, urldate = {2021-01-27}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4BSUXA84 2405685:237C543A}, } @misc{aauw_stem_2021, title = {The {STEM} {Gap}: {Women} and {Girls} in {Science}, {Technology}, {Engineering} and {Mathematics}}, shorttitle = {The {STEM} {Gap}}, url = {https://www.aauw.org/resources/research/the-stem-gap/}, abstract = {Giving women equal opportunities to pursue — and thrive in — STEM careers helps narrow the gender pay gap, enhances women’s economic security and ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce.}, language = {en-US}, urldate = {2021-12-20}, journal = {AAUW : Empowering Women Since 1881}, author = {Aauw}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BFKLH3RF 2405685:EVC72RBB}, } @techreport{academy_of_educational_planning_and_management_pakistan_2021, title = {Pakistan {Education} {Statistics} 2017-18}, url = {http://www.aepam.edu.pk/Index.asp?PageId=27}, institution = {Government of Pakistan}, author = {Academy of Educational Planning {and} Management}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X4RR987V 2405685:YAJNGEUA}, } @article{agyei_integrating_2021, title = {Integrating {ICT} into schools in {Sub}-{Saharan} {Africa}: from teachers’ capacity building to classroom implementation}, volume = {26}, doi = {10.1007/s10639-020-10253-w}, abstract = {This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed.}, language = {en}, number = {1}, journal = {Education and Information Technologies}, author = {Agyei, D. D}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10253-w 2339240:KC5AR578 2405685:7JSGE6JR}, pages = {125--144}, } @misc{ali_pakistan_2021, title = {Pakistan personal data protection bill termed vague - {Pakistan} - {DAWN}.{COM}}, url = {https://www.dawn.com/news/1653675}, urldate = {2022-06-14}, author = {Ali, Kalbe}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S399V33N 2405685:W7ABZDDN}, } @article{antons_computational_2021, title = {Computational literature reviews: method, algorithms, and roadmap}, volume = {1094428121991230}, language = {id}, journal = {Organizational Research Methods}, author = {Antons, D. and Breidbach, C.F. and Joshi, A.M.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4JL8RZ7H 2486141:R52FLCHH}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, } @techreport{ardington_impact_2021, title = {Impact {Evaluation} of {Funda} {Wande} {Coaching} {Intervention} {Midline} {Findings}: {Midline} {II}}, url = {https://fundawande.org/img/cms/news/IMPACT%20EVALUATION%20OF%20FUNDA%20WANDE%20COACHING%20INTERVENTION%20MIDLINE2_v3.pdf}, urldate = {2022-08-23}, institution = {SALDRU}, author = {Ardington, Cally}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GPB7DA4P}, } @article{arslan_preservice_2021, title = {Preservice {Classroom} {Teachers}' {Views} of {Distance} {Education} {Science} {Laboratory} {Activities}}, volume = {8}, issn = {2148-225X}, url = {https://eric.ed.gov/?id=EJ1308242}, abstract = {This study investigated preservice classroom teachers' views of distance education science laboratory (lab) activities (DESLA). The study adopted a phenomenology design, which is a qualitative research method. The sample consisted of 34 students (25 women and nine men) from the department of classroom teaching of the education faculty of a public university. Participants were recruited using convenience sampling. Data were collected online (Google Forms) via Google Drive using an open-ended question form developed by the researcher based on a literature review and expert feedback. The data were analyzed using content analysis, a qualitative data analysis method. The results showed that participants had positive and negative opinions about DESLA. They had numerous academic, social, and professional experiences but also faced some challenges. They pointed out the pros and cons of DESLA. Most participants stated that they preferred face-to-face science lab activities to DESLA. The results also showed that DESLA improved participants' attitudes towards science lab activities in general.}, language = {en}, number = {3}, urldate = {2022-08-22}, journal = {International Online Journal of Education and Teaching}, author = {Arslan, Ayten}, year = {2021}, note = {Publisher: Informascope KerkoCite.ItemAlsoKnownAs: 2339240:4SZS5FV2 2405685:RCBWSW7G}, keywords = {Barriers, COVID-19, Distance Education, Educational Technology, Foreign Countries, Pandemics, Preservice Teachers, Program Effectiveness, School Closing, Science Instruction, Science Laboratories, Student Attitudes, Technology Uses in Education, ⛔ No DOI found}, } @article{asare_how_2021, title = {How {Accessible} are {Journal} {Articles} on {Education} {Written} by {Sub}-{Saharan} {Africa}-based {Researchers}?}, volume = {0}, issn = {1467-7660}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/dech.12639}, doi = {10.1111/dech.12639}, abstract = {This article investigates the extent to which education publications authored by researchers based in sub-Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer-reviewed articles over the period 2010‒18, together with interviews with 31 academics based in the region. Overall, we find a steady increase in OA publishing in the region over this period, although the proportion of OA publications remains low. The study finds that: (1) open access articles by researchers in sub-Saharan Africa are concentrated in journals with a lower impact factor; and (2) authors in sub-Saharan Africa tend to publish in higher quality journals behind a paywall, rather than in lower quality journals that either have no or lower cost for open access.}, language = {en}, number = {0}, urldate = {2021-02-10}, journal = {Development and Change}, author = {Asare, Samuel and Mitchell, Rafael and Rose, Pauline}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dech.12639 KerkoCite.ItemAlsoKnownAs: 10.1111/dech.12639 2339240:AK4DTNUU 2405685:M7Q436YL}, } @misc{aser_measuring_2021, title = {Measuring the {Impact} of {COVID}-19 on {Education} in {Pakistan}}, url = {http://aserpakistan.org/document/aser/2021/ASER_2021_Measuring_the_Impact_of_COVID_19_on_Education_in_Pakistan_FINAL_REPORT.pdf}, urldate = {2022-05-17}, author = {{ASER}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BCG436IW 2405685:8TYDD3BX}, } @misc{ashii_better_2021, title = {A better {Environment} for {Education} in {Sudan}}, url = {https://www.unicef.org/sudan/stories/better-environment-education-sudan}, abstract = {In preparation for schools reopening, UNICEF is supporting the rehabilitation of classrooms and latrines in Sudan}, language = {en}, urldate = {2022-01-06}, author = {Ashii, Hadeel Agab}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E4TPN65U 2405685:M2LX358G}, } @techreport{aslam_formative_2021, type = {Summative {Evaluation}}, title = {Formative {Evaluation} of {GPE}’s {Support} for {Response} to the {COVID}-19 {Crisis}}, url = {https://assets.globalpartnership.org/s3fs-public/document/file/2021-11-formative-evaluation-gpe-support-covid-19.pdf?VersionId=WQUWVbBn_QToLPhjLBxoHQyIeJcvQ2tk}, urldate = {2023-06-12}, institution = {GPE}, author = {Aslam, Monazza and Rawal, Shenila}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2GTLVYSK 2405685:JE4H77VI 4656463:KE8N3UI9}, } @techreport{azevedo_state_2021, type = {Text/{HTML}}, title = {The {State} of the {Global} {Education} {Crisis} : {A} {Path} to {Recovery}}, copyright = {© 2021 International Bank for Reconstruction and Development / The World Bank, UNESCO and UNICEF}, shorttitle = {The {State} of the {Global} {Education} {Crisis}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/416991638768297704/The-State-of-the-Global-Education-Crisis-A-Path-to-Recovery}, abstract = {The State of the Global Education Crisis : A Path to Recovery (English)}, language = {en}, urldate = {2022-03-26}, institution = {UNESCO, UNICEF, World Bank}, author = {Azevedo, Joao Pedro and Wagner, De and Rogers, F. Halsey and Cloutier, Marie-Helene and Chakroun,, Borhene and Chang, Gwang-Chol and Mizunoya, Suguru}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZGAKLDEC 2405685:T4QB58CA}, } @article{barahona_practice-based_2021, title = {A {Practice}-{Based} {Approach} to {Foreign} {Language} {Teacher} {Preparation}: {A} {Cross}-{Continental} {Collaboration}}, volume = {23}, issn = {1657-0790}, shorttitle = {A {Practice}-{Based} {Approach} to {Foreign} {Language} {Teacher} {Preparation}}, url = {http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S1657-07902021000100181&lng=en&nrm=iso&tlng=en}, doi = {10.15446/profile.v23n1.85326}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {Profile Issues in Teachers` Professional Development}, author = {Barahona, Malba and Davin, Kristin J.}, month = jun, year = {2021}, note = {Publisher: Universidad Nacional de Colombia. KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v23n1.85326 2339240:GXCBVJNW 2405685:ZDIR8KPV}, } @misc{baron_kids_2021, title = {The kids are not alright: {Three} ways {EdTech} can support student’s wellbeing during the {COVID}-19 pandemic and beyond}, shorttitle = {The kids are not alright}, url = {https://blogs.worldbank.org/education/kids-are-not-alright-three-ways-edtech-can-support-students-wellbeing-during-covid-19}, abstract = {The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond}, language = {en}, urldate = {2022-11-16}, author = {Baron, Maria and Twinomugisha, Alex}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JQXV6EGN 2405685:I9KKXYVK}, } @article{batman_effects_2021, title = {The {Effects} of {Micro}-{Reflective} {Teaching} {Practices} on the {Professional} {Skill} {Development} of {Pre}-{Service} {Physics} {Teachers}}, volume = {20}, url = {https://files.eric.ed.gov/fulltext/EJ1313499.pdf}, abstract = {The aim of this study is to find out the effects of micro-reflective teaching practices on the professional skill development of pre-service physics teachers. It was planned as an experimental study with one group pretestposttest and supported by the case study method. The data were collected by using professional skill scale, observation form and reflective diaries. The sample of the study composed of 13 (6 female, 7 male) pre-service teachers were studying in a Physics Teaching Program in an education faculty in north-eastern Turkey. Each preservice teacher implemented 5 micro-reflective teaching practice within the scope of the research. These practices were recorded by the camera. At the end of each practice pre-service teachers watched themselves and wrote their reflective diaries. The data obtained from the scales and the observation form were analyzed by using the Wilcoxon Signed Rank Test, and the data acquired from the reflective diaries were examined based on interpretive analysis. The findings based on the data obtained from the professional skill scale, observation forms and the reflective diaries indicate that micro-reflective teaching practices help improve pre-service physics teachers’ basic professional skills; subject matter mastery, planning, communication, classroom management, and evaluation.}, language = {en}, number = {4}, journal = {The Turkish Online Journal of Educational Technology}, author = {Batman, Demet and Saka, Ahmet Zeki}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EA3ENAW4 2405685:HPCS26CF}, keywords = {⛔ No DOI found}, } @techreport{beam_take-up_2021, title = {Take-up, {Use}, and {Effectiveness} of {Remote} {Learning} {Technologies} in {Bangladesh} during {COVID}-19}, url = {https://www.poverty-action.org/recovr-study/take-use-and-effectiveness-remote-learning-technologies-bangladesh-during-covid-19}, author = {Beam, E and Mukherjee, P and Navarro-Sola, L}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2BEQ3IEH 2405685:PW8FDPUE}, } @techreport{beam_take-up_2021, title = {Take-{Up}, {Use}, and {Effectiveness} of {Remote} {Technologies} {Endline} {Report}}, url = {https://www.worldbank.org/en/programs/sief-trust-fund/brief/take-up-use-and-effectiveness-of-remote-learning-technologies-lessons-from-the-covid-19-pandemic}, author = {Beam, Emily A. and Mukherjee, Priya and Navarro-Sola, Laia and Ferdosh, Junnatul and Sarwar, Md. Afzal Hossain}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZM9FYFUF 2405685:L52XXFSJ}, keywords = {⛔ No DOI found}, } @misc{belfield_getting_2021, title = {Getting girls back into school: strategies for successfully re-enrolling girls in {Ghana} and {Sierra} {Leone}}, url = {https://girlseducationchallenge.org/blogs/blog-article/getting-girls-back-into-school-strategies-for-successfully-re-enrolling-girls-in-ghana-and-sierra-leone/}, urldate = {2022-01-02}, journal = {FCDO - GEC}, author = {Belfield, Sophie and Mathur, Meenu and Caine, Ellie}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GMMKRGS8 2405685:79GPUNG4}, } @article{belur_interrater_2021, title = {Interrater {Reliability} in {Systematic} {Review} {Methodology}: {Exploring} {Variation} in {Coder} {Decision}-{Making}}, volume = {50}, doi = {10.1177/0049124118799372}, abstract = {A methodologically sound systematic review is characterized by transparency, replicability, and a clear inclusion criterion. However, little attention has been paid to reporting the details of interrater reliability (IRR) when multiple coders are used to make decisions at various points in the screening and data extraction stages of a study. Prior research has mentioned the paucity of information on IRR including number of coders involved, at what stages and how IRR tests were conducted, and how disagreements were resolved. This article examines and reflects on the human factors that affect decision-making in systematic reviews via reporting on three IRR tests, conducted at three different points in the screening process, for two distinct reviews. Results of the two studies are discussed in the context of IRR and intrarater reliability in terms of the accuracy, precision, and reliability of coding behavior of multiple coders. Findings indicated that coding behavior changes both between and within individuals over time, emphasizing the importance of conducting regular and systematic IRR and intrarater reliability tests, especially when multiple coders are involved, to ensure consistency and clarity at the screening and coding stages. Implications for good practice while screening/coding for systematic reviews are discussed.}, number = {2}, journal = {Sociological Methods and Research}, author = {Belur, Jyoti and Tompson, Lisa and Thornton, Amy and Simon, Miranda}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0049124118799372 2405685:CL8BQKLI}, keywords = {coding, interrater reliability, precision, replicability, screening, systematic review, κ statistic}, pages = {837--865}, } @book{benson_language_2021, title = {Language issues in comparative education {II}: {Policy} and practice in multilingual education based on non-{Dominant} languages}, volume = {52}, shorttitle = {Language issues in comparative education {II}}, urldate = {2023-11-26}, publisher = {BRILL}, author = {Benson, Carol and Kosonen, Kimmo}, year = {2021}, } @techreport{beresford_calling_2021, title = {Calling the tech industry: {Hear} from your next generation of female digital talent}, url = {https://www.gsma.com/tech4girls/news/2020-workshop-series/}, institution = {GSMA}, author = {Beresford, L.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G5YBWXGQ 2405685:9YBE276S}, } @techreport{berman_ethical_2021, title = {Ethical {Considerations} {When} {Using} {Geospatial} {Technologies} for {Evidence} {Generation}}, url = {https://www.unicef-irc.org/publications/972-ethical-considerations-when-using-geospatial-technologies-for-evidence-generation.html}, abstract = {Geospatial technologies have transformed the way we visualize and understand situations. They are used to acquire, manipulate, store and visualize geographical information, including information on where individuals, groups and infrastructure are loc}, language = {en}, urldate = {2022-11-18}, institution = {UNICEF Office of Research- Innocenti}, author = {Berman, G and de la Rosa, S and Accone, T}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EPRCM8H8 4042040:7VDIMRPE}, } @techreport{bhushan_remote_2021, title = {Remote learning in the times of {COVID}-19}, url = {https://bhartifoundation.org/wp-content/uploads/2021/08/Remote-Learning-Case-Study_CSF-x-Bharti_vF_compressed.pdf}, language = {en}, institution = {Central Square Foundation}, author = {Bhushan, Mayank and Joshi, Pratibha and Sharma, Sudhanshu}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EBAPFZA3 2405685:PHHVIFHN}, } @article{bhute_transforming_2021, title = {Transforming {Traditional} {Teaching} {Laboratories} for {Effective} {Remote} {Delivery}–{A} {Review}}, doi = {10.1016/j.ece.2021.01.008}, journal = {Education for Chemical Engineers}, author = {Bhute, Vijesh J. and Inguva, Pavan and Shah, Umang and Brechtelsbauer, Clemens}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ece.2021.01.008 2405685:P26SWL49}, } @article{bloomberg_news_china_2021, title = {China bans for-profit school tutoring in sweeping overhaul}, url = {https://www.bloomberg.com/news/articles/2021-07-24/china-bans-school-curriculum-tutoring-firms-from-going-public}, journal = {Bloomberg News}, author = {Bloomberg news}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L3KQTJH8 2405685:ERRNQZBS}, } @techreport{brossard_digital_2021, type = {Policy {Brief}}, title = {{DIGITAL} {LEARNING} {FOR} {EVERY} {CHILD}: {CLOSING} {THE} {GAPS} {FOR} {AN} {INCLUSIVE} {AND} {PROSPEROUS} {FUTURE}}, url = {https://www.unicef.org/reports/digital-learning-every-child}, language = {en}, institution = {UNICEF}, author = {Brossard, Matt and Carnelli, Marta and Chaudron, Stephane and Di-Gioia, Rosanna and Dreesen, Thomas and Kardefelt-Winther, Daniel and Little, Céline and Yameogo, Jean Luc}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D9ZQQYQE 2405685:EFSU4PM3}, keywords = {⛔ No DOI found}, pages = {20}, } @book{burgos_radical_2021, title = {Radical solutions for education in a crisis context: {COVID}-19 as an opportunity for global learning}, isbn = {9789811578694}, shorttitle = {Radical solutions for education in a crisis context}, language = {English}, author = {Burgos, Daniel and Tlili, Ahmed and Tabacco, Anita}, year = {2021}, note = {OCLC: 1232510584 KerkoCite.ItemAlsoKnownAs: 2405685:Q67F2S69}, } @techreport{burns_technology_2021, title = {Technology in {Education}. {Background} paper prepared for the 2023 {Global} {Education} {Monitoring} {Report}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000378951/PDF/378951eng.pdf.multi}, abstract = {This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approach to technology.The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report.}, urldate = {2022-08-22}, institution = {UNESCO}, author = {Burns, Mary}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M9QPC59P 2405685:KGTU7JWX}, } @techreport{carballo_asi_2021, title = {Así dio vuelta el consumo mediático en {El} {Salvador} durante la {COVID}-19}, url = {https://uca.edu.sv/wp-content/uploads/2020/12/investigacion-uca-asi-dio-vuelta-en-consumo-mediatico-en-el-salvador-durante-la-covid-19.pdf}, urldate = {2021-12-20}, author = {Carballo, Willian and Marroquín, Amparo}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UWJ58EHE 2405685:B5G65ERZ}, } @article{cheng_problematic_2021, title = {The problematic concept of native speaker in psycholinguistics: {Replacing} vague and harmful terminology with inclusive and accurate measures.}, volume = {12}, issn = {1664-1078}, shorttitle = {The {Problematic} {Concept} of {Native} {Speaker} in {Psycholinguistics}}, url = {https://www.frontiersin.org/article/10.3389/fpsyg.2021.715843}, doi = {10.3389/fpsyg.2021.715843}, abstract = {Though the term NATIVE SPEAKER/SIGNER is frequently used in language research, it is inconsistently conceptualized. Factors, such as age, order, and context of acquisition, in addition to social/cultural identity, are often differentially conflated. While the ambiguity and harmful consequences of the term NATIVE SPEAKER have been problematized across disciplines, much of this literature attempts to repurpose the term in order to include and/or exclude certain populations. This paper problematizes NATIVE SPEAKER within psycholinguistics, arguing that the term is both unhelpful to rigorous theory construction and harmful to marginalized populations by reproducing normative assumptions about behavior, experience, and identity. We propose that language researchers avoid NATIVE SPEAKER altogether, and we suggest alternate ways of characterizing language experience/use. The vagueness of NATIVE SPEAKER can create problems in research design (e.g., through systematically excluding certain populations), recruitment (as participants’ definitions might diverge from researchers’), and analysis (by distilling continuous factors into under-specified binary categories). This can result in barriers to cross-study comparison, which is particularly concerning for theory construction and replicability. From a research ethics perspective, it matters how participants are characterized and included: Excluding participants based on binary/essentialist conceptualizations of nativeness upholds deficit perspectives toward multilingualism and non-hegemonic modes of language acquisition. Finally, by implicitly assuming the existence of a critical period, NATIVE SPEAKER brings with it theoretical baggage which not all researchers may want to carry. Given the issues above and how ‘nativeness’ is racialized (particularly in European and North American contexts), we ask that researchers consider carefully whether exclusion of marginalized/minoritized populations is necessary or justified—particularly when NATIVE SPEAKER is used only as a way to achieve linguistic homogeneity. Instead, we urge psycholinguists to explicitly state the specific axes traditionally implied by NATIVENESS that they wish to target. We outline several of these (e.g., order of acquisition, allegiance, and comfort with providing intuitions) and give examples of how to recruit and describe participants while eschewing NATIVE SPEAKER. Shifting away from harmful conventions, such as NATIVE SPEAKER, will not only improve research design and analysis, but also is one way we can co-create a more just and inclusive field.}, urldate = {2022-06-07}, journal = {Frontiers in Psychology}, author = {Cheng, Lauretta S. P. and Burgess, Danielle and Vernooij, Natasha and Solís-Barroso, Cecilia and McDermott, Ashley and Namboodiripad, Savithry}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IA87WKAM 4042040:MAGAPHFF}, } @article{cheung_home_2021, title = {Home {Literacy} and {Numeracy} {Environments} in {Asia}}, volume = {12}, issn = {1664-1078}, url = {https://www.frontiersin.org/article/10.3389/fpsyg.2021.578764}, doi = {10.3389/fpsyg.2021.578764}, abstract = {The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.}, urldate = {2022-04-20}, journal = {Frontiers in Psychology}, author = {Cheung, Sum Kwing and Dulay, Katrina May and Yang, Xiujie and Mohseni, Fateme and McBride, Catherine}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9TNTDVH5 4042040:L9ALXHIR}, } @misc{colandr_colandr_2021, title = {Colandr {Community}}, url = {https://www.colandrcommunity.com/}, abstract = {Colandr is powered by machine learning and natural language processing approaches that drive smart-sorting of citations and predictive document classification}, language = {en}, urldate = {2021-09-29}, journal = {Colandr Community}, author = {{Colandr}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TV27Q4AH 2405685:DTNEXTYW}, } @misc{coschool_mochila_2021, title = {La {Mochila}, una plataforma con herramientas para la vida}, url = {https://www.coschool.co/post/la-mochila-una-plataforma-con-herramientas-para-la-vida}, abstract = {Transformar tu entorno desde la educación socioemocional sí es posible, hoy te presentamos LA MOCHILA, una de nuestras herramientas de digitalización donde aprenderás a fortalecer distintas habilidades para la vida,}, language = {es}, urldate = {2022-08-23}, journal = {Coschool}, author = {{Coschool}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KNJUG4ZC 2405685:MTNVCATR}, } @misc{crane_and_viva_case_2021, title = {Case {Study}: {Building} {Girls} to {Live}, {Learn}, {Laugh} and ‘{SCHIP}’ in {Strong}, {Creative}, {Holistic}, {Inclusive}, {Protective}, {Quality} {Education}}, url = {https://girlseducationchallenge.org/media/d1rlvtyc/dtl_casestudy_schip_may-2021.pdf}, urldate = {2022-06-26}, author = {CRANE {and} Viva}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WTT4AIYL 2405685:CR5E7AXI}, } @misc{crawfurd_tech_2021, title = {Tech plus teachers: {Did} one-on-one phone tutorials help kids learn better during school closures in {Sierra} {Leone}?}, url = {https://blogs.worldbank.org/africacan/tech-plus-teachers-did-one-one-phone-tutorials-help-kids-learn-better-during-school}, author = {Crawfurd, L and Evans, D and Guiterrez Bernal, M and Hares, S and Sam-Kpakra, R and Sandefur, J and Shojo, M}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5Z8RBH2S 2405685:TF3CV7CH}, } @techreport{crawfurd_teaching_2021, address = {Washington, DC}, type = {Working {Paper}}, title = {Teaching and {Testing} by {Phone} in a {Pandemic}.}, url = {https://www.cgdev.org/sites/default/files/teaching-and-testing-phone-pandemic.pdf}, number = {591}, urldate = {2024-02-19}, institution = {Centre for Global Developement}, author = {Crawfurd, Lee and Evans, David K. and Hares, Susannah and Sandefur, Justin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:474HKXRJ 2405685:DTZ6IE85}, } @techreport{crawfurd_understanding_2021, title = {Understanding {Education} {Policy} {Preferences}: {Survey} {Experiments} with {Policymakers} in 35 {Developing} {Countries}}, shorttitle = {Understanding {Education} {Policy} {Preferences}}, url = {https://www.cgdev.org/publication/understanding-education-policy-preferences-survey-experiments-policymakers-35-developing}, abstract = {Foreign aid donors and international organizations supporting education in developing countries have increasingly coalesced around a policy agenda prioritizing foundational learning, measured by test scores in primary school, based on a diagnosis of deficient school quality, and a growing body of empirical evidence about effective interventions to improve quality. We survey over 900 senior government officials working on education in 35 low- and middle-income countries to gauge their alignment with this agenda.}, language = {en}, urldate = {2022-06-06}, author = {Crawfurd, Lee and Minardi, Ana and Hare, Susannah and Sandefur, Justin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BAERNQH7 2339240:IA4V4RW2 2405685:8U5XELBU 2405685:UBYPFNLK 4656463:FN977692}, } @misc{creative_association_international_makhalidwe_2021, title = {Makhalidwe {Athu}}, url = {https://makhalidweathu.com/}, language = {en}, urldate = {2021-07-23}, author = {Creative Association International}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6C5I8Z2D 2405685:KDTFJ3QR}, } @misc{creative_association_international_makhalidwe_2021, title = {Makhalidwe {Athu}}, url = {https://makhalidweathu.com/}, language = {en}, urldate = {2021-07-23}, author = {Creative Association International}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6C5I8Z2D 2405685:KDTFJ3QR}, } @article{cruz-aldrete_programa_2021, title = {El programa {Aprende} en casa, ¿una estrategia que excluye a los usuarios de lenguas minoritarias?}, volume = {30}, issn = {1019-9403}, url = {http://www.scielo.org.pe/scielo.php?script=sci_abstract&pid=S1019-94032021000200046&lng=es&nrm=iso&tlng=pt}, doi = {10.18800/educacion.202102.003}, abstract = {ResumenEn este trabajo discuto la compleja situación a la que se enfrentaron los grupos lingüísticos minoritarios, en particular los sordos usuarios de la lengua de señas mexicana (LSM), cuya enseñanza bilingüe se vio amenazada ante la crisis educativa ocasionada por la pandemia causada por el nuevo coronavirus. La respuesta del estado mexicano para no interrumpir la educación de los niños y jóvenes hizo patente la discriminación hacia los usuarios de lenguas diferentes al español, al ser esta la lengua vehicular para la programación de Aprende en casa, y no considerar el contexto y los idiomas de las comunidades indígenas y sordas, para su enseñanza-aprendizaje.Palabras clave: lengua de señas; lenguas minoritarias; educación bilingüe}, number = {59}, urldate = {2022-05-25}, journal = {Educación}, author = {Cruz-Aldrete, Miroslava and Cruz-Aldrete, Miroslava}, month = jul, year = {2021}, note = {Publisher: Pontificia Universidad Católica del Perú KerkoCite.ItemAlsoKnownAs: 10.18800/educacion.202102.003 2405685:QPNZ8ASS 4042040:5UYI4ZN3}, pages = {46--64}, } @article{cui__2021, title = {基于雨课堂的《初级维吾尔语精读》 课程混合式教学模式研究 [{Research} on the {Mixed} {Teaching} {Mode} of {Beginner}-{Level} {Reading} {Comprehension} in {Uyghur} based on {Rain} {Class}]}, volume = {4}, number = {2}, journal = {Theory and Practice of Innovation and Enntrepreneurship}, author = {Cui, Ran}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:S8LC7TBE 4042040:8PNPLI3H}, keywords = {⛔ No DOI found}, pages = {121--123}, } @techreport{cummiskey_calculating_2021, title = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {III}): {Where} will students be when schools reopen? {\textbar} {SharEd}}, url = {https://shared.rti.org/content/calculating-educational-impact-covid-19-part-iii-where-will-students-be-when-schools-reopen}, urldate = {2022-08-25}, institution = {RTI}, author = {Cummiskey, Chris}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P2E3PDHG 2405685:HFMDZPQA}, } @inproceedings{dai_research_2021, title = {Research on the {Influence} of {Computer} {Electronic} {Media} on {Higher} {Education} in {Mother} {Language}}, volume = {1744}, doi = {10.1088/1742-6596/1744/3/032247}, booktitle = {Journal of {Physics}: {Conference} {Series}}, publisher = {IOP Publishing}, author = {Dai, Wei}, year = {2021}, note = {Issue: 3 KerkoCite.ItemAlsoKnownAs: 2405685:MJBK6URB 4042040:EAZZGMUN}, pages = {032247}, } @misc{datareportal_digital_2021, title = {Digital in {Bangladesh}: {All} the {Statistics} {You} {Need} in 2021}, shorttitle = {Digital in {Bangladesh}}, url = {https://datareportal.com/reports/digital-2021-bangladesh}, abstract = {Our huge new collection of statistics and insights into how people in Bangladesh use the internet, social media, mobile, and ecommerce in 2021.}, language = {en-GB}, urldate = {2022-01-11}, journal = {DataReportal – Global Digital Insights}, author = {{DataReportal}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I94ZZMY6 2339240:J4Q9N36L 2405685:3U3S5NRZ 2405685:G7IWS6TF 2405685:YVMDGILY 2534379:969KQJR3}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{de_feydeau_bridging_2021, title = {Bridging {Latin} {America}'s digital divide {\textbar} {White} \& {Case} {LLP}}, url = {https://www.whitecase.com/publications/insight/latin-america-focus/bridging-digital}, abstract = {Subscribe Stay current on your favorite topics In Latin America and the Caribbean, adopting digital solutions has been promoted as a unique opportunity to increase productivity and unlock solutions to sustainable development goals.}, language = {en}, urldate = {2022-06-06}, author = {de Feydeau, Amaury and Menski, Martin and Retana Tello, Ismael Reyes and Perry, Suzanne and Hendel, Pedro}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S4GBT9HF 2405685:LUDNBVC8}, } @incollection{burgos_framework_2021, address = {Singapore}, title = {Framework for {Teacher} {Support} {During} {Remote} {Teaching} in a {Crisis}: {COVID}-19, as a {Case} {Study}}, isbn = {9789811578687 9789811578694}, shorttitle = {Framework for {Teacher} {Support} {During} {Remote} {Teaching} in a {Crisis}}, url = {http://link.springer.com/10.1007/978-981-15-7869-4_10}, language = {en}, urldate = {2021-04-29}, booktitle = {Radical {Solutions} for {Education} in a {Crisis} {Context}}, publisher = {Springer Singapore}, author = {Denden, Mouna and Tlili, Ahmed and Burgos, Daniel and Jemni, Mohamed and Huang, Ronghuai and Essalmi, Fathi and Chang, Ting-Wen}, editor = {Burgos, Daniel and Tlili, Ahmed and Tabacco, Anita}, year = {2021}, doi = {10.1007/978-981-15-7869-4_10}, note = {Series Title: Lecture Notes in Educational Technology KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-7869-4\_10 2405685:QMKS4E7I}, pages = {147--161}, } @misc{denham_girls_2021, title = {Girls' education and {COVID}-19 in {Pakistan} {\textbar} {Malala} {Fund} {Newsroom}}, url = {https://malala.org/newsroom/archive/girls-education-and-covid-19-in-pakistan}, urldate = {2021-06-11}, author = {Denham, Laura and Fry, Lucia and de Souza, Sabina and , -}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B7I44EXL 2405685:4WFM6F37}, } @misc{department_of_basic_education_curriculum_2021, title = {Curriculum {Assessment} {Policy} {Statements} ({CAPS})}, url = {https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS).aspx}, author = {Department of Basic Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XVGSB9NK 2405685:LJYCE59R}, } @misc{dhis2_dhis2_2021, title = {{DHIS2}}, url = {https://dhis2.org/overview/}, author = {DHIS2}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H9WB26RL 2405685:T3H6KKJV}, } @misc{dixon_storytelling_2021, title = {The {Storytelling} {Project} {Handbook}}, url = {https://drive.google.com/file/d/10BOrSxq6B5yUOI-bSpJ4oBMOSjhhuiAN/view}, publisher = {EdTech Hub}, author = {Dixon, Miranda and Patuck, Lil}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5Y3NRH26 2405685:TJTKAKJD}, } @techreport{dom_results-based_2021, type = {Text/{HTML}}, title = {Results-{Based} {Financing} ({RBF}) in the {Education} {Sector} : {Country}-{Level} {Analysis} : {An} {Assessment} of {RBF} in {Education} - {Final} {Assessment} {Report} : {Tanzania}}, shorttitle = {Results-{Based} {Financing} ({RBF}) in the {Education} {Sector}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/672351646056866028/An-Assessment-of-RBF-in-Education-Final-Assessment-Report-Tanzania}, abstract = {Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania (English)}, language = {en}, urldate = {2022-04-24}, institution = {Mokoro for World Bank}, author = {Dom, Catherine and Fraser, Alasdair and Mhina, Edward}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6T2VNQMC 2339240:86HU868K 2405685:5SHZXXCP 2405685:HQGHMPDL 4656463:7QDZJIDM 4656463:QEAAR59A}, } @article{dontre_influence_2021, title = {The influence of technology on academic distraction: {A} review}, volume = {3}, issn = {2578-1863}, shorttitle = {The influence of technology on academic distraction}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/hbe2.229}, doi = {10.1002/hbe2.229}, abstract = {The detrimental effects of academic distraction have become increasingly problematic in recent years due to student media multitasking. In recent years, educators have gradually transitioned many classes to the online learning environment, effectively reducing teacher supervision. This has been greatly exacerbated with the advent of coronavirus disease 2019 and subsequent social distancing guidelines. In an effort to help students and educators better understand the implications of technology on academic distraction and academic performance, this literature review discusses the effects of three forms on technology on student distraction: laptops, smartphones, and social media use, particularly the social media platform Facebook. While the effects of student laptops on academic distraction are somewhat ambivalent, the debate is largely moot in the current educational environment. The detrimental effects of student smartphone and social media use on academic distraction are more conspicuous, especially with the pervasiveness of personal digital devices. Potential self-regulatory and environmental interventions are discussed.}, language = {en}, number = {3}, urldate = {2021-08-05}, journal = {Human Behavior and Emerging Technologies}, author = {Dontre, Alexander J.}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.229 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.229 10/gkggqq 2339240:ALCAJNCB 2405685:2PRYNM2B}, keywords = {Facebook, academic distraction, laptops, learning, media multitasking, online learning, performance, phubbing, smartphones, social media}, pages = {379--390}, } @misc{dreesen_unlocking_2021, title = {Unlocking {Learning}: {The} implementation and effectiveness of digital learning for {Syrian} refugees in {Lebanon}, {Innocenti} {Research} {Report}}, url = {https://www.unicef-irc.org/publications/1315-unlocking-learning-the-implementation-and-effectiveness-of-digital-learning-for-syrian-refugees-in-lebanon.html?utm_source=youtube&utm_medium=social&utm_campaign=akelius_lebanon}, abstract = {Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course’s use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August–November 2020 showing positive results for language and art competencies.}, language = {English}, publisher = {UNICEF Office of Research - Innocenti}, author = {Dreesen, Thomas and Kamei, Akito and Karamperidou, Despina and Abou Fakher, Sara and Marji, Lama and Ortiz Correa, Javier Santiago}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7ANL23GH 2405685:CBVBP2KY}, } @techreport{eckstein_global_2021, title = {Global {Climate} {Risk} {Index} 2021: {Who} {Suffers} {Most} from {Extreme} {Weather} {Events}?}, institution = {German Watch}, author = {Eckstein, David and Kunzel, Vera and Shafer, Laura}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R6827BCW 2405685:GJDSJQFE}, } @techreport{eclac_challenges_2021, type = {Text}, title = {Challenges and opportunities for secondary education in {Latin} {America} and the {Caribbean} during and after the pandemic}, url = {https://www.cepal.org/en/insights/challenges-and-opportunities-secondary-education-latin-america-and-caribbean-during-and}, abstract = {The pandemic has had a critical impact on the educational trajectories of children and adolescents in Latin America. Video-call interviews with more than 150 students, teachers, and parents in eight countries in the region (namely, Argentina, Bolivarian Republic of Venezuela, Chile, Ecuador, Costa Rica, Honduras, Mexico, and Uruguay) in 2020 and 2021 reveal the challenges and}, language = {es}, urldate = {2022-08-25}, author = {ECLAC}, year = {2021}, note = {Last Modified: 2021-12-27T13:29-03:00 Publisher: CEPAL KerkoCite.ItemAlsoKnownAs: 2339240:VIRJKUAZ 2405685:Y3VKPZY8}, } @misc{edtech_hub_focus_2021, title = {Focus country: {Bangladesh}}, url = {https://edtechhub.org/focus-country-bangladesh/}, urldate = {2021-04-26}, author = {EdTech Hub}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R62Y25DW 2405685:IFIR3QC9}, } @misc{edtech_hub_research_2021, title = {Research}, url = {https://edtechhub.org/research/}, language = {en-US}, urldate = {2021-07-23}, journal = {EdTech Hub}, author = {EdTech Hub}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S7VNMT74 2405685:SGN72ZXM}, } @misc{egyptian_ministry_of_education_egyptian_2021, title = {The {Egyptian} {Ministry} of {Education}’s {E}-{Learning} {Portal}}, url = {https://moe.gov.eg/elearningenterypage/}, urldate = {2022-08-22}, author = {Egyptian Ministry of Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MDAHAACH 2405685:LUET6JSM}, } @misc{eige_how_2021, title = {How gender equality in {STEM} education leads to economic growth}, url = {https://eige.europa.eu/gender-mainstreaming/policy-areas/economic-and-financial-affairs/economic-benefits-gender-equality/stem}, abstract = {Reducing the gender gap in Science, Technology, Engineering and Mathematics (STEM) education areas could help reduce skills gap, increase employment and productivity of women and reduce occupational segregation. Ultimately this would foster economic growth via both higher productivity and increased labour market activity. However, despite good employment opportunities and highly productive jobs in this area, there is currently a low proportion of women studying and graduating in STEM subjects.}, language = {en}, urldate = {2021-12-20}, journal = {European Institute for Gender Equality}, author = {Eige}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DPW6J56H 2405685:APWKXFWI}, } @techreport{el-sefary_high_2021, title = {High, {Low}, or {No} {Tech}? {A} {Roundtable} {Discussion} on the {Role} of {Technology} in {Refugee} {Education}}, author = {El-Sefary, Yomna and Ozegovic, Mia and Wagner, Emma and Benchiba, Soraya}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N9TG6QCP 2405685:3RGI8CQ4}, } @article{engzell_learning_2021, title = {Learning loss due to school closures during the {COVID}-19 pandemic}, volume = {118}, doi = {10.1073/pnas.2022376118}, number = {17}, journal = {Proceedings of the National Academy of Sciences}, author = {Engzell, Per and Frey, Arun and Verhagen, Mark D.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:44J4M2BJ 2405685:DRSWVWNR}, } @article{engzell_learning_2021, title = {Learning loss due to school closures during the {COVID}-19 pandemic}, volume = {118}, doi = {10.1073/pnas.2022376118}, number = {17}, journal = {Proceedings of the National Academy of Sciences}, author = {Engzell, Per and Frey, Arun and Verhagen, Mark D.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:44J4M2BJ 2405685:DRSWVWNR}, } @misc{ets_praxis_praxis_2021, title = {The {Praxis} {Study} {Companion}, {Teaching} {Reading}: {Elementary}}, url = {https://www.ets.org/s/praxis/pdf/5205.pdf}, urldate = {2021-10-11}, author = {{ETS Praxis}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LAULQW5V 2405685:AQNUQW96}, } @misc{evans_foundational_2021, title = {Foundational {Literacy} and {Numeracy} {Skills} {Are} {Important}, {Obviously}. {But} {Are} {They} {More} {Important} than {All} {Other} {Education} {Investments}?}, url = {https://www.cgdev.org/blog/foundational-literacy-and-numeracy-skills-are-important-obviously-are-they-more-important-all}, abstract = {It’s rare to read an education report these days that doesn’t mention the learning crisis. That’s not surprising. Literacy and numeracy skills among children are dismally low: less than half of all children in low- and middle-income countries can read by the time they are 10 years old. As these data have emerged in recent years, the global education community has swung its focus sharply toward learning.}, language = {en}, urldate = {2022-08-08}, journal = {Center for Global Development {\textbar} Ideas to Action}, author = {Evans, David and Hares, Susannah}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BJ9YWMP2 2405685:893JHMDE}, } @misc{evans_its_2021, title = {It’s been a year since schools started to close due to {COVID}-19}, url = {https://www.cgdev.org/blog/its-been-year-schools-started-close-due-covid-19}, abstract = {Twelve months ago, the world was watching as schools closed across China and millions of students began learning online from their homes. Most of us didn’t think for a moment that just a few weeks later, almost every country in the world would close their schools and the education of more than a billion children would be disrupted. Since then, millions of students have not had any school-based, face-to-face education.}, language = {en}, journal = {Center For Global Development}, author = {Evans, David and Hares, Susannah and Mendez Acosta, A. and Saintis, C.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2I9FNGHD 2339240:83VL88IT 2405685:9UUEEEJJ 2405685:C9KY68SX}, } @techreport{ey_digital_2021, title = {Digital {Skills} {Ecosystem} and {Gap} {Assessment} in {Malawi}: {Final} {Report}}, url = {https://digmap.pppc.mw/wp-content/uploads/2022/01/23092021PPPC-Digital-Skills-Ecosystem-and-Gap-Assessment_Malawi_Final-Report-v1.pdf}, urldate = {2022-11-01}, author = {EY}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WKQWSM76 2405685:YYDHA82Z}, } @misc{facebook_relative_2021, title = {The {Relative} {Wealth} {Index}}, url = {https://dataforgood.fb.com/tools/relative-wealth-index/}, language = {en-US}, urldate = {2021-09-10}, journal = {Facebook Data for Good}, author = {Facebook}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GBMXFBFX 2405685:35MTZ9KF}, } @article{facer_digital_2021, title = {Digital {Technology} and the {Futures} of {Education}: {Towards} ‘{Non}-{Stupid}’ {Optimism}}, shorttitle = {Digital {Technology} and the {Futures} of {Education}}, url = {https://research.monash.edu/en/publications/digital-technology-and-the-futures-of-education-towards-non-stupi}, language = {English}, urldate = {2022-09-09}, author = {Facer, Keri and Selwyn, Neil}, year = {2021}, note = {Publisher: Unesco KerkoCite.ItemAlsoKnownAs: 2339240:2U3BB9Z8 2405685:69QN5JJU}, keywords = {⛔ No DOI found}, } @techreport{fall_remote_2021, title = {Remote {Learning} {During} {COVID} {School} {Closures} in {West} {Africa}: {Evidence} {Across} {Caregiver} {Surveys} at {Rising} {Academy} {Network} {Schools}}, url = {https://www.idinsight.org/publication/remote-learning-during-covid-school-closures-in-west-africa/}, abstract = {Evidence across caregiver surveys at Rising Academy Network schools}, language = {en-GB}, institution = {IDinsight}, author = {Fall, S. M. and Jiminez Gallardo, M. A. and McManus, J and Njogu-Ndongwe, F}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CEEMGD65 2339240:JLQMXZH3 2339240:VQJS97AG 2405685:26QEKWPG 2405685:9QZNWNVR 2405685:PURHG3K5 2405685:ZRUU9436 2534379:EEUS34W6}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{fazzio_large_2021, title = {Large {Learning} {Gains} in {Pockets} of {Extreme} {Poverty}: {Experimental} {Evidence} from {Guinea} {Bissau}}, doi = {10.1016/j.jpubeco.2021.104385}, abstract = {Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.}, language = {en}, author = {Fazzio, Ila and Eble, Alex and Lumsdaine, Robin L and Boone, Peter and Bouy, Baboucarr and Hsieh, Pei-Tseng Jenny and Jayanty, Chitra and Johnson, Simon and Silva, Ana Filipa}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2021.104385 2339240:DAU6XEE6 2405685:FSYXBS55 4656463:NYQXYQP2}, pages = {81}, } @techreport{federal_ministry_for_digital_and_economic_affairs_digitalisation_2021, address = {Vienna}, title = {Digitalisation {Report}}, url = {https://www.digitalaustria.gv.at/dam/jcr:1dab2b5a-a7b4-4339-8d88-d01077c73b69/digital_austria_digibericht_EN_final_MD.pdf}, institution = {Austrian Federal Government}, author = {{Federal Ministry for Digital and Economic Affairs}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AC4928ZM}, } @techreport{fhi360_technologies_2021, title = {Technologies for {Data} {Collection}, {Processing} and {Communication} in {Education} in {Emergencies}: {Mapping} {Practices} and {Opportunities} in the {MENA} region and {Globally}}, url = {https://www.edu-links.org/resources/technologies-data-collection-processing-and-communication-education-emergencies}, author = {{FHI360} and {USAID}}, year = {2021}, } @article{figueroa_centroamerica_2021, title = {Centroamérica: {Tendencias} de las ecnologías de la {Información} y {Comunicación} 2010-2019}, issn = {24152129}, url = {https://odu.unah.edu.hn/dmsdocument/11299-boletin-no-11-pdf}, author = {Figueroa, Héctor}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7NPNIIZ6 2405685:VB3ZCVN2}, } @article{flores_fasanando_uso_2021, title = {Uso de la {Plataforma} {Zoom} y la {Competencia} se comunica {Oralmente} en su {Lengua} {Materna} en {Estudiantes} de {Educación} {Secundaria} de la {Institución} {Educativa} {Unión} {Zapotillo} {N}°64647-{Yarinacocha} 2020}, copyright = {info:eu-repo/semantics/openAccess}, url = {http://repositorio.unu.edu.pe/handle/UNU/5188}, abstract = {La finalidad de esta investigación fue, determinar la relación que existe entre el uso de la plataforma zoom y la competencia se comunica oralmente en su lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647 - Yarinacocha 2020. De muestreo no probabilístico, de tipo básica o pura con diseño no experimental descriptivo correlacional con una muestra de 91 estudiantes. Como instrumento se utilizó un cuestionario para evaluar el uso de la plataforma Zoom y una guía de observación para evaluar la capacidad se comunica oralmente en su lengua materna. Finalmente, los datos fueron a la base de datos de Excel para procesarlos obteniendo un coeficiente de correlación de Pearson de r=0,720, se obtuvo un p=0.000, lo que confirma la existencia de una relación significativa, ya que p es menor a 0,05. Es decir, existe una correlación directa entre el uso de plataforma zoom y la competencia se comunica oralmente como lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647- Yarinacocha 2020.}, language = {spa}, urldate = {2022-06-21}, journal = {Universidad Nacional de Ucayali}, author = {Flores Fasanando, Giuliana}, year = {2021}, note = {Accepted: 2022-02-12T02:07:15Z Publisher: Universidad Nacional de Ucayali KerkoCite.ItemAlsoKnownAs: 2405685:86Q2HBRN 4042040:5Q42TUEA}, keywords = {⛔ No DOI found}, } @article{fujii_conditional_2021, title = {Conditional {Cash} {Transfer}, {Loss} {Framing}, and {SMS} {Nudges}: {Evidence} from a {Randomized} {Field} {Experiment} in {Bangladesh}}, url = {https://economics.smu.edu.sg/sites/economics.smu.edu.sg/files/economics/PG_JobCandidates/RohanRay/JMP_Rohan%20Ray.pdf}, abstract = {Conditional cash transfers (CCTs) have become one of the most common policy interventions to increase school attendance, but the cost-effectiveness of such interventions has not attracted the attention it deserves. Hence, in addition to a standard CCT implementation, we experimentally study two potential ways to improve the cost-effectiveness of school attendance interventions: (i) SMS information nudges and (ii) loss framing in CCTs. The former provides school attendance information to parents and the latter exploits the endowment effect. Consistent with the existing literature, CCT intervention significantly increases school attendance. We also find that the loss framing marginally increases attendance over and above the ∗We would like to thank Joseph Altonji, James Berry, Barbara Biasi, Gaurav Dutt, Maulik Jagnani, Costas Meghir, Rohini Pande, Rebecca Thornton, and seminar attendees at Monash and Yale for insightful comments and suggestions. We also thank Akshat Daga, Alekhyo Roychowdhury, Ishaan Malik, and Snehal Modi for research assistance. We benefited from data collection support from MOMODa Foundation and technical support from the Metakave team to automate the process of sending SMS. Finally, we express our sincere gratitude to the participating schools, the students, their parents, and the teachers. Funding from the Shirin Fozdar and Singapore Ministry of Education Academic Research Fund Tier 1 Grant (17-C244-SMU-004) and Japan Center for Economic Research are gratefully acknowledged. This research was approved by the Singapore Management University Institutional Review Board (IRB-16-082-A092-C2(220)). The trial in this study was registered in the AEA RCT registry under AEARCTR-0002373. All mistakes remain ours.}, language = {en}, author = {Fujii, Tomoki and Ho, Christine and Ray, Rohan and Shonchoy, Abu}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KUH42MFY 2405685:JG23VUNM}, keywords = {⛔ No DOI found}, pages = {68}, } @misc{gadgets_360_newsdesk_how_2021, title = {How {Secure} {Is} the {Bitcoin} {Blockchain}, and {Is} {Your} {Cryptocurrency} {Safe}?}, url = {https://gadgets360.com/cryptocurrency/features/how-secure-is-bitcoin-blockchain-cryptocurrency-technology-2516405#:~:text=All%20blockchain%20transactions%20are%20secured,is%20discarded%20from%20the%20chain}, author = {Gadgets 360 Newsdesk}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6E92774L 2405685:3XQ56SMC}, } @misc{garg_problem_2021, title = {The problem of issuance of fake degrees and its implications}, url = {https://blog.ipleaders.in/the-problem-of-issuance-of-fake-degrees-and-its-implications/}, author = {Garg, Rachit}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EEBZSLKE 2405685:C4L4IT2R}, } @techreport{gec_case_2021, title = {Case study: {Sisters} for {Sisters}' {Education}}, url = {https://girlseducationchallenge.org/media/ugbl3jm3/dtl_casestudy_sisters_may2021.pdf}, institution = {VSO}, author = {{GEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9DGDKIFH 2405685:WVH3AK35}, } @misc{gec_gearr-ing_2021, title = {{GEARR}-ing {Up} for {Success} {After} {School}}, url = {https://girlseducationchallenge.org/projects/project/gearr-ing-up-for-success-after-school/}, urldate = {2022-03-28}, author = {{GEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LNVJIPEC 2405685:A2NV3XRR}, } @techreport{gec_report_2021, title = {Report on {Sisters} for {Sisters}’ {Education} {Evaluation} {II} {Project} {Endline} {Evaluation} by {Foundation} for {Development} {Management}}, url = {https://girlseducationchallenge.org/media/nhnlxmym/sisters-for-sisters-gect-endline-evaluation.pdf}, urldate = {2022-05-25}, institution = {Foundation for Development Management}, author = {{GEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KH82C3DR 2405685:XQH9K8HR}, } @misc{gec_sisters_2021, title = {Sisters for {Sisters}’ {Education}}, url = {https://girlseducationchallenge.org/projects/project/sisters-for-sisters-education/}, urldate = {2022-03-28}, author = {{GEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KXE8UM9Q 2405685:ISDLUSFB}, } @techreport{gec_sisters_2021, title = {Sisters for {Sisters}' {Education} project {Final} reflections: {Achievements} and lessons learned}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://girlseducationchallenge.org/media/13mnohh1/summary_learning_sfs_v2.pdf}, author = {{GEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GVCVCCV2 2405685:L56MJKYJ}, } @misc{geekie_enem_2021, title = {Enem 2021: {Geekie} {Teste} cobre 100\% dos assuntos de {Matemática} e 93\% de {Ciências} da {Natureza}}, url = {https://www.geekie.com.br/blog/enem-2021-geekie-teste-cobre-100-porcento-de-matematica}, abstract = {Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...}, language = {en-GB}, urldate = {2022-06-06}, journal = {Geekie}, author = {Geekie}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F4SM5NJ8 2405685:HGK3Y6KK}, } @misc{geekie_retrospectiva_2021, title = {Retrospectiva {Geekie} 2021: (re)encontros de pessoas, caminhos e possibilidades}, url = {https://www.geekie.com.br/blog/post/retrospectiva-geekie-2021}, abstract = {Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...}, language = {en-GB}, urldate = {2022-06-06}, journal = {Geekie}, author = {Geekie}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DCAHYDUU 2405685:IYDYJ3KN}, } @misc{gerbang_kurikulum_e-modul_2021, title = {e-modul: {Gerbang} {Kurikulum}}, url = {http://gerbangkurikulum.sma.kemdikbud.go.id/e-modul/}, urldate = {2022-06-25}, author = {Gerbang Kurikulum}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9JLQGZ47 2405685:XU2ECZNW}, } @misc{girls_education_challenge_country_2021, title = {Country {Briefing}: {Nepal}}, url = {https://girlseducationchallenge.org/media/wy4ludpu/gec_country_briefing-_nepal_october-21_v1.pdf}, urldate = {2022-06-26}, author = {Girls' Education Challenge}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L8CW5FFU 2405685:9AZIITFL}, } @misc{girls_education_challenge_designing_2021, title = {Designing and monitoring distance teaching and learning interventions: {A} guide for projects and implementers}, shorttitle = {Designing and monitoring distance teaching and learning interventions}, url = {https://inee.org/system/files/resources/gec_dtl_guide_may-2021.pdf}, urldate = {2022-01-02}, author = {{Girls' Education Challenge} and {Fund Manager} and {EdTech Hub}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:58CZ6GI8 2405685:ATJRX6DV}, } @misc{global_infrastructure_hub_regional_2021, title = {Regional {Communications} {Infrastructure} {Program} ({RCIP}) {Malawi}}, url = {https://inclusiveinfra.gihub.org/case-studies/regional-communications-infrastructure-program-rcip-malawi/}, abstract = {Only one in ten people in Malawi have access to information and communications technology (as of 2016). This is due to the high cost and complexity of developing the infrastructure and end-user service offering. However, the government plans to improve access to, and the affordability of, broadband connections. It is initiating projects to reach out to the most disadvantaged groups in society.}, urldate = {2022-11-01}, author = {Global Infrastructure Hub}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N5IPDHHZ 2405685:U3PJDBD6}, } @misc{global_partnership_for_education_education_2021, title = {Education in {Pakistan}}, url = {https://www.globalpartnership.org/where-we-work/pakistan}, abstract = {See education data for Pakistan and learn about GPE programs, grants, results and progress.}, language = {en}, urldate = {2021-02-09}, journal = {Global Partnership for Education}, author = {Global Partnership for Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZEWKSVKM 2405685:DXUGPUV7}, } @misc{global_partnership_for_education_education_2021, title = {Education in {Tanzania}}, url = {https://www.globalpartnership.org/where-we-work/tanzania}, abstract = {See education data for Tanzania and learn about GPE programs, grants, results and progress.}, language = {en}, urldate = {2020-11-23}, journal = {Global Partnership for Education website}, author = {{Global Partnership for Education}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4K7E29Y5 2405685:EFXBWES9}, } @misc{global_partnership_for_education_global_2021, title = {Global {Partnership} for {Education}}, url = {https://www.globalpartnership.org/}, urldate = {2021-01-27}, author = {Global Partnership for Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K2UK6QF4 2405685:XTNVEKFL}, } @article{gokmenoglu_cascade_2021, title = {A {Cascade} {Teacher} {Training} {Model} in {Disaster} {Education}: {A} {Case} of {Turkey}}, volume = {11}, shorttitle = {A {Cascade} {Teacher} {Training} {Model} in {Disaster} {Education}}, url = {http://ijocis.com/index.php/ijocis/article/view/ijocis.2021.002}, doi = {10.31704/ijocis.2021.002}, abstract = {Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.}, language = {en-US}, urldate = {2022-08-23}, author = {Gökmenoğlu, Tuba and Sönmez, Elif Daşçı and Yavuz, İbrahim}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.31704/ijocis.2021.002 2339240:MBVV772A 2405685:FC827Z2K}, } @techreport{government_of_balochistan_2021-2022_2021, title = {2021-2022 {Budget} {Document} {Archives}}, url = {https://balochistan.gov.pk/budget-categories/2021-2022/}, language = {en-US}, urldate = {2023-06-13}, author = {{Government of Balochistan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EX4JHH8J 2405685:AY6FUCK2 4656463:BYB9ZQ87}, } @misc{government_of_india_diksha_2021, title = {{DIKSHA}}, url = {https://diksha.gov.in/}, abstract = {National Digital Infrastructure for Our Teachers, Our Heroes.}, language = {en}, urldate = {2022-08-19}, journal = {DIKSHA - Government of India}, author = {Government of India}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I4KA3S36 2405685:I68RZN78}, } @techreport{government_of_pakistan_key_2021, title = {Key {Findings} {Report} {PSLM} {District} {Level} {Survey} 2019/20}, url = {https://www.pbs.gov.pk/sites/default/files/pslm/publications/pslm_district_2019-20/Key_Finding_Report_of_PSLM_District_Level_Survey_2019-20.pdf}, author = {Government of Pakistan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7WY876U4 2405685:D7GVPXME}, } @techreport{government_of_pakistan_pakistan_2021, title = {Pakistan {Social} and {Living} {Standards} {Measurement}: {District} {Level}}, url = {https://www.pbs.gov.pk/sites/default/files//pslm/publications/pslm_district_2019-20/PSLM_2019_20_District_Level.pdf}, institution = {Pakistan Bureau of Statistics}, author = {Government of Pakistan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:974WTH3V 2405685:5EY2VN83}, } @misc{government_of_tanzania_tanzania_2021, title = {Tanzania {National} {Development} {Vision} 2025}, url = {http://www.tzonline.org/pdf/theTanzaniadevelopmentvision.pdf}, author = {{Government of Tanzania}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8JRRC5P2 2405685:KHS6R9D2}, } @misc{gpe_methodological_2021, title = {Methodological {Guidelines} for {Education} {Sector} {Analysis}. {Volume} 3 {\textbar} {Documents} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/content/methodological-guidelines-education-sector-analysis-volume-3}, abstract = {The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in lower-income countries.}, language = {en}, urldate = {2022-04-07}, author = {{GPE}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LH8ZMZQ6 2405685:B8UBK5Y5 4656463:F393WJPS}, } @techreport{grand_view_research_education_2021, title = {Education {Technology} {Market} {Size} \& {Growth} {Report}, 2030}, url = {https://www.grandviewresearch.com/industry-analysis/education-technology-market}, abstract = {The global education technology market size was valued at USD 106.46 billion in 2021 and is expected to expand at a compound annual growth rate (CAGR) of 16.5\% from 2022 to 2030}, language = {en}, urldate = {2022-06-07}, institution = {Grand View Research}, author = {Grand View Research}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AECNU4GS 2405685:WBZ2RQQS}, } @techreport{grant_resource_2021, address = {Washington D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} - {Radio}}, url = {http://documents.worldbank.org/curated/en/099250004122221110/P1742520930bf702708f2601bdb63d95ee0}, abstract = {Resource Pack to Support Remote Learning - Radio (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Grant, Ursula and Jordan, Caroline and Kamal, Helen and Kube-Barth, Sabine and Waistell, Daniel and Williamson, Sue and Hedges, Claire and Power, Tom and Richardson, Alison Mead}, year = {2021}, doi = {10/P1742520930bf702708f2601bdb63d95ee0}, note = {KerkoCite.ItemAlsoKnownAs: 10/P1742520930bf702708f2601bdb63d95ee0 2405685:PE8R2AUP}, } @misc{grid3_republic_2021, title = {Republic of {Sierra} {Leone} {Settlement} {Extents}}, url = {https://doi.org/10.7916/d8-26xs-7532}, publisher = {Center for International Earth Science Information Network (CIESIN), Columbia University and Novel-T}, author = {GRID3}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HAJEN8QZ 2405685:M3AVWB8Q}, } @article{gsma_addressing_2021, title = {Addressing the {Mobile} {Gender} {Gap} in {Pakistan}}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2021/04/Addressing-the-Mobile-Gender-Gap-in-Pakistan.pdf}, language = {en}, author = {GSMA}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M5U8DX98 2405685:VNM86856}, keywords = {⛔ No DOI found}, } @techreport{gsma_connected_2021, title = {Connected {Women} {The} {Mobile} {Gender} {Gap} {Report} 2021}, url = {https://www.gsma.com/r/wp-content/uploads/2021/07/The-Mobile-Gender-Gap-Report-2021.pdf}, institution = {GSMA}, author = {{GSMA}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VWI82KI4 2405685:4CDL58E7}, } @misc{guleid_end_2021, title = {End education crisis in {Northern} {Kenya} - {The} {Standard}}, url = {https://www.standardmedia.co.ke/commentary/article/2001402263/end-education-crisis-in-northern-kenya}, urldate = {2023-04-04}, author = {Guleid, Mohamed}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BJZ6LCF2 2405685:YB9Q6BTQ}, } @misc{gustafsson_return_2021, title = {A return to boom and bust (in births) • {Resolution} {Foundation}}, url = {https://www.resolutionfoundation.org/publications/a-return-to-boom-and-bust-in-births/}, language = {en-US}, urldate = {2022-04-07}, author = {Gustafsson, Maja and Willetts, David}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QJZQZHWS 2405685:2GFBNJ5G 4656463:XBIB57W6}, } @incollection{hasler_teacher_2021, title = {Teacher professional development in sub-{Saharan} {Africa}: {Equity} and scale}, url = {https://docs.opendeved.net/lib/E2Q73NBN}, abstract = {This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.}, booktitle = {Embedding {Social} {Justice} in {Teacher} {Education} and {Development} in {Africa}}, publisher = {Routledge}, author = {Haßler, Björn and Bennett, Gemma and Damani, Kalifa}, editor = {McNaught, Carmel and Gravett, Sarah}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9}, keywords = {Author:Haßler, Björn-CV-OECS, \_yl:a, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{hennessy_supporting_2021, title = {Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: {A} design-based approach}, volume = {9}, doi = {http://dx.doi.org/10.1002/rev3.3269}, number = {3}, journal = {Review of Education}, author = {Hennessy, S and Kershner, R and Calcagni, E and Ahmed, F}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/rev3.3269 2339240:CHQCGVJ2 2405685:H94TBG7S 2405685:W3JZM7A8 2534378:AP82HE4R}, keywords = {⛔ No DOI found, ❓ Multiple DOI}, } @techreport{house_of_commons_international_2021, title = {International {Development} {Committee} {Oral} evidence: {UK} aid to {Pakistan}}, url = {https://committees.parliament.uk/oralevidence/2207/pdf/}, author = {House of Commons}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KYXRQAF6 2405685:TP8T24RG}, } @techreport{idara-e-taleem-o-aagahi_measuring_2021, title = {Measuring the impact of {COVID}-19 on education in {Pakistan}}, url = {http://aserpakistan.org/document/aser/2021/ASER_2021_Measuring_the_Impact_of_COVID_19_on_Education_in_Pakistan_FINAL_REPORT.pdf}, institution = {Islamabad}, author = {Idara-e-Taleem-o-Aagahi}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2FKH8MX9 2405685:LXSIR7IK}, } @techreport{imc_worldwide_midterm_2021, title = {Midterm {Evaluation} {Report}}, url = {https://rescue.app.box.com/s/76j71h19cnht62rwmi7jx5vma68ztdnf}, language = {en-US}, urldate = {2023-06-22}, author = {{IMC Worldwide}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X6NTWCQM 2405685:75DWT6LL}, } @misc{ims_global_basic_2021, title = {Basic {Overview} of how {LTI} ® {Works}}, url = {https://www.imsglobal.org/basic-overview-how-lti-works}, journal = {IMS Global}, author = {IMS Global}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L7CLZYZ3 2405685:UUXI6GJK}, } @misc{inegi_encuesta_2021, title = {Encuesta para la {Medición} del {Impacto} {COVID}-19 en la {Educación} ({ECOVID}-{ED}) 2020}, url = {https://www.inegi.org.mx/investigacion/ecovided/2020/}, urldate = {2022-06-06}, author = {INEGI}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TS5IE4H9 2405685:BPRVAVR3}, } @misc{information_and_decision_support_center_education_2021, title = {Education and {Sustainable} {Development} {Challenges}}, url = {https://idsc.gov.eg/DocumentLibrary/View/5917}, abstract = {التعليم وتحديات التنمية المستدامة,الخميس. 09 سبتمبر., 2021,أ.د. سعيد المصري,}, language = {en}, urldate = {2022-08-22}, author = {Information {and} Decision Support Center}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C6ZJGRKB 2405685:PEZ4Q8F7}, } @misc{instructure_instructure_2021, title = {Instructure {\textbar} {Educational} {Software} {Development}}, url = {https://www.instructure.com}, urldate = {2021-01-27}, author = {Instructure}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PY5GM76E 2405685:5YM28JSG}, } @techreport{inter-agency_network_for_education_in_emergencies_teacher_2021, title = {Teacher {Wellbeing} {Resources} {Mapping} \& {Gap} {Analysis}}, url = {https://inee.org/resources/teacher-wellbeing-resources-mapping-gap-analysis}, urldate = {2022-08-22}, author = {{Inter-Agency Network for Education in Emergencies}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8AFTF3MZ 2405685:X759APEH}, } @techreport{international_task_force_on_teachers_for_education_2030_closing_2021, title = {Closing the gap: {Ensuring} there are enough qualified and supported teachers in sub-{Saharan} {Africa}}, url = {https://teachertaskforce.org/sites/default/files/2021-09/Closing%20the%20gap%20-%20Ensuring%20there%20are%20enough%20qualified%20and%20supported%20teachers_TTF%20advocacy%20brief%20July%202021_v2.pdf}, urldate = {2022-05-17}, author = {International Task Force on Teachers for Education 2030}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6C5GZT9V 2405685:6G8LSNVP}, } @article{jacques_targeting_2021, title = {Targeting within universalism}, volume = {31}, url = {https://journals.sagepub.com/doi/abs/10.1177/0958928720918973}, doi = {10.1177/0958928720918973}, number = {1}, journal = {Journal of European Social Policy}, author = {Jacques, Olivier and Noel, Alain}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0958928720918973 2339240:4RNKX4CG 2405685:PUWB7MI7}, pages = {15--21}, } @misc{kalyar_comparative_2021, title = {Comparative {Analysis} of {Personal} {Data} {Protection} {Bill} 2020}, url = {https://mediamatters.pk/wp-content/uploads/2021/02/Comparative-Analysis-of-Personal-Data-Protection-Bill-2020.pdf}, urldate = {2022-06-14}, author = {Kalyar, Barrister Jannat Ali}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SSQQGN7R 2405685:JVHAYIPE}, } @article{kaye_educational_2021, title = {Educational technology to improve capacity - integrating adaptive programmes in public schools in {Kenya}}, doi = {10.4324/9780429344855}, author = {Kaye, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9780429344855 2339240:KH9YGR3M 2405685:W42JAPNN}, } @misc{khan_tax_2021, type = {Working {Paper}}, series = {Working {Paper} {Series}}, title = {Tax {Farming} {Redux}: {Experimental} {Evidence} on {Performance} {Pay} for {Tax} {Collectors}}, shorttitle = {Tax {Farming} {Redux}}, url = {https://www.nber.org/papers/w20627}, doi = {10.3386/w20627}, abstract = {Performance pay for tax collectors has the potential to raise revenues, but might come at a cost if taxpayers face undue pressure from collectors. We report the first large-scale field experiment on these issues, where we experimentally allocated 482 property tax units in Punjab, Pakistan into one of three performance-pay schemes or a control. After two years, incentivized units had 9.3 log points higher revenue than controls, which translates to a 46 percent higher growth rate. The scheme that rewarded purely on revenue did best, increasing revenue by 12.8 log points (62 percent higher growth rate), with little penalty for customer satisfaction and assessment accuracy compared to the two other schemes that explicitly also rewarded these dimensions. Further analysis reveals that these revenue gains accrue from a small number of properties becoming taxed at their true value, which is substantially more than they had been taxed at previously. The majority of properties in incentivized areas in fact pay no more taxes, but do report higher bribes. The results are consistent with a collusive setting in which performance pay increases collector's bargaining power over taxpayers, who either have to pay higher bribes to avoid being reassessed, or pay substantially higher taxes if collusion breaks down.}, urldate = {2022-11-13}, publisher = {National Bureau of Economic Research}, author = {Khan, Adnan Q. and Khwaja, Asim I. and Olken, Benjamin A.}, year = {2021}, doi = {10.3386/w20627}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w20627 2339240:BAJEUIIS 2405685:NRLTA3UK 4656463:Z5GTYX4D}, } @misc{kibet_innovative_2021, title = {Innovative {Methods} to {Train} {Teachers} of {Blind} {Children}}, url = {https://edtechhub.org/2021/01/08/using-innovative-methods-to-train-teachers-of-blind-children-what-we-learned/}, abstract = {Discover what we learned using innovative methods such as virtual training via WhatAapp to train teachers of blind children. Click to read more.}, language = {en-US}, urldate = {2022-08-23}, journal = {EdTech Hub}, author = {Kibet, Amon and Kweyu, Ignatius and Koszorus, Ferenc}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ULNM6MVY 2405685:9872JIDA}, } @article{kohn_using_2021, title = {Using a {Participatory} {Approach} to {Create} {SEL} {Programming}: {The} {Case} of {Ahlan} {Simsim}}, volume = {7}, issn = {2518-6833}, shorttitle = {Using a {Participatory} {Approach} to {Create} {SEL} {Programming}}, url = {https://archive.nyu.edu/handle/2451/63543}, doi = {10.33682/hxrv-2g8g}, abstract = {This paper highlights the use of a participatory, trauma-informed approach in the creation of Ahlan Simsim, a Sesame Street television program for the Middle East, and asserts the importance of using a participatory approach to designing culturally relevant social and emotional learning (SEL) content. Ahlan Simsim is a component of a larger initiative of the same name, which was created by Sesame Workshop and the International Rescue Committee and funded by the MacArthur and LEGO foundations. This program brings early learning and nurturing care to children and families affected by the Syrian crisis through a combination of mass media and direct service programming. In this article, we present a review of the research and consultations Sesame Workshop conducted with local communities and local child-development experts in Iraq, Jordan, Syria, and Lebanon from August to November 2018. Sesame Workshop’s aim was to identify and refine the television program’s focus area and to create locally relevant, trauma-informed content that draws from SEL strategies that resonate most and have the greatest impact with audiences in the Syrian response region. We argue that, for SEL programming to achieve maximum impact, it is critical that program designers develop socialemotional frameworks for children from the ground up by working with local caregivers and practitioners.}, language = {en}, number = {2}, urldate = {2022-11-16}, journal = {Journal on Education in Emergencies}, author = {Kohn, Shanna and Foulds, Kim and Cole, Charlotte and Matthews, Mackenzie and Hussein, Laila}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.33682/hxrv-2g8g 2339240:CUZ5VVAB 2405685:JNHJGIBB}, pages = {288}, } @misc{kubernetes_what_2021, title = {What is {Kubernetes}}, copyright = {Documentation Distributed under CC BY 4.0}, url = {https://kubernetes.io/docs/concepts/overview/what-is-kubernetes/}, author = {Kubernetes}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8HDPPTVT 2405685:3W2PF2VN}, } @misc{lavca_edtech_2021, title = {Edtech {Startups} in {Latin} {America} 2021 {Survey} {Results}}, url = {https://lavca.org/2021-startup-survey-edtech/}, language = {en-US}, urldate = {2022-06-06}, author = {{Lavca}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6BCNJVMR 2405685:V8X7UX4K}, } @techreport{lawson_mapping_2021, title = {Mapping education data in sub-{Saharan} {Africa}}, url = {https://essa-africa.org/sites/default/files/inline-files/Draft%20Mapping%20Methodology_Unlocking%20Data.pdf}, urldate = {2022-05-10}, institution = {Education Sub Saharan Africa (ESSA)}, author = {Lawson, Laté and Heady, Lucy}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HC6RUIMQ 2339240:MTMGPY6E 2405685:3GG5SPKY 2405685:TT9S4YV2 8836279:77XCCW4B 8836279:PNHCGL86 8836279:S2UPNP2W 8836279:TRTQSCA2}, } @article{le_pichon-vorstman_future_2021, title = {The future of language education in {Europe}: case studies of innovative practices}, volume = {13}, issn = {1757-6830}, shorttitle = {The future of language education in {Europe}}, url = {https://muse.jhu.edu/pub/105/article/788524}, doi = {10.3828/ejlp.2021.7c}, number = {1}, urldate = {2023-02-10}, journal = {European Journal of Language Policy}, author = {Le Pichon-Vorstman, Emmanuelle and Siarova, Hanna and Szőnyi, Eszter}, year = {2021}, note = {Publisher: Liverpool University Press KerkoCite.ItemAlsoKnownAs: 2405685:T5E3RHZ5 4042040:3TYPTL5I}, pages = {114--120}, } @misc{leh_wi_lan_principal_2021, title = {Principal {Dashboard}}, url = {https://reporting.lehwilan.org/principals.html}, publisher = {Leh Wi Lan}, author = {Leh Wi Lan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QQ28IZKC 2405685:ZHDNZNFK}, } @techreport{leh_wi_lan_recovering_2021, title = {Recovering from school closures in {Sierra} {Leone}: {Status} of pupil learning outcomes in junior and senior secondary schools}, author = {Leh Wi Lan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TVYLJS4I 2405685:IUJU327A}, } @techreport{link_education_international_case_2021, title = {Case study: {Team} {Girl} {Malawi}}, url = {https://girlseducationchallenge.org/media/4tphjwvh/dtl_casestudy_team-girl-malawi_may-2021.pdf}, urldate = {2023-06-22}, author = {{Link Education International}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B9EEH33I}, } @misc{link_education_international_case_2021, title = {Case {Study}: {TEAM} {Girl} {Malawi}}, url = {https://girlseducationchallenge.org/media/4tphjwvh/dtl_casestudy_team-girl-malawi_may-2021.pdf}, urldate = {2022-06-26}, author = {Link Education International}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VTNN7IW4 2405685:C9CRSJF9}, } @techreport{london_outlier_2021, title = {Outlier {Vietnam} and the {Problem} of {Embeddedness}: {Contributions} to the {Political} {Economy} of {Learning}. .}, shorttitle = {Outlier {Vietnam} and the {Problem} of {Embeddedness}}, url = {https://doi.org/10.35489/BSG-RISE-WP_2021/062}, language = {en}, number = {21/062}, urldate = {2022-06-06}, author = {London, Jonathan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C9DT58AH 2405685:9HR7QQQ6 4656463:PC9PS3MC}, } @misc{luna-bazaldua_assessing_2021, title = {Assessing outside of the “classroom box” while schools are closed: {The} potential of phone-based formative assessments to support learning continuity}, url = {https://blogs.worldbank.org/education/assessing-outside-classroom-box-while-schools-are-closed-potential-phone-based-formative}, author = {Luna-Bazaldua, D and Liberman, J and Levin, V}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JBQUWG4K 2405685:RTBSFRAE}, } @unpublished{lustig_short_2021, address = {Tulane Economics Working Paper Series}, title = {Short and {Long}-{Run} {Distributional} {Impacts} of {COVID}-19 in {Latin} {America}}, url = {http://repec.tulane.edu/RePEc/pdf/tul2013.pdf}, abstract = {We simulate the short- and long-term distributional consequences of COVID-19 in the four largest Latin American economies: Argentina, Brazil, Colombia and Mexico. We show that the shortterm impact on income inequality and poverty can be very significant, but that additional spending on social assistance more than offsets the effect in Brazil. The offsetting effect is significant in Argentina and Colombia, and nil in Mexico where there has been no such expansion. We find that a universal basic income that would have produced the same reduction in the poverty gap as actual policies would have cost slightly more but would have benefited the poor (the nonpoor) slightly less (more). To project the long-term consequences, we estimate the impact of the pandemic on school achievement and its intergenerational persistence. We use information on school closures, educational mitigation policies, and account for educational losses related to health shocks and parental job loss. Our findings show that in all four countries the impact is strongly asymmetric and affects particularly the high-school completion rates of children from disadvantaged families. Our simulations suggest that mitigation policies seem to have a minor impact on containing these negative effects.}, urldate = {2022-08-25}, author = {Lustig, Nora and Martinez Pabon, Valentina and Neidhöfer, Guido}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TURVV9V3 2405685:R7SG8FJ4}, } @techreport{makino_early_2021, title = {Early effects of the {COVID}-19 lockdown on children in rural {Bangladesh}}, url = {https://knowledgecommons.popcouncil.org/cgi/viewcontent.cgi?article=2254&context=departments_sbsr-pgy}, abstract = {Using data collected through a telephone-based survey in rural Bangladesh during the height of the pandemic, we present evidence on the effects of COVID-19-led lockdown and school closures on children, focusing on three child-related outcomes: time use of children during the school closure, plans regarding children’s schooling continuation, and the incidence of child marriages. Our analysis reveals heterogeneity in the effects of lockdown and school closure in terms of the child’s gender and the type of shocks. We find a decrease in children’s study time and an increase in time spent on household chores during the school closure, and these changes were significantly larger for girls than for boys. Within the household, respiratory illness lowered expectations that a child would return to school and increased the probability of marriage-related discussions for girls. Our findings offer a cautionary tale regarding the potential longterm effects of pandemic for girls in developing countries.}, language = {en}, author = {Makino, Momoe and Shonchoy, Abu S and Wahhaj, Zaki}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EHS3BXYL 2405685:HBIVSCZT}, keywords = {⛔ No DOI found}, pages = {28}, } @misc{malala_fund_malala_2021, title = {Malala {Fund} releases report on girls’ education and {COVID}-19 {\textbar} {Malala} {Fund} {Newsroom}}, url = {https://malala.org/newsroom/archive/malala-fund-releases-report-girls-education-covid-19}, abstract = {Our latest report reveals the pandemic's lasting effects for the most marginalised girls.}, urldate = {2021-06-15}, journal = {Malala Fund {\textbar} Newsroom}, author = {Malala Fund}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5TFZT53N 2405685:6YT5WWUX}, } @article{maldonado_effect_2021, title = {The effect of school closures on standardised student test outcomes}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/berj.3754}, urldate = {2022-08-25}, journal = {British Educational Research Journal}, author = {Maldonado, Joana Elisa and De Witte, Kristof}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F5KVHGL5 2405685:47YC8CVL}, } @misc{maldonado_effect_2021, title = {The effect of school closures on standardised student test outcomes - {Maldonado} - 2022 - {British} {Educational} {Research} {Journal} - {Wiley} {Online} {Library}}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/berj.3754}, urldate = {2022-08-25}, author = {Maldonado, Joana Elisa and De Witte, Kristof}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F5KVHGL5 2405685:47YC8CVL}, } @article{mansoor_global_2021, title = {A {Global} {Mapping} of {Delivery} {Approaches}}, abstract = {The past 25 years has seen numerous governments worldwide adopting new institutional forms, such as delivery units and reform labs, to try to improve service delivery. We conduct a systematic global search and mapping of these delivery approaches. We identify 152 instances of delivery approach (DA) adoption from 80 different countries, ranging from the center of government down to provincial and local levels, with an accelerating trend of adoption since 2010. The majority of these include education as a focus sector. The main finding that emerges from our analysis is that there is no single model that characterizes the design of such approaches or the purposes for which they are adopted. However, we do identify a number of patterns, including that DAs in lower-income countries are more likely to focus mainly on output-type goals (as opposed to outcomes), use external consultants, and utilize accountability- and incentive-driven mechanisms relatively more heavily than their counterparts in middle- and high-income countries. While our findings are purely descriptive and cannot be used to infer whether DAs are effective, they give an indication to policymakers about the menu of potential options available to them in designing DAs. This global mapping can also provide useful context for existing and future country-level case studies that investigate the effectiveness of DAs and seek to explore which designs might be more effective in different contexts and for different purposes.}, language = {en}, author = {Mansoor, Zahra and Qarout, Dana and Anderson, Kate and Carano, Celeste and Dvorakova, Veronika and Williams, Martin J}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z24GD989 2405685:YBYBTSS3 4656463:753W7S4E}, keywords = {⛔ No DOI found}, pages = {84}, } @unpublished{marcus_gender-transformative_2021, title = {Gender-{Transformative} {Programming} in {UNICEF} {Selected} {Case} {Studies}}, abstract = {Reflections and Lessons for UNICEF’s Gender Policy and Action Plan (2022-2025), A compendium of papers, Florence: UNICEF Innocenti Research Centre}, author = {Marcus, Rachel and Samuels, Fiona and Belachew, H and Jalal, S}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:22VUKTDE 2405685:TNP9V4TF}, } @article{mascheroni_childrens_2021, title = {Children’s remote learning experiences in {Italy} during the {COVID}-19 pandemic}, language = {en}, author = {Mascheroni, Giovanna and Saeed, Marium and Valenza, Marco and Cino, Davide and Dreesen, Thomas and Zaffaroni, Lorenzo Giuseppe and Kardefelt-Winther, Daniel}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KBCDZDRK 2405685:N6BT886I}, keywords = {⛔ No DOI found}, pages = {31}, } @article{mays_supporting_2021, title = {Supporting {Teachers} {Moving} {Online}, using a {MOOC}, {During} the {COVID}-19 {Pandemic}}, volume = {8}, url = {https://jl4d.org/index.php/ejl4d/article/download/497/606?inline=1}, number = {1}, author = {Mays, Tony John and Ogange, Betty and Naidu, Som and Perris, Kirk}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BK6R4LIP 2405685:676ZMM3I}, } @article{mcaleavy_learning_2021, title = {Learning {Renewed}: ten lessons from the pandemic}, url = {https://files.eric.ed.gov/fulltext/ED614249.pdf}, language = {en}, author = {McAleavy, Tony and Riggall, Anna and Korin, Astrid}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5ZRP2HCK 2405685:ARSSKSPN}, keywords = {⛔ No DOI found}, } @techreport{mcintyre_literature_2021, type = {Working {Paper}}, title = {Literature {Overview} of {Accountability} and {EdTech}: {Recommendations} for {Using} {Technology} to {Improve} {Accountability} in {Educational} {Systems} from {Ghana} and {Other} {LMICs}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/TD2ASC4G}, language = {en}, institution = {EdTech Hub}, author = {McIntyre, Nora and Sabates, Ricardo and Jamieson Eberhardt, Molly}, year = {2021}, doi = {10.5281/zenodo.4575561}, note = {ZenodoArchiveID: 4575561 PreviousDOI: 10.5281/zenodo.4468852 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4575561 2339240:BJT3BKFR 2405685:V9FUFGLQ}, } @article{meyer_how_2021, title = {How educational are 'educational' apps for young children? {App} store content analysis using the {Four} {Pillars} of {Learning} framework}, volume = {15}, issn = {1748-2798}, shorttitle = {How educational are 'educational' apps for young children?}, doi = {10.1080/17482798.2021.1882516}, abstract = {Experts have expressed concerns about the lack of evidence demonstrating that children's "educational" applications (apps) have educational value. This study aimed to operationalize Hirsh-Pasek, Zosh, et al.'s (2015) Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially-available apps, and examine differences in educational quality between free and paid apps. We analyzed 100 children's educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. We developed a coding scheme in which each app earned a value of 0-3 for each Pillar, defining lower-quality apps as those scoring ≤ 4, summed across the Four Pillars. Overall scores were low across all Pillars. Free apps had significantly lower Pillar 2 (Engagement in Learning Process) scores (t-test, p {\textless} .0001) and overall scores (t-test, p {\textless} .0047) when compared to paid apps, due to the presence of distracting enhancements. These results highlight the need for improved design of educational apps guided by developmental science.}, language = {eng}, number = {4}, journal = {Journal of Children and Media}, author = {Meyer, Marisa and Zosh, Jennifer M. and McLaren, Caroline and Robb, Michael and McCafferty, Harlan and Golinkoff, Roberta Michnick and Hirsh-Pasek, Kathy and Radesky, Jenny}, year = {2021}, pmid = {35282402}, pmcid = {PMC8916741}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2021.1882516 2339240:DAP57ZEF 2405685:9KM825BK}, keywords = {Digital Media, Digital Play, Early Childhood, Educational Apps, Four Pillars of Learning, Mobile Devices}, pages = {526--548}, } @article{miedijensky_teachers_2021, title = {Teachers’ {Learning} {Communities} for {Developing} {High} {Order} {Thinking} {Skills}—{A} {Case} {Study} of a {School} {Pedagogical} {Change}}, volume = {52}, issn = {0826-4805}, doi = {10.1007/s10780-021-09423-7}, abstract = {This study deals with an elementary school that is undergoing a process of pedagogical change. The teachers understood that their weak point was excessive use of teaching based on memorization rather than developing high-order thinking (HOT) skills. The school therefore established teachers’ learning communities for peer learning and designing learning tasks that encourage the development of HOT skills. Quantitative and qualitative research tools were used in this study as a formative assessment. The data included learning tasks and interviews with teachers. The findings indicate an increase in the expression of critical thinking and the cognitive levels of application, analysis, and synthesis. The national test scores indicate an increase in students’ performance in most subjects. It appears that educators recognize the need for a transition from teaching that emphasize memorizing information to methods that develop students’ thinking skills and independent learning and initiated a successful pedagogical change.}, language = {eng}, number = {4}, journal = {Interchange (Toronto. 1984)}, author = {Miedijensky, Shirley and Sasson, Irit and Yehuda, Itamar}, year = {2021}, note = {Place: Dordrecht Publisher: Springer Netherlands KerkoCite.ItemAlsoKnownAs: 10.1007/s10780-021-09423-7 2339240:JUVZA2U4 2405685:QTXG5999}, keywords = {Case studies, Collaboration, Critical thinking, Education, Educational Philosophy, Educational Policy and Politics, Elementary schools, Formative assessment, High-order thinking, Learning, Memorization, Pedagogical change, Pedagogy, Peer learning, Qualitative research, Teachers, Teachers’ learning communities, Teaching, Teaching methods, Test scores, Thinking skills}, pages = {577--598}, } @techreport{ministry_of_basic_and_secondary_education_annual_2021, title = {Annual {School} {Census} {Report}}, url = {https://www.dsti.gov.sl/wp-content/uploads/2021/07/ASC-2020-Report.pdf}, urldate = {2022-05-09}, author = {Ministry of Basic {and} Secondary Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ELC26RCU 2405685:2GVLUELP 2405685:UP66E9KW}, keywords = {auto\_merged}, } @techreport{ministry_of_basic_and_senior_secondary_education_2020_2021, title = {2020 {Annual} {Schools} {Census} {Report}}, author = {Ministry of Basic {and} Senior Secondary Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5S3TQR6D 2405685:JMH9T363}, } @techreport{ministry_of_basic_and_senior_secondary_education_annual_2021, title = {Annual {School} {Census}}, author = {Ministry of Basic {and} Senior Secondary Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PSR8CRAP 2405685:HK8SFD2T}, } @techreport{ministry_of_basic_and_senior_secondary_education_lwl_2021, title = {{LWL}: {Numbers} and impact by 2020/21 school year}, url = {https://mbsse.gov.sl/wp-content/uploads/2021/05/LWL_Numbers-and-impact-summary.pdf}, author = {{Ministry of Basic and Senior Secondary Education}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:569UWV3B 2486141:BQRLTAA6}, } @misc{ministry_of_basic_and_senior_secondary_education_national_2021, title = {National policy on radical inclusion in schools}, url = {https://planipolis.iiep.unesco.org/en/2021/national-policy-radical-inclusion-schools-7147}, urldate = {2021-05-04}, author = {Ministry of Basic {and} Senior Secondary Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CYWMBVW8}, } @techreport{ministry_of_education_concept_2021, title = {Concept on mapping technical and vocational educational and training data in {Kenya}}, institution = {State Department for Vocational and Technical Training}, author = {{Ministry of Education}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W9CQUI3Y 2405685:9S4JGQTN}, } @misc{ministry_of_education_singapore_educational_2021, title = {Educational {Technology} {Plan}}, url = {http://www.moe.gov.sg/education-in-sg/educational-technology-journey/edtech-plan}, language = {en}, urldate = {2022-06-21}, author = {Ministry of Education (Singapore)}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XH7WCXVJ 2405685:4AZVTWBW}, } @techreport{ministry_of_finance_2020_2021, title = {2020 {Annual} {Report} on the {Petroleum} {Funds} {\textbar} {Ministry} of {Finance} {\textbar} {Ghana}}, url = {https://mofep.gov.gh/publications/petroleum-reports/2020-annual-report}, urldate = {2022-06-07}, author = {{Ministry of Finance}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JH3SZELK 2405685:DDPAL29F 4656463:XGB3IXY9}, } @misc{ministry_of_information_technology_and_telecommunication_personal_2021, title = {Personal {Data} {Protection} {Bill} 2020}, language = {en}, author = {Ministry of Information Technology {and} Telecommunication}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2C93XEX 2405685:AWDES5PD}, pages = {33}, } @article{mittal_technological_2021, title = {Technological {Federalism} : {A} {Building} {Block} to {Constitutionalise} the {Digital} {Sphere}}, url = {https://www.epw.in/journal/2021/47/commentary/technological-federalism.html}, urldate = {2022-06-15}, author = {Mittal, Anushka}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MANBX9Z8 2405685:5MPF4DCD}, keywords = {⛔ No DOI found}, } @misc{mogos_oer_2021, title = {{OER} may be free, but you still need to invest to use them: {Part} {I}}, shorttitle = {{OER} may be free, but you still need to invest to use them}, url = {https://blogs.worldbank.org/education/oer-may-be-free-you-still-need-invest-use-them-part-i}, abstract = {Calls for access and equity underpin the OER (Open Educational Resources) movement, but it’s yet to be seen if the potential impact of OER will materialize in education - something COVID-19 may help change.}, language = {en}, urldate = {2022-12-29}, author = {Mogos, Ariam and Gacicio, Esther and Gaible, Edmond}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9KXMVHL3}, } @techreport{mohn_resource_2021, address = {Washington, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Digital}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {http://documents.worldbank.org/curated/en/099846503292227713/P1742520e72c6706d0ab250bc5569ef32bf}, abstract = {Resource Pack to Support Remote Learning : Digital (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Mohn, Giti and Atif, Rafique and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, } @techreport{mohn_resource_2021, address = {Washington, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Introduction}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {http://documents.worldbank.org/curated/en/099846003292241568/P1742520752a490630b11e0c88660835149}, abstract = {Resource Pack to Support Remote Learning : Introduction (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Mohn, Giti and Atif, Rafique and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:P4ZV3WJ6}, } @techreport{mohn_resource_2021, address = {Washinton, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Mobile}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099846403292213739/P1742520988bb10220bc60090a9a4437eaa}, abstract = {Resource Pack to Support Remote Learning : Mobile (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Mohn, Giti and Atif, Rafique and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MLCVFR3W}, } @techreport{mohn_resource_2021, address = {Washington, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Print}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {http://documents.worldbank.org/curated/en/099845403292226173/P1742520f59a810fe0918c0091da1ca70aa}, abstract = {Resource Pack to Support Remote Learning : Print (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Mohn, Giti and Atif, Rafique and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TIYRFXSF}, } @techreport{mohn_resource_2021, address = {Washinton, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Television}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {http://documents.worldbank.org/curated/en/099845403292224247/P17425202b92680610b3e80d6a2b373a45b}, abstract = {Resource Pack to Support Remote Learning : Television (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Mohn, Giti and Atif, Rafique and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ENYQ2YWR}, } @techreport{mohn_resource_2021, address = {Washington, D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} : {Formative} {Assessment}}, shorttitle = {Resource {Pack} to {Support} {Remote} {Learning}}, url = {http://documents.worldbank.org/curated/en/099846303292215364/P174252093e0500400a42800c0560e18742}, abstract = {Resource Pack to Support Remote Learning : Formative Assessment (English)}, language = {en}, urldate = {2022-12-29}, institution = {World Bank}, author = {Mohn, Giti and Rafique, Giti and Cardoso De Barros, Jorge Manuel and Twinomugisha, Alex and Hawkins, Robert J and Barron Rodriguez, Maria Rebeca}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WFPQL8XD}, } @article{molina_engagement_2021, title = {El engagement en la educación virtual: experiencias durante la pandemia {COVID}-19}, volume = {14}, shorttitle = {El engagement en la educación virtual}, number = {2}, journal = {Texto Livre: Linguagem e Tecnologia}, author = {Molina, Odiel Estrada and Cancell, Dieter Reynaldo Fuentes and Hernández, Alién García}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5B3ZQV8Z}, keywords = {⛔ No DOI found}, pages = {e33936--e33936}, } @misc{moodle_moodle_2021, title = {Moodle - {Open}-source learning platform {\textbar} {Moodle}.org}, url = {https://moodle.org}, urldate = {2021-01-27}, author = {Moodle}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q2JQYS7R 2405685:ZSDT9976}, } @techreport{morris_toolkit_2021, address = {Washington, D.C.}, title = {Toolkit for {Designing} a {Comprehensive} {Distance} {Learning} {Strategy}}, url = {https://www.edu-links.org/resources/designing-comprehensive-distance-learning-toolkit}, language = {en}, institution = {USAID}, author = {Morris, Emily and Tan, Yvette}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8CCGV3KW 2405685:3QQ8X8NF}, pages = {80}, } @techreport{mwaniki_strengthening_2021, title = {Strengthening {Education} {Management} {Information} {Systems} ({EMIS}) and {Data} for {Increased} {Resilience} to {Crisis}: country case study: {South} {Soudan}}, copyright = {CC BY-SA 3.0 IGO}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000375815}, institution = {UNESCO}, author = {Mwaniki, David}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LRSS84YD}, keywords = {auto\_merged}, } @techreport{nemis_pakistan_2021, address = {Islamabad}, title = {Pakistan {Education} {Statistics} 2017-18}, url = {http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202017-18.pdf}, institution = {National Education Management Information System}, author = {NEMIS}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:57U6FLU9 2405685:2KAH2NJR}, } @techreport{nemis_pakistan_2021, address = {Islamabad}, title = {Pakistan {Education} {Statistics} 2017-18}, url = {http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202017-18.pdf}, institution = {National Education Management Information System}, author = {NEMIS}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:57U6FLU9 2405685:2KAH2NJR}, } @misc{nemis_pakistan_2021, title = {Pakistan {Education} {Statistics} 2017-18}, url = {http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202017-18.pdf}, urldate = {2022-04-25}, author = {{NEMIS}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZQJUSLX 2405685:HWFDLM38}, } @misc{nigeria_federal_ministry_of_education_nigeria_2021, title = {Nigeria {Learning} {Passport}}, url = {https://nlp.education.gov.ng/index.html}, urldate = {2022-08-19}, author = {Nigeria Federal Ministry of Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4TAPVKN4 2405685:CCRKKXJS}, } @techreport{nugroho_teacher_2021, address = {UNICEF Innocenti}, title = {Teacher attendance and time on task in primary schools in {Mozambique}}, url = {https://www.unicef-irc.org/publications/pdf/MOZAMBIQUE%20EN.pdf}, urldate = {2022-05-16}, author = {Nugroho, Dita and Karamperidou, Despina}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XI9TB42I 2405685:VZR6RFUF}, } @misc{oecd_creditor_2021, title = {Creditor {Reporting} {System} ({CRS})}, url = {https://stats.oecd.org/Index.aspx?DataSetCode=crs1}, author = {OECD}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GKAXYNKY 2405685:QF9A6M5Z}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{olsen_scaling_2021, title = {Scaling education innovations for impact in low-and-middle-income countries during {COVID}}, url = {https://www.brookings.edu/wp-content/uploads/2021/12/ROSIE-reflection-brief_FINAL-1.pdf}, abstract = {In 2020, the Center for Universal Education (CUE) at the Brookings Institution joined the Global Partnership for Education’s (GPE) Knowledge and Innovation Exchange (KIX), a joint partnership between the Global Partnership for Education and the International Development Research Centre (IDRC), to facilitate a cross-national, multiteam, design-based research and professional support initiative called Research on Scaling the Impact of Innovations in Education (ROSIE). The intention of ROSIE is to bring together researchers and practitioners to study the process of scaling education initiatives. This first annual brief reflects on scaling insights from different scaling teams across many low- and middle-income countries to jointly learn and share best practices related to scaling in education. Effective scaling is not just about designing and delivering promising innovations for use but also embedding them in thoughtful, mutifaceted ways to ensure that they grow, deepen, and have lasting impact. This brief discusses how several teams went about this work during the difficult last year.}, language = {English}, publisher = {Brookings Institution}, author = {Olsen, Brad}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S7V2Y764 2405685:Y9VGSW9N}, } @misc{orozco_mobile-based_2021, title = {Mobile-based solutions can strengthen human capital gains disrupted by {COVID}-19 in developing countries}, url = {https://blogs.worldbank.org/digital-development/mobile-based-solutions-can-strengthen-human-capital-gains-disrupted-covid-19}, abstract = {Education technology is leveraging smartphones to reverse the pandemic-induced learning crisis.}, language = {en}, urldate = {2022-08-17}, author = {Orozco, Victor}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5G6GXMV4 2405685:VC52RJ7L}, } @book{ozkul_psychological_2021, title = {Psychological {Well}-{Being} {Levels} of {Teacher} {Candidates} in the {Distance} {Education} {Process}}, volume = {6}, url = {https://eric.ed.gov/?id=ED615140}, abstract = {The expansion of the global communication network with the help of technological developments has undoubtedly shown its greatest impact in the field of education. As a matter of fact, the spread of communication networks between countries and individuals, in the field of education; it has created a global perception of education by accelerating the circulation of information resources, ideas and products. Especially with the COVID-19 epidemic, the transition to distance education has accelerated. In this context, it is considered important to investigate the behaviors and psychological states of students and to contribute to their good management of this process. The aim of this study is to examine the psychological well-being levels of teacher candidates in the distance education process. This research, which aims to examine the psychological well-being levels of teacher candidates in the distance education process, is a quantitative method with a causal comparison model. The study population of the research consists of Inönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. The data of the study were collected with the "Psychological Well-Being Scale". Obtained data, independent groups t-test, one-way ANOVA and descriptive statistics tests were performed. Research findings showed that participants had high levels of psychological well-being.}, language = {en}, urldate = {2022-08-22}, author = {Özkul, Ramazan and Kirbaç, Metin and Kaya, Fatih}, year = {2021}, note = {ISSN: 2501-9120 Issue: 2 Pages: 82-97 Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:MRF5YWGN 2405685:JHHP36ST}, keywords = {Access to Computers, COVID-19, Correlation, Distance Education, Foreign Countries, Gender Differences, Handheld Devices, Internet, Mental Health, Pandemics, Physical Environment, Preferences, Preservice Teachers, Rural Urban Differences, Study Habits, Synchronous Communication, Telecommunications, Undergraduate Students, Well Being}, } @misc{peas_case_2021, title = {Case {Study}: {GEARR}-ing {Up} for {Success} {After} {School}}, url = {https://girlseducationchallenge.org/media/sl5nzci0/dtl_casestudy_gearr_may-2021.pdf}, urldate = {2022-06-26}, author = {PEAS}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9WEWV2NE 2405685:YR2PLC48}, } @misc{plan_international_gender_2021, title = {{GENDER} {TRANSFORMATIVE} {EDUCATION}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000372963/PDF/372963eng.pdf.multi}, urldate = {2022-03-24}, author = {PLAN International and UNICEF and Transform Education and UNGEI}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IUJFLDHR 2405685:V9KDIPXS}, } @misc{poralg_sis_2021, title = {{SIS} {Tanzania} ({LIVE})}, url = {https://apkpure.com/fr/sis-tanzania-live/tz.go.tamisemi.apps.sismobile}, author = {PORALG}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9U7CNQTK 2405685:3D9IMZVK}, } @techreport{pota_turning_2021, type = {T4 {Insights} {Report}}, title = {Turning to technology: {A} global survey of teachers' responses to the {Covid}-19 pandemic}, url = {https://t4.education/turning-to-technology/}, abstract = {A global survey of teachers’ responses to the Covid-19 pandemic}, language = {en}, institution = {T4 Education \& EdTech Hub}, author = {Pota, Vikas and Hennessy, Sara and Koomar, Saalim and Kreimeia, Adam and Zubairi, Asma and Aerts, Carla and Gault, Claire}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L9HFYFBK 2339240:PG5K4YH4 2339240:VJ8NQRB8 2405685:452IQSGM 2405685:8993UPBX 2405685:SMFP44X2}, } @misc{public_private_partnership_commission_digimap_2021, title = {{DigiMap} – {Digital} {Malawi} {Project}}, url = {https://digmap.pppc.mw/about/}, language = {en-US}, urldate = {2022-11-01}, author = {Public Private Partnership Commission}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BBWYTFNJ 2405685:N6IH9MK6}, } @misc{punjab_curriculum__textbook_board_teaching_2021, title = {Teaching of {Naazrah} {Quran} {Grade} {I}-{V} as a separate compulsory subject}, url = {https://pctb.punjab.gov.pk/system/files/Teaching%20of%20Naazrah%20Quran%20Grade%20I-V%20as%20a%20separate%20compulsary%20subject_Compressed.pdf}, urldate = {2022-06-20}, author = {Punjab Curriculum \& Textbook Board}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IXHBSJZJ 2405685:RRM79XR4}, } @techreport{raha_revisiting_2021, address = {London}, title = {Revisiting the impact of covid-19 on adolescents in urban slums in {Dhaka}, {Bangladesh}: round 2}, url = {https://www.gage.odi.org/wp-content/uploads/2021/03/Revisiting-the-impact-of-covid-19-on-adolescents-in-urban-slums-in-Dhaka-Bangladesh-Round-2_v3.pdf}, language = {en}, institution = {Gender and Adolescence: Global Evidence}, author = {Raha, Samira Ahmed and Rana, Sajib and Mamun, Saklain Al and Anik, Mehedi Hasan and Roy, Prantik and Alam, Farhana and Sultan, Maheen}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WYUAE2BS 2405685:Y2LGTIPF}, keywords = {⛔ No DOI found}, } @techreport{rahman_pprc-bigd_2021, title = {{PPRC}-{BIGD} {COVID}-19 {Livelihoods} \& {Recovery} {Panel} {Survey}}, url = {https://bigd.bracu.ac.bd/study/rapid-survey-on-immediate-economic-vulnerabilities-created-by-covid-19-and-the-coping-mechanisms-of-poor-and-marginal-people/}, abstract = {The COVID-19 pandemic brought the world to an economic stand-still, and the poor and vulnerable populations are bearing the brunt of this crisis. Power and Participation Research Centre (PPRC) and BRAC Institute of Governance and Development (BIGD) have been jointly conducting a multi-phase study since April 2020 to capture the changing impact of the COVID-19 health and economic crisis on low-income communities...}, language = {en-US}, urldate = {2022-01-16}, institution = {BRAC Institute of Governance and Development (BIGD)}, author = {Rahman, Hossain Zillur and Matin, Dr Imran and Rahman, Atiya and Das, Dr Narayan C and Zillur, Umama and Ahmen, Md. Shakil and Hashemi, Dr Syed M and Wazed, Mohammad Abdul and Mozumder, Tanvir Ahmed and Gain, Sabrina Miti and Mohammad, Fatema and Khan, Tahsina Naz and Tasnim, Motajina and Jahan, Nusrat and Islam, Md. Saiful and Faruk, Avinno and Shameem, Namira}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IK9VLKRP 2405685:84RHZ5EU}, } @article{rahman_investigating_2021, title = {Investigating the mediating role of online learning motivation in the {COVID}-19 pandemic situation in {Bangladesh}}, volume = {Special Issue Article}, issn = {1365-2729}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12535}, doi = {10.1111/jcal.12535}, abstract = {The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor–learner interaction (ILI), learner–learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the hypotheses, the PLS-SEM approach was applied using SmartPLS 3.0. The study shows a significant mediating role of OLM between the independent variables and learning satisfaction. In addition, DL, ILI, and ISE are shown to be significant predictors of student satisfaction. The findings have a number of valuable implications for education policy makers, universities, instructors, and students. Moreover, the study suggests some new research perspectives to overcome the limitations of this research and to gain precise knowledge on students' learning motivation and satisfaction regarding other online classes for different categories of students (e.g., high school and college, professional, and PhD).}, language = {en}, urldate = {2021-10-25}, journal = {Journal of Computer Assisted Learning}, author = {Rahman, Md. H Asibur and Uddin, Mohammad Shahab and Dey, Anamika}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12535 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12535 2339240:D2LCXIHU 2405685:DUEDNPFM}, keywords = {Bangladesh, COVID-19, interactions, learning motivation, learning satisfaction, online education}, pages = {1--15}, } @incollection{rahman_simulation_2021, title = {A {Simulation} of {COVID}-19 {School} {Closure} {Impact} on {Student} {Learning} in {Bangladesh} [{Book} {Chapter}]}, url = {http://elibrary.worldbank.org/doi/book/10.1596/35043}, language = {en}, urldate = {2021-06-10}, publisher = {World Bank}, author = {Rahman, Tashmina and Sharma, Uttam}, month = jan, year = {2021}, doi = {10.1596/35043}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/35043 2339240:4MHUSRIF 2405685:RDF4ZFYM}, } @article{reed_exploring_2021, title = {Exploring the summer reading effect through visual analysis of multiple datasets}, volume = {44}, issn = {1467-9817}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.12357}, doi = {10.1111/1467-9817.12357}, abstract = {Historically, there has been concern about students losing reading ability over extended breaks from school, commonly in the summer, but studies of this phenomenon have produced inconsistent results. We applied exploratory visual analysis of multiple datasets to examine whether students in Grades K-5 appear to lose or improve in various reading abilities over the summer and across consecutive school years. Archival data were obtained on students of different U.S. school districts who did not participate in a formal summer reading programme. Data were disaggregated by groups considered most vulnerable to summer loss: those from economically disadvantaged backgrounds and those identified with disabilities. Given the variety of measure types and scores, we centred scores on each measure's cut point for proficiency in a particular grade level to depict how students' scores deviated from the proficiency classifications before and after a summer break. Overall, students' scores relative to the benchmark appeared on average to have maintained or improved, and there was no observed accumulated decrement in reading performance across years. For anomalous instances of summer loss, we offer possible alternative explanations such as measurement artefacts and unrehearsed learning. Visual analysis of the datasets suggested that summer breaks were not associated with systematic losses of students' reading ability, even among those considered most vulnerable to the phenomenon. However, available assessments and benchmarks are not designed to measure summer learning specifically, and little is known about the kinds of literacy experiences students not in formal programmes might be having. Thus, more research on summer maturation and degeneration is warranted.}, language = {en}, number = {3}, urldate = {2022-08-25}, journal = {Journal of Research in Reading}, author = {Reed, Deborah K. and Aloe, Ariel M. and Park, Seohee and Reeger, Adam J.}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9817.12357 KerkoCite.ItemAlsoKnownAs: 10.1111/1467-9817.12357 2339240:JHHW65S2 2405685:EXZINYW5}, keywords = {elementary, exploratory visual analysis, reading, summer loss}, pages = {597--616}, } @techreport{rehman_pakistan_2021, address = {Karachi}, title = {Pakistan - {Data} {Protection} {Overview}}, url = {https://www.dataguidance.com/notes/pakistan-data-protection-overview-0}, institution = {RIAA Barker Gillette}, author = {Rehman, Shafaq}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JE7WKN5X 2405685:MTKT9C36}, } @techreport{rehman_pakistan_2021, address = {Karachi}, title = {Pakistan - {Data} {Protection} {Overview}}, url = {https://www.dataguidance.com/notes/pakistan-data-protection-overview-0}, institution = {RIAA Barker Gillette}, author = {Rehman, Shafaq}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JE7WKN5X 2405685:MTKT9C36}, } @techreport{republic_of_kenya_ict_2021, address = {Nairobi: Government Printer}, title = {{ICT} in {Education} and {Training} {Policy}}, author = {{Republic of Kenya.}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BG82ZNVW}, } @article{reyes_logros_2021, title = {Logros y {Desafíos} del {Plan} {Ceibal}}, url = {https://revistaeducarnos.com/wp-content/uploads/2021/10/olga.pdf}, author = {Reyes, Olga and Valdés-Rodríguez, Ofelia}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JJUPMKNB 2405685:XXNI324J}, } @misc{rockefeller_foundation_co-develop_2021, title = {Co-{Develop}: {Digital} {Public} {Infrastructure} for an {Equitable} {Recovery}}, shorttitle = {Co-{Develop}}, url = {https://www.rockefellerfoundation.org/report/co-develop-digital-public-infrastructure-for-an-equitable-recovery/}, abstract = {As we build back better from the Covid-19 pandemic, we have an unprecedented opportunity to build digital public infrastructure that promotes inclusion, human rights, and progress toward global goals. This report outlines an agenda for international cooperation on digital public infrastructure to guide future investments and expansion of this critical tool.}, language = {en-US}, urldate = {2022-04-24}, journal = {The Rockefeller Foundation}, author = {{Rockefeller Foundation}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:37L4BB6S 2405685:RWZW3IGV 4656463:V2H3KQ6Y}, } @article{roddis_financing_2021, title = {Financing for the {EdTech} {Ecosystem}: {A} {Working} {Paper}}, language = {en}, author = {Roddis, Suzanne and Collis, With Victoria and Steer, Liesbet and Cunningham, Madelyn Swift}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FPKG8YWE 2405685:ZIXZZ9DF}, keywords = {⛔ No DOI found}, pages = {54}, } @misc{romero-hall_current_2021, title = {Current initiatives, barriers, and opportunities for networked learning in {Latin} {America} {\textbar} {SpringerLink}}, url = {https://link.springer.com/article/10.1007/s11423-021-09965-8}, urldate = {2022-08-17}, author = {Romero-Hall, Enilda}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BL7UJES 2405685:T3EWN6KP}, } @misc{rosa_levar_2021, title = {Levar sala de aula até sala de casa é bom negócio na {Geekie}}, url = {https://valor.globo.com/empresas/noticia/2021/06/14/levar-sala-de-aula-ate-sala-de-casa-e-bom-negocio-na-geekie.ghtml}, abstract = {Isolamento social ajudou ‘edtech’ a elevar o faturamento em mais de 170\% no ano passado}, language = {pt-br}, urldate = {2022-06-06}, journal = {Valor Econômico}, author = {Rosa, Joao Luiz}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4UAQBJVI 2405685:F7RAB35E}, } @techreport{rossiter_high-stakes_2021, type = {Working {Paper}}, title = {Do {High}-{Stakes} {Exams} {Promote} {Consistent} {Educational} {Standards}?}, url = {https://www.cgdev.org/publication/do-high-stakes-exams-promote-consistent-educational-standards}, abstract = {Each year over two million secondary-school students across English-speaking West Africa sit coordinated exams, with the explicit goal of maintaining consistent educational standards across schools and over time. We find that scores across math items drawn from different exam years—when taken by an identical group of students on the same day—closely track fluctuations in Ghana’s national pass rates over time, absent any role for cheating or changes in real performance.}, language = {en}, number = {581}, urldate = {2022-04-07}, institution = {Center for Global Development}, author = {Rossiter, Jack and Abreh, Might Kojo and Ali, Aisha and Sandefur, Justin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P76Y3ZMS 2339240:Q7EM36CB 2405685:8CHDNRL6 2405685:CNXH9CPT 4656463:DM8NI9DR}, } @article{roy_digitizing_2021, title = {Digitizing taxation and premature formalization in developing countries}, volume = {52}, issn = {1467-7660}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/dech.12662}, doi = {10.1111/dech.12662}, abstract = {The digitization of taxation systems can assist inclusion. However, it can also inadvertently lead to adverse outcomes for the poor in developing countries where many firms in the informal sector have low capabilities. Moreover, larger formal sector firms are often politically networked and in a position to engage in extractive informal transactions that digitization alone cannot restrict. Thus, while digitization creates tools for the enforcement of formal regulations, formalization can be unequal. This contribution focuses on digitized taxation as an application of a more general problem with digitization as a tool for formalization, referring to evidence from the rollout of the Goods and Services Tax (GST) in India. Using the analysis of political settlements, the authors distinguish between types of rule violations in developing economies. Networked higher-capability firms engage in ‘informal’ transactions when they violate rules to extract rents. This is different from the informality of unregistered micro and small enterprises in the informal sector who often violate rules they cannot adhere to, and make informal payments to enforcers to continue operating. When digital technologies are used in these contexts, adverse outcomes for welfare and inclusion can follow from ‘premature formalization’. A more cautious and inclusive path to formalization is necessary to protect vulnerable groups.}, language = {en}, number = {4}, urldate = {2023-01-25}, journal = {Development and Change}, author = {Roy, Pallavi and Khan, Mushtaq H.}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dech.12662 KerkoCite.ItemAlsoKnownAs: 10.1111/dech.12662 2339240:MU6W52WZ 2405685:UGRBR3L5 4656463:R9NF9UEB}, pages = {855--877}, } @misc{rti_international_science_2021, title = {Science of {Teaching} - {Overview}: {Structured} {Pedagogy} {Guides}, and a {Note} to {Education} {Leaders}}, url = {https://scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/lessons/pw4nS4OM7i8RlNTLi_2HIB1QNz0sRP3f}, urldate = {2021-05-19}, author = {{RTI International}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QGPIU5LP 2405685:RY5I3VX9}, } @misc{saka_digitalization_2021, title = {Digitalization in teaching and education in {Malawi}}, url = {https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/publication/wcms_783666.pdf}, urldate = {2022-11-01}, author = {Saka, Tionge Weddington}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9BDZPJAA 2405685:Z9HNTSCR}, } @techreport{samman_leave_2021, address = {London, UK}, title = {'{Leave} no one behind' - five years into {Agenda} 2030: {Guidelines} for turning the concept into action}, url = {https://cdn.odi.org/media/documents/odi_leave_no_one_behind_-_five_years_into_agenda_2030_newfinal2.pdf}, institution = {Overseas Development Institute}, author = {Samman, Emma and Roche, Jose Manuael and Sarwar, Moizza Binat and Evans, Martin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7VTSZ8FZ 2405685:9KJFUTGQ}, } @techreport{sarton_using_2021, type = {Thematic {Review} with complete {Annexes}}, title = {Using community-based structures in education programming}, url = {https://issuu.com/intdevmm/docs/thematic_review_q2_v10}, abstract = {This Thematic Review summarises the learning around how community-based structures (CBSs) supported projects during COVID-19 school and community-based education closures. It examines the role of CBSs in supporting Girls’ Education Challenge projects to pivot successfully and identifies six characteristics of successful utilisation of CBSs. This Thematic Review is primarily aimed at projects, implementors and non-governmental organisations interested in working with CBSs to maximise project outcomes now and in the future. It is also useful for researchers and policy makers, supporting conversations about how to best work with communities and CBSs.}, author = {Sarton, Emma and Thukral, Hetal}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I7BQJD5E 2405685:YNTJPK4A}, pages = {32}, } @techreport{sarwar_pathways_2021, address = {London, UK}, title = {Pathways towards quality primary education: improving completion and learning outcomes}, url = {https://odi.org/en/publications/pathways-towards-quality-primary-education-improving-completion-and-learning-outcomes/}, institution = {Overseas Development Institute}, author = {Sarwar, Moizza Binat and Moreno, Diego Benitez and Homonchuk, Olha and Roche, Jose Manuel and Nicolai, Susan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9HKATEYG 2405685:DV2ABWB9}, } @techreport{savov_digitizing_2021, title = {Digitizing {Curriculum} {Standards} to {Unlock} the {Potential} of {Open} {Educational} {Resources} in a {Global} {Context}.}, url = {https://learningequality.org/r/digitizing-curriculum}, institution = {UNHCR, Vodafone Foundation, Google.org, and UNESCO}, author = {Savov, Ivan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9CQZLXPE 2405685:57EEB3JT}, } @book{scherer_assistive_2021, address = {New York}, title = {Assistive {Technologies} and {Other} {Supports} for {People} with {Brain} {Impairment}.}, publisher = {Springer Publishing Co}, author = {Scherer, M. J.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EKI7Z54P 2405685:LTA7V78K}, } @techreport{schueler_cautionary_2021, address = {Brown University}, type = {Working {Paper}}, title = {A {Cautionary} {Tale} of {Tutoring} {Hard}-to-{Reach} {Students} in {Kenya}}, url = {https://doi.org/10.26300/43qs-cg37}, abstract = {Covid-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call interventions in Kenya when schools were closed. Schools (n=105) were randomly assigned for their 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly mathfocused intervention—5-minute accountability checks or 15-minute mini-tutoring sessions—or to the control group. Although calls increased student perceptions that teachers cared, accountability checks had no effect on math performance up to four months after the intervention and tutoring decreased math achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take in-person assessments. Tutoring substituted away from more productive uses of time, at least among returning students. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning tutoring interventions with best practices and targeting interventions to those who will benefit most.}, language = {en}, number = {21-432}, urldate = {2022-01-16}, institution = {Annenberg Institute}, author = {Schueler, Beth E. and Rodriguez-Segura, Daniel}, year = {2021}, note = {Publisher: EdWorkingPapers.com KerkoCite.ItemAlsoKnownAs: 2339240:XZCEK22N 2405685:9BBHUUTN}, } @misc{scottish_government_pupil_2021, title = {Pupil {Census} 2021}, url = {https://www.gov.scot/binaries/content/documents/govscot/publications/statistics/2019/07/pupil-census-supplementary-tables/documents/pupil-census-2021-supplementary-statistics/pupil-census-2021-supplementary-statistics/govscot%3Adocument/Pupils%2BCensus%2BSupplementary%2BStatistics%2B2021%2BV2.xlsxc}, urldate = {2022-04-07}, author = {{Scottish Government}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4D6YIEHN 2405685:ARL37MGE 4656463:QLGNII8D}, } @article{sedcr_forum_2021, title = {Forum {Guide} to {Strategies} for {Education} {Data} {Collection} and {Reporting}}, language = {en}, author = {SEDCR}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A47PU2CT 2405685:C4RHBJCS}, keywords = {⛔ No DOI found}, pages = {50}, } @misc{seiden_framework_2021, title = {A {Framework} for {Creating} {Short} {Forms} of {Internationally} {Used} {Direct} {Assessments}}, author = {Seiden, Jonathan}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6YINVI8Z 2405685:THAGKHBH}, } @misc{seusan_educacion_2021, title = {Educación en pausa}, url = {https://www.unicef.org/lac/informes/educacion-en-pausa}, abstract = {Una generación de niños y niñas en América Latina y el Caribe está perdiendo la escolarización debido al COVID-19}, language = {es}, urldate = {2022-04-19}, author = {Seusan, Laura Andreea and Maradiegue, Rocío}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VSYTIGBE 2405685:8WE9SR6T}, } @techreport{sharma_education_2021, type = {Working {Paper}}, title = {Education through {ICT} {Initiatives} during the pandemic in {India}}, url = {http://hdl.handle.net/10419/249831}, language = {en}, number = {42}, institution = {Center for Sustainable Development, Columbia University}, author = {Sharma, Anchal}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E9PCK69E 2405685:MKUWVX9Q}, } @article{sharmacharya_role_2021, title = {The {Role} {Played} by {Parents} in the {Abrupt} {Transition} to {Online} {Education} {During} the {Covid}-19 {Pandemic}}, author = {Sharmacharya, Ratan}, year = {2021}, note = {Publisher: Georgia Institute of Technology KerkoCite.ItemAlsoKnownAs: 2405685:QA6TSP7N}, keywords = {⛔ No DOI found}, } @article{shrestha_emergency_2021, title = {Emergency {Response} in {Educational} {Policies} during {COVID}-19 in {Nepal}: {A} {Critical} {Review}.}, volume = {9}, shorttitle = {Emergency {Response} in {Educational} {Policies} during {COVID}-19 in {Nepal}}, doi = {10.22492/ije.9.2.10}, number = {2}, journal = {IAFOR Journal of Education}, author = {Shrestha, Sagun and Gnawali, Laxman}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.22492/ije.9.2.10 2405685:ZT9NPHVL}, } @misc{sotatek_4_2021, title = {4 challenges of adopting blockchain in education \& potential solutions}, url = {https://www.sotatek.com/challenges-of-adopting-blockchain-in-education-potential-solutions/}, author = {SotaTek}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CAGQSMUC 2405685:DBKUN2KR}, } @misc{sotatek_here_2021, title = {Here are 5 blockchain use cases in the education sector}, url = {https://www.sotatek.com/blockchain-use-cases-in-education-sector/}, author = {SotaTek}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TWM5R849 2405685:UNCMR5FT}, } @article{soto_key_2021, title = {Key factors in {Knowledge} {Sharing} {Behavior} in {Virtual} {Communities} of {Practice}: {A} {Systematic} {Review}}, volume = {22}, issn = {2444-8729}, shorttitle = {Key factors in {Knowledge} {Sharing} {Behavior} in {Virtual} {Communities} of {Practice}}, url = {https://www.sciencegate.app/document/10.14201/eks.22715}, doi = {10.14201/eks.22715}, abstract = {Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contrib ...}, language = {en}, urldate = {2022-08-17}, journal = {Education in the Knowledge Society (EKS)}, author = {Soto, ROBERTO Hernández and Ortega, MÓNICA Gutiérrez and Avi, BARTOLOMÉ Rubia}, year = {2021}, note = {Publisher: EDICIONES UNIVERSIDAD DE SALAMANCA KerkoCite.ItemAlsoKnownAs: 10.14201/eks.22715 2339240:ZXUKA5SG 2405685:UAD45DRW}, } @techreport{sparkes_strengthening_2021, title = {Strengthening {Education} {Management} {Information} {Systems} ({EMIS}) and {Data} for {Increased} {Resilience} to {Crisis}: country case study: {Uganda} - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000375816?posInSet=4&queryId=e42c738a-ce84-4fa7-ba4a-dea123e05842}, urldate = {2022-04-25}, institution = {UNESCO}, author = {Sparkes, James}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JQ46TXEN 2405685:R3LKFNTY 4656463:YXDH6NK2}, } @misc{speedtest_speedtest_2021, title = {Speedtest {Global} {Index} – {Internet} {Speed} around the world}, url = {https://www.speedtest.net/global-index#mobile}, abstract = {Find out which countries have the fastest internet speeds in the world. View global monthly comparisons of fixed and mobile internet speeds.}, language = {en}, urldate = {2022-01-16}, journal = {Speedtest Global Index}, author = {{Speedtest}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ECMCE46 2405685:H545VPCC}, } @misc{ssams_ssams_2021, title = {{SSAMS}}, url = {https://www.sssams.org/}, author = {SSAMS}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WQPVWNYV 2405685:TEPKSTVC}, } @techreport{stoilova_investigating_2021, title = {Investigating risks and opportunities for children in a digital world: {A} rapid review of the evidence on children's internet use and outcomes}, url = {https://www.unicef-irc.org/publications/pdf/Investigating-Risks-and-Opportunities-for-Children-in-a-Digital-World.pdf}, institution = {UNICEF}, author = {Stoilova, M. and Livingstone, S. and Khazbak, R.}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6EVYCKBZ 2405685:7VBGU59I}, } @misc{sunbird_sunbird_2021, title = {Sunbird}, url = {https://sunbird.org/}, author = {Sunbird}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KWNV5KHW 2405685:9ZDBQZW8}, } @article{sunday_use_2021, title = {Use of {Twitter} {Technology} in {Educational} {Learning}}, volume = {20}, url = {http://www.tojet.net/articles/v20i2/20219.pdf}, abstract = {This paper explores the use of Twitter technology in educational learning and teaching in education system. The objectives of this study emphasizes on the contributions of Twitter to personal and educational learning experience, and its adoption for professional development in 21st century. Twitter technology was invented as a media outlet in 2006, to provide a unique kind of communication that allows only 140 numbers of characters. It is a technology that permits users to send and receive information on website, from mobile or computer-enabled internet. A Twitter requires a valid email address to sign up for an account and equally set up private profiles in line with the system command. Users share pictures, videos among other educational materials of what is happening in the world. Twitter is a social media platform that has drawn the attention of its users, especially the students and educators around the world. Secondary sources of data collection were adopted in the paper review. In spite of the short comings of Twitter technology, major findings revealed that the use of Twitter technology is becoming a common usage among students and professional development of educators across the world. Recommendations include the need for sustained campaign of the use of Twitter technology in institutions of learning across the world, especially in the developing countries, and the pedagogical adoption of Twitter for professional development of the future of education, as opposed to traditional method of teaching.}, language = {en}, number = {2}, journal = {The Turkish Online Journal of Educational Technology}, author = {Sunday, Ajibo Anthony}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NQYY6PUR 2405685:ZCBI9SUI}, keywords = {⛔ No DOI found}, } @article{syafryadin_digital_2021, title = {Digital training for increasing {English} teachers’ professionalism at junior high school}, volume = {15}, issn = {2302-9277, 2089-9823}, url = {http://edulearn.intelektual.org/index.php/EduLearn/article/view/16937}, doi = {10.11591/edulearn.v15i1.16937}, abstract = {This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.}, language = {en}, number = {1}, urldate = {2022-08-23}, journal = {Journal of Education and Learning (EduLearn)}, author = {Syafryadin, Syafryadin and Wardhana, Dian Eka Chandra and Febriani, R.Bunga}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.11591/edulearn.v15i1.16937 2339240:A4FKY9HP 2405685:4K8W84RI}, } @misc{syafunda_syafunda_2021, title = {Syafunda {Digital} {Library}}, url = {https://syafunda.co.za/}, language = {en-US}, urldate = {2022-06-25}, journal = {Syafunda}, author = {Syafunda}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GL857VQ8 2405685:39F7D2XS}, } @techreport{t4_t4_2021, title = {T4 {Insights} {Report}: {World}'s largest teacher post-{Covid}-19}, url = {https://t4.education/turning-to-technology/#surveyresults}, author = {T4}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:72JBFMAQ 2405685:VCPYXYC2}, } @techreport{tanzania_institute_of_education_national_2021, title = {National {Plan} for {Teachers}’ {Continuous} {Professional} {Development} (4a)}, institution = {Tanzania Institute of Education}, author = {Tanzania Institute of Education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9K72XNGD 2405685:T66WS3U5}, } @inproceedings{tavdgiridze_teachers_2021, address = {Online Conference}, title = {Teachers' {Attitudes} {Towards} {Gender} {Equality}}, url = {https://library.iated.org/view/TAVDGIRIDZE2021TEA}, doi = {10.21125/edulearn.2021.0620}, urldate = {2023-05-25}, author = {Tavdgiridze, Lela and Khasaia, Ia and Sherozia, Nato and Turmanidze, Lela}, month = jul, year = {2021}, pages = {2874--2880}, } @misc{teachers_research_exchange_teachers_2021, title = {The {Teachers}’ {Research} {Exchange} ({T}-{REX}): {Connecting} {Teaching}, {Research} and {Practice} in {Initial} {Teacher} {Education}}, shorttitle = {The {Teachers}’ {Research} {Exchange} ({T}-{REX})}, url = {https://www.teachingandlearning.ie/project/the-teachers-research-exchange-t-rex-connecting-teaching-research-and-practice-in-initial-teacher-education/}, language = {en-US}, urldate = {2021-09-29}, journal = {National Forum for the Enhancement of Teaching and Learning in Higher Education}, author = {{Teachers' Research Exchange}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MBS83S74 2405685:M6FU72GG}, } @techreport{teaching_service_commission_teacher_2021, title = {Teacher {Deployment} {Protocol}}, author = {Teaching Service Commission}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YHSCP3RW 2405685:6D9F755H}, } @techreport{teaching_service_commission_technical_2021, title = {Technical {Report} on {Teacher} {Deployment}}, author = {Teaching Service Commission}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q4WTX5XU 2405685:59NJRPWV}, } @techreport{the_world_bank_teachers_2021, title = {Teachers and {Teaching} in {Sierra} {Leone}}, author = {The World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:346EVURZ 2405685:I5ZDCPFW}, } @book{thompson_global_2021, title = {The {Global} {Report} on the {Status} of {Teachers} 2021}, isbn = {978-92-95120-28-0}, abstract = {The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status, despite teaching and facilitating learning being complex work that requires significant expertise. The mandate for this Report was to consider the status of the teaching profession in the three years since the 2018 Report. Rather than simply covering the same ground as the previous Report, the survey was encouraged to maintain its strong focus on status, pay, and conditions while responding to pressing contemporary issues. In the midst of the global COVID-19 pandemic, with concern around the impact that this was having on school communities in general, and the teacher workforce in particular, a focus of this survey concerns the perspectives of unions across the world regarding the impact of COVID-19. [Publisher summary, ed]}, language = {eng}, author = {Thompson, Greg}, year = {2021}, note = {OCLC: 1294427345 KerkoCite.ItemAlsoKnownAs: 2339240:P7UV6GX6 2405685:GXZIVFUX}, } @article{tomasik_educational_2021, title = {Educational gains of in-person vs. distance learning in primary and secondary schools: {A} natural experiment during the {COVID}-19 pandemic school closures in {Switzerland}}, volume = {56}, issn = {1464-066X}, shorttitle = {Educational gains of in-person vs. distance learning in primary and secondary schools}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/ijop.12728}, doi = {10.1002/ijop.12728}, abstract = {Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree.}, language = {en}, number = {4}, urldate = {2022-08-25}, journal = {International Journal of Psychology}, author = {Tomasik, Martin J. and Helbling, Laura A. and Moser, Urs}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/ijop.12728 KerkoCite.ItemAlsoKnownAs: 10.1002/ijop.12728 2339240:38N2MJS4 2405685:GEGK86LW}, keywords = {COVID-19, Distance learning, Learning progress, School achievement, School closures}, pages = {566--576}, } @misc{translators_without_borders_language_2021, title = {Language data for {Malawi}}, url = {https://translatorswithoutborders.org/language-data-for-malawi/}, abstract = {Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.}, language = {en-US}, urldate = {2022-11-11}, journal = {Translators without Borders}, author = {Translators without Borders}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCZ7W4YF 2405685:59QEPFPY}, } @misc{tsugi_tsugi_2021, title = {Tsugi}, url = {https://www.tsugicloud.org/tsugi/store/}, author = {Tsugi}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2TJABVDQ 2405685:GEH3A8N4}, } @misc{ttec_what_2021, title = {What is {Interactive} {Voice} {Response} ({IVR}?) {Definitions} and {Benefits}.}, author = {{TTEC}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NKW57528 2405685:VF469FPB}, } @techreport{tyers-chowdhury_what_2021, type = {Evidence {Brief}}, title = {What we know about the gender digital divide for girls: {A} literature review}, url = {https://www.unicef.org/eap/media/8311/file/What%20we%20know%20about%20the%20gender%20digital%20divide%20for%20girls:%20A%20literature%20review.pdf}, institution = {UNICEF}, author = {Tyers-Chowdhury, Alexandra and Binder, Gerda}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I6PWKQXN 2405685:YXQRTSSA}, } @techreport{uk_department_for_education_national_2021, title = {The {National} {Funding} {Formulae} for schools and high needs – 2022-23}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1003492/2022-23_NFF_Policy_Document.pdf}, urldate = {2022-04-07}, author = {{UK Department for Education}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YZD5CLHY 2405685:3ZMRG492 4656463:QYFUZA2M}, } @misc{uk_government_school_2021, title = {School workforce in {England}, {Reporting} {Year} 2020}, url = {https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england}, abstract = {This release is largely based on the School Workforce Census. The census collects information from schools and local authorities on the school workforce in state-funded schools in England.{\textless}/p{\textgreater}{\textless}p{\textgreater}Independent schools, non-maintained special schools, sixth-form colleges and further education establishments are not included.{\textless}/p{\textgreater}{\textless}p{\textgreater}The latest data relates to November 2020 and so this is the first data in the series to relate to the coronavirus (COVID-19) pandemic.{\textless}/p{\textgreater}{\textless}h4{\textgreater}Coronavirus (COVID-19): Change to statistics{\textless}/h4{\textgreater}{\textless}p{\textgreater}To reduce burden on schools and local authorities during the pandemic, data on qualifications and staff absences were not collected in 2020. They will be collected again in 2021. Data on school workforce absence during the pandemic has been collected via the Department's {\textless}a href="https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak"{\textgreater}education settings survey{\textless}/a{\textgreater}.{\textless}/p{\textgreater}{\textless}p{\textgreater}Specific guidance can be found within affected sections of this statistic.{\textless}/p{\textgreater}}, language = {en}, urldate = {2022-04-07}, author = {{UK Government}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4JNURZK 2405685:AARN4AJQ 4656463:2DTJRBXV}, } @misc{uk_information_commissioners_office_data_2021, title = {Data sharing agreements}, url = {https://ico.org.uk/for-organisations/guide-to-data-protection/ico-codes-of-practice/data-sharing-a-code-of-practice/data-sharing-agreements/}, language = {en}, urldate = {2022-06-14}, author = {UK Information Commissioner's Office}, year = {2021}, note = {Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:KR74YVJ2 2405685:NDIMW83H}, } @book{unctad_technology_2021, title = {{TECHNOLOGY} {AND} {INNOVATION} {REPORT} 2021: {Catching} technological waves innovation with equity}, isbn = {978-92-1-113012-6}, url = {https://unctad.org/page/technology-and-innovation-report-2021}, language = {en}, author = {{UNCTAD}}, year = {2021}, note = {OCLC: 1245847334 KerkoCite.ItemAlsoKnownAs: 2339240:3J8FAXYC 2405685:SSF84XQK}, } @techreport{unesco_background_2021, title = {Background information on education statistics in the {UIS} database}, url = {http://data.uis.unesco.org/ModalHelp/OECD/background-information-education-statistics-uis-database-en.pdf}, urldate = {2022-05-10}, institution = {UNESCO Institute of Statistics}, author = {{UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HXNGPX3L 2405685:HPLQP9BZ 8836279:67D7XNEP 8836279:E62VYPBG 8836279:ZKI42HRX}, } @techreport{unesco_covid_2021, title = {{COVID} 19, {Technology}-based {Education} and {Disability}: {The} case of {Bangladesh}}, url = {https://iite.unesco.org/wp-content/uploads/2021/08/Education-and-disability-The-case-of-Bangladesh.pdf}, urldate = {2022-06-25}, author = {UNESCO}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5B34JWFZ 2405685:7K7JA456}, } @misc{unesco_malawi_2021, title = {Malawi: {Education} {Statistics}}, url = {https://uis.unesco.org/en/country/mw}, abstract = {...}, language = {eng}, urldate = {2022-10-30}, author = {UNESCO}, year = {2021}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:ZU5965YA 2405685:2IXF4RSK}, } @techreport{unesco_situation_2021, title = {Situation analysis on the effects of and responses to {COVID}-19 on the {Education} {Sector} in {Asia}: {Bhutan} case study - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000379507}, urldate = {2022-12-21}, author = {{UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9KDK6Q9R}, } @techreport{unesco_integration_2021, title = {The integration of {Education} {Management} {Information} {Systems} ({EMIS}) with other information systems}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000380046_eng}, urldate = {2022-04-25}, institution = {UNESCO}, author = {{UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8L4JHQH4 2405685:VNJBVC5F 4656463:X4SLJ5PL}, } @misc{unesco-iiep_teachers_2021, title = {Teachers deployment and retention {\textbar} {Education} {\textbar} {IIEP} {Policy} {Toolbox}}, url = {https://policytoolbox.iiep.unesco.org/policy-option/teacher-deployment-teacher-retention/}, abstract = {The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.}, language = {en-GB}, urldate = {2022-01-05}, author = {UNESCO-IIEP}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 2405685:GY9P8AJV 4556019:53D54ZXQ}, keywords = {C:LMIC}, } @misc{unesco_institute_for_statistics_uis_2021, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2021-09-03}, author = {UNESCO Institute for Statistics}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCUFFB5N 2405685:4ZWW73JI}, } @misc{unesco_institute_for_statistics_uis_2021, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2021-09-03}, author = {UNESCO Institute for Statistics}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCUFFB5N 2405685:4ZWW73JI}, } @misc{unesco-uis_data_2021, title = {Data centre}, url = {http://data.uis.unesco.org/}, author = {UNESCO-UIS}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DPXIU8FL 2405685:VNTWEW4U}, } @misc{unhcr_overview_2021, title = {Overview of {Refugee} and {Asylum}-{Seekers} {Population} as of {December} 31, 2021}, url = {https://data2.unhcr.org/en/documents/details/90452}, urldate = {2022-04-25}, author = {{UNHCR}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KL4BMB6C 2405685:2UX5E4SB}, } @misc{unhcr_pakistan_2021, title = {Pakistan {Overview} of {Refugee} and {Asylum}-{Seekers} {Population} as of {December} 31, 2021}, url = {https://data2.unhcr.org/en/documents/details/90452}, urldate = {2022-05-17}, author = {{UNHCR}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4GSG5KEM 2405685:MJM5NJKK}, } @techreport{unicef_accelerating_2021, title = {Accelerating results for children with technology and digital innovation}, url = {https://www.unicef.org/media/83011/file/Accelerating-results-for-children-with-technology-and-digital-innovation-2020.pdf}, urldate = {2021-04-29}, institution = {UNICEF}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P5N87XZQ 2405685:4NB8WA2S}, } @misc{unicef_accenture_2021, title = {Accenture, {Dubai} {Cares}, {Microsoft} and {UNICEF} launch digital education platform under {Generation} {Unlimited} to help address global learning crisis}, url = {https://www.unicef.org/press-releases/accenture-dubai-cares-microsoft-and-unicef-launch-digital-education-platform-under}, abstract = {‘Passport to Earning’—part of the Generation Unlimited partnership—will provide free, quality, digital education for young people to help prepare them for the world of work}, language = {en}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I4FACV7C 2405685:EPGRAAN8}, } @misc{unicef_around_2021, title = {Around 2 in 3 children are still out of the classroom in {Latin} {America} and the {Caribbean}}, url = {https://www.unicef.org/lac/en/press-releases/around-2-in-3-children-are-still-out-of-the-classroom-in-latin-america-and-caribbean}, abstract = {UNICEF urges countries in the region to scale up the return to in-person learning}, language = {en}, urldate = {2022-06-06}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FTG6UT9X 2405685:ASVER7KM}, } @misc{unicef_digital_2021, title = {Digital {UNICEF}: {Harnessing} the power of technology and digital innovation for children}, url = {https://www.unicef.org/reports/digital-unicef}, abstract = {Harnessing the power of technology and digital innovation for children}, language = {en}, urldate = {2022-04-07}, author = {{UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T7FCGJBW 2405685:GHE9QHPU}, } @misc{unicef_education_2021, title = {Education: {Giving} every child the right to education}, url = {https://www.unicef.org/pakistan/education}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RCI9IIDH 2405685:AT8JDYZL}, } @techreport{unicef_ensuring_2021, address = {New York}, title = {Ensuring equal access to education in future crises: findings of the new {Remote} {Learning} {Readiness} {Index}}, url = {https://data.unicef.org/resources/remote-learning-readiness-index/}, author = {{UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I4DIY8UM 2405685:NCTNEYTY}, } @techreport{unicef_ghana_2021, address = {Ghana}, type = {Situation {Report}}, title = {Ghana {COVID}-19 {Situation} {Report}: 14}, url = {https://reliefweb.int/report/ghana/unicef-ghana-covid-19-situation-report-no-14-1-31-january-2021}, number = {14}, urldate = {2021-02-12}, institution = {UNICEF}, author = {{UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8CNN3BQT 2405685:PTCCZDKR}, } @misc{unicef_how_2021, title = {How {Shahnaz} became {Mohammed} {Saleem} so she could study}, url = {https://www.unicef.org/pakistan/stories/how-shahnaz-became-mohammed-saleem-so-she-could-study}, abstract = {With support from her father, 12-year-old Shahnaz pretended to be a boy so she would not have to delay her schooling at a UNICEF-supported ALP center funded}, language = {en}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DT724KCC 2405685:N3N58A9G}, } @techreport{unicef_lacro_2021, title = {{LACRO} {COVID}-19 {Education} response: {Update} 29 {Status} of schools reopening}, url = {https://www.unicef.org/lac/en/media/29076/file}, urldate = {2021-12-20}, author = {{UNICEF}}, month = oct, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZZLQWAX2 2405685:PARGWSS7}, } @techreport{unicef_pakistan_2021, title = {Pakistan {Annual} {Report} 2020}, url = {https://www.unicef.org/pakistan/media/3631/file/Annual%20Report%202020.pdf}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QMUFEZ69 2405685:WCQ4N9GG}, } @misc{unicef_radio-based_2021, title = {Radio-based learning gets its day in the sun in {Mali}}, url = {https://www.unicef.org/stories/radio-based-learning-gets-its-day-sun-mali}, abstract = {Solar-powered radios are helping conflict-affected and displaced children follow lessons outside of the classroom}, language = {en}, urldate = {2021-09-01}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TVKEZZH8 2405685:N82S7THH}, } @misc{unicef_reimaginar_2021, title = {Reimaginar la educación y el desarrollo de habilidades para niños, niñas y adolescentes}, url = {https://www.unicef.org/lac/informes/reimaginar-la-educacion-en-america-latina-y-caribe}, abstract = {Invertir en niños, niñas y adolescentes a medida que construimos una futura y mejor normalidad en América Latina y el Caribe}, language = {es}, urldate = {2022-08-22}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VJMX74YK 2405685:5Q7XW87N}, } @misc{unicef_reimagining_2021, title = {Reimagining {Girls}' {Education}}, url = {https://www.unicef.org/reports/reimagining-girls-education}, abstract = {Solutions to Keep Girls Learning in Emergencies}, language = {en}, urldate = {2022-09-21}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BT5RMVJ 2405685:CPLL4QU6}, } @techreport{unicef_situation_2021, title = {Situation {Analysis} on {Digital} {Learning} in {Indonesia}}, url = {https://www.unicef.org/indonesia/media/9956/file/Situation%20Analysis%20on%20Digital%20Learning%20in%20Indonesia.pdf}, urldate = {2022-06-25}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:62U8RGK4 2405685:RZ4IXFCP}, } @misc{unicef_case_2021, title = {The {Case} for {Better} {Governance} of {Children}’s {Data}: {A} {Manifesto}}, url = {https://www.unicef.org/globalinsight/media/1741/file/UNICEF%20Global%20Insight%20Data%20Governance%20Manifesto.pdf}, urldate = {2022-06-14}, author = {UNICEF}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7GEM65T2 2405685:Y7BQTTLM}, } @misc{unicef_pakistan_brief_2021, title = {Brief on learning continuity amidst {COVID19}}, url = {https://www.unicef.org/pakistan/media/3761/file/Pakistan%20Brief%20on%20learning%20continuity%20amidst%20COVID19.pdf}, urldate = {2022-04-07}, author = {{UNICEF Pakistan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XGGMIWR6 2405685:S6CDN5A7}, } @misc{unicef_pakistan_education_2021, title = {Education: {Giving} every child the right to education}, url = {https://www.unicef.org/pakistan/education}, abstract = {Providing quality education to all}, language = {en}, urldate = {2022-05-17}, author = {{UNICEF Pakistan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:463I9Y7Q 2405685:WS4TG3Q5}, } @misc{unicef_sudan_e-learning_2021, title = {E-learning {Strategy}}, author = {{UNICEF Sudan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CL56P42H 2405685:8BT62CM9}, } @misc{unicef_sudan_education_2021, title = {Education: {Annual} {Report} 2020}, url = {https://www.unicef.org/sudan/reports/education}, language = {en}, urldate = {2021-12-31}, author = {{UNICEF Sudan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8GTHJZUJ 2405685:VVMSF86T}, } @misc{unicef_sudan_learning_2021, title = {Learning {Passport} {Launched} in {Sudan}}, url = {https://www.unicef.org/sudan/press-releases/learning-passport-launched-sudan}, language = {en}, urldate = {2022-01-19}, author = {{UNICEF Sudan}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2LAD9A3D 2405685:LNHCQBGI}, } @misc{unicef__unesco_situation_2021, title = {Situation {Analysis} on the {Effects} of and {Responses} to {COVID}-19 on the {Education} {Sector} in {Asia}}, url = {https://www.unicef.org/pakistan/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia}, abstract = {Case Study from Pakistan}, language = {en}, urldate = {2022-04-08}, author = {{UNICEF \& UNESCO}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PU9A6DBP 2405685:YVTFJUXU}, } @misc{unicef_guidance_2021, title = {Guidance for {Safe} and {Healthy} {Journeys} to {School}: {During} the {COVID}-19 {Pandemic} and {Beyond} ({English})}, shorttitle = {Guidance for {Safe} and {Healthy} {Journeys} to {School}}, url = {https://www.corecommitments.unicef.org/kp/unicef-final-eng-safe-journeys-25-09-20.pdf}, abstract = {As schools reopen, we have a unique opportunity to look not only at measures to help keep students safe on school premises, but also on the journey to school. These measures help to keep students safe during the coronavirus disease (COVID-19) and help to address other safety issues such as road traffic crashes, the number one killer of young people aged 5-29 years. This guidance is for education authorities and policymakers, school administrators, teachers and staff, parents, caregivers, community members, and students. It complements the UNICEF, UNESCO, World Bank, World Food Programme and UNHCR global framework for reopening schools and the Inter Agency Standing Committee (IASC) interim guidance for COVID-19 Prevention and Control in Schools. This guidance suggests practical steps to build back better health and safety systems – to address COVID-19 and promote active transport like walking and cycling to improve air quality, physical activity and road safety. September 2021}, language = {en}, urldate = {2022-01-13}, journal = {Humanitarian UNICEF}, author = {{UNICEF} and {FIA Foundation}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GJ5DM3MP 2405685:VSL5E24J}, } @techreport{unicef_sindh_2021, title = {Sindh: {Multiple} {Indicator} {Cluster} {Survey} 2018/19}, url = {https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Pakistan%20%28Sindh%29/2018-2019/Survey%20findings/Pakistan%202018-19%20MICS%20%28Sindh%29_English.pdf}, author = {UNICEF and Government of Sindh}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TZYPTSNX 2405685:C5ESTBMZ}, } @techreport{unicef_brief_2021, title = {Brief on learning continuity amidst {COVID}-19 school closures in {Pakistan}}, url = {https://www.unicef.org/pakistan/media/3761/file/Pakistan%20Brief%20on%20learning%20continuity%20amidst%20COVID19.pdf}, institution = {UNICEF Regional Office for South Asia (ROSA)}, author = {UNICEF and Viamo}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AL2VQD4K 2339240:X7YESBUZ 2405685:PZRG8IXK 2405685:TZ4FTP8N}, } @misc{united_nations_almost_2021, title = {With {Almost} {Half} of {World}’s {Population} {Still} {Offline}, {Digital} {Divide} {Risks} {Becoming} ‘{New} {Face} of {Inequality}’, {Deputy} {Secretary}-{General} {Warns} {General} {Assembly} {\textbar} {UN} {Press}}, url = {https://press.un.org/en/2021/dsgsm1579.doc.htm}, urldate = {2022-08-12}, author = {United Nations}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D4YCESHH 2405685:XLBER8A5}, } @misc{united_nations_development_programme_latest_2021, title = {Latest {Human} {Development} {Index} {Ranking} {\textbar} {Human} {Development} {Reports}}, url = {http://hdr.undp.org/en/content/latest-human-development-index-ranking}, urldate = {2021-04-15}, author = {United Nations Development Programme}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:48II6EQI 2405685:547724LQ}, } @misc{unlocking_talent_unlocking_2021, title = {Unlocking {Talent}}, url = {https://unlockingtalent.org/}, urldate = {2021-07-23}, author = {Unlocking Talent}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VGLYSWAB 2405685:7RUAVAA4}, } @article{usaid_language_2021, title = {Language of {Instruction} {Country} {Profile}: {Malawi}}, language = {en}, author = {USAID}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BK7VYG8H 2405685:UQ6JNHZN}, keywords = {⛔ No DOI found}, pages = {10}, } @techreport{uwezo_are_2021, type = {Uwezo 7th {Learning} {Assessment} {Report}}, title = {Are {All} {Our} {Children} {Learning}?}, copyright = {Copyright Usawa Agenda 2022}, url = {https://usawaagenda.org/wp-content/uploads/2022/02/Usawa-Agenda-2022-Report-LR.pdf}, institution = {Usawa Agenda}, author = {{Uwezo}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DFJ494IE}, } @misc{uwezo_uwezo_2021, title = {Uwezo {Learning} {Assessment} 2021 – {UsawaAgenda}}, url = {https://usawaagenda.org/project/uwezo-learning-assessment-2021/}, urldate = {2023-07-06}, author = {Uwezo}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A5WCMKRW 2405685:DXCMMK3F}, } @misc{vso_case_2021, title = {Case {Study}: {Sisters} for {Sisters}’ {Education}}, url = {https://girlseducationchallenge.org/media/ugbl3jm3/dtl_casestudy_sisters_may2021.pdf}, urldate = {2022-06-26}, author = {VSO}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RG2TTDYG 2405685:ITHDIVKP}, } @misc{vvob_teacher_2021, title = {Teacher motivation for online learning: piloting a microlearning support system {\textbar} {VVOB} in {Rwanda}}, url = {https://rwanda.vvob.org/news/teacher-motivation-online-learning-piloting-microlearning-support-system}, urldate = {2022-11-15}, journal = {VVOB}, author = {VVOB}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I252ES6E 2405685:IYMV8VDP}, } @techreport{walls_cost_2021, title = {Cost {Analysis} {Guidance} for {USAID}-{Funded} {Education} {Activities}}, url = {https://www.edu-links.org/sites/default/files/media/file/USAID-Cost-Analysis-Guidance-Final-102921-508.pdf}, language = {en}, institution = {USAID}, author = {Walls, Elena and Tulloch, Caitlin and Harris-Van Keuren, Christine}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GMGJ794Z 2405685:YNE5QGG7}, } @techreport{walls_cost_2021, title = {Cost {Analysis} {Guidance} for {USAID}-{Funded} {Education} {Activities}}, url = {https://www.edu-links.org/sites/default/files/media/file/USAID-Cost-Analysis-Guidance-Final-102921-508.pdf}, language = {en}, institution = {USAID}, author = {Walls, Elena and Tulloch, Caitlin and Harris-Van Keuren, Christine}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GMGJ794Z 2405685:YNE5QGG7}, } @misc{whizz_education_measuring_2021, title = {Measuring the {Impact} of {COVID}-19 on {Learning} in {Rural} {Kenya}’ by {Whizz} {Education} ({April} 2021}, author = {Whizz education}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3A29VK33 2405685:MP8QB9LZ}, } @misc{wolf_nudges_2021, title = {Nudges to improve learning and gender parity: {Supporting} parent engagement and {Ghana}’s educational response to {Covid}-19 using mobile phones}, shorttitle = {Nudges to improve learning and gender parity}, url = {https://www.aeaweb.org/doi/10.1257/rct.6118-1.4000000000000001}, doi = {10.1257/rct.6118-1.4000000000000001}, abstract = {While recent evidence from Brazil and Ivory Coast suggests that SMS messages to nudge parents' engagement in their children's education have large effects on educational outcomes, the Covid-19 pandemic raises additional concerns. In particular, learning deficits and school dropouts are likely to increase following school shutdowns, especially among vulnerable populations such as older girls who need to work to support their families or due to early marriage, childbearing and adolescent pregnancy. A further knowledge gap relates to the optimal period of exposure to the nudges, which is critical to scale-up. This study investigates whether sending nudges to parents can improve parental engagement in child education and broader development across child age groups and gender, in the low-resource setting of Ghana, by randomly assigning whether parents receive two different versions of nudges, with one version including content promoting girls’ education and addressing some common stereotypes around gender, and whether the duration of these different modalities vary between three and six months.}, language = {en}, urldate = {2021-11-18}, publisher = {American Economic Association}, author = {Wolf, Sharon and Aurino, Elisabetta}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/rct.6118-1.4000000000000001 2339240:35CNTCTC 2405685:A3B8URQN}, } @article{wolf_world_2021, title = {{WORLD} {BANK} {STRATEGIC} {IMPACT} {EVALUATION} {FUND} ({SIEF})}, language = {en}, author = {Wolf, Sharon and Aurino, Elisabetta and Brown, Autumn and Tsinigo, Edward}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SA6TMDDV 2405685:869WDDDL}, keywords = {⛔ No DOI found}, pages = {21}, } @techreport{wolf_learning_2021, title = {Learning in the time of a pandemic and implications for returning to school: effects of {COVID}-19 in {Ghana}}, url = {https://repository.upenn.edu/cgi/viewcontent.cgi?article=1027&context=cpre_workingpapers}, abstract = {The Covid-19 pandemic led to school closures all over the world, leaving children across diverse contexts without formal education for nearly a year. Remote-learning programs were designed and rapidly implemented to promote learning continuity throughout the crisis. There were inequalities in who was able to access remote-learning during school closures, though little systematic evidence documenting these gaps exists, particularly in sub-Saharan Africa. In this study, we surveyed 1,844 children in the Greater Accra Region of Ghana, as well as their caregivers and teachers, regarding their engagement in remote learning, literacy and math test scores, and household economic hardships. We document inequalities in access to and engagement in remote-learning activities during the ten months in 2020 in which schools were closed in Ghana. Specifically, children in private schools and children in highersocioeconomic status households engaged in remote-learning at higher rates and received more support from their schools and caregivers. Further, controlling for demographic characteristics and pre-pandemic learning outcomes, we document gaps in children’s literacy and math test scores, with food insecure and low-SES children, as well as children enrolled in public schools before the pandemic, performing significantly worse than their peers (0.2-0.3 SD gap). Finally, children in households that experienced more economic hardships during the pandemic engaged in fewer remote learning activities and had lower literacy and numeracy assessment scores. The findings speak to the potential consequences of increased inequalities due to the pandemic as schools re-open in Ghana and around the world and provide insight into how schools may address these inequalities as children return to the classroom.}, language = {en}, institution = {Consortium for Policy Research in Education (CPRE)}, author = {Wolf, Sharon and Aurino, Elisabetta and Suntheimer, Noelle and Avornyo, Esinam and Tsinigo, Edward and Jordan, Jasmine and Samanhyia, Soloman and Aber, J Lawrence and Behrman, Jere R}, month = aug, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IHPERKZR 2405685:Z7A2W9D6}, keywords = {⛔ No DOI found}, } @misc{world_bank_access_2021, title = {Access to electricity (\% of population) - {Sub}-{Saharan} {Africa} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/EG.ELC.ACCS.ZS?locations=ZG}, urldate = {2021-03-18}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CVGJ4HKR 2405685:7D3MAR35}, } @techreport{world_bank_actuemos_2021, title = {Actuemos ya para {Proteger} el {Capital} {Humano} de {Nuestros} {Niños} : {Los} {Costos} y la {Respuesta} ante el {Impacto} de la {Pandemia} de {COVID}-19 en el {Sector} {Educativo} de {América} {Latina} y el {Caribe}.}, url = {https://openknowledge.worldbank.org/handle/10986/35276}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8BGKS5BP 2405685:7QTA3QSU}, } @misc{world_bank_bangladesh_2021, type = {Text/{HTML}}, title = {Bangladesh - {Overview}}, url = {https://www.worldbank.org/en/country/bangladesh/overview}, abstract = {The International Development Association (IDA) has supported Bangladesh since 1972, just after the country’s independence. Since then, the World Bank through its concessional lending arm has committed nearly \$26 billion in grants and interest-free credits to Bangladesh.}, language = {en}, urldate = {2021-05-07}, journal = {World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9GAMGSVG 2405685:RUP3LCB2}, } @misc{world_bank_digital_2021, title = {Digital technologies in education}, url = {https://www.worldbank.org/en/topic/edutech}, language = {en}, urldate = {2021-10-03}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KYQYJ7CD 2405685:XJFUKGMR}, } @misc{world_bank_gdp_2021, title = {{GDP} per capita (current {US}\$) {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/NY.GDP.PCAP.CD}, urldate = {2021-03-18}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SU7RTRS5 2405685:DWIEX6VJ}, } @misc{world_bank_gdp_2021, title = {{GDP} per capita (current {US}\$) - {Malawi} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/NY.GDP.PCAP.CD?locations=MW}, urldate = {2022-10-06}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KXZG4ANK 2405685:VUM5AGV3}, } @misc{world_bank_girls_2021, title = {Girls education}, url = {https://www.worldbank.org/en/topic/girlseducation}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K48JVUER 2405685:7JY3TDUN}, } @misc{world_bank_girls_2021, title = {Girls education}, url = {https://www.worldbank.org/en/topic/girlseducation}, urldate = {2021-12-31}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8VSSYE2T 2405685:S3MXCJY8}, } @techreport{world_bank_human_2021, title = {Human {Capital} {Project}}, url = {https://www.worldbank.org/en/publication/human-capital}, abstract = {The World Bank believes accelerating investments in people, also known as Investing in Human Capital is essential to achieving greater equity and economic growth. Check the definition of human capital in the World Bank Project brief.}, language = {en}, urldate = {2022-01-16}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BTCFQ5AH 2405685:4GEV8ITE}, } @misc{world_bank_keeping_2021, title = {Keeping {Bangladesh}’s {Students} {Learning} {During} the {COVID}-19 {Pandemic}}, url = {https://www.worldbank.org/en/results/2021/04/18/keeping-bangladesh-s-students-learning-during-the-covid-19-pandemic}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ARRPM4JP 2405685:B9E9UBBB}, } @techreport{world_bank_learners_2021, title = {Learners with {Disabilities} \& {COVID}-19 {School} {Closure}}, url = {https://documents1.worldbank.org/curated/en/405821632719740892/pdf/Learners-with-Disabilities-and-COVID-19-School-Closures-Findings-from-a-Global-Survey-Conducted-by-the-World-Bank-s-Inclusive-Education-Initiative-IEI.pdf}, urldate = {2022-06-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5KFUIK8T 2405685:XXZ4QDWB}, } @misc{world_bank_leveraging_2021, title = {Leveraging {Malawi}’s {Existing} {Digital} {Infrastructure} to {Boost} {Economic} {Growth}}, url = {https://www.worldbank.org/en/country/malawi/publication/leveraging-malawi-s-existing-digital-infrastructure-to-boost-economic-growth}, abstract = {The latest economic analysis of Malawi says the country has an opportunity to kickstart digital transformation by enabling the growth of a robust digital economy ecosystem}, language = {en}, urldate = {2022-11-01}, journal = {World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F9MIWM7B 2405685:6ZM5SVJE}, } @misc{world_bank_malawi_2021, type = {Text/{HTML}}, title = {Malawi {Economic} {Monitor} : {Investing} in {Digital} {Transformation}}, shorttitle = {Malawi {Economic} {Monitor}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/131501624458623473/Malawi-Economic-Monitor-Investing-in-Digital-Transformation}, abstract = {Malawi Economic Monitor : Investing in Digital Transformation (English)}, language = {en}, urldate = {2022-11-01}, journal = {World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4E283TFK 2405685:A54C4DV2}, } @misc{world_bank_malawi_2021, type = {Text/{HTML}}, title = {Malawi {Overview}}, url = {https://www.worldbank.org/en/country/malawi/overview}, abstract = {The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.}, language = {en}, urldate = {2022-11-02}, journal = {World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JPCM7M8E 2405685:ZFIJNHAT}, } @misc{world_bank_malawi_2021, title = {Malawi {World} {Bank} {Approves} \$100 {Million} to {Improve} {Skills} {Development} {Programs}}, url = {https://www.worldbank.org/en/news/press-release/2021/06/03/malawi-world-bank-approves-100-million-to-improve-skills-development-programs}, abstract = {The World Bank today approved \$100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.}, language = {en}, urldate = {2023-06-22}, journal = {World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TL85HTPK 2405685:YAAV4TE4}, } @misc{world_bank_population_2021, title = {Population ages 0-14 (\% of total population) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.0014.TO.ZS?locations=BD}, urldate = {2021-04-23}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QGQ9PZAD 2339240:R4T4RZYH 2405685:6VPIRD86 2405685:BS9S34JU}, } @misc{world_bank_population_2021, title = {Population ages 15-64 (\% of total population) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.1564.TO.ZS?locations=BD}, urldate = {2021-04-23}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7R2JJF4R 2405685:5NXMIQQ7}, } @misc{world_bank_population_2021, title = {Population growth (annual \%) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.GROW?locations=BD}, urldate = {2021-04-23}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:56YJRP9F 2405685:GTPKXNXJ}, } @misc{world_bank_population_2021, title = {Population growth (annual \%) - {Kenya} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.GROW?locations=KE}, urldate = {2021-04-14}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8KHUQBA8 2405685:R6CMAJQN}, } @misc{world_bank_population_2021, title = {Population, total - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.TOTL?locations=BD}, urldate = {2021-04-23}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HXP4NC9X 2405685:FY2PMI2Y}, } @misc{world_bank_population_2021, title = {Population, total {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.TOTL}, urldate = {2021-03-18}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C4C8XEF9 2405685:IDA67HP9}, } @misc{world_bank_population_2021, title = {Population, total - {Kenya} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.TOTL?locations=KE}, urldate = {2021-04-14}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q6Z5SVEF 2405685:FEM79MKN}, } @techreport{world_bank_report_2021, title = {Report on {Education} {Crisis} in {Latin} {America} and the {Caribbean}: {Urgent} {Action} is {Needed} to {Address} the {Enormous} {Education} {Crisis} in {Latin} {America} and the {Caribbean}}, url = {https://www.worldbank.org/en/news/press-release/2021/03/17/hacer-frente-a-la-crisis-educativa-en-america-latina-y-el-caribe}, abstract = {Following the massive school closures, as of February 2021, about 120 million school-age children had already lost or were at risk of losing a full academic year of presential education, with serious educational impacts, according to the report, Acting now to protect the human capital of our children: The costs of and response to the COVID-19 pandemic impact on the education sector in Latin America and the Caribbean.}, language = {en}, urldate = {2022-08-25}, institution = {The World Bank}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KYLHSKFL 2405685:IPTWDKD4}, } @misc{world_bank_rural_2021, title = {Rural population (\% of total population) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.RUR.TOTL.ZS?locations=BD}, urldate = {2021-04-19}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VDAAYFPJ 2405685:3K9WFJ7B}, } @misc{world_bank_rural_2021, title = {Rural population (\% of total population) {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.RUR.TOTL.ZS}, urldate = {2021-03-18}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IZKV8UX5 2405685:KKXBML6W}, } @misc{world_bank_school_2021, title = {School enrollment, primary (\% net) - {Kenya} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.PRM.NENR?locations=KE}, urldate = {2021-04-14}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:23A3R2N9 2405685:WCD9B49P}, } @misc{world_bank_school_2021, title = {School enrollment, secondary (\% net) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.NENR?locations=BD}, urldate = {2021-04-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2E6RZ789 2405685:V7GDFZV7}, } @misc{world_bank_secondary_2021, title = {Secondary education, pupils - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.ENRL?locations=BD}, urldate = {2021-04-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KTBRX27R 2405685:F2U9JVYV}, } @misc{world_bank_secondary_2021, title = {Secondary education, pupils (\% female) - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.ENRL.FE.ZS?locations=BD}, urldate = {2021-04-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KPLXFGAC 2405685:LDBMGJIF}, } @misc{world_bank_secondary_2021, title = {Secondary education, teachers - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.TCHR?locations=BD}, urldate = {2021-04-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UDK7XP58 2405685:EKHHRCF2}, } @misc{world_bank_secondary_2021, title = {Secondary education, teachers, female - {Bangladesh} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.TCHR.FE?locations=BD}, urldate = {2021-04-26}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EB4PD5EG 2405685:LB4ZKJHT}, } @techreport{world_bank_teachers_2021, title = {Teachers and {Teaching} in {Sierra} {Leone} : {Teacher} {Quality} and {Management} {Study}}, url = {https://openknowledge.worldbank.org/handle/10986/35918}, urldate = {2022-01-15}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X6L76LFL 2405685:4KSNK63S 4556019:BHQLRIPR}, keywords = {\_C:Sierra Leone}, } @misc{world_bank_urgent_2021, title = {The {Urgent} {Need} to {Focus} on {Foundational} {Skills}}, url = {https://blogs.worldbank.org/education/urgent-need-focus-foundational-skills}, abstract = {The urgent need to focus on foundational skills}, language = {en}, urldate = {2022-08-15}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6SWW2M8X 2405685:X8SFP7AT}, } @misc{world_bank_there_2021, title = {There will be no recovery without empowered, motivated and effective teachers}, url = {https://blogs.worldbank.org/education/there-will-be-no-recovery-without-empowered-motivated-and-effective-teachers}, abstract = {There will be no recovery without empowered, motivated and effective teachers}, language = {en}, urldate = {2022-08-11}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A5HPTSYV 2405685:RH6KQCUY}, } @misc{world_bank_thinking_2021, title = {Thinking inside the "{Box}": {Pakistan} turns to education {TV} during {Covid}-19}, url = {https://www.worldbank.org/en/news/feature/2021/05/19/pakistan-turns-to-education-tv}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NSUIHXSL 2405685:4JZ63KJI}, } @misc{world_bank_trained_2021, title = {Trained teachers in primary education (\% of total teachers) - {Ghana} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.PRM.TCAQ.ZS?locations=GH}, urldate = {2021-10-11}, journal = {The World Bank Open Data}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FZSPCLGY 2405685:WG6VWPK4}, } @misc{world_bank_world_2021, title = {World {Bank} {Country} and {Lending} {Groups} – {World} {Bank} {Data} {Help} {Desk}}, url = {https://datahelpdesk.worldbank.org/knowledgebase/articles/906519-world-bank-country-and-lending-groups}, urldate = {2021-09-29}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BGNSZTFP 2405685:YMYMDI8C}, } @misc{world_bank_world_2021, title = {World {Bank} {Open} {Data} portal}, url = {https://data.worldbank.org/indicator/SE.SEC.ENRL.TC.ZS?locations=TZ}, author = {{World Bank}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B72R4M6V 2405685:G9KNEYVM}, } @misc{world_bank_world_2021, title = {World {Development} {Indicators}}, url = {https://databank.worldbank.org/source/world-development-indicators}, urldate = {2021-05-24}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:76GX39L8 2405685:2QBLXZAJ}, } @techreport{world_bank_education_2021, title = {Education {Finance} {Watch} 2021}, url = {https://documents1.worldbank.org/curated/en/226481614027788096/pdf/Education-Finance-Watch-2021.pdf}, urldate = {2021-07-14}, author = {World Bank and UNESCO}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IH8UXUCR 2405685:QQ5SXSCG}, } @techreport{world_bank_state_2021, address = {Washington D.C., Paris \& New York}, title = {The {State} of the {Global} {Education} {Crisis}: {A} {Path} to {Recovery}.}, shorttitle = {The {State} of the {Global} {Education} {Crisis}}, url = {https://documents1.worldbank.org/curated/en/416991638768297704/pdf/The-State-of-the-Global-Education-Crisis-A-Path-to-Recovery.pdf}, abstract = {"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website}, language = {en}, urldate = {2022-03-04}, author = {{World Bank} and {UNESCO} and {UNICEF}}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2XRTUYDC 2339240:LTHF5A7Z 2339240:YVUFRD28 2405685:6VY4DUDI 2405685:D4UWQ8K9 2405685:ZPIAXKQS}, } @misc{world_economic_forum_6_2021, title = {6 {Data} {Policy} {Issues} {Experts} {Are} {Tracking} {Right} {Now}}, url = {https://www.weforum.org/agenda/2021/03/6-key-issues-that-are-trending-in-data-policy-right-now/}, urldate = {2022-06-14}, author = {World Economic Forum}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NH8HP834 2405685:2WCIVPEY}, } @misc{world_inequality_database_bangladesh_2021, title = {Bangladesh}, url = {https://wid.world/country/bangladesh/}, abstract = {Bangladesh The source for global inequality data. Open access, high quality wealth and income inequality data developed by an international academic consortium.}, language = {en-US}, urldate = {2021-04-23}, journal = {WID - World Inequality Database}, author = {World Inequality Database}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QDDJSFXN 2405685:NF7Q3FVW}, } @misc{world_population_review_countries_2021, title = {Countries by {Density}}, url = {https://worldpopulationreview.com/country-rankings/countries-by-density}, urldate = {2021-04-19}, journal = {World Population Review}, author = {World Population Review}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QLHYHSIQ 2405685:S4R4KANR}, } @misc{worldometer_bangladesh_2021, title = {Bangladesh {Population} (2021)}, url = {https://www.worldometers.info/world-population/bangladesh-population/}, abstract = {Population of Bangladesh: current, historical, and projected population, growth rate, immigration, median age, total fertility rate (TFR), population density, urbanization, urban population, country's share of world population, and global rank. Data tables, maps, charts, and live population clock}, language = {en}, urldate = {2021-04-23}, author = {Worldometer}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KUWCRCQ 2405685:2LS69KMG}, } @misc{worldometer_population_2021, title = {Population by {Country}}, url = {https://www.worldometers.info/world-population/population-by-country/}, abstract = {List of countries and dependencies in the world ranked by population, from the most populated. Growth rate, median age, fertility rate, area, density, population density, urbanization, urban population, share of world population.}, language = {en}, urldate = {2021-04-19}, journal = {World Population Review}, author = {Worldometer}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SI7BVSX4 2405685:A3INEC8H}, } @techreport{yao_how_2021, type = {Policy {Brief}}, title = {How {Much} {Does} {Universal} {Digital} {Learining} {Cost}?}, institution = {UNICEF Office of Research - Innocenti}, author = {Yao, Haogen and Brossard, Matt and Mizunoya, Suguru and Nasir, Bassem and Walumgembe, Patrick and Cooper, Rachel and Rafique and Reuge, Nicolas}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FRKJIUZJ 2405685:ZUEAQXF9}, } @article{yesiloglu_examining_2021, title = {Examining {Pre}-{Service} {Teachers}’ {Views} about {Online} {Chemistry} {Laboratory} {Learning} {Experiences} {Amid} the {Covid}-19 {Pandemic}}, url = {https://files.eric.ed.gov/fulltext/EJ1313858.pdf}, doi = {https://files.eric.ed.gov/fulltext/EJ1313858.pdf}, abstract = {With the continued spread of the COVID-19 crisis, the universities were closed temporarily in Turkey just as in the rest of the world. As a result of this, many educators and students tried to adapt online education quickly. This research study examined 67 pre-service teachers' views on online chemistry laboratory learning experiences amid the COVID-19 pandemic. A data collection tool consisting of seven open-ended questions was used. Data sources included responses given to open-ended questions about the online chemistry laboratory learning experiences, the applications used for the chemistry experiments (e.g., simulations, images, and videos), the methods used for assessing online learning, and the system used for the virtual classroom platform. Content analysis was applied to participants’ responses. Participants’ views about online chemistry laboratories amid the COVID-19 pandemic were gathered in five themes: (i) advantages and disadvantages of online chemistry laboratories, (ii) effects of online chemistry laboratories on learning outcomes, (iii) views on technological applications used in online chemistry laboratories, (iv) views on measurement and assessment methods used in online chemistry laboratories, and (v) views of pre-service teachers on the virtual classroom platform used in online chemistry laboratories. The findings of the study highlighted that online laboratory learning has both advantages and disadvantages. The findings also included the strengths and weaknesses of the system used for the virtual classroom platform. The findings may provide useful information on how to design a positive online laboratory experience such as integrating hands-on activities as a part of the online laboratories to overcome the lack of “learning by doing” and using videos containing more detailed explanations about the experimental setup.}, language = {en}, journal = {Journal of Turkish Science Education}, author = {Yeşi̇Loğlu, Sevinç Nihal and Gençer, Sinem and Eki̇Ci̇, Funda and Işik, Burcu}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DSRLDWSX 2405685:UGUM9APX}, keywords = {⛔ No DOI found}, pages = {17}, } @techreport{young_lives_covid-19_2021, title = {{COVID}-19 could reverse two decades of progress: {Emerging} policy recommendations to support young people in developing countries}, url = {https://www.younglives.org.uk/sites/www.younglives.org.uk/files/YL-Snapshot-Covid-19-Dec20.pdf}, institution = {Young Lives}, author = {Young Lives}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:99CVVYHF 2405685:SAA7C9VV}, } @misc{zaman_after_2021, title = {After {COVID}-19, let’s reimagine education in {Kenya}}, url = {https://www.unicef.org/kenya/stories/after-covid-19-lets-reimagine-education-kenya}, abstract = {Digital learning should be part of a basic package of essential services for every child}, language = {en}, urldate = {2021-08-31}, author = {Zaman, Maniza}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YEMKMSZT 2405685:4TIDEWQM}, } @article{zea_educacion_2021, title = {La educación virtual en tiempos del {COVID}-19: {Una} experiencia en la maestría de {Educación}}, volume = {13}, shorttitle = {La educación virtual en tiempos del {COVID}-19}, number = {3}, journal = {Universidad y Sociedad}, author = {Zea, Miriam Patricia Cárdenas and Quimi, Wendy Diana Carranza and Panta, Karina Alexandra Plua and García, Mariana Solís and Torres, Marioxy Morales}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UYX22NH2}, keywords = {⛔ No DOI found}, pages = {243--251}, } @article{zeitlin_teacher_2021, title = {Teacher {Turnover} in {Rwanda}}, volume = {30}, doi = {10.1093/jae/ejaa013}, number = {1}, journal = {Journal of African Economies}, author = {Zeitlin, Andrew}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa013 2339240:MK8XIA4D 2405685:XX2WB7E8}, pages = {81--102}, } @article{zhu_exploration_2021, title = {An {Exploration} of {China}-{Africa} {Cooperation} in {Higher} {Education}: {Opportunities} and {Challenges} in {Open} {Distance} {Learning}}, volume = {13}, issn = {2304-070X}, shorttitle = {An {Exploration} of {China}-{Africa} {Cooperation} in {Higher} {Education}}, url = {https://eric.ed.gov/?id=EJ1295595}, doi = {10.5944/openpraxis.13.1.1154}, abstract = {Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies' sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {Open Praxis}, author = {Zhu, Xia and Chikwa, Gladson}, year = {2021}, note = {Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.13.1.1154 2339240:QGE68QAY 2405685:24EKHU7N}, keywords = {Distance Education, Educational Development, Educational Technology, Faculty Development, Foreign Countries, Higher Education, International Cooperation, Lifelong Learning, Open Education, Partnerships in Education, Sustainable Development}, } @book{hasbi_bunga_2020, title = {Bunga {Rampai} {Pendidikan} {Anak} {Usia} {Dini}}, isbn = {9786236806029}, abstract = {Publikasi ini merupakan bentuk kerja sama antara Direktorat Pendidikan Anak Usia Dini (PAUD),Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah, Kementerian Pendidikan dan Kebudayaan (Kemendikbud) dan para alumni penerima beasiswa Lembaga Pengelola Dana Pendidikan (LPDP), baik dari dalam maupun luar negeri. Para kontributor yang terpilih dalam buku ini telah menyelesaikan studi di bidang pendidikan dengan fokus disiplin yang beragam (interdisipliner), dan lulus dengan predikat cumlaude atau distinction pada bidang masing-masing, baik pada jenjang sarjana maupun magister.}, author = {Hasbi, Muhammad and {Merysa} and Abidin, Zaenal and Oktavianingsih, Eka and Zatalini, Rinia and Mabrur, Hidayatul and Sobiatin, Eka and Rahayu, Dita and Adhitya, Yusuf and Somantri, Cecep and Nurhasanah, Nia}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CBH3ZX24}, } @article{ngari_disaster_2020, title = {Disaster {Management} {Preparedness} in the {Education} {Sector} in {Kenya} – {A} {Case} of the {COVID}-19 {Pandemic}.}, volume = {1}, copyright = {Copyright (c) 2020}, issn = {2709-1414}, url = {https://editoncpublishing.org/ecpj/index.php/ecjeml/article/view/192}, doi = {10.51317/ecjeml.v1i1.192}, abstract = {This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of  the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges.}, language = {en}, number = {1}, urldate = {2021-05-22}, journal = {Editon Consortium Journal of Educational Management and Leadership}, author = {Ngari, Prof Fr Stephen Mbugua and Ndung’u, Stephen W.}, month = dec, year = {2020}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.51317/ecjeml.v1i1.192 2339240:UELFBQUK 2405685:QLGP6X6I}, keywords = {COVID-19 Pandemic, Disaster Management, Education Sector, Preparedness}, pages = {86--96}, } @article{khlaif_covid-19_2020, title = {The {Covid}-19 epidemic: teachers’ responses to school closure in developing countries}, volume = {0}, issn = {1475-939X}, shorttitle = {The {Covid}-19 epidemic}, url = {https://doi.org/10.1080/1475939X.2020.1851752}, doi = {10.1080/1475939X.2020.1851752}, abstract = {There is little research which explores middle school teachers’ response to school closures in developing countries in times of crisis. This article presents a case study of Afghanistan, Libya and Palestine as developing countries which have suffered from violence for many years prior to the Covid-19 crisis. It focuses on how teachers in middle school responded to school closure to fight the spread of Covid-19. Twenty-two teachers from these countries participated in the study. Semi-structured interviews and three diverse focus group sessions were used to collect data and evidence. The study found that teachers developed their skills to use emerging technologies and design suitable digital content. Moreover, they built strong relationships with the local community to assume their responsibility in emergency remote learning (ERL) by establishing community centres for students from poor families. Assessing and engaging students were crucial issues in ERL which need more research in different contexts.}, number = {0}, urldate = {2021-04-29}, journal = {Technology, Pedagogy and Education}, author = {Khlaif, Zuheir N. and Salha, Soheil and Affouneh, Saida and Rashed, Hadi and ElKimishy, Lotfia Ali}, month = dec, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1475939X.2020.1851752 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2020.1851752 2339240:BPQNGHX3 2405685:UTBMTFLW}, keywords = {Covid-19, Emergency remote learning, developing countries, online learning, school closure}, pages = {1--15}, } @article{van_de_kuilen_recontextualization_2020, title = {Recontextualization of learner-centred pedagogy in {Rwanda}: {A} comparative analysis of primary and secondary schools.}, volume = {0}, issn = {0305-7925}, shorttitle = {Recontextualization of learner-centred pedagogy in {Rwanda}}, url = {https://doi.org/10.1080/03057925.2020.1847044}, doi = {10.1080/03057925.2020.1847044}, abstract = {Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors.}, number = {0}, urldate = {2022-05-24}, journal = {Compare: A Journal of Comparative and International Education}, author = {van de Kuilen, Hester and Altinyelken, Hulya Kosar and Voogt, Joke M. and Nzabalirwa, Wenceslas}, month = dec, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1847044 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1847044 2339240:FU5QBIW3 2405685:HCERUGDE}, keywords = {Learner-centred pedagogy, education reform, recontextualization, rwanda, teachers}, pages = {1--18}, } @misc{reilly_good_2020, title = {Good teaching is inclusive for all, so why focus on marginalised adolescent girls?}, url = {https://www.ukfiet.org/2020/good-teaching-is-inclusive-for-all-so-why-focus-on-marginalised-adolescent-girls/}, abstract = {This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in school. It is difficult to quantify […]}, language = {en-GB}, urldate = {2021-06-11}, journal = {The Education and Development Forum (UKFIET)}, author = {Reilly, Anita}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9AFXG8PP 2405685:FZHNY5BE}, } @article{economist_brazil_2020, title = {Brazil faces hard spending choices in 2021}, issn = {0013-0613}, url = {https://www.economist.com/the-americas/2020/12/19/brazil-faces-hard-spending-choices-in-2021}, abstract = {The poor received huge welfare payments during the pandemic. These may soon dry up}, urldate = {2022-04-07}, journal = {The Economist}, author = {{Economist}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NSSWWKMS 2405685:63DDX3X9 4656463:9LCCY4W5}, } @misc{busara_key_2020, title = {Key {Insights} from {Behavioral} {Journey} {Mapping} of {Caregivers}}, url = {https://docs.google.com/presentation/d/1l6-co7N-eWifjKXmkhEmcpze7TdpCfLr7QSQ4w4D8vo/edit?usp=embed_facebook}, language = {en}, urldate = {2021-05-28}, author = {{Busara}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FUP4ZI3Q 2405685:MZPI7CSU}, } @techreport{edtech_hub_team_edtech_2020, type = {Quarterly {Report}}, title = {{EdTech} {Hub} {Quarterly} {Report} {October} to {December} 2020}, author = {EdTech Hub Team}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5X7TAC2B 2405685:5X7TAC2B;10.5281/zenodo.4354796}, } @article{zaccoletti_parents_2020, title = {Parents’ perceptions of student academic motivation during the covid-19 lockdown: a cross-country comparison}, volume = {11}, issn = {1664-1078}, shorttitle = {Parents’ perceptions of student academic motivation during the covid-19 lockdown}, url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2020.592670/full}, doi = {10.3389/fpsyg.2020.592670}, abstract = {The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents ( n Italy = 173, n Portugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.}, urldate = {2023-03-18}, journal = {Frontiers in Psychology}, author = {Zaccoletti, Sonia and Camacho, Ana and Correia, Nadine and Aguiar, Cecília and Mason, Lucia and Alves, Rui A. and Daniel, João R.}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.592670 2339240:L5M5JUA5 2405685:FWQDPYDT}, pages = {592670}, } @article{vivalt_how_2020, title = {How much can we generalize from impact evaluations?}, volume = {18}, issn = {1542-4766}, url = {https://doi.org/10.1093/jeea/jvaa019}, doi = {10.1093/jeea/jvaa019}, abstract = {Impact evaluations can help to inform policy decisions, but they are rooted in particular contexts and to what extent they generalize is an open question. I exploit a new data set of impact evaluation results and find a large amount of effect heterogeneity. Effect sizes vary systematically with study characteristics, with government-implemented programs having smaller effect sizes than academic or non-governmental organization-implemented programs, even controlling for sample size. I show that treatment effect heterogeneity can be appreciably reduced by taking study characteristics into account.}, number = {6}, urldate = {2022-06-06}, journal = {Journal of the European Economic Association}, author = {Vivalt, Eva}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jeea/jvaa019 2339240:J3MPP6XB 2405685:YYF627JV 4656463:DTMZCLPN}, pages = {3045--3089}, } @misc{cordeiro_is_2020, title = {Is 2020 a lost academic year? {The} impact of {COVID}-19 on education in eastern {Africa}: a case study of {Kenya}}, shorttitle = {Is 2020 a lost academic year?}, url = {https://www.humanium.org/en/is-2020-a-lost-academic-year-the-impact-of-covid-19-on-education-in-eastern-africa-a-case-study-of-kenya/}, abstract = {Despite national efforts and strict measures designed to curb the spread of the virus, the country continues to suffer from the knock-on effects of the pandemic.}, language = {en-GB}, urldate = {2021-10-03}, journal = {Humanium}, author = {Cordeiro, Vanessa Cezarita}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UWXR4FT2 2405685:IAQMB7MN}, } @book{oecd_lessons_2020, title = {Lessons for {Education} from {COVID}-19 {A} {Policy} {Maker}’s {Handbook} for {More} {Resilient} {Systems}}, isbn = {978-92-64-78203-7}, shorttitle = {Lessons for {Education} from {COVID}-19 {A} {Policy} {Maker}’s {Handbook} for {More} {Resilient} {Systems}}, abstract = {The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.}, language = {en}, publisher = {OECD Publishing}, author = {OECD}, month = dec, year = {2020}, note = {Google-Books-ID: lAkPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:P9VP49QS 2405685:K76DA8BJ}, } @book{united_nations_development_programme_human_2020, series = {Human {Development} {Report}}, title = {Human {Development} {Report} 2020: {The} {Next} {Frontier} - {Human} {Development} and the {Anthropocene}}, isbn = {978-92-1-005516-1}, shorttitle = {Human {Development} {Report} 2020}, url = {https://www.un-ilibrary.org/content/books/9789210055161}, language = {en}, urldate = {2021-07-08}, publisher = {United Nations}, author = {{United Nations Development Programme}}, month = dec, year = {2020}, doi = {10.18356/9789210055161}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:3N8EHHNR 2405685:7CEEGQAQ}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{united_nations_development_programme_human_2020, series = {Human {Development} {Report}}, title = {Human {Development} {Report} 2020: {The} {Next} {Frontier} - {Human} {Development} and the {Anthropocene}. {Bangladesh}.}, isbn = {978-92-1-005516-1}, shorttitle = {Human {Development} {Report} 2020}, url = {https://www.un-ilibrary.org/content/books/9789210055161}, language = {en}, urldate = {2021-04-23}, publisher = {United Nations}, author = {{United Nations Development Programme}}, month = dec, year = {2020}, doi = {10.18356/9789210055161}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/9789210055161 2339240:ZBYSBI9Y 2405685:225TWATP}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{coman_online_2020, title = {Online teaching and learning in higher education during the coronavirus pandemic: students’ perspective}, volume = {12}, issn = {2071-1050}, shorttitle = {Online teaching and learning in higher education during the coronavirus pandemic}, url = {https://www.mdpi.com/2071-1050/12/24/10367}, doi = {10.3390/su122410367}, abstract = {The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.}, language = {en}, number = {24}, urldate = {2021-08-05}, journal = {Sustainability}, author = {Coman, Claudiu and Țîru, Laurențiu Gabriel and Meseșan-Schmitz, Luiza and Stanciu, Carmen and Bularca, Maria Cristina}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su122410367 10/gjx2tc 2339240:J5IZQCNQ 2405685:5FV7SCKV}, pages = {10367}, } @techreport{moe_education_2020, title = {Education sector plan ({ESP}) for {Bangladesh}: {Fiscal} years 2020/21-2024/25}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-12-Bangladesh-ESP.pdf}, urldate = {2021-05-04}, institution = {Ministry of Education}, author = {MoE}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QEU82LB4 2405685:6AMSJQTC}, } @techreport{moe_education_2020, title = {Education {Sector} {Plan} ({ESP}) for {Bangladesh} {Fiscal} {Years} 2020/21-2024/25}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-12-Bangladesh-ESP.pdf}, urldate = {2022-01-16}, author = {{MoE}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHUT23N9 2405685:MWK38D4Z}, } @misc{align_gender_2020, title = {Gender, power and progress: {How} norms change}, shorttitle = {Gender, power and progress}, url = {https://www.alignplatform.org/gender-power-progress}, abstract = {This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.}, language = {en}, urldate = {2022-04-20}, journal = {Align Platform}, author = {{ALiGN}}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XGN4B2W7 2405685:WK4NYWAQ}, } @book{barrera_texting_2020, series = {Policy {Research} {Working} {Papers}}, title = {Texting {Parents} about {Early} {Child} {Development}: {Behavioral} {Changes} and {Unintended} {Social} {Effects}}, shorttitle = {Texting {Parents} about {Early} {Child} {Development}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9492}, language = {en}, urldate = {2021-05-17}, publisher = {The World Bank}, author = {Barrera, Oscar and Macours, Karen and Premand, Patrick and Vakis, Renos}, month = dec, year = {2020}, doi = {10.1596/1813-9450-9492}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9492 2339240:R5IIXYTZ 2405685:JYCH7N3U}, } @misc{harper_gender_2020, title = {Gender, power and progress: {How} norms change}, shorttitle = {Gender, power and progress}, url = {https://www.alignplatform.org/gender-power-progress}, abstract = {This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.}, language = {en}, urldate = {2022-03-29}, journal = {Align Platform}, author = {Harper, Caroline and Marcus, Rachel and George, Rachel and D'Angelo, Sophia and Samman, Emma}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YDVGSX2F 2405685:B4R3KPXD}, } @article{chowdhury_bangladeshi_2020, title = {Bangladeshi children share experiences of remote learning and the challenges they face}, url = {https://www.unicef.org/bangladesh/en/stories/bangladeshi-children-share-experiences-remote-learning-and-challenges-they-face}, abstract = {Students call for safe reopening of schools to prevent further disruption to their education}, language = {en}, urldate = {2021-10-25}, journal = {UNICEF}, author = {Chowdhury, Iftikhar Ahmed}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TMRAA7AA 2405685:PLS9WNYX}, } @article{li_theoryon_2020, title = {{TheoryOn}: {A} {Design} {Framework} and {System} for {Unlocking} {Behavioral} {Knowledge} {Through} {Ontology} {Learning}}, volume = {44}, issn = {02767783, 21629730}, shorttitle = {{TheoryOn}}, url = {https://misq.org/theoryon-a-design-framework-and-system-for-unlocking-behavioral-knowledge-through-ontology-learning.html}, doi = {10.25300/MISQ/2020/15323}, abstract = {The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.}, language = {en}, number = {4}, urldate = {2024-01-18}, journal = {MIS Quarterly}, author = {Li, Jingjing and Larsen, Kai and Abbasi, Ahmed}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7}, keywords = {\_Added-ailr-2024}, pages = {1733--1772}, } @techreport{angrist_schools_2020, type = {Working {Paper}}, title = {School’s {Out}: {Experimental} {Evidence} on {Limiting} {Learning} {Loss} {Using} “{Low}-{Tech}” in a {Pandemic}}, shorttitle = {School’s {Out}}, url = {https://www.nber.org/papers/w28205}, abstract = {Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.}, number = {28205}, urldate = {2022-01-11}, institution = {National Bureau of Economic Research}, author = {Angrist, Noam and Bergman, Peter and Matsheng, Moitshepi}, month = dec, year = {2020}, doi = {10.3386/w28205}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w28205 2339240:IJXPSRFF 2339240:IRQDPEL7 2405685:8XJARTV7 2405685:LHBGNCNF 2405685:YHH4SI2X 2534379:I69U33PS}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{chandrima_adolescent_2020, title = {Adolescent problematic internet use and parental mediation: {A} {Bangladeshi} structured interview study}, volume = {12}, issn = {2352-8532}, shorttitle = {Adolescent problematic internet use and parental mediation}, doi = {10.1016/j.abrep.2020.100288}, abstract = {Internet-related problems such as excessive internet use, problematic internet use (PIU), and internet addiction, are becoming increasingly studied among Bangladeshi adult students, but there has been little research among adolescents. In Bangladesh, there has been no research examining the role of parental mediation in their children's internet use. Therefore, the present structured interview study investigated Bangladeshi adolescent PIU and its associated socio-demographics, internet use behaviors, and the parental mediation role among 350 high school students residing in Dhaka. The results showed that 84 of adolescents (24.0\%) were classified as having PIU (cut-off score of ≥ 50 on the Internet Addiction Test) and nine adolescents (2.6\%) were classified as having a severe dependency on the internet (cut-off score of {\textgreater}80 on the Internet Addiction Test). According to hierarchical regression analysis, significant PIU correlates included lower academic results, both parents' lower education, mother working outside the home, more than four days' weekly internet use, more than two hours daily internet use, and active mediation. Additionally, internet use behaviors (i.e., internet use locations, devices, purposes, and applications) and parental internet mediation dimensions other than active mediation (i.e., restrictive mediation, active mediation internet safety, monitoring, and technical mediation) were significantly related to PIU in t-tests and correlation analysis respectively. However, they were non-significant in the hierarchical regression analysis when included into equation altogether. The present study's findings will be helpful in developing country-level policymaking decisions and facilitating future research in the country.}, language = {eng}, journal = {Addictive Behaviors Reports}, author = {Chandrima, Rubaiya Matin and Kircaburun, Kagan and Kabir, Humyon and Riaz, Baizid Khoorshid and Kuss, Daria J. and Griffiths, Mark D. and Mamun, Mohammed A.}, month = dec, year = {2020}, pmid = {32637564}, pmcid = {PMC7330868}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.abrep.2020.100288 2339240:JINXJ99U 2405685:39YEHSPC}, keywords = {Bangladeshi adolescence, Internet addiction, Internet use behaviors, Parental mediation, Problematic internet use}, pages = {100288}, } @misc{unesco_institute_for_statistics_global_2020, title = {Global {Proficiency} {Framework} for {Reading}: {Grades} 1 to 9}, url = {https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Global-Proficiency-Framework-Reading.pdf}, author = {UNESCO Institute for Statistics}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F4UNEXRY 2405685:MBZW7YSR}, } @article{yilmaz_preservice_2020, title = {Preservice teachers' perceptions about the use of blended learning in a science education methods course}, volume = {7}, url = {https://slejournal.springeropen.com/articles/10.1186/s40561-020-00126-7}, doi = {10.1186/s40561-020-00126-7}, abstract = {The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.}, language = {English}, number = {1}, journal = {Smart Learning Environments}, author = {Yılmaz, Özkan and Malone, Kathy L}, month = dec, year = {2020}, note = {Place: Heidelberg Publisher: Springer Nature B.V. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2414586316?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2405685:UQT53N6N 2534378:8UNKTUGE 2534378:QAQ7MRJ3}, keywords = {Blended learning, Data analysis, Education, Education--Teaching Methods And Curriculum, Elementary preservice teachers, Higher education, Learning, Learning environment, Science education, Science instruction, Science methods courses, Students, Teachers, Teaching methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095728, \_\_finaldtb}, } @article{yilmaz_preservice_2020, title = {Preservice teachers' perceptions about the use of blended learning in a science education methods course}, volume = {7}, doi = {10.1186/s40561-020-00126-7}, language = {English}, number = {1}, journal = {Smart Learning Environments}, author = {Yılmaz, Özkan and Malone, Kathy L.}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00126-7 2339240:E5489YI6 2405685:EDKS7VMJ}, } @techreport{bianchi_effect_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {The {Effect} of {Computer}-{Assisted} {Learning} on {Students}’ {Long}-{Term} {Development}}, url = {https://papers.ssrn.com/abstract=3309169}, abstract = {In this paper, we examine the effect of computer-assisted learning on students’ long-term development. We explore the implementation of the “largest ed-tech intervention in the world to date,” which connected China’s best teachers to more than 100 million rural students through satellite internet. We find evidence that exposure to the program improved students’ academic achievement, labor performance, and computer usage. We observe these effects up to ten years after program implementation. These findings indicate that education technology can have long-lasting positive effects on a variety of outcomes and can be effective in reducing the rural–urban education gap.}, language = {en}, number = {ID 3309169}, urldate = {2021-05-21}, institution = {Social Science Research Network}, author = {Bianchi, Nicola and Lu, Yi and Song, Hong}, month = nov, year = {2020}, doi = {10.2139/ssrn.3309169}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3309169 2339240:ZHPK63EW 2405685:9H5R8VY2}, keywords = {China, computer-assisted education, education policy, education quality, education technology}, } @article{kathula_effect_2020, title = {Effect of {Covid}-19 {Pandemic} on the {Education} {System} in {Kenya}}, volume = {3}, copyright = {Copyright (c) 2020 Journal of Education}, url = {https://stratfordjournals.org/journals/index.php/journal-of-education/article/view/640}, abstract = {Education is an integral part of human society, its importance in life cannot be ignored as lack of education gives birth to numerous social problems like poor health, internal conflict, poor living standards and many more, education helps people to find a better solution to their problems. Education lets people realize the true value of contribution and help become the backbone of the society. Innovation and creativity can only occur when people are skilled enough to know how to operate with different technologies. Since the first case of the novel coronavirus (COVID-19) was announced in Kenya, many aspects of society and the education sector have been dramatically affected. On March 15th 2020, the Kenyan government closed all learning institutions countrywide to contain the spread of the virus. As the numbers of those infected by coronavirus rose to over 8,000, the ministry of education announced on July 7th that, the 2020 school calendar year will be considered lost due to COVID-19 restrictions. The purpose of this study was therefore to determine the effect of Covid-19 pandemic on the education systems in Kenya. The study was anchored on Classical Liberal Theory of Equal Opportunities. Mixed method design which involved a combination of both quantitative and qualitative approaches was adopted. In?quantitative the study used a survey research design, specifically the study adopted a cross-sectional survey research design. Cross-sectional survey design involves collecting data from a large group of people of different stages of growth at one point in time. The target population for this study included teachers, students and parents. The sample size for the study comprised of 100 teachers, 25 parents and 100 students who were purposively selected across the country. This study used both questionnaire and interview guide to collect primary data. The questionnaires were served to teachers and students online using Google forms while interview guide was administered to the parents using online Google forms as well. The quantitative data collected was analyzed using SPSS. Quantitative analysis involved the use of descriptive analysis, while qualitative data was analyzed using content analysis. The results were presented on tables. The findings revealed that Covid-19 had seriously affected learning among students in Kenya. The study found that the effects of Covid-19 were so severe that some teachers and parents lost their jobs or source of livelihoods. Most of the students were not able to access online learning due to lack of electricity, lack of learning materials and some were forced to relocate to the country side. The study hence concluded that as a result of the challenges presented by the coronavirus and the likely impact of future pandemics the government’s ability to ensure continuation of learning will depend on the ability to swiftly harness available technology, provide adequate infrastructure and mobilize stakeholders to prepare alternative learning programmes. The study concludes that as a result of the emergence of Covid-19 pandemic, teaching and learning activities in all learning institutions in Kenya just like other parts of the world have severely been disrupted. The worst hit learners are the primary and secondary school candidates who should sit for their national examinations at the end of 2020. Based on the conclusion the study recommended that there is need for the government through the ministry of education together with all the stakeholders in education sector in Kenya to navigate through challenges presented by Covid-19 to ensure continued access to provision of quality, equitable and inclusive education during and after the pandemic. Effective implementation of the proposed interventions by education managers and stakeholders will ensure uninterrupted learning in educational institutions in future. This study in addition recommends that it is important to ensure that the Ministry of Education, parents and teachers support vulnerable students to ensure they are not exploited and that no learning loss occurs even as schools delay re-full opening until January 2021 despite grades 4, class 8 and form 4s being back in schools already. Keywords: Covid-19, Pandemic, Education system, Students, teachers, Parents, Kenya.}, language = {en}, number = {6}, urldate = {2021-05-24}, journal = {Journal of Education}, author = {Kathula, Domeniter Naomi}, month = nov, year = {2020}, note = {Number: 6 KerkoCite.ItemAlsoKnownAs: 2405685:S7D2M5SJ 2534379:Q7UFMEVW}, keywords = {Covid-19, Education system, Kenya, Pandemic, Parents, Students, teachers, ⛔ No DOI found}, pages = {31--52}, } @incollection{rodriguez_m-learning_2020, title = {M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora: pp67-71}, isbn = {978-84-13-19276-5}, abstract = {M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora}, author = {Rodríguez, Roberto Avello and Antón, Tamara Fernández}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NS29CWZ8 4042040:IQ3KDUCF}, } @techreport{muralidharan_improving_2020, type = {{RISE} {Working} {Paper} {Series}.}, title = {Improving {Public} {Sector} {Management} at {Scale}? {Experimental} {Evidence} on {School} {Governance} in {India}}, shorttitle = {Improving {Public} {Sector} {Management} at {Scale}?}, url = {https://riseprogramme.org/publications/improving-public-sector-management-scale-experimental-evidence-school-governance-india}, abstract = {We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.}, language = {en}, number = {20/056.}, urldate = {2021-05-05}, institution = {Research on Improving Systems of Education (RISE)}, author = {Muralidharan, Karthik and Singh, Abhijeet}, month = nov, year = {2020}, doi = {10.35489/BSG-RISE-WP_2020/056}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2020/056 2339240:4STG83CB 2405685:IADCST5Q}, } @techreport{oecd_impact_2020, type = {{OECD} {Policy} {Responses} to {Coronavirus} ({COVID}-19)}, title = {The impact of {COVID}-19 on student equity and inclusion: {Supporting} vulnerable students during school closures and school re-openings}, shorttitle = {The impact of {COVID}-19 on student equity and inclusion}, url = {https://www.oecd-ilibrary.org/education/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings_d593b5c8-en}, language = {en}, urldate = {2021-08-05}, author = {{OECD}}, month = nov, year = {2020}, doi = {10.1787/d593b5c8-en}, note = {Series: OECD Policy Responses to Coronavirus (COVID-19) KerkoCite.ItemAlsoKnownAs: 10.1787/d593b5c8-en 2339240:HJ77WBL2 2405685:QPTQEPUC}, } @article{bertoni_is_2020, title = {Is {School} {Funding} {Unequal} in {Latin} {America}?: {A} {Cross}-country {Analysis}}, shorttitle = {Is {School} {Funding} {Unequal} in {Latin} {America}?}, url = {https://publications.iadb.org/en/school-funding-unequal-latin-america-cross-country-analysis}, doi = {10.18235/0002854}, abstract = {Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.}, language = {English}, urldate = {2023-06-12}, author = {Bertoni, Eleonora and Elacqua, Gregory and Marotta, Luana and Martínez, Matias and Santos, Humberto and Soares, Sammara}, month = nov, year = {2020}, note = {Publisher: Inter-American Development Bank KerkoCite.ItemAlsoKnownAs: 10.18235/0002854 2339240:9JLTQPEY 2405685:IBBYHF76 4656463:V76SUDGT}, } @misc{lewin_smart_2020, title = {Smart buys, great sales and special offers: cost-effective approaches to improve global learning}, shorttitle = {Smart buys, great sales and special offers}, url = {https://www.ukfiet.org/2020/smart-buys-great-sales-and-special-offers-cost-effective-approaches-to-improve-global-learning/}, language = {en-GB}, urldate = {2021-05-28}, journal = {The Education and Development Forum (UKFIET)}, author = {Lewin, Keith and Learning {\textbar} 0 and Learning {\textbar} 0}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4GZPTGRL 2405685:7CGSPQI6}, } @misc{otieno_magoha_2020, title = {Magoha {Releases} {Final} {School} {Calendar}}, url = {https://www.kenyans.co.ke/news/59183-magoha-releases-final-2021-school-calendar}, abstract = {Education CS Professor George Magoha announced the school calendar with all students expected to resume learning on January 4, 2021.}, language = {EN}, urldate = {2021-03-29}, journal = {Kenyans.co.ke}, author = {Otieno, Imran}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VCWQYWC6 2405685:5WXBMFXN}, } @misc{africanews_late_2020, title = {Late resumption of schools in {Senegal} amid {COVID} safety concerns}, url = {https://www.africanews.com/2020/11/12/late-resumption-of-schools-in-senegal-amid-covid-safety-concerns/}, abstract = {In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year}, language = {en}, urldate = {2021-03-29}, journal = {Africanews}, author = {{AfricaNews}}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ILD7VXJU 2405685:M45CHDAM}, } @techreport{barrera-osorio_promoting_2020, title = {Promoting {Parental} {Involvement} in {Schools}: {Evidence} {From} {Two} {Randomized} {Experiments}}, shorttitle = {Promoting {Parental} {Involvement} in {Schools}}, url = {https://www.nber.org/papers/w28040}, abstract = {Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.}, language = {en}, number = {w28040}, urldate = {2021-05-28}, institution = {National Bureau of Economic Research}, author = {Barrera-Osorio, Felipe and Gertler, Paul and Nakajima, Nozomi and Patrinos, Harry}, month = nov, year = {2020}, doi = {10.3386/w28040}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w28040 2339240:VJIZKVA5 2405685:3DJ6GAZB}, } @techreport{bazaldua_guidance_2020, title = {Guidance note on using learning assessment in the process of school reopening}, url = {https://documents1.worldbank.org/curated/en/856951606239586214/pdf/Guidance-Note-on-Using-Learning-Assessment-in-the-Process-of-School-Reopening.pdf}, urldate = {2021-10-08}, institution = {World Bank}, author = {Bazaldua, Diego Luna and Levin, Victoria and Liberman, Julia}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FIF7BCJ9 2405685:K86PC7QW}, } @misc{better_purpose_virtual_2020, title = {Virtual {Roundtable} on {Structured} {Pedagogy}}, url = {https://custom.cvent.com/B6E596DEAC6A4A7FB1467497AE4FF54B/files/8c67c3ea94e84aaaaeaf2d1155f5524e.pdf}, author = {better purpose}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9FRXYLAQ 2405685:3P77F7IB}, } @techreport{edtech_hub_value_2020, title = {Value for {Money} {Policy} and {Procedure}}, author = {EdTech Hub}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DLHKFUVC 2405685:V6TUMYRQ}, } @techreport{leh_wi_lan_tangerine_2020, title = {Tangerine for {Principals}: {Pilot} {Report}}, author = {Leh Wi Lan}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FABJDBVM 2405685:GH5X7RUQ}, } @techreport{project_literacy_increasing_2020, title = {Increasing {Parent} {Engagement} in {Children}'s {Literacy}: {A} {Needs} {Assessment} to {Inform} the {Design} of {Parent} {Engagement} {Efforts}}, url = {https://www.educationinnovations.org/post/a-new-guide-for-increasing}, author = {{Project Literacy} and {Results for Development} and {Center for Education Innovations}}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W6TSA5IH 2405685:C3CBXREK}, } @misc{sengeh_education_2020, title = {Education service transformation in {Sierra} {Leone}: {Where} policy meets the people {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, shorttitle = {Education service transformation in {Sierra} {Leone}}, url = {https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people}, abstract = {As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.}, language = {en}, urldate = {2020-12-16}, author = {Sengeh, David Moinina}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DE8NBSA7 2405685:TJT9ZI8V}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, shorttitle = {Education for the most marginalised post‑{COVID}-19}, url = {https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/}, abstract = {Education for the most marginalised post‑COVID-19 Guidance for governments on the use of digital technologies in education Join us December 18 for the report launch! Click here to register. The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations…}, language = {en-US}, urldate = {2021-02-03}, institution = {EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IK5SDRGN 2339240:JTDGHA3K 2405685:D22ZXDPG 2405685:UNZYXGC6}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {118}, } @misc{christodoulou_baseline_2020, title = {Baseline {Secondary} {Writing}: have {Year} 7 pupils gone backwards?}, shorttitle = {Baseline {Secondary} {Writing}}, url = {https://blog.nomoremarking.com/baseline-secondary-writing-have-year-7-pupils-gone-backwards-5497ac10b894}, abstract = {We’ve just completed our Year 7 Baseline Secondary Writing assessment, and we can now use these results to see the size of the learning…}, language = {en}, urldate = {2022-08-25}, journal = {Medium}, author = {Christodoulou, Daisy}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3ITPVBWJ 2405685:EMWXSE5V}, } @techreport{engzell_learning_2020, title = {Learning {Inequality} {During} the {Covid}-19 {Pandemic}}, url = {https://osf.io/preprints/socarxiv/ve4z7/}, abstract = {Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for student learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from the Netherlands (n≈350,000). The Netherlands represents a best-case scenario with a relatively short lockdown (8 weeks) and a high degree of technological preparedness. We use the fact that national exams took place before and after lockdown, and compare progress during this period to the same period in the three previous years using a difference-in-differences design. Our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. These results remain robust when balancing on the estimated propensity of treatment and using maximum entropy weights, or with fixed-effects specifications that compare students within the same school and family. Losses are up to 55\% larger among students from less-educated homes. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. The average learning loss is equivalent to a fifth of a school year, nearly exactly the same period that schools remained closed. These results imply that students made little or no progress whilst learning from home, and suggest much larger losses in countries less prepared for remote learning.}, urldate = {2020-12-08}, institution = {SocArXiv}, author = {Engzell, Per and Frey, Arun and Verhagen, Mark D.}, month = oct, year = {2020}, doi = {10.31235/osf.io/ve4z7}, note = {KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/ve4z7 2339240:9UR55BWA 2405685:42C36LBW}, keywords = {Economics, Education, Educational Assessment, Evaluation, Public Affairs, Public Policy and Public Administration, Social Statistics, Social and Behavioral Sciences, Sociology, and Research}, } @techreport{unesco_what_2020, title = {What {Have} {We} {Learnt}? {Findings} from a survey of ministries of education on national responses to {COVID}-19}, shorttitle = {What {Have} {We} {Learnt}?}, url = {https://data.unicef.org/resources/national-education-responses-to-covid19/}, abstract = {At the height of nationwide lockdowns due to the COVID-19 pandemic, more than 1.5 billion children were affected by school closures, causing an unprecedented global learning crisis. Even prior to the pandemic, however, children’s learning was in crisis with half of 10-year-olds in middle- and low-income countries unable to understand a simple written sentence and more than a quarter billion children out of school. The pandemic has only sharpened these inequities, hitting schoolchildren in poorer countries particularly hard. National governments around the world have been quick to implement remote learning, new health protocols and reopening plans, but again these policies have varied widely based on each country’s wealth. According to this new report published by UNESCO (Headquarters and Institute for Statistics), UNICEF (Headquarters and Office of Research) and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening.}, language = {en-US}, urldate = {2021-05-24}, institution = {UNICEF}, author = {{UNESCO} and {UNICEF} and {World Bank}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:63WITQ7L 2534379:U9VYJ5N7}, pages = {51}, } @misc{mugendi_ict_2020, title = {The {ICT} {Landscape} in {Northern} {Kenya}: {Challenges} \& {Opportunities}}, shorttitle = {The {ICT} {Landscape} in {Northern} {Kenya}}, url = {https://www.engineeringforchange.org/research/ict-landscape-northern-kenya-challenges-opportunities/}, abstract = {EDITORIAL TEAM: Carolina Rojas, E4C Expert Fellow; Mariela Machado, E4C Program Manager; Grace Burleson, E4C Research Manager DISCLAIMER: Any views and/or opinions expressed in this post by individual authors or contributors are their personal views and/or opinions and do not necessarily reflect the views and/or opinions of Huawei Technologies or iGov Africa. Click here to view the full report. The northern region of Kenya, which is arid and semi-arid in nature, forms...}, urldate = {2023-04-04}, journal = {Engineering For Change}, author = {Mugendi, Jacob and Valbuena, Gustavo}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D688FAVN 2405685:6CD2PYZC}, } @misc{wikipedia_accessibility_2020, title = {Accessibility}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Accessibility&oldid=984895511}, abstract = {Accessibility in the sense considered here refers to the design of products, devices, services, or environments so as to be usable by people with disabilities. The concept of accessible design and practice of accessible development ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers). Accessibility can be viewed as the "ability to access" and benefit from some system or entity. The concept focuses on enabling access for people with disabilities, or special needs, or enabling access through the use of assistive technology; however, research and development in accessibility brings benefits to everyone.Accessibility is not to be confused with usability, which is the extent to which a product (such as a device, service, or environment) can be used by specified users to achieve specified goals with effectiveness, efficiency, convenience satisfaction in a specified context of use.Accessibility is strongly related to universal design which is the process of creating products that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations. This is about making things accessible to all people (whether they have a disability or not).}, language = {en}, urldate = {2020-11-09}, journal = {Wikipedia}, author = {{Wikipedia}}, month = oct, year = {2020}, note = {Page Version ID: 984895511 KerkoCite.ItemAlsoKnownAs: 2405685:UQE9CKPF}, } @article{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, doi = {10.1596/1813-9450-9450}, language = {en}, urldate = {2022-04-07}, journal = {World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA}, } @book{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-9450}, urldate = {2023-09-21}, publisher = {The World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, doi = {10.1596/1813-9450-9450}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FUVY78BN 2405685:MFJLAVX6}, keywords = {COST-BENEFIT ANALYSIS, EDUCATION OUTCOMES, GOVERNMENT POLICY, IMPACT EVALUATION, LEARNING LOSS, PUBLIC EXPENDITURE, SCHOOLING, YEARS OF SCHOOLING}, } @article{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, doi = {10.1596/1813-9450-9450}, language = {en}, urldate = {2022-04-07}, journal = {World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA}, } @misc{wuilbercq_ethiopia_2020, title = {Ethiopia {Begins} {Reopening} {Schools} to {Fight} {Rising} {Rates} of {Child} {Marriage} and {Labor}}, url = {https://www.globalcitizen.org/en/content/ethiopia-schools-covid-19-child-marriage-labor/}, abstract = {Ethiopia is working to identify children who have been forced into early marriage or child labor during the pandemic.}, language = {en}, urldate = {2021-03-29}, journal = {Global Citizen}, author = {Wuilbercq, Emeline}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CXAN3BGZ 2405685:APSFCUBT}, } @article{khan_integrating_2020, title = {Integrating {ICT} in {English} {Language} {Teaching} in {Bangladesh}: {Teachers}’ {Perceptions} and {Challenges}}, volume = {12}, issn = {09752935}, shorttitle = {Integrating {ICT} in {English} {Language} {Teaching} in {Bangladesh}}, url = {http://rupkatha.com/rioc1s23n1/}, doi = {10.21659/rupkatha.v12n5.rioc1s23n1}, abstract = {The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.}, language = {en}, number = {5}, urldate = {2021-05-07}, journal = {Rupkatha Journal on Interdisciplinary Studies in Humanities}, author = {Khan, Nafis Mahmud and Kuddus, Khushboo and Kuddus, Khushboo and {School of Humanities (English), KIIT Deemed to be University, Bhubaneswar, Odisha, India.}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.21659/rupkatha.v12n5.rioc1s23n1 10/gj37jk 2339240:C45NVN5G 2405685:7JJTNDXM}, } @misc{akmal_covid-19_2020, title = {{COVID}-19 in {Pakistan}: {A} {Phone} {Survey} to {Assess} {Education}, {Economic}, and {Health}-{Related} {Outcomes}}, shorttitle = {{COVID}-19 in {Pakistan}}, url = {https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/EGQ4XO}, doi = {https://dataverse.harvard.edu/citation?persistentid=doi:10.7910/dvn/egq4xo}, abstract = {Using a sample of 1,211 households in Pakistan, we examine the effects of COVID-19 on three key domains: education, economic, and health-related. F...}, language = {en}, urldate = {2021-03-31}, author = {Akmal, Maryam and Crawfurd, Lee and Hares, Susannah and Minardi, Ana Luiza}, month = oct, year = {2020}, note = {Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/EGQ4XO 10.7910/dvn/egq4xo 2339240:CUILXSEZ 2339240:MY7ADG9Y 2405685:EPTUPZJ6 2405685:IQ335DK7}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{ettang_nigeria_2020, title = {Nigeria {Government} {Calls} for {Reopening} of {Schools} {After} 6-month {COVID} {Lockdown} {\textbar} {Voice} of {America} - {English}}, url = {https://www.voanews.com/africa/nigeria-government-calls-reopening-schools-after-6-month-covid-lockdown}, abstract = {Nigeria reopened schools Oct. 12, six months after they were closed to curtail the spread of the coronavirus. However, not all parents believe students should be returning to the classroom. Gloria Kwashi runs the Zambiri Outreach and Childcare Center in Jos, a school that provides free education and food for more than 400 children, including orphans and victims of insurgent violence. She says the pandemic brought her students' learning to a complete halt. "All the months that we left, nobody came to school and nobody learned anything, so it was already that bad," she said.}, language = {en}, urldate = {2021-02-08}, journal = {Voice of America}, author = {Ettang, Ifiok}, month = oct, year = {2020}, note = {Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:CFZ4DSR7 2405685:X3MMDCW5}, } @misc{unicef_back_2020, title = {Back to school 2020-2021}, url = {https://www.unicef.org/drcongo/en/press-releases/back-school-2020-2021}, abstract = {UNICEF supports children's return to school in a safe and protective environment}, language = {en}, urldate = {2021-03-29}, journal = {UNICEF}, author = {{UNICEF}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PSE8NJSD 2405685:Z4CMUJ44}, } @misc{sn_radio_president_2020, title = {President {Bio} {Commissions} {Newly} {Constructed} {Dr} {Kadie} {Sesay} {Girls} {Secondary} {School} {In} {Port} {Loko}}, url = {https://www.youtube.com/watch?v=yNtFkTL1jSQ&ab_channel=SNRadio}, abstract = {\#sierraleone \#presidentbio \#fatimabio \#sierraleoneparliament \#sierranetworkproduction \#sierranetwork \#sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra\_n\_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1: http://www.soundcloud.com/sierra-network SoundCould 2: https://soundcloud.com/sierra-network-sl SoundCould 3: https://soundcloud.com/sierra-network... Contact Us: info@snradio.net Sierra Network For All That Matters Sierra Leone}, urldate = {2020-12-15}, author = {{SN Radio}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PZEXZU6E}, } @article{wiafe_tertiary_2020, title = {Tertiary students’ engagement with professional learning networks and emerging technologies in learning: {The} case of a coastal {University} in {West} {Africa}.}, volume = {6}, shorttitle = {Tertiary students’ engagement with professional learning networks and emerging technologies in learning}, abstract = {The main aim of this study was to investigate students' views on their engagement with professional learning networks and emerging technologies for students' use and how these impact their studies. A sample of 150 students from the University of Cape Coast, Ghana was used for study. Respondents were selected from second year to final year students pursuing undergraduate degree programmes from three different departments of the university. The research instrument used was a carefully constructed questionnaire. Undergraduate students generally exhibited positive attitude towards the use of professional learning networks and emerging technologies across the five attitudinal subscales they were measured on. As a result, from the findings, it is recommended that the use of professional learning networks and emerging technologies should be taken advantage of at all levels in a university curriculum.}, journal = {International Multidisciplinary Research Journal}, author = {Wiafe, Bernard and Takramah, Florence and Bless, Gloria and Akaadom, Bernard}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4QSDFI6K 2405685:B9M4VWKK}, keywords = {⛔ No DOI found}, pages = {31--38}, } @misc{holla_how_2020, title = {How much does your remote learning intervention cost?}, url = {https://blogs.worldbank.org/impactevaluations/how-much-does-your-remote-learning-intervention-cost}, abstract = {This posts discusses a tool for measuring the costs of remote learning interventions.}, language = {en}, urldate = {2022-04-01}, author = {Holla, Alaka and Pan, Yilin}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LSVUMJ9E 2405685:RVRHZVVT}, } @misc{kindzeka_cameroon_2020, title = {Cameroon {Reopens} {Schools} {After} 7-month {COVID} {Closure} {\textbar} {Voice} of {America} - {English}}, url = {https://www.voanews.com/africa/cameroon-reopens-schools-after-7-month-covid-closure}, abstract = {More than seven million Cameroon children and their teachers have returned to schools for the first time since their institutions were closed to stop the spread of COVID-19, seven months ago. The government of the central African state says it has been able to considerably reduce the spread of the disease that has been officially confirmed in more than 20,000 people with 420 deaths. Respect of COVID-19 barrier measures is imperative in all schools. The oldest student reads rules and regulations to be respected at Government Bilingual High School Essos in Cameroon’s capital Yaoundé.}, language = {en}, urldate = {2021-01-11}, journal = {Voice of America}, author = {Kindzeka, Moki Edwin}, month = oct, year = {2020}, note = {Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:FC42VII2 2405685:GU6S8XE7}, } @article{emon_impact_2020, title = {Impact of {COVID}-19 on the institutional education system and its associated students in {Bangladesh}}, volume = {11}, issn = {2581-6268}, url = {https://www.journalajess.com/index.php/AJESS/article/view/30288}, doi = {10.9734/ajess/2020/v11i230288}, language = {en-US}, number = {2}, urldate = {2021-10-25}, journal = {Asian Journal of Education and Social Studies}, author = {Emon, Efta Khairul Haque and Alif, Ashrafur Rahman and Islam, M. Shahanul}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.9734/ajess/2020/v11i230288 2339240:X4UBFSR8 2405685:P48U5KA8}, keywords = {Bangladesh, COVID-19, Coronavirus, education, impact, poverty.}, pages = {34--46}, } @misc{angoye_distanced_2020, title = {Distanced and {Disadvantaged}: {A} {Study} on the {Effects} of {COVID}-19 on {Education} for {Learners} with {Disabilities} in {Kenya}, {October} 2020}, url = {https://inable.org/index.php/resources/case-study/}, language = {en-US}, urldate = {2021-04-14}, journal = {inABLE.org}, author = {Angoye, James and Mbari-Kirika, Irene and Walker, Bruce and Kavua, Martin}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C26APPB9 2405685:RG8YAEM9}, } @techreport{alban_conto_covid-19_2020, address = {Florence}, title = {{COVID}-19: {Effects} of {School} {Closures} on {Foundational} {Skills} and {Promising} {Practices} for {Monitoring} and {Mitigating} {Learning} {Loss}}, url = {https://www.unicef-irc.org/publications/1144-covid19-effects-of-school-closures-on-foundational-skills-and-promising-practices.html}, language = {en}, number = {13}, institution = {UNICEF Office of Research - Innocenti}, author = {Alban Conto, Carolina and Akseer, Spogmai and Dreesen, Thomas and Kamei, Akito and Mizunoya, Suguru and Rigole, Annika}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PREWBDEI 2339240:WKL4LVJR 2405685:7627L3MV 2405685:F76W8RNW}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {30}, } @techreport{aser_annual_2020, title = {Annual {Status} of {Education} {Report} ({Rural}) 2020. {Wave} 1}, url = {http://img.asercentre.org/docs/ASER%202020/ASER%202020%20REPORT/aser2020fullreport.pdf}, institution = {ASER Centre}, author = {{ASER}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MS7X4T2X 2405685:ZJYQYIG2}, } @techreport{global_education_evidence_advisory_panel_cost_2020, title = {Cost {Effective} {Approaches} to {Improve} {Global} {Learning} {What} {Does} {Recent} {Evidence} {Tell} {Us} {Are} {Smart} {Buys} for {Improving} {Learning} in {Low}-and-{Middle}-{Income} {Countries}}, url = {http://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf}, urldate = {2020-12-15}, institution = {World Bank; FCDO; Building Evidence in Education}, author = {{Global Education Evidence Advisory Panel}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IQT7LI8P 2405685:9YMXHH74 2405685:CN86U6UQ}, } @techreport{global_education_evidence_advisory_panel_cost_2020, title = {Cost {Effective} {Approaches} to {Improve} {Global} {Learning}: {What} {Does} {Recent} {Evidence} {Tell} {Us} {Are} {Smart} {Buys} for {Improving} {Learning} in {Low}-and-{Middle} {Income} {Countries}}, url = {https://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf}, urldate = {2024-02-06}, institution = {World Bank; FCDO; Building Evidence in Education}, author = {{Global Education Evidence Advisory Panel}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IL3G2LER 2405685:LX2STYUZ}, } @misc{international_energy_agency_sdg7_2020, title = {{SDG7}: {Data} and {Projections}}, shorttitle = {{SDG7}}, url = {https://www.iea.org/reports/sdg7-data-and-projections}, language = {en-GB}, urldate = {2021-05-24}, journal = {IEA}, author = {International Energy Agency}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HSXM7FSQ 2405685:YMEW7GGP}, } @misc{nicolai_edtechs_2020, title = {{EdTech}’s three promising approaches to \#{SaveOurFuture}}, url = {https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/}, urldate = {2022-09-29}, author = {Nicolai, Susan and Hassler, Bjorn}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:USBN7MB2 2405685:FG5JBG9Z 4656463:5T538I9L}, } @techreport{statistics_sierra_leone_sierra_2020, address = {Freetown, Sierra Leone and Rockville, Maryland, USA}, title = {Sierra {Leone} {Demographic} and {Health} {Survey} 2019}, abstract = {ICF}, language = {en}, number = {FR365}, institution = {The DHS Program}, author = {{Statistics Sierra Leone}}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J5MWI9UW 2405685:MEUW6R9C 2405685:MZXSNEV5}, pages = {647}, } @misc{unicef_regional_office_for_south_asia_unicef_2020, title = {{UNICEF} {ROSA} {Monitoring} {Learning} {Continuity} during {COVID}-19 {Guidance} and {Survey} {Question} {Bank}}, url = {https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures}, author = {UNICEF Regional Office for South Asia}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WUE7ZUXU 2405685:W4E6WZMX}, } @techreport{gsma_education_2020, title = {Education for all in the time of {COVID}-19: how education can be part of the solution}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf}, urldate = {2021-10-03}, author = {{GSMA}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y8UC8D5F 2405685:GTFVIDAJ}, } @techreport{sief_sief_2020, type = {Costing {Model}}, title = {{SIEF} {Mega} {Costing} {Model} for {Nudge} or {Information} {Interventions} {Using} {SMS} or {Recorded} {Messages}}, url = {https://thedocs.worldbank.org/en/doc/391401601333318525-0090022020/render/SIEFMegacostingmodel092520.pdf}, urldate = {2022-01-04}, institution = {Strategic Impact Evaluation Fund}, author = {SIEF}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:34TKXQJY 2405685:F52GCYZD}, } @article{adarkwah_im_2020, title = {“{I}’m not against online teaching, but what about us?”: {ICT} in {Ghana} post {Covid}-19}, volume = {26}, issn = {1573-7608}, shorttitle = {“{I}’m not against online teaching, but what about us?}, url = {https://doi.org/10.1007/s10639-020-10331-z}, doi = {10.1007/s10639-020-10331-z}, abstract = {Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.}, language = {en}, urldate = {2021-01-14}, journal = {Education and Information Technologies}, author = {Adarkwah, Michael Agyemang}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10331-z 2339240:9RBTK9P8 2339240:BM2YW6VU 2339240:KFUF9I2X 2405685:6LC3X3CD}, pages = {1665--1685}, } @article{cram_reconsidering_2020, title = {({Re})considering the {Concept} of {Literature} {Review} {Reproducibility}}, volume = {21}, issn = {1536-9323}, url = {https://aisel.aisnet.org/jais/vol21/iss5/10}, doi = {10.17705/1jais.00630}, language = {en}, number = {5}, journal = {Journal of the Association for Information Systems}, author = {Cram, W. Alec and Templier, Mathieu and Pare, Guy}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00630 2405685:YPCXYU89 2486141:C5H84DGW 2486141:Q9XS5RFR}, pages = {1103--1114}, } @misc{noauthor_realizing_2020, title = {Realizing the promise: {How} can education technology improve learning for all?}, shorttitle = {Realizing the promise}, url = {https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/}, abstract = {This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.}, language = {en-US}, urldate = {2021-03-05}, journal = {Brookings}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JD6HHQM8 2405685:2KMRM4IE}, } @techreport{hanushek_economic_2020, address = {Paris}, title = {The economic impacts of learning losses}, url = {https://www.oecd-ilibrary.org/education/the-economic-impacts-of-learning-losses_21908d74-en}, abstract = {The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.}, language = {en}, urldate = {2022-08-25}, institution = {OECD}, author = {Hanushek, Eric A. and Woessmann, Ludger}, month = sep, year = {2020}, doi = {10.1787/21908d74-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/21908d74-en 2339240:U5DAW3LY 2405685:TMKKRWIJ}, } @techreport{lichand_using_2020, title = {Using {Nudges} to {Prevent} {Student} {Dropouts} in the {Pandemic}}, url = {http://arxiv.org/abs/2009.04767}, abstract = {The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention.}, number = {arXiv:2009.04767}, urldate = {2022-06-06}, institution = {arXiv}, author = {Lichand, Guilherme and Christen, Julien}, month = sep, year = {2020}, doi = {10.48550/arXiv.2009.04767}, note = {arXiv:2009.04767 [econ, q-fin] type: article KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2009.04767 2339240:WX5STLI5 2405685:5NDB545S}, keywords = {Economics - General Economics}, } @misc{unesco_global_2020, title = {Global {Education} {Coalition} members pledge to support emergency response in {Beirut}}, url = {https://en.unesco.org/news/global-education-coalition-members-pledge-support-emergency-response-beirut}, language = {en}, urldate = {2020-09-24}, author = {UNESCO}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P9SSASIC 2405685:SC5NRNY7}, } @book{williams_systems_2020, title = {Systems {Concepts} in {Action}}, isbn = {978-0-8047-7655-4}, url = {https://www.degruyter.com/document/doi/10.1515/9780804776554/html}, abstract = {Systems Concepts in Action: A Practitioner's Toolkit offers out a wide range of systems methods to help readers investigate, evaluate and intervene in complex messy situations.}, language = {en}, urldate = {2021-04-29}, publisher = {Stanford University Press}, author = {Williams, Bob and Hummelbrunner, Richard}, month = sep, year = {2020}, note = {Publication Title: Systems Concepts in Action zotzenLib.CopiedFrom: 2339240:GIGBJFCB KerkoCite.ItemAlsoKnownAs: 2339240:GIGBJFCB 2405685:XN4T8IA2}, } @article{adedoyin_covid-19_2020, title = {Covid-19 pandemic and online learning: the challenges and opportunities}, issn = {1049-4820, 1744-5191}, shorttitle = {Covid-19 pandemic and online learning}, url = {https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1813180}, doi = {10.1080/10494820.2020.1813180}, abstract = {The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisisresponse migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is different from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities.}, language = {en}, urldate = {2021-08-05}, journal = {Interactive Learning Environments}, author = {Adedoyin, Olasile Babatunde and Soykan, Emrah}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2020.1813180 10/ghwrhc 2339240:43R9NVSG 2405685:AQ4WGY8K}, } @misc{ebner_tips_2020, title = {Tips for fostering students' self-regulated learning in asynchronous online learning environments}, url = {https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/tips-for-fostering-students-self-regulated-learning-in-asynchronous-online-learning-environments/}, abstract = {For students who lack self-regulated learning skills, asynchronous, online learning can be extremely challenging and overwhelming.}, language = {en-US}, urldate = {2021-08-05}, journal = {Faculty Focus {\textbar} Higher Ed Teaching \& Learning}, author = {Ebner, Rachel J.}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JCZ9N6WT 2405685:3X5Z9RJL}, } @article{niemi_case_2020, title = {A case study of students’ and teachers’ perceptions in a {Finnish} high school during the {COVID} pandemic}, volume = {4}, issn = {2651-5369}, url = {https://ijtes.net/index.php/ijtes/article/view/167}, doi = {10.46328/ijtes.v4i4.167}, abstract = {This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.}, number = {4}, urldate = {2023-03-18}, journal = {International Journal of Technology in Education and Science}, author = {Niemi, Hannele Marjatta and Kousa, Päivi}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46328/ijtes.v4i4.167 2339240:RTX5YPDY 2405685:87JLSSBA}, pages = {352--369}, } @article{kapasia_impact_2020, title = {Impact of lockdown on learning status of undergraduate and postgraduate students during {COVID}-19 pandemic in {West} {Bengal}, {India}}, volume = {116}, issn = {0190-7409}, url = {http://www.sciencedirect.com/science/article/pii/S0190740920310604}, doi = {10.1016/j.childyouth.2020.105194}, abstract = {To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70\% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.}, language = {en}, urldate = {2020-08-12}, journal = {Children and Youth Services Review}, author = {Kapasia, Nanigopal and Paul, Pintu and Roy, Avijit and Saha, Jay and Zaveri, Ankita and Mallick, Rahul and Barman, Bikash and Das, Prabir and Chouhan, Pradip}, month = sep, year = {2020}, note = {shortDOI: 10/ghd7r9 KerkoCite.ItemAlsoKnownAs: 10/ghd7r9 2405685:Q7MA9TN9}, keywords = {COVID-19, E-learning, Lockdown, Undergraduate and postgraduate learners, West Bengal}, pages = {105194}, } @article{quaicoe_teachers_2020, title = {Teachers’ digital literacy and digital activity as digital divide components among basic schools in {Ghana}}, volume = {25}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-020-10158-8}, doi = {10.1007/s10639-020-10158-8}, abstract = {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.}, language = {en}, number = {5}, urldate = {2021-01-22}, journal = {Education and Information Technologies}, author = {Quaicoe, James Sunney and Pata, Kai}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10158-8 2339240:KAE2M2W5 2405685:BRSMLLYH}, pages = {4077--4095}, } @article{smita_reasons_2020, title = {Reasons behind dropping out of slum children from non-formal school in {Dhaka}}, volume = {5}, issn = {2548-7892}, url = {https://journal.iaimnumetrolampung.ac.id/index.php/ji/article/view/953}, doi = {10.25217/ji.v5i2.953}, abstract = {In South Asia, numerous slum children were deprived of education upon several socio-economic grounds, and many children still dropout of non-formal schools despite receiving free non-formal education. This study aims to explore the reasons for dropping out of non-formal schools and the socio-demographic situation of slum children in Dhaka City. Fifty non-formal dropout slum children were selected conveniently as participants employing a mixed research design. A semi-structured schedule of questionnaire and interview was used as instruments for collecting data. Both qualitative and quantitative data were collected simultaneously to explore the slum children's dropout situation. Twelve reasons of their dropout have been reported. In addition to explaining the reasons for their dropping out, two frameworks were presented in detail. Most slum non-formal students dropped out of their schools for the pulling out factors and reasons related to household. Recommendations for reducing slum children's school dropout and persuasive strategies for future work in this field have been addressed. Keywords: Non-formal School, Dropout, Slum Children, Non-formal Education.}, language = {en-US}, number = {2}, urldate = {2021-10-25}, journal = {Jurnal Iqra' : Kajian Ilmu Pendidikan}, author = {Smita, Marzia Khatan and Rabbi, Md Fajlay and Mohammad, Shoeab}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.25217/ji.v5i2.953 2339240:XPRH5W4W 2405685:SP77P4G9}, keywords = {Dropout, Non-formal Education, Non-formal School, Slum Children}, pages = {14--29}, } @misc{blagrave_template_2020, title = {Template for costing remote learning encouragement}, url = {https://pubdocs.worldbank.org/en/693391601385021751/Template-for-costing-remote-learning-encouragement}, urldate = {2021-04-30}, author = {Blagrave, Holly Jean}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WVNZ95F5 2405685:NMXS89SP}, } @techreport{brossard_parental_2020, type = {Innocenti {Research} {Brief}}, title = {Parental {Engagement} in {Children}’s {Learning}: {Insights} for remote learning response during {COVID}-19}, shorttitle = {Parental {Engagement} in {Children}’s {Learning}}, url = {https://www.unicef-irc.org/publications/1091-parental-engagement-in-childrens-learning.html}, abstract = {This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills. Fifty-three per cent of children in low}, language = {en}, urldate = {2020-11-04}, author = {Brossard, Mathieu and Cardoso, Manuel and Kamei, Akito and Mishra, Sakshi and Mizunoya, Suguru and Reuge, Nicolas}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4JNQ2YEI 2339240:8LJAYYGZ 2339240:GZ3YG9K5 2339240:LTIZ9PUB 2405685:94N2JRHU 2405685:AIRLRUKJ 2405685:E62QNLQK 2405685:KFF6NHJH 2405685:R4EHMGS6}, } @misc{carroon_microsoft_2020, title = {Microsoft {Airband}}, author = {Carroon, Lydia}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P2AWXQUB 2405685:MWBX9PLV}, } @techreport{colclough_teaching_2020, title = {Teaching with {Tech}: the role of education unions in shaping the future by {Education} {International}}, shorttitle = {Teaching with {Tech}}, url = {https://issuu.com/educationinternational/docs/2020_ei_research_teachingwithtech_eng}, abstract = {Teaching with Tech: the role of education unions in shaping the future Dr Christina J. Colclough September 2020 Report of a survey conducted by EI...}, language = {en}, urldate = {2022-06-29}, institution = {Education International}, author = {Colclough, Dr Christina J.}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QBSUD8XB 2405685:SXEWK3E6}, } @misc{connelly_airband_2020, title = {Airband {Initiative}: {Connecting} the unconnected}, author = {Connelly, K.}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UJW5C6UZ 2405685:Q4S2F5A6}, } @techreport{filmer_teacher_2020, address = {Oxford}, type = {{RISE} {Working} {Paper}}, title = {Teacher {Performance}-{Based} {Incentives} and {Learning} {Inequality}}, url = {https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-047_Filmer_etal.pdf}, abstract = {This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.}, language = {English}, number = {20/047}, urldate = {2020-09-15}, institution = {Rise Programme}, author = {Filmer, Deon and Habyarimana, James and Sabarwal, Shwetlena}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KH5WR8A6 2561267:PWZSY59G}, keywords = {\_B:important, \_G:important, \_G:reviewed, \_Tanzania, \_final\_bib, \_important}, } @article{frick_education_2020, title = {Education {Systems} and {Technology} in 1990, 2020, and {Beyond}}, volume = {64}, issn = {8756-3894}, url = {https://doi.org/10.1007/s11528-020-00527-y}, doi = {10.1007/s11528-020-00527-y}, abstract = {In "Restructuring Education Through Technology," I incorporated systems thinking to identify seven types of relationships in educational systems: teacher-student, student-content, student-context, teacher-content, teacher-context, content-context, and education system-environment relationships (Frick 1991). I now revisit these education system relations and discuss potential futures of education. The World Wide Web did not exist when I wrote the original treatise, nor did wireless smartphones and tablets, Google's search engine, YouTube, Facebook, or Wikipedia. However, one important education system relationship should not change: the affective bonding between teachers and their students. [For "Restructuring Education through Technology. Fastback 326," see ED350995.]}, language = {en}, number = {5}, urldate = {2020-12-22}, journal = {TechTrends: Linking Research and Practice to Improve Learning}, author = {Frick, Theodore W.}, month = sep, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-020-00527-y 2339240:MQ8SJ32H 2339240:Q2BXLM26 2405685:CG82PQAY 2405685:MKLTBY7Q}, keywords = {Educational Practices, Educational Technology, Educational Trends, Futures (of Society), Systems Approach, Teacher Student Relationship}, pages = {693--703}, } @misc{gsma_mobile_2020, title = {Mobile internet connectivity 2020: sub-{Saharan} {Africa} factsheet}, url = {https://www.gsma.com/r/wp-content/uploads/2020/09/Mobile-Internet-Connectivity-SSA-Fact-Sheet.pdf}, urldate = {2021-10-03}, author = {{GSMA}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2WXC4BIE 2405685:2A2MBEPM}, } @misc{huong_how_2020, title = {How can digital formative assessment help monitor student learning during and after the {COVID}-19 era?}, shorttitle = {How can digital formative assessment help monitor student learning during and after the {COVID}-19 era?}, url = {http://learningportal.iiep.unesco.org/en/blog/how-can-digital-formative-assessment-help-monitor-student-learning-during-and-after-the-covid}, language = {en}, urldate = {2021-10-08}, journal = {UNESCO IIEP Learning Portal}, author = {Huong, Le Thu and Au, Yee Ki}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SS2P6WHV 2405685:WLXNK8I2}, } @techreport{international_telecommunication_union_state_2020, address = {Geneva}, title = {The {State} of {Broadband}: {Tackling} digital inequalities {A} decade for action}, url = {https://www.itu.int/dms_pub/itu-s/opb/pol/S-POL-BROADBAND.21-2020-PDF-E.pdf}, urldate = {2021-05-24}, author = {{International Telecommunication Union} and {UNESCO}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AW6WMVMN 2534379:U8MIKVY2}, pages = {130}, } @misc{unicef_data_education_2020, title = {Education and {COVID}-19}, url = {https://data.unicef.org/topic/education/covid-19/}, abstract = {More than 1 billion children are at risk of falling behind due to school closures aimed at containing the spread of COVID-19. To keep the world’s children learning, countries have been implementing remote education programmes. Yet many of the world’s children – particularly those in poorer households – do not have internet access, personal computers, TVs or even radio at home, amplifying the effects of existing learning inequalities. Students lacking access to the technologies needed for home-based learning have limited means to continue their education. As a result, many face the risk of never returning to school, undoing years of progress made in education around the world. With school closures across 188 countries (as of April 2020), many of them are exploring alternative ways to provide continuous education using technologies such as Internet, TV, and radio. However, access to these technologies is limited in many low- and middle-income countries, especially among poor households. While more than 90 per cent of the countries adopted digital and/or broadcast remote learning policies, only 60 per cent did so for pre-primary education. [†] Policy measures taken by the governments to ensure learning continuity through broadcast or digital media allowed for potentially reaching 69 per cent of schoolchildren (at maximum) in pre-primary to secondary education globally.[†] 31 per cent of schoolchildren worldwide (463 million) cannot be reached by the broadcast- and Internet-based remote learning policies either due to the lack of necessary technological assets at home, or because they were not targeted by the adopted policies. [†] Online platforms were the most used means by the governments to deliver education while schools remain closed, with 83 per cent of countries using this method. However, this allowed for potentially reaching only about a quarter of schoolchildren worldwide. [†] Television had the potential to reach the most…}, language = {en-US}, urldate = {2022-05-04}, author = {{UNICEF Data}}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EVYW84KS 2405685:4KM2QI2H}, } @techreport{filmer_identifying_2020, title = {Identifying {Effective} {Teachers}: {Lessons} from {Four} {Classroom} {Observation} {Tools}}, shorttitle = {Identifying {Effective} {Teachers}}, url = {https://riseprogramme.org/publications/identifying-effective-teachers-lessons-four-classroom-observation-tools}, abstract = {Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across enumerators, or how various indicators relate to one another), and how variables collected by the various tools compare to each other. Analysis shows that inter-rater reliability can be low, especially for some of the subjective ratings; principal components analysis suggests that lower-level constructs do not map neatly to predetermined higher-level ones and suggest that the data have only a few dimensions. Measures collected during teacher observations are associated with student test scores, but patterns differ for teachers with lower versus higher subject content knowledge.}, language = {en}, urldate = {2020-09-15}, institution = {Research on Improving Systems of Education (RISE)}, author = {Filmer, Deon and Molina, Ezequiel and Wane, Waly}, month = aug, year = {2020}, doi = {10.35489/BSG-RISEWP_2020/045}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISEWP\_2020/045 2405685:DSRXVH6M 2561267:ZFIFPNTP}, keywords = {\_B:important, \_G:important, \_G:reviewed, \_Tanzania, \_final\_bib, \_important}, } @misc{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2021-03-31}, journal = {UNICEF DATA}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VEITMD74 2405685:BF739X9S}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, abstract = {In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond.}, language = {en-US}, urldate = {2021-05-24}, institution = {UNICEF DATA}, author = {{UNICEF}}, collaborator = {{UNESCO} and {World Bank}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2N6GU8IU 2534379:Q9ICXBBT}, } @misc{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning during school closures? {A} global analysis of the potential reach of remote learning policies}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2021-10-11}, journal = {UNICEF DATA}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8EH8EDZD 2405685:DB5DGDAJ}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, abstract = {In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond.}, language = {en-US}, urldate = {2020-09-08}, institution = {UNICEF}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FLAZXEY2 2339240:62VCB6J3 2405685:GXXEQQ38}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2020-09-30}, journal = {UNICEF DATA}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QK7LMN8F 2405685:8INREBKY}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, shorttitle = {{COVID}-19}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2020-09-30}, journal = {UNICEF DATA}, author = {{UNICEF}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QK7LMN8F 2405685:8INREBKY}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{evans_virtual_2020, title = {Virtual {Teacher} {Coaching} {May} {Not} {Be} the {Solution} {We} {Hoped} {For}}, url = {https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped}, abstract = {How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.}, language = {en}, urldate = {2020-09-29}, journal = {Center For Global Development}, author = {Evans, David}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HFLN22GT 2534378:M49VS4UK}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unesco_audio_2020, title = {Audio {Lessons} {Through} {Radio} for {Primary} {Education} {Set} for {Launch} -{With} {Support} from {UNESCO} {CapED} {Programme} for {COVID}-19 {Educational} {Response} for {Bangladesh}}, url = {https://en.unesco.org/news/audio-lessons-through-radio-primary-education-set-launch-support-unesco-caped-programme-covid}, language = {en}, urldate = {2021-06-07}, journal = {UNESCO}, author = {UNESCO}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I7MG6YLA 2405685:Q34TK2MX}, } @phdthesis{adam_addressing_2020, type = {Thesis}, title = {Addressing {Injustices} through {MOOCs}: {A} study among peri-urban, marginalised, {South} {African} youth}, copyright = {Attribution-NonCommercial-ShareAlike 4.0 International}, shorttitle = {Addressing {Injustices} through {MOOCs}}, url = {https://www.repository.cam.ac.uk/handle/1810/309515}, abstract = {The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation.}, language = {en}, urldate = {2020-08-25}, school = {University of Cambridge}, author = {Adam, Taskeen}, month = aug, year = {2020}, doi = {10.17863/CAM.56608}, note = {Accepted: 2020-08-24T08:23:28Z shortDOI: 10/ghgk6k KerkoCite.ItemAlsoKnownAs: 10/ghgk6k 2405685:Q835BH7A}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{wolfe_libguides_2020, title = {{LibGuides}: {Accessibility} {Toolkit} for {Open} {Educational} {Resources} ({OER}): {OER} {Commons}-{ISKME}}, copyright = {Copyright City University of New York 2020}, shorttitle = {{LibGuides}}, url = {https://guides.cuny.edu/accessibility/OER_Commons_ISKME}, abstract = {Accessibility guide for creating OER}, language = {en}, urldate = {2020-09-01}, author = {Wolfe, Amy}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q4JNJWBC}, } @techreport{carrol_top_2020, address = {ShareEd}, title = {Top 10 lessons learned from implementing remote learning through {IVR} in {Malawi}}, url = {https://shared.rti.org/content/top-10-lessons-learned-implementing-remote-learning-through-ivr-malawi}, urldate = {2021-10-11}, institution = {RTI International}, author = {Carrol, Dr. Bidemi}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6GFWQZH 2405685:AJJ6R8BU}, } @misc{miller_virtual_2020, title = {Virtual learning under lockdown casts doubt on {Kenya} as the {Silicon} {Savannah}}, url = {https://blogs.lse.ac.uk/africaatlse/2020/08/19/virtual-learning-lockdown-casts-doubt-kenya-silicon-savannah-digital-education/}, abstract = {Kenya's response to the COVID-19 epidemic challenges its reputation as the Silicon Savannah when it comes to the switch to digital education.}, language = {"en-US"}, urldate = {2021-05-22}, journal = {Africa at LSE}, author = {Miller, Noah}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9VFUN955 2405685:224CS4Z3}, } @misc{briggs_safe_2020, type = {text/html}, title = {Safe {Schools}: getting children back into education after disaster strikes}, copyright = {Copyright ©2020 Theirworld.}, shorttitle = {Safe {Schools}}, url = {https://theirworld.org/news/safe-schools-getting-children-back-into-education-after-natural-disaster}, abstract = {To mark Theirworld's Safe Schools report, we look at how countries can rebuild their education system after an earthquake, tsunami or other catastrophic event.}, language = {en}, urldate = {2020-08-18}, journal = {Theirworld}, author = {Briggs, Billy}, month = aug, year = {2020}, note = {Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:8AYC7RZN 2405685:W3FA2CUU}, } @misc{tounsi_back_2020, type = {text/html}, title = {Back to school - but classes are empty because of {Ebola} fears in {DRC}}, copyright = {Copyright ©2020 Theirworld.}, url = {https://theirworld.org/news/ebola-fears-keep-children-off-school-in-drc}, abstract = {In villages near the centre of an outbreak, families are keeping their children at home - even though teachers know how to protect them.}, language = {en}, urldate = {2020-08-18}, journal = {Theirworld}, author = {Tounsi, Samir}, month = aug, year = {2020}, note = {Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:6RVRAI4B 2405685:JE2QRR6X}, } @article{iqbal_education-pakistan_2020, title = {{EDUCATION}-{PAKISTAN}: {ALIF} {Spells} {Open} {Sesame} {For} {Pre}-schoolers {\textbar} {Inter} {Press} {Service}}, url = {http://www.ipsnews.net/2000/04/education-pakistan-alif-spells-open-sesame-for-pre-schoolers/}, language = {EN}, urldate = {2020-08-11}, journal = {Inter Press Service News Agency}, author = {Iqbal, Nadeem}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JAXGACKE}, } @article{ging_back_2020, title = {Back to school in {Democratic} {Republic} of {Congo} after {COVID}-19 state of emergency ends}, url = {https://www.africanews.com/2020/08/10/back-to-school-in-democratic-republic-of-congo-after-covid-19-state-of-emergency-ends//}, journal = {Africanews}, author = {Ging, John Paul}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C3PIX8Z3 2405685:SS2RP5GY}, } @article{james_smart_2020, title = {The smart feature phone revolution in developing countries: {Bringing} the internet to the bottom of the pyramid}, volume = {36}, issn = {0197-2243, 1087-6537}, shorttitle = {The smart feature phone revolution in developing countries}, url = {https://www.tandfonline.com/doi/full/10.1080/01972243.2020.1761497}, doi = {10.1080/01972243.2020.1761497}, abstract = {Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.}, language = {en}, number = {4}, urldate = {2022-08-13}, journal = {The Information Society}, author = {James, Jeffrey}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01972243.2020.1761497 2129771:QT6NI25Q 2339240:3X8K6I3K 2405685:AJKCCYS4 2405685:TDKXCJSI}, pages = {226--235}, } @article{mamun_covid-19_2020, title = {Covid-19: over 45\% secondary school students may drop out}, url = {https://www.dhakatribune.com/bangladesh/2020/08/07/covid-19-over-45-secondary-school-students-may-drop-out}, urldate = {2021-10-25}, journal = {Dhaka Tribune}, author = {Mamun, Shohel}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JHJEH7IP 2405685:IVW3F6JI}, } @techreport{page_lessons_2020, address = {Brighton, UK}, title = {Lessons learned from the outcomes and delivery of girls’ clubs in educational programmes}, url = {https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15580/860_Lessons_learned_from_the_outcomes_and_delivery_of_girls_%20clubs_in_educational_programmes.pdf?sequence=1&isAllowed=y}, abstract = {This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes.}, language = {en}, institution = {Institute of Development Studies}, author = {Page, Ella}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I4NXTSY4 2534379:MB29IWDI}, keywords = {⛔ No DOI found}, pages = {14}, } @misc{holoniq_global_2020, title = {Global {EdTech} market to reach \${404B} by 2025 - 16.3\% {CAGR}.}, url = {https://www.holoniq.com/notes/global-education-technology-market-to-reach-404b-by-2025/}, language = {en-US}, urldate = {2021-05-04}, journal = {HolonIQ}, author = {HolonIQ}, month = aug, year = {2020}, note = {Section: K12 KerkoCite.ItemAlsoKnownAs: 2339240:3E7YSFAR 2405685:IQMVRCQ6}, } @article{noauthor_lebanon_2020, chapter = {Middle East}, title = {Lebanon: {Why} the country is in crisis}, shorttitle = {Lebanon}, url = {https://www.bbc.com/news/world-middle-east-53390108}, abstract = {What has caused such anger across Lebanon - and why it is not going away.}, language = {en-GB}, urldate = {2020-10-01}, journal = {BBC News}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PLG3SIYH 2405685:89PJLV5P}, } @misc{noauthor_internet_2020, title = {Internet connectivity in {Lebanon} impacted following blast}, url = {https://netblocks.org/reports/internet-connectivity-in-lebanon-impacted-following-blast-YAE2RvB3}, abstract = {Network data from the NetBlocks internet observatory confirm that internet connectivity in Lebanon has significantly fallen following reports of an explosion on Tuesday 4 August 2020, with the outage ongoing ...}, language = {en-US}, urldate = {2021-03-03}, journal = {NetBlocks}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ICIBWXZZ 2405685:FMC2WLXC}, } @misc{global_partnership_for_education_application_2020, title = {Application and program document for {COVID}-19 accelerated funding for {Kenya}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020%2008%20COVID-19%20AFF%20Request%20Kenya%20-%20Verified.pdf}, urldate = {2021-10-07}, author = {{Global Partnership for Education}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AGYR5NT4 2405685:L3FWL7A2}, } @article{kundu_indian_2020, title = {Indian educators' awareness and attitude towards assistive technology}, volume = {14}, doi = {10.1108/JET-04-2020-0015}, abstract = {Objective: This study investigated the awareness and attitude of Indian mainstream secondary school teachers on assistive technologies (AT) and its implementation level in inclusive setting. Methodology: The study followed descriptive survey method within ex-post-facto research design taking 150 teachers including 15 headmasters from 15 secondary schools as samples following stratified random sampling technique. Questionnaires and interviews (according to set interview protocol) were the main research tools used during survey. Collected data were analyzed descriptively and inferentially to reach a conclusion. Findings: Findings revealed that Indian mainstream secondary school teachers’ awareness of AT was very poor yet their attitude towards it was highly positive. Except having a good attitude, everywhere- the teachers’ knowledge, professional support, or infrastructural support- the inadequacy was obvious. Indian schools were running with a poor resource pool of assistive products along with poor implementation. Hence special need students of these schools were not getting the necessary supports from schools as they deserve which has been hampering the overall inclusive atmosphere of the country. Statistical analysis revealed that male teachers showed slightly higher awareness level regarding AT than their female counterparts but in respect of attitude they were found overpowered by the females. Teachers of urban schools also exhibited slightly better awareness and attitude towards AT than the teachers of rural schools. Lack of suitable policies, adequate awareness and financial limitations were evolved as major barriers in the implementation of AT in these schools.}, journal = {Journal of Enabling Technologies}, author = {{Kundu} and Bej, Tripti}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/JET-04-2020-0015 2339240:4L9AFNDX 2405685:3SG4D2ZC}, } @article{keya_parenting_2020, title = {Parenting and child’s (five years to eighteen years) digital game addiction: {A} qualitative study in {North}-{Western} part of {Bangladesh}}, volume = {2}, issn = {2451-9588}, shorttitle = {Parenting and child’s (five years to eighteen years) digital game addiction}, url = {https://www.sciencedirect.com/science/article/pii/S2451958820300312}, doi = {10.1016/j.chbr.2020.100031}, abstract = {Globally, addiction to digital game among the children and adolescents is a growing concern due to its increasing rate of users and adverse effects on their personal including health and social life. Reviewing the literatures shows a number of factors for child’s digital game addiction. Of the literatures, only a few plausibly shows some form of parenting be a cause for digital game addiction, but under what conditions of parenting influence child to be addicted to digital game is not adequately addressed. Aiming to address the gap, a qualitative study was conducted in North-western Bangladesh using Ethnographic Interview with children and Indepth Interview with parents. The data was analyzed manually following thematic framework. The result of the study shows troubled child-parent relationship and parental attitudes for making their child competitive in education, parental neglect, loneliness and anxiety of the child, and permissive parenting are attributed to digital game addiction. Its social basis is emanated from the family’s asymmetrical role in a market based society. Making a child competitive and capable for future market system is over prioritized, whereas providing emotional security is undermined. It also argued that in a capitalistic society, parents has turned tobe a less authoritative figure to deal children’s issue due to the father’s inability to address economic needs of the family adequately and mothers’ economic dependence to their male counter-part. In such a context, parents are compelled to minimize the gap by offering or allowing child to digital game and so gradually children become addicted to digital game. This argument supported the idea of Frankfurt school on how people attracted and depended on culture industry.}, language = {en}, urldate = {2022-10-26}, journal = {Computers in Human Behavior Reports}, author = {Keya, Farah Deba and Rahman, Md Mostafizur and Nur, M. Tareq and Pasa, Md Kamal}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.chbr.2020.100031 2339240:EMRM4CEY 2405685:FML9MHFG}, keywords = {Digital game addiction, Economic pressure, Emotional security, Parental neglect, Permissive parenting, Troubled child-parent relationship}, pages = {100031}, } @article{usaid_gender_2020, title = {The {Gender} {Digital} {Divide} {Primer}}, url = {https://www.usaid.gov/sites/default/files/documents/DAI-1089_GDD_Primer-web_rev1_9.6.21.pdf}, doi = {https://www.usaid.gov/sites/default/files/documents/DAI-1089_GDD_Primer-web_rev1_9.6.21.pdf}, language = {en}, author = {{USAID}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9UXIMZC8 2405685:DNT2MGDX}, pages = {12}, } @techreport{ajzenman_altruism_2020, title = {Altruism or {Money}?: {Reducing} {Teacher} {Sorting} {Using} {BehavioUral} {Strategies} in {Peru}}, url = {https://publications.iadb.org/publications/english/document/Altruism-or-Money-Reducing-Teacher-Sorting-Using-Behavioral-Strategies-in-Peru.pdf}, urldate = {2022-08-03}, institution = {Inter-American Development Bank}, author = {Ajzenman, Nicolás and Bertoni, Eleonora and Elacqua, Gregory and Marotta, Luana and Méndez, Carolina}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U8EEDFA2 2405685:AQ7PIZ5G}, } @article{alvi_learning_2020, title = {Learning in times of lockdown: how {Covid}-19 is affecting education and food security in {India}}, volume = {12}, issn = {1876-4525}, shorttitle = {Learning in times of lockdown}, url = {https://doi.org/10.1007/s12571-020-01065-4}, doi = {10.1007/s12571-020-01065-4}, abstract = {A vast majority of the relief and rehabilitation packages announced in the months following the nationwide lockdown in India have focused on economic rehabilitation. However, the education sector has remained absent from this effort, including in India’s central government’s 250 billion dollar stimulus package. In this paper, we discuss the implications of lockdown-induced school and rural child-care center closures on education and health outcomes for the urban and rural poor. We especially focus on food and nutritional security of children who depend on school feeding and supplementary nutrition programs. We argue that the impacts are likely to be much more severe for girls as well as for children from already disadvantaged ethnic and caste groups. We also discuss ways in which existing social security programs can be leveraged and strengthened to ameliorate these impacts.}, language = {en}, number = {4}, urldate = {2022-04-12}, journal = {Food Security}, author = {Alvi, Muzna and Gupta, Manavi}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12571-020-01065-4 2339240:AJ4ZVUR6 2405685:I7TYUPIC}, pages = {793--796}, } @misc{blom_5_2020, title = {5 things {MENA} countries can do to design better digital skills development programs}, url = {https://blogs.worldbank.org/arabvoices/5-things-MENA-countries-can-do-to-design-better-digital-skills-development-programs}, abstract = {The COVID-19 pandemic has fueled the need for digital skills, therefore education and training need to become more affordable, relevant, context-vigilant and inclusive. There are five elements to consider when designing digital learning interventions.}, language = {en}, urldate = {2020-09-08}, author = {Blom, Andreas and Nusrat, Mariam and Goldin, Nicole}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XIWH62IL 2405685:5UJPYKIW}, } @techreport{education_endowment_foundation_remote_2020, address = {London}, title = {Remote professional development: {Rapid} {Evidence} {Assessment}}, url = {https://educationendowmentfoundation.org.uk/public/files/Publications/Remote_PD_Evidence_Assessment.pdf}, urldate = {2021-10-11}, institution = {Education Endowment Foundation}, author = {{Education Endowment Foundation}}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9Z2E8WGM 2405685:PSHGMLJ5}, } @misc{evans_what_2020, title = {What {Have} {We} {Learned} from {Recent} {Years} of {Education} {Research} in {Africa}?}, url = {https://www.cgdev.org/blog/what-have-we-learned-recent-years-education-research-africa}, abstract = {With a constant stream of new studies emerging on how to expand access or improve learning in education, it can be hard to keep track and make sense of it all. In our new paper we curate more than 140 evaluations of education interventions, from national policies to small pilots, in African countries that came out since 2014.}, language = {en}, urldate = {2020-09-08}, journal = {Center For Global Development}, author = {Evans, David and Acosta, Amina Mendez}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JR85ZQN3 2405685:IWLFNCUP}, } @misc{ferguson_giga_2020, title = {Giga {Initiative} {Aims} to {Connect} the {World}'s {Schools} to the {Internet}}, url = {https://www.unicefusa.org/stories/giga-initiative-aims-connect-worlds-schools-internet/37582}, abstract = {As COVID-19 deepens the digital divide, it's time to ensure that every student has access to information, opportunity \& choice.}, language = {en}, urldate = {2020-09-08}, journal = {UNICEF USA}, author = {Ferguson, Sarah}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JW6H78JU 2405685:X27S3DE9}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Supply} and {Needs} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf}, language = {en}, institution = {the Education Commission; Fab Inc.}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2KB28MDX 2339240:LYKK26AE 2405685:52ZGRDGR 2405685:8MIWRFD2 2405685:QMGGDQ4G}, keywords = {⛔ No DOI found}, pages = {41}, } @techreport{ministry_of_basic_and_senior_secondary_educations_emergency_education_guide_2020, title = {Guide to {Policy} {Development}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/08/MBSSE-Guide-to-Policy-Development.pdf}, urldate = {2020-09-21}, author = {Ministry of Basic {and} Senior Secondary Education’s Emergency Education and Education Partnership Group}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ENBY4G4D 2405685:5C4E4MUA}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Are} children able to continue learning during school closures?}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:44D53DAJ 2405685:67NR4LYB}, } @techreport{unicef_monitoring_2020, address = {Kathmandu, Nepal}, title = {Monitoring {Learning} {Continuity} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures}, institution = {UNICEF Regional Office for South Asia (ROSA)}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T2ISXZE7 2405685:78RWG8WV}, } @misc{unicef_oecs_2020, title = {{OECS} to implement school connectivity initiative towards digital education vision}, url = {https://www.unicef.org/easterncaribbean/press-releases/oecs-implement-school-connectivity-initiative-towards-digital-education-vision}, abstract = {Organisation of Eastern Caribbean states to partner with UNICEF-ITU global initiative Giga to enhance connectivity of schools and develop digital public goods}, language = {en}, urldate = {2020-09-08}, author = {UNICEF}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UB7AYYWJ 2405685:5DZSMP9J}, } @article{biswas_students_2020, title = {Students perception of mobile learning during {COVID}-19 in {Bangladesh}: university student perspective}, volume = {4}, issn = {2542-4874}, shorttitle = {Students perception of mobile learning during covid-19 in bangladesh}, url = {https://www.aquademia-journal.com/article/students-perception-of-mobile-learning-during-covid-19-in-bangladesh-university-student-perspective-8443}, doi = {10.29333/aquademia/8443}, abstract = {The aim of this study is to measures the student’s perception of using mobile for learning during COVID-19 in Bangladesh especially at the university student’s perspective. During the COVID-19 pandemic period, mobile learning may help the students to fulfill the study gap. Due to COVID-19 pandemic 213 countries, higher education has affected all over the world of June 2020. Although all of the developed countries considered mobile learning as an effective tool for education, it is not used properly in Bangladesh. This survey method conducted on 416 students from different university students in Bangladesh to understand the student’s perception of using mobile phones as a learning system. The findings of this study show that most of the students at the university level have a positive perception of m-learning. This study revealed that m-learning is very helpful to recover the study gap during this COVID-19 pandemic time and the findings of this study will help the education policymaker as well as the educational institutions to incorporate mobile learning technology for the whole system where social media may enhance the process of teaching and learning.}, language = {english}, number = {2}, urldate = {2021-10-25}, journal = {Aquademia}, author = {Biswas, Bikram and Roy, Sajib Kumar and Roy, Falguni}, month = jul, year = {2020}, note = {Publisher: Veritas Publications LTD KerkoCite.ItemAlsoKnownAs: 10.29333/aquademia/8443 2339240:KHZM9M89 2405685:RBZUY224}, pages = {ep20023}, } @misc{thomas_monitoring_2020, title = {Monitoring {Radio} {Programming} in times of {COVID}-19: {Preliminary} findings from parent interviews and discussions}, url = {https://drive.google.com/file/d/1x_iae9FFO5FLWvW1yoyylCUwzEwXG4-F/view}, author = {Thomas, Harris and Lebah, Bingo}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VHEK5YRF 2405685:RJ6T5693}, } @article{mollah_dhaka_2020, title = {Dhaka slums: where {Covid} is curiously quiet}, url = {https://www.thedailystar.net/frontpage/news/dhaka-slums-where-covid-curiously-quiet-1936293}, urldate = {2021-10-25}, journal = {The Daily Star}, author = {Mollah, Shaheen and Islam, Zyma}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XNG8UT6Z 2405685:P98RB6EV}, } @misc{thinkzone_look_2020, title = {A look at {ThinkZone}'s {Home} {Based} {Learning} {Program}}, url = {https://www.youtube.com/watch?v=QZyRWrUgpSU}, abstract = {As COVID-19 hit India, anganwadis and government schools went into lockdown. ThinkZone has been implementing its home-based model of learning so that no kid’s education is left out during this crisis. The initiative is targeted at families in under-resourced communities who have limited access to smartphones and the internet.}, urldate = {2022-06-25}, author = {{ThinkZone}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LD69WKYU 2405685:C38L7U4S}, } @misc{choudhary_cc_2020, type = {{CC} {Open} {Source}}, title = {{CC} search, initial accessibility improvements}, url = {/blog/entries/cc-search-accessibility-week7-8/}, abstract = {These are the seventh and eighth weeks of my internship with CC. I am working on improving the accessibility of cc-search and internationalizing it as well. This post contains details of my work done to make initial accessibility improvements to homepage and the other static pages.}, urldate = {2020-09-01}, journal = {CC Open Source Blog}, author = {Choudhary, Ayan}, month = jul, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ZLZNUAIY}, } @misc{noauthor_right_2020, title = {Right {To} {Education}: {Pakistan}}, url = {https://rtepakistan.org/about-rte-pakistan/}, abstract = {Right To Education Pakistan (RTE Pakistan) is an organization dedicated to making sure that the state provide free and compulsory education to all children in Pakistan.}, language = {en-US}, urldate = {2020-07-23}, month = jul, year = {2020}, note = {Library Catalog: rtepakistan.org KerkoCite.ItemAlsoKnownAs: 2339240:TCMLZT3M 2405685:H9NPVL3Q 2405685:IUGEAUXG}, } @article{campos_slum2school_2020, title = {A {Slum2School} charity's first {Virtual} {Learning} {Studio}}, url = {https://www.avinteractive.com/markets/education/slum-2-school-charity-sets-virtual-learning-classroom-22-07-2020/}, urldate = {2021-10-25}, journal = {AV Magazine}, author = {Campos, Guy}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GEB4VQDP 2405685:VC6QTSX4}, } @techreport{coventry_university_abracadabra_2020, title = {Abracadabra ({ABRA}) - re-grant}, url = {https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf}, abstract = {Project: Abracadabra (ABRA), An online reading programme to improve early literacy}, language = {EN}, institution = {Education Endowment Foundation}, author = {{Coventry University}}, month = jul, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:TQ97C7KI}, } @article{salaudeen_this_2020, title = {This organization is creating access to virtual classrooms for children in slums}, url = {https://www.cnn.com/2020/07/22/africa/slum2school-online-learning-nigeria/index.html}, abstract = {Slum2school is providing access to online learning for underprivileged students in Lagos, Nigeria}, urldate = {2021-10-25}, journal = {CNN}, author = {Salaudeen, Aisha and Patrick, Anita}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RK22IM6H 2405685:USLJUJBQ}, } @misc{noauthor_ilma_2020, title = {{ILMA}}, url = {http://ilma.sabaq.edu.pk/}, abstract = {Innovate.Collaborate.Educate.}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: www.ilmassociation.com KerkoCite.ItemAlsoKnownAs: 2339240:P3A8KJWK 2405685:6QDKUYG4 2405685:SWPNEHHL}, } @misc{noauthor_invest2innovate_2020, title = {invest2innovate}, url = {https://invest2innovate.com/incubate/}, language = {en-US}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: invest2innovate.com KerkoCite.ItemAlsoKnownAs: 2339240:7LEYDWIS 2405685:G8V7DHI7 2405685:Z5AAYWS4}, } @misc{noauthor_knowledge_2020, title = {Knowledge {Platform}}, url = {https://www.knowledgeplatform.com/}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ERIXNXI6 2405685:65VD4SAT 2405685:RDMSE5SF}, } @misc{noauthor_national_2020, title = {National {Incubation} {Center}}, url = {http://nicpakistan.pk/}, abstract = {The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT \& Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.}, language = {en-US}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: nicpakistan.pk KerkoCite.ItemAlsoKnownAs: 2339240:EZQG5869 2405685:M96PH7IX 2405685:PLK2HPSE}, } @misc{noauthor_pakistan_2020, title = {Pakistan country scan\_0614}, url = {https://docs.google.com/document/u/2/d/1bmyusX5nV7svYeqrEUohEiOh6tHlF5cKyyQiyMiTo9c/edit?usp=sharing&pli=1&usp=embed_facebook}, abstract = {\{"zoteroitem":"2405685:FIQDEKCI","zoterobib":"","zenodo":"10.5281/zenodo.3911655","status":"","series":"","number":""\}}, language = {en-GB}, urldate = {2020-07-21}, journal = {Google Docs}, month = jul, year = {2020}, note = {Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:5ND49CF8 2405685:8PSTLMFE 2405685:Q2U74JQV}, } @misc{noauthor_teleschool_2020, title = {Teleschool {Inauguration} 13-04-2020.jpg}, url = {http://mofept.gov.pk/SiteImage/Misc/images/Teleschool%20Inuguration%2013-04-2020.jpg}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RAHP7XM5 2405685:FTPWV76K 2405685:J3DRSJ79}, } @misc{noauthor_virtual_2020, title = {Virtual {University} of {Pakistan}}, url = {http://www.vu.edu.pk/AboutUs/AboutVU.aspx}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HL82G8I7 2405685:EGH8HY8Y 2405685:YHV2GIUQ}, } @misc{noauthor_wondertree_2020, title = {{WonderTree}}, url = {https://wondertree.co/about/}, language = {en-US}, urldate = {2020-07-21}, month = jul, year = {2020}, note = {Library Catalog: wondertree.co KerkoCite.ItemAlsoKnownAs: 2339240:VAA5TRUM 2405685:A3Z82GP6 2405685:RQJE5YDE}, } @misc{aahung_resources_2020, title = {Resources}, url = {https://www.aahung.org/resources}, urldate = {2020-07-21}, author = {{Aahung}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KZGUIIQP 2405685:BMM7X9D9 2405685:CX5WZVEV}, } @misc{allama_iqbal_open_university_allama_2020, title = {Allama {Iqbal} {Open} {University}}, url = {https://www.aiou.edu.pk/}, urldate = {2020-07-21}, author = {{Allama Iqbal Open University}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CCT4YGVS 2405685:QXVTKYVN 2405685:T4YJDV6I}, } @misc{jazz_foundation_education_2020, title = {Education}, url = {http://www.jazzfoundation.com.pk/our-program/education/}, abstract = {Committed towards a more educated nation}, urldate = {2020-07-21}, author = {{Jazz Foundation}}, month = jul, year = {2020}, note = {Library Catalog: www.jazzfoundation.com.pk KerkoCite.ItemAlsoKnownAs: 2339240:DPXV8FUI 2405685:88JEN9RT 2405685:PTQH72J9}, } @misc{karmuqabla_education_2020, title = {Education and distance learning gaming platform}, shorttitle = {{KarMuqabla}}, url = {https://www.karmuqabla.com/}, abstract = {Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software}, language = {en-US}, urldate = {2020-07-21}, author = {{KarMuqabla}}, month = jul, year = {2020}, note = {Library Catalog: www.karmuqabla.com KerkoCite.ItemAlsoKnownAs: 2339240:EYX9VTCY 2405685:46ANPHZ6 2405685:GFIPVTTN}, } @misc{karmuqabla_education_2020, title = {Education and distance learning gaming platform}, shorttitle = {{KarMuqabla}}, url = {https://www.karmuqabla.com/}, abstract = {Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software}, language = {en-US}, urldate = {2020-07-21}, author = {{KarMuqabla}}, month = jul, year = {2020}, note = {Library Catalog: www.karmuqabla.com KerkoCite.ItemAlsoKnownAs: 2339240:EYX9VTCY 2405685:46ANPHZ6 2405685:GFIPVTTN}, } @misc{orenda_project_taleemabad_2020, title = {Taleemabad}, url = {http://www.orendaproject.org/}, urldate = {2020-07-21}, author = {{Orenda Project}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4Z655E3 2405685:Y3FWMG3H 2405685:ZRSJ3NXE}, } @misc{orenda_project_taleemabad_2020, title = {Taleemabad}, url = {http://www.orendaproject.org/}, urldate = {2020-07-21}, author = {{Orenda Project}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4Z655E3 2405685:Y3FWMG3H 2405685:ZRSJ3NXE}, } @misc{teletaleem_welcome_2020, title = {Welcome to {TeleTaleem}}, url = {https://www.teletaleem.com/}, urldate = {2020-07-21}, author = {{TeleTaleem}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NZ7LZDGU 2405685:WNJLLCQR 2405685:X5FTB7CT}, } @misc{tufts_university_lahore_2020, title = {Lahore {University} of {Management} {Sciences}, {Pakistan}}, url = {https://talloiresnetwork.tufts.edu/lahore-university-of-management-sciences-pakistan-2/}, abstract = {Social Innovation Lab The Social Innovation Lab (SIL) was founded by students and alumni of the Lahore University of Management Sciences to link driven and socially conscious LUMS students with social and economic problems throughout… Read More}, language = {en}, urldate = {2020-07-21}, journal = {The Talloires Network}, author = {{Tufts University}}, month = jul, year = {2020}, note = {Library Catalog: talloiresnetwork.tufts.edu KerkoCite.ItemAlsoKnownAs: 2339240:SXCI6V4T 2405685:4BX92YV8 2405685:RBR8S9ZD}, } @misc{usaid_reading_2020, title = {Reading {Learning} {Material} {\textbar} {USAID}-funded {Pakistan} {Reading} {Project}}, url = {http://www.pakreading.org.pk/resources/publications/reading-learning-material}, urldate = {2020-07-21}, author = {{USAID}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6QRIY7HU 2405685:27ZC4L9G 2405685:AG6FD5TP}, } @misc{noauthor_developments_2020, title = {Developments in {Literacy}}, url = {https://www.dil.org}, language = {en-US}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {Library Catalog: www.dil.org KerkoCite.ItemAlsoKnownAs: 2339240:TXKHRRQP 2405685:56JWZR28 2405685:UW64ARIU}, } @misc{noauthor_government_2020, title = {Government of {Pakistan}. {Ministry} of {Federal} {Education} and {Professional} {Training}}, url = {http://mofept.gov.pk/ProjectDetail/MzkyNDc2MjMtY2VjYy00ZDA4LTk5OTUtNzUyNDI3ZWMzN2Rm}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NCXMQDF7 2405685:HBV64VUM 2405685:LIABD93C}, } @misc{noauthor_government_2020, title = {Government of {Pakistan}. {Ministry} of {Information} {Technology} \& {Telecommunication}, {Government} of {Pakistan}}, url = {https://moitt.gov.pk/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XA9SXH4G 2405685:DYCXFUX2 2405685:HJURPTKF}, } @misc{noauthor_government_2020, title = {Government of {Sindh}. {Information} {Technology} {Department} {Government} of {Sindh}}, url = {https://istd.sindh.gov.pk/about}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NT37NYE9 2405685:3PNJTNDV 2405685:HQU5JXI6}, } @misc{noauthor_government_2020, title = {Government of the {Punjab}. {Punjab} {Information} {Technology} {Board}}, url = {https://www.pitb.gov.pk/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RDXT6JQV 2405685:5XT75C6S 2405685:MCKAA3KB}, } @misc{noauthor_government_2020, title = {Government of the {Punjab}. {School} {Education} {Department}}, url = {https://schools.punjab.gov.pk/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RG28NXR6 2405685:3NFDHY6C 2405685:VKFCDUE6}, } @misc{noauthor_idara-e-taleem-o-aagahi_2020, title = {Idara-e-{Taleem}-o-{Aagahi}}, url = {http://itacec.org/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7UALNTHU 2405685:I57SKVU9 2405685:ZFDHZ3C9}, } @misc{noauthor_read_2020, title = {Read {Foundation}}, url = {http://www.readfoundation.org/}, urldate = {2020-07-20}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFG87N2P 2405685:P98GDGJE 2405685:VQFEPPPB}, } @misc{aga_khan_development_network_pakistan_2020, title = {Pakistan}, url = {https://www.akdn.org/where-we-work/south-asia/pakistan}, urldate = {2020-07-20}, author = {{Aga Khan Development Network}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FNWXJIMV 2405685:QZNM33ZM 2405685:VW62DLK6}, } @misc{government_of_pakistan_ministry_of_interior_and_narcotics_control_new_2020, title = {New {Guidelines} for the {INGOs} to work with {NDMA} / {PDMAs} in {COVID} 19 {Crises}}, url = {https://ingo.interior.gov.pk/}, urldate = {2020-07-20}, author = {{Government of Pakistan. Ministry of Interior and Narcotics Control}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LWMCXDGV 2405685:E2VZM5TG 2405685:QWW494F3}, } @misc{government_of_sindh_school_2020, title = {School {Education} and {Literacy} {Department}}, url = {http://www.sindheducation.gov.pk/}, urldate = {2020-07-20}, author = {{Government of Sindh}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FRCT272N 2405685:6LH3I6DG 2405685:J4NIEBTA}, } @misc{ilm_ideas_2_cambridge_education_building_2020, title = {Building the pipeline for entrepreneurs who are 'wired to progress'}, url = {https://www.camb-ed.com/article/241/ilm-ideas-2}, urldate = {2020-07-20}, author = {{Ilm Ideas 2, Cambridge Education}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:47MMJZEQ 2405685:7K6DCJGN 2405685:WW2J2K62}, } @techreport{information_commissioners_office_age_2020, title = {Age appropriate design: a code of practice for online services}, shorttitle = {Age appropriate design}, url = {https://ico.org.uk/for-organisations/guide-to-data-protection/key-data-protection-themes/age-appropriate-design-a-code-of-practice-for-online-services/}, language = {en}, urldate = {2020-08-06}, institution = {ICO}, author = {Information Commissioner's Office}, month = jul, year = {2020}, note = {Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:7C7U937X 2405685:JQFB2MWY}, } @misc{sabaq_pakistans_2020, title = {Pakistan’s {Award}-winning {Learning} {Apps} for {Kids}}, url = {https://sabaq.edu.pk/}, urldate = {2020-07-20}, author = {{SABAQ}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LRUVZ4EI 2405685:NSPUH7ND 2405685:QV9PX9DY}, } @misc{sabaq_foundation_free_2020, title = {Free {Videos} \& {Tests}, {Grades} {K}-12, {Pakistan}}, url = {https://sabaq.pk}, abstract = {Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust.}, language = {EN}, urldate = {2020-07-20}, author = {{Sabaq Foundation}}, month = jul, year = {2020}, note = {Library Catalog: sabaq.pk KerkoCite.ItemAlsoKnownAs: 2339240:QBFG8DVL 2405685:93GZL6WR 2405685:JKYZSYNN}, } @misc{sindh_education_foundation_government_of_sindh_introducing_2020, title = {Introducing {Smart} {Teaching} and {Learning} ({INSTAL})}, url = {https://www.sef.org.pk/introducing-smart-teaching-and-learninginstal/}, abstract = {SEF{\textbar}Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.}, language = {en-US}, urldate = {2020-07-20}, author = {{Sindh Education Foundation, Government of Sindh}}, month = jul, year = {2020}, note = {Library Catalog: www.sef.org.pk KerkoCite.ItemAlsoKnownAs: 2339240:NLBY5CB6 2405685:I7TZL8R7 2405685:LJS3SGQM}, } @article{baticulon_barriers_2020, title = {Barriers to online learning in the time of {COVID}-19: {A} national survey of medical students in the {Philippines}}, copyright = {© 2020, Posted by Cold Spring Harbor Laboratory. This pre-print is available under a Creative Commons License (Attribution-NonCommercial-NoDerivs 4.0 International), CC BY-NC-ND 4.0, as described at http://creativecommons.org/licenses/by-nc-nd/4.0/}, shorttitle = {Barriers to online learning in the time of {COVID}-19}, url = {https://www.medrxiv.org/content/10.1101/2020.07.16.20155747v2}, doi = {10.1101/2020.07.16.20155747}, abstract = {{\textless}p{\textgreater}Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized \textit{Emx1-cre}X\textit{Rosa26-GCaMP3} mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3\% and 8\% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.{\textless}/p{\textgreater}}, language = {en}, urldate = {2020-08-12}, journal = {medRxiv}, author = {Baticulon, Ronnie E. and Alberto, Nicole Rose I. and Baron, Maria Beatriz C. and Mabulay, Robert Earl C. and Rizada, Lloyd Gabriel T. and Sy, Jinno Jenkin and Tiu, Christl Jan S. and Clarion, Charlie A. and Reyes, John Carlo B.}, month = jul, year = {2020}, note = {Publisher: Cold Spring Harbor Laboratory Press shortDOI: 10/ghd7r8 KerkoCite.ItemAlsoKnownAs: 10/ghd7r8 2405685:GFX8VVRS}, pages = {2020.07.16.20155747}, } @techreport{cilliers_alternative_2020, title = {Alternative forms of early grade instructional coaching: {Emerging} evidence from field experiments in {South} {Africa}}, url = {https://www.dropbox.com/s/n0hza4nyrvz4mpt/Can%20Virtual%20Replace%20InPerson%20Coaching%20Working%20Paper.pdf?dl=0}, language = {en}, urldate = {2020-07-22}, author = {Cilliers, Jacobus and Fleisch, Brahm and Kotze, Janeli and Mohohlwane, Nompumelelo and Taylor, Stephen and Thulare, Tshegofatso}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2JZ7BV5Y 2339240:2GZ7FD78 2405685:T3XGXGL2}, } @misc{world_bank_tv-based_2020, title = {{TV}-{Based} {Learning} in {Bangladesh}: {Is} it {Reaching} {Students}?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y}, urldate = {2021-03-16}, author = {World Bank}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CCPPQ9BH 2405685:KWVCWU5L}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{scheiderer_whats_2020, title = {What's the difference between asynchronous and synchronous learning?}, url = {https://online.osu.edu/resources/learn/whats-difference-between-asynchronous-and-synchronous-learning}, abstract = {How do online classes work? We tapped online learning experts to explain the pros and cons of synchronous vs. asynchronous learning.}, language = {en}, urldate = {2021-08-05}, journal = {Ohio State Online}, author = {Scheiderer, Juliana}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VVHDQKWA 2405685:6I4KIXF3}, } @misc{zahra-malik_coronavirus_2020, title = {The coronavirus effect on {Pakistan}’s digital divide}, url = {https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistans-digital-divide}, abstract = {Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?}, language = {en}, urldate = {2020-08-12}, journal = {BBC Worklife}, author = {Zahra-Malik, Mehreen}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7HDINFBI}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{mcburnie_is_2020, title = {Is there learning continuity during the {COVID}-19 pandemic? {Six} {Lessons}}, url = {https://opendeved.net/2020/07/12/is-there-learning-continuity/}, author = {McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.5281/zenodo.3930934}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930934 2129771:A4N8WK7U 2339240:U9PHB6X4 2405685:4QXBT6KW 2405685:LHJ3UUUE 2405685:MQVL7M9C}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{briggs_impact_2020, type = {Technical {Report}}, title = {The {Impact} of {COVID}-19 on {Opportunities} for {Adolescent} {Girls} and the {Role} of {Girls}' {Groups}}, url = {https://www.researchgate.net/publication/344204333_The_Impact_of_COVID-19_on_Opportunities_for_Adolescent_Girls_and_the_Role_of_Girls%27_Groups?channel=doi&linkId=5f5b6538299bf1d43cf9ad2d&showFulltext=true}, abstract = {COVID-19 has disrupted lives, networks, and institutions across social, economic, and health dimensions around the globe. We examine how the pandemic has affected adolescent girls and young women in particular, and explore how group-based programs for girls in low-and middle-income countries have been affected by and are responding to the pandemic. The COVID-19 pandemic has affected adolescent girls and young women across multiple outcomes, including education, livelihoods, sexual and reproductive health, sexual- and gender-based violence, the burden of unpaid care, and early and forced marriage. These heightened barriers to economic and social opportunities and the resulting loss of human capital have the potential to derail progress towards gender equality unless recognized and addressed. Girls’ groups may offer potential pathways of resilience for girls during system shocks like the COVID-19 pandemic, though more evidence is needed on their effects and how they function when social connectivity and mobility are heavily restricted, limiting program implementation.}, institution = {Evidence Consortium on Women's Groups}, author = {Briggs, Hannah and Haberland, Nicole and Desai, Sapna and De Hoop, Thomas and Ngo, Thoai}, month = jul, year = {2020}, doi = {10.13140/RG.2.2.19023.92325}, note = {KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.19023.92325 2405685:EXW36QGI 2534379:WBF4RJXT}, } @techreport{crouch_systems_2020, title = {Systems {Implications} for {Core} {Instructional} {Support} {Lessons} from {Sobral} ({Brazil}), {Puebla} ({Mexico}), and {Kenya}}, url = {https://www.riseprogramme.org/publications/systems-implications-core-instructional-support-lessons-sobral-brazil-puebla-mexico}, abstract = {As this note was being written in April and May 2020, the Coronavirus pandemic was sweeping the world. Children were out of school. Researchers around the world are now estimating a severe learning gap due to loss of school attendance. While the first priority is getting children back to school safely, the discussion in this note regarding foundational learning is all the more relevant, as it is this kind of learning that is likely most affected. Key Points The case studies in this document highlight five tips that may be beneficial to other countries or situations: Focus on just a very few achievable indicators, foregrounding foundational learning, for a country emphasising learning. Use data to drive both initial “wake-up” and stock taking but also to support teaching as the process goes along. Emphasis on the teaching by the teachers who are already in place. Provide strong motivation through support that works. Use tight management so there is some degree of centralism and prescriptiveness as to pedagogy and other inputs, but after having iterated and adapted to context.}, language = {en}, urldate = {2020-08-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Crouch, Luis}, month = jul, year = {2020}, doi = {10.35489/BSG-RISE-RI_2020/020}, note = {shortDOI: 10/ghgngd KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2020/020 10/ghgngd 2339240:GXB366Z9 2405685:ERFCVGR2}, } @techreport{koomar_using_2020, title = {Using {EdTech} to {Support} {Effective} {Data} {Monitoring}: {A} {Curated} {Resource} {List}.}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Using {EdTech} to {Support} {Effective} {Data} {Monitoring}}, url = {https://zenodo.org/record/4762325}, abstract = {[No description available.]}, language = {en}, urldate = {2022-05-27}, author = {Koomar, Salim and Blest, Harriet}, month = jul, year = {2020}, doi = {10.5281/ZENODO.4762325}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4762325 2405685:CQ94LL64 2486141:W5PQKHB9}, } @phdthesis{watson_relationship_2020, address = {Cambridge, UK}, type = {{PhD} in {Education}}, title = {The relationship between educational television and mathematics capability in {Tanzania}}, copyright = {Attribution 4.0 International}, url = {https://www.repository.cam.ac.uk/handle/1810/307624}, abstract = {Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low per-viewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content. Quantitative investigation into the association between educational television exposure and mathematics capability used nationally representative data, collected by Uwezo Tanzania. A household fixed-effects model showed that exposure to educational television was significantly associated with mathematics capability among children aged 7-16, when controlling for age, sex, school enrolment and Kiswahili attainment. Findings from this model were used in cost-effectiveness calculations, alongside cost data and an estimate of the number of Ubongo Kids viewers. Results compared favourably against those for other interventions, with calculations regarding Ubongo Kids’ ongoing activities suggesting it to have been more cost effective than any other intervention previously investigated using the same cost-effectiveness approach. These findings indicate that in low-income contexts: educational television programmes can aid learning; and, that directing a greater proportion of available educational resources towards educational television interventions may benefit educational outcomes.}, language = {en}, urldate = {2020-08-13}, school = {University of Cambridge}, author = {Watson, Joseph}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.54714 10/ghgngw 2405685:5MXCYRXI 2405685:C74MQIKM}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{government_of_the_republic_of_south_africa_part_2020, title = {Part 2: {Frameworks} for {Conditional} {Grants} to {Provinces}: {Detailed} frameworks on {Schedule} 4, {Part} {A}; {Schedule} 5, {Part} {A}; {Schedule} 6, {Part} {A}; and {Schedule} 7, {Part} {A} grants to provinces}, url = {http://www.treasury.gov.za/documents/national%20budget/2020/Part%202%20-%20Provincial%20conditional%20grant%20frameworks.pdf}, urldate = {2022-05-31}, publisher = {Government of the Republic of South Africa}, author = {{Government of the Republic of South Africa}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NLMT2N9A 2405685:IE99ZAU9 4656463:TSUSCIKF}, } @article{mccarthy_strengths-based_2020, title = {Strengths-based blended personalized learning: an impact study using virtual comparison group}, volume = {52}, issn = {1539-1523}, shorttitle = {Strengths-based blended personalized learning}, url = {https://doi.org/10.1080/15391523.2020.1716202}, doi = {10.1080/15391523.2020.1716202}, abstract = {This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.}, number = {3}, urldate = {2021-11-09}, journal = {Journal of Research on Technology in Education}, author = {McCarthy, Elizabeth M. and Liu, Ying and Schauer, Karen L.}, month = jul, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/15391523.2020.1716202 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1716202 2339240:QJKQSWCL 2405685:VBWRRH7T}, keywords = {Personalized learning, technology-enabled learning, virtual control group}, pages = {353--370}, } @article{mchugh_uncovering_2020, title = {Uncovering themes in personalized learning: using natural language processing to analyze school interviews}, volume = {52}, shorttitle = {Uncovering themes in personalized learning}, doi = {10.1080/15391523.2020.1752337}, abstract = {Using a natural language processing tool, this study examined participant discourse in personalized learning schools to better understand what personalized learning looks like in practice. Term frequency-inverse document frequency (tf-idf) was used to identify the significant words and potential emergent themes for 134 interview transcripts. This tool provided a way to swiftly explore the structure of the data, revealing distinctions in the vocabulary students and teachers use as well as a potentially meaningful set of themes. This method provided a valuable lens with which to validate or surface new areas for investigation. By applying this tool to interviews from personalized learning environments, we were able to identify ways educators and students talk differently about project-based learning environments, revealing that tools like tf-idf can be effectively used to quickly provide a preliminary look at large amount of interview data.}, number = {3}, journal = {Journal of Research on Technology in Education}, author = {McHugh, David and Shaw, Sarah and Moore, Travis and Ye, Leafia and Romero-Masters, Philip and Halverson, Richard}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1752337 2339240:ELFZFU66 2405685:486NE8PN}, pages = {391--402}, } @article{walkington_appraising_2020, title = {Appraising research on personalized learning: definitions, theoretical alignment, advancements, and future directions}, volume = {52}, issn = {1539-1523, 1945-0818}, shorttitle = {Appraising research on personalized learning}, url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2020.1747757}, doi = {10.1080/15391523.2020.1747757}, abstract = {This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experience based on a learner characteristic, and the relationships between PL design and outcomes achieved in an educational context. Based on observations of contemporary PL research, we identify key issues to be addressed by the field and recommendations for future researchers to undertake to advance a PL theory. Chief among issues with PL are the role of technology, the agency of the learner, and the absence of a consistent theoretical grounding to motivate PL design choices. Future directions that would advance PL include the adoption of a theory of change in PL design, a design-based research approach to refine PL initiatives, more intensive and iterative research in authentic classroom contexts, and a greater focus on student input into and ownership of the PL experience.}, language = {en}, number = {3}, urldate = {2021-11-10}, journal = {Journal of Research on Technology in Education}, author = {Walkington, Candace and Bernacki, Matthew L.}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1747757 2339240:DUK6NXYD 2405685:WF9TK4TD}, pages = {235--252}, } @misc{africanews_all_2020, title = {All {Tanzania} schools reopen amid strict virus protocols}, url = {https://www.africanews.com/2020/07/01/all-tanzania-schools-reopen-amid-strict-virus-protocols/}, abstract = {The government on the other hand has issued stringent measures to be followed even as schools are reopening to prevent the spread of the novel coronavirus among students.}, language = {en}, urldate = {2021-03-29}, journal = {Africanews}, author = {{AfricaNews}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5CCIXD5 2405685:7REVA6GB}, } @article{degraff_politics_2020, title = {The politics of education in post-colonies: {Kreyòl} in {Haiti} as a case study of language as technology for power and liberation}, volume = {3}, shorttitle = {The politics of education in post-colonies}, abstract = {In this contribution, I would like to share some key aspects of my theoretical and applied linguistic agenda in Haiti. This agenda promotes a social vision where linguistics is coupled with digital technology in Haitian Creole (“Kreyòl”) in order to improve research and education toward sustainable development and equal opportunity for all. This agenda also aims at a model for other communities in the Global South where linguistic discrimination has disenfranchised large segments of the population most in need of socio-economic progress. This article will highlight the MIT-Haiti Initiative, whose initial objectives were for improving Science, Technology, Engineering \& Mathematics (STEM) education in high schools and universities in Haiti. In collaboration with a broad range of academic institutions in Haiti and beyond, this Initiative has been exploring the strategic use of digital tools in Kreyòl to improve Haitian students’ active learning of STEM, across social classes and beyond any linguistic barrier. More recently, the Initiative has expanded its scope to cover all disciplines at all levels via crowdsourcing, co-creating, curating and sharing of educational materials in Kreyòl. The ultimate goal is to make high-quality education accessible to the greatest numbers of students throughout Haiti, while strengthening the foundations of Haiti’s linguistic and cultural identity and while promoting respect of the human rights of all Haitians. I will consider two important implications of the MIT-Haiti Initiative: for linguistics and for policies related to education writ large, including education that can truly benefit all in Haiti, especially those who speak Kreyòl only (i.e., the vast majority of Haitians). Firstly, Kreyòl is comparable to so called “international” languages, such as English, French, Spanish, Arabic, Chinese, etc., in terms of its development, structures and expressive capacity. Indeed, the success of this Initiative to date doubles as proof of concept that Kreyòl is a full-fledged language with unlimited capacity to express any level of complex thought as in STEM. Secondly, Kreyòl is an essential tool for the education, socio-economic progress and human rights of Haitians, especially in these communities that have long been impoverished through exclusion and injustice. These processes of impoverishment, which started four centuries ago when Haiti was a French colony (then the “richest” colony in the Americas), have been unrelentless throughout Haiti’s history. Language and education are two main vectors for the entrenchment of these processes of exclusion and impoverishment in Haiti. In my view, it is through the innovative, strategic and systematic use of Kreyòl, in conjunction with interactive pedagogy and modern technology, that Haitian students can optimally develop their capacity for acquiring and building additional knowledge in STEM, in the Humanities and Social Sciences, and in second languages such as French, English, Spanish, etc. More generally, it is through Kreyòl as language of instruction and as the language of discourse in every social context that all Haitians can realize their full potential toward joyful and dignified citizenship—and leave behind the trauma of linguistic apartheid that has characterized the history of Haiti since its creation in 1804.}, journal = {Journal of Postcolonial linguistics}, author = {DeGraff, Michel}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VYNHU6CF 4042040:L2RFRXWU}, keywords = {⛔ No DOI found}, pages = {89--125}, } @article{angrist_practical_2020, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, volume = {5}, issn = {2059-7908}, url = {https://www.cgdev.org/sites/default/files/practical-lessons-phone-based-assessments-learning-revised-jul2020.pdf}, doi = {10.1136/bmjgh-2020-003030}, abstract = {School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents.}, language = {en}, number = {7}, journal = {BMJ Global Health}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2339240:I378X6JW 2339240:P25HFKJM 2405685:38EVAGB5 2405685:ESLUMEE3 2405685:NTW7ML7H 2405685:ZEYIMGM6}, keywords = {\_\_\_working\_potential\_duplicate, health economics, health services research, public health, ⛔ No DOI found}, pages = {16}, } @techreport{angrist_practical_2020, address = {Washington D.C.}, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, language = {en}, institution = {Center for Global Development}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SIUERIEE 2486141:CRGPJ2XK}, pages = {16}, } @misc{guermazi_digital_2020, title = {Digital transformation in the time of {COVID}-19: {The} case of {MENA}}, shorttitle = {Digital transformation in the time of {COVID}-19}, url = {https://blogs.worldbank.org/arabvoices/digital-transformation-time-covid-19-case-mena}, abstract = {In the MENA region, the demand for broadband services and data has increased significantly during the pandemic.}, language = {en}, urldate = {2020-09-08}, author = {Guermazi, Boutheina}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4GN3MIUQ 2405685:TMSK223G}, } @article{jena_impact_2020, title = {Impact of pandemic {COVID}-19 on education in {India}}, volume = {12}, doi = {https://doi.org/10.24941/ijcr.39209.07.2020}, abstract = {The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students’ life. Around 32 crore learners stopped to move schools/colleges and all educational activities halted in India. The outbreak of COVID-19 has taught us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms with technologies, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 on education are discussed and some fruitful suggestions are also pointed to carry out educational activities during the pandemic situation.}, language = {en}, number = {7}, urldate = {2022-06-08}, journal = {International Journal of Current Research (IJCR)}, author = {Jena, Pravat Kumar}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.24941/ijcr.39209.07.2020 2339240:I4N7M2UM 2405685:8CAGU4TB}, keywords = {COVID-19, Education, Govt. of India, impact, ⚠️ Invalid DOI}, pages = {2582--12586}, } @article{kafes_impact_2020, title = {Impact of {Podcasting} on {Pronunciation} {Skills} of {Pre}-{Service} {EFL} {Teachers}}, volume = {21}, issn = {1302-6488}, url = {https://eric.ed.gov/?id=EJ1261341}, abstract = {This explorative qualitative study investigates EFL freshmen's perception of the impact of creating pronunciation podcasts on their pronunciation skills. The study was conducted with the participation of 80 freshmen, enrolled in a Teaching English as a Foreign Language teacher education program at a Turkish state university. Data were collected through semi-structured interviews, investigator notes, records of dashboard activities, analytics and performance tracking records of the LMS, and podcasts created by the participants as well as the recordings of the peer feedbacks on the discussion board. Analysis of the data was done through content analysis technique, presenting the thematized findings through analytical generalizations. Results have shown that the participants have positive views of creating pronunciation podcasts and that podcasting freed them to a great extent from the spatio-temporal limitations of the classroom, allowing them to study and practice pronunciation at their own convenience. The findings are discussed with reference to pronunciation, recommendations for EFL freshmen are made, and implications are offered.}, language = {en}, number = {3}, urldate = {2022-09-23}, journal = {Turkish Online Journal of Distance Education}, author = {Kafes, Huseyin and Caner, Mustafa}, month = jul, year = {2020}, note = {Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 2405685:G4SSNAY6}, keywords = {Audio Equipment, College Freshmen, Content Analysis, English (Second Language), Feedback (Response), Foreign Countries, Generalization, Independent Study, Language Teachers, Management Systems, Positive Attitudes, Preservice Teachers, Pronunciation, Pronunciation Instruction, Second Language Instruction, Second Language Learning, Student Attitudes, Teacher Education Programs, Teaching Methods, ⛔ No DOI found}, } @misc{national_forum_on_education_statistics_forum_2020, title = {Forum {Guide} to {Data} {Governance}}, url = {https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NFES2020083}, abstract = {The Forum Guide to Data Governance highlights the multiple ways that data governance programs can benefit education agencies. It addresses the management, collection, use, and communication of education data; the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and the continuous monitoring and decisionmaking needed in a regularly shifting data landscape. The Guide also features 12 case studies from state and local education agencies that have implemented effective data governance programs.}, language = {English}, publisher = {National Center for Education Statistics}, author = {National Forum on Education Statistics}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HGBDFCQW 2405685:U9J3F56J}, } @techreport{unicef_education_2020, title = {Education {Management} {Information} {Systems} ({EMIS}) that {Track} {Individual} {Student} {Data} in {Mongolia}}, url = {https://www.unicef.org/eap/reports/education-management-information-systems-emis-track-individual-student-data-mongolia}, abstract = {Key recommendations provided in this report are to inform the further development of EMIS strategy and policy in Mongolia}, language = {en}, urldate = {2020-08-31}, institution = {UNICEF East Asia and the Pacific Regional Office}, author = {UNICEF}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9WM3CXKH 2405685:2FVLVHUS}, } @techreport{unicef_review_2020, title = {Review of {Education} {Management} {Systems} ({EMIS}) that {Track} {Individual} {Student} {Data}: {Mongolia}}, url = {https://www.unicef.org/eap/sites/unicef.org.eap/files/2020-07/Final%20unicef%20EAP%20EMIS%20Reports-Mongolia%20%28004%29%2003.07.20.pdf}, urldate = {2020-07-31}, institution = {UNICEF East Asia and the Pacific Regional Office}, author = {UNICEF}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L67EAVZ9 2405685:3F5CLJ2H}, } @article{aboagye_covid-19_2020, title = {{COVID}-19 and e-learning: the challenges of students in tertiary institutions in {Ghana}}, volume = {1}, url = {https://www.researchgate.net/publication/342591007_COVID-19_and_E-learning_the_challenges_of_Students_in_tertiary_institutions_in_Ghana}, doi = {10.37256/ser.122020422}, abstract = {Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach’s alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners’ intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student’s decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning.}, number = {1}, journal = {Social Education Research}, author = {Aboagye, Emmanuel and Yawson, Joseph Anthony and Appiah, Kofi Nyantakyi}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.37256/ser.122020422 10/gmfk2s 2339240:LRIUE6NN 2405685:BFIVBVE8}, pages = {109--115}, } @incollection{oecd_teachers_2020, series = {{OECD} {Skills} {Studies}}, title = {Teachers’ use of new technologies in {Latin} {America}}, isbn = {978-92-64-41414-3 978-92-64-40016-0 978-92-64-66449-4 978-92-64-86472-6}, url = {https://www.oecd-ilibrary.org/education/making-the-most-of-technology-for-learning-and-training-in-latin-america_ce2b1a62-en}, language = {en}, urldate = {2022-09-01}, booktitle = {Making the {Most} of {Technology} for {Learning} and {Training} in {Latin} {America}}, publisher = {OECD}, author = {{OECD}}, month = jun, year = {2020}, doi = {10.1787/ce2b1a62-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/ce2b1a62-en 2339240:W35S4TJK 2405685:GRWZFAZ7}, } @article{temin_close_2020, title = {Close to {Home}: {Evidence} on the {Impact} of {Community}-{Based} {Girl} {Groups}}, volume = {8}, copyright = {© Temin and Heck.. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly cited. To view a copy of the license, visit http://creativecommons.org/licenses/by/4.0/. When linking to this article, please use the following permanent link: https://doi.org/10.9745/GHSP-D-20-00015}, issn = {2169-575X}, shorttitle = {Close to {Home}}, url = {https://www.ghspjournal.org/content/8/2/300}, doi = {10.9745/GHSP-D-20-00015}, abstract = {Purpose:Community-based programming to promote gender equity, often delivered through community-based girl groups (CBGGs, sometimes called “safe spaces”), is increasing. However, evidence is weak on how CBGGs are implemented and their effect on adolescent girls’ health and well-being. We conducted a comprehensive literature review to identify relevant CBGG programs. Methods:The review included programs with impact evaluations that used experimental or quasi-experimental design, data from 2 time points, control/comparison groups, and quantitative program effects and P values. Results:We analyzed evaluations of 30 programs (14 randomized controlled trials, 16 quasi-experimental). Although program designs varied, most programs targeted unmarried girls aged 13 to 18 years who were both in school and not in school, and who met weekly in groups of 15 to 25 girls. Nearly all programs used multisectoral approaches focusing on life skills and often economic and financial content, such as financial literacy and microsavings. Complementary activities with community members, boys, and health services were common. Across programs, evaluations reported statistically significant effects (P{\textless}.05) the majority ({\textgreater}50\%) of times they measured outcomes related to gender and health attitudes and knowledge, education, psychosocial well-being, and economic and financial outcomes. Measures of outcomes related to girls’ health behaviors and health status had majority null findings. Conclusions:CBGG program evaluations found positive effects on girl-level outcomes that are independent of external factors, like gender norm attitudes, and suboptimal performance on health behavior and health status, which rely on other people and systems. This delivery model has promise for building girls’ assets. Complementary actions to engage girls’ social environments and structures are needed to change behaviors and health status.}, language = {en}, number = {2}, urldate = {2021-05-24}, journal = {Global Health: Science and Practice}, author = {Temin, Miriam and Heck, Craig J.}, month = jun, year = {2020}, pmid = {32606096}, note = {Publisher: Global Health: Science and Practice Section: REVIEW KerkoCite.ItemAlsoKnownAs: 10.9745/GHSP-D-20-00015 2405685:7TZMHJ2Q 2534379:NI3D9Q2E}, pages = {300--324}, } @misc{education_commission_commission_2020, title = {Commission {Chair} {Gordon} {Brown}’s keynote at the {Education} {Disrupted}, {Education} {Reimagined} {WISE} {Summit}}, url = {https://educationcommission.org/updates/commission-chair-gordon-browns-keynote-address-at-the-education-disrupted-education-reimagined-wise-summit-june-23-2020/}, abstract = {It’s a real pleasure to speak to the WISE conference – to thank the Salzburg Global Seminar and WISE, particularly Sheikha Moza for organizing this, and to say that I thought that the initial remarks that we had from Asmaa and from Stavros were inspirational...}, language = {en-US}, urldate = {2020-09-22}, journal = {Education Commission}, author = {Education Commission}, month = jun, year = {2020}, note = {Section: Updates KerkoCite.ItemAlsoKnownAs: 2339240:ZCR786D4 2405685:LU9L9WIL}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-08-06}, institution = {UN}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {shortDOI: 10/ghgk6s KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 10/ghgk6s 2339240:2CFEYHEB 2405685:I8ETUWED}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-08-06}, institution = {UN}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {shortDOI: 10/ghgk6s KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 10/ghgk6s 2339240:2CFEYHEB 2405685:I8ETUWED}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-12-02}, institution = {UNDP}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 2339240:JXWBI5PG 2405685:C2H48T3W}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{united_nations_development_programme_covid-19_2020, title = {{COVID}-19 and {Human} {Development}: {Assessing} the {Crisis}, {Envisioning} the {Recovery}}, shorttitle = {{COVID}-19 and {Human} {Development}}, url = {https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en}, language = {en}, urldate = {2020-12-02}, institution = {UNDP}, author = {{United Nations Development Programme}}, month = jun, year = {2020}, doi = {10.18356/161b9678-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.18356/161b9678-en 2339240:JXWBI5PG 2405685:C2H48T3W}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{kenya_health_information_system_khis_adolescents_2020, title = {Adolescents (age 10 - 19) presenting with pregnancy at health facilities}, url = {https://www.afidep.org/publication/adolescents-age-10-19-presenting-with-pregnancy-at-health-facilities/}, abstract = {Rates of adolescent pregnancy are once again on the rise in Kenya.  The sudden surge threatens to cut short the pursuit for education and opportunities for especially vulnerable girls in the country.}, language = {en}, urldate = {2021-10-03}, publisher = {African Institute for Development Policy}, author = {{Kenya Health Information System (KHIS)}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PIU8D4N6 2405685:UYBXNF6W}, } @article{valverde-berrocoso_trends_2020, title = {Trends in educational research about e-learning: a systematic literature review (2009–2018)}, volume = {12}, issn = {2071-1050}, shorttitle = {Trends in educational research about e-learning}, url = {https://www.mdpi.com/2071-1050/12/12/5153}, doi = {10.3390/su12125153}, abstract = {The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining. The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the final sample. The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies.}, language = {en}, number = {12}, urldate = {2021-08-10}, journal = {Sustainability}, author = {Valverde-Berrocoso, Jesús and Garrido-Arroyo, María del Carmen and Burgos-Videla, Carmen and Morales-Cevallos, María Belén}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su12125153 10/ghvnfd 2339240:CMZ8HVYI 2405685:EWKSK6YI}, pages = {5153}, } @article{zhang_personalized_2020, title = {Personalized learning and {ESSA}: what we know and where we go}, volume = {52}, shorttitle = {Personalized learning and {ESSA}}, doi = {10.1080/15391523.2020.1728448}, abstract = {The passage of the 2015, Every Student Succeeds Act (ESSA), affords states funding for many new options to address the needs of learners. One of the prominent options is personalized learning (PL). This study sought to determine how states positioned PL in their state plans. This study used a qualitative research design to analyze state ESSA plans for presence of and relation to PL. From this analysis, four themes emerged, (a) definitions of PL, (b) goals of PL for students, (c) supports for PL, and (d) partnership for PL. The findings from this study suggested that many states contain aspects of PL in their state plans; however, there is little consensus of how to best implement PL. This article reported on these findings as well as offered guidance to policymakers and state departments of education on how to operationalize and implement PL.}, number = {3}, journal = {Journal of Research on Technology in Education}, author = {Zhang, Ling and Yang, Sohyun and Carter, Richard, Jr}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2020.1728448 2339240:RT3EWGRL 2405685:IFNDN45W}, pages = {253--274}, } @misc{antoun_great_2020, title = {The {Great} {Debate}: {Why} {Rwanda} may be the {Best} {Country} to {Launch} and {Scale} {Your} {Tech} {Startup}!}, shorttitle = {The {Great} {Debate}}, url = {https://medium.com/the-gps/the-great-debate-why-rwanda-may-be-the-best-country-to-launch-and-scale-your-tech-startup-25439a41a4}, language = {en}, urldate = {2020-08-17}, journal = {Medium}, author = {Antoun, Nadine}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8KD84EM 2405685:QM7AM53H}, } @techreport{un_women_online_2020, type = {{UN} {Women} {Ending} {Violence} {Against} {Women} ({EVAW}) {COVID}-19 {Briefs}}, title = {Online and {ICT} {Facilitated} {Violence} {Against} {Women} and {Girls} during {COVID}-19}, url = {https://www.un-ilibrary.org/content/papers/27084191/4}, language = {en}, number = {4}, urldate = {2021-08-26}, author = {UN Women}, month = jun, year = {2020}, doi = {10.18356/b3f5cc80-en}, note = {Series: UN Women Ending Violence Against Women (EVAW) COVID-19 Briefs Volume: 4 KerkoCite.ItemAlsoKnownAs: 10.18356/b3f5cc80-en 2339240:Z2WC7C8X 2405685:XTFJJSKE}, } @techreport{azevedo_simulating_2020, title = {Simulating the {Potential} {Impacts} of the {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}: {A} set of {Global} {Estimates}}, shorttitle = {Simulating the {Potential} {Impacts} of the {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}}, url = {https://www.worldbank.org/en/topic/education/publication/simulating-potential-impacts-of-covid-19-school-closures-learning-outcomes-a-set-of-global-estimates}, abstract = {Simulating the Potential Impacts of the COVID-19 School Closures and Learning Outcomes: A set of Global Estimates}, language = {en}, urldate = {2021-05-21}, institution = {World Bank}, author = {Azevedo, J.P and Hasan, A and Goldemberg, D and Iqbal, S.A and Geven, K}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KPN9W5QY 2534379:7MIIRQSV}, } @book{azevedo_simulating_2020, series = {Policy {Research} {Working} {Papers}}, title = {Simulating the {Potential} {Impacts} of {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}: {A} {Set} of {Global} {Estimates}}, shorttitle = {Simulating the {Potential} {Impacts} of {COVID}-19 {School} {Closures} on {Schooling} and {Learning} {Outcomes}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9284}, language = {en}, urldate = {2020-08-12}, publisher = {The World Bank}, author = {Azevedo, João Pedro and Hasan, Amer and Goldemberg, Diana and Iqbal, Syedah Aroob and Geven, Koen}, month = jun, year = {2020}, doi = {10.1596/1813-9450-9284}, note = {shortDOI: 10/ghgnf8 KerkoCite.ItemAlsoKnownAs: 10/ghgnf8 2405685:5YLXQ8AN}, } @misc{giannini_build_2020, title = {Build back better: {Education} must change after {COVID}-19 to meet the climate crisis}, shorttitle = {Build back better}, url = {https://en.unesco.org/news/build-back-better-education-must-change-after-covid-19-meet-climate-crisis}, language = {en}, urldate = {2020-12-08}, journal = {UNESCO}, author = {Giannini, Stefania}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:739QHSM9 2405685:RHV7HDYM}, } @misc{pakistan_alliance_for_girls_education_education_2020, title = {Education budget of {Pakistan}}, url = {https://page.org.pk/education-budget-of-pakistan/}, abstract = {Budget provide an apprehension into the Government’s policy priorities. Education receives a remarkable fragment of Federal and Provincial budgets every year.}, language = {en-US}, urldate = {2021-11-09}, author = {{Pakistan Alliance for Girls Education}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ASUNRHWE 2405685:RD9K77B7}, } @misc{world_bank_covid-19_2020, type = {Text/{HTML}}, title = {{COVID}-19 {Could} {Lead} to {Permanent} {Loss} in {Learning} and {Trillions} of {Dollars} in {Lost} {Earnings}}, url = {https://www.worldbank.org/en/news/press-release/2020/06/18/covid-19-could-lead-to-permanent-loss-in-learning-and-trillions-of-dollars-in-lost-earnings}, abstract = {COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings}, language = {en}, urldate = {2020-07-14}, journal = {World Bank}, author = {World Bank}, month = jun, year = {2020}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:JV7JM6SV 2405685:WK23ATYZ}, } @misc{angel-urdinola_use_2020, title = {Use of adaptive computer assisted remediation programs to prevent student dropout in the context of {COVID}-19}, url = {https://blogs.worldbank.org/education/use-adaptive-computer-assisted-remediation-programs-prevent-student-dropout-context-covid}, language = {en}, urldate = {2020-07-31}, author = {Angel-Urdinola, Diego}, month = jun, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:J5Q46ESZ 2405685:5YD7R436}, } @misc{kaffenberger_how_2020, title = {How much learning may be lost in the long-run from {COVID}-19 and how can mitigation strategies help?}, url = {https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/}, abstract = {How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help?}, language = {en-US}, urldate = {2020-07-31}, journal = {Brookings}, author = {Kaffenberger, Michelle}, month = jun, year = {2020}, note = {Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2339240:DEVEKDJN 2405685:DXA82W42}, } @misc{unesco_learning_2020, title = {Learning in the {COVID}-19 era}, url = {https://en.unesco.org/news/learning-covid-19-era}, language = {en}, urldate = {2020-07-31}, journal = {UNESCO}, author = {UNESCO}, month = jun, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:NPU5QD2E 2405685:IP764L4J}, } @misc{holoniq_holoniq_2020, title = {{HolonIQ} {LATAM} {EdTech} 100}, url = {https://www.holoniq.com/notes/latam-edtech-100/}, language = {en-US}, urldate = {2022-06-06}, journal = {HolonIQ}, author = {HolonIQ}, month = jun, year = {2020}, note = {Section: EdTech KerkoCite.ItemAlsoKnownAs: 2339240:XVMFMLEI 2405685:ZBINITFN}, } @article{bozkurt_global_2020, title = {A global outlook to the interruption of education due to {COVID}-19 pandemic: {Navigating} in a time of uncertainty and crisis}, volume = {15}, copyright = {Copyright (c) 2020 Asian Journal of Distance Education}, issn = {1347-9008}, shorttitle = {A global outlook to the interruption of education due to {COVID}-19 pandemic}, url = {http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462}, abstract = {Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7\% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.}, language = {en}, number = {1}, urldate = {2020-06-07}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, Aras and Jung, Insung and Xiao, Junhong and Vladimirschi, Viviane and Schuwer, Robert and Egorov, Gennady and Lambert, Sarah and Al-Freih, Maha and Pete, Judith and Don Olcott, Jr and Rodes, Virginia and Aranciaga, Ignacio and Bali, Maha and Alvarez, Abel Jr and Roberts, Jennifer and Pazurek, Angelica and Raffaghelli, Juliana Elisa and Panagiotou, Nikos and Coëtlogon, Perrine de and Shahadu, Sadik and Brown, Mark and Asino, Tutaleni I. and Tumwesige, Josephine and Reyes, Tzinti Ramírez and Ipenza, Emma Barrios and Ossiannilsson, Ebba and Bond, Melissa and Belhamel, Kamel and Irvine, Valerie and Sharma, Ramesh C. and Adam, Taskeen and Janssen, Ben and Sklyarova, Tatiana and Olcott, Nicoleta and Ambrosino, Alejandra and Lazou, Chrysoula and Mocquet, Bertrand and Mano, Mattias and Paskevicius, Michael}, month = jun, year = {2020}, note = {Number: 1 EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2405685:7ZV7JHZ7 2405685:CFE5CVWB 2405685:XYNYDBYX}, keywords = {COVID-19, Coronavirus Pandemic, Covid-19., Emergency remote education, distance education, dode\_eth-src-dode, dode\_eth-trf2-dode, emergency remote education, online learning, ⛔ No DOI found}, pages = {1--126}, } @techreport{world_bank_sierra_2020, type = {Project {Appraisal} {Document}}, title = {Sierra {Leone} {Free} {Education} {Project}}, url = {https://documents1.worldbank.org/curated/en/957041593741800590/pdf/Sierra-Leone-Free-Education-Project.pdf}, urldate = {2023-11-06}, author = {{World Bank}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MSP6V8I2 2405685:REKP5PJD}, } @unpublished{burgess_how_2020, title = {How should we help the {Covid19} cohorts make up the learning loss from lockdown?}, url = {https://www.dropbox.com/s/myqi9oao7v33gkp/how%20to%20catchup%2020200607%20FULL.pdf?dl=0}, language = {en}, author = {Burgess, Simon}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5Q3GQ2B5 2405685:99JYRAWP}, } @misc{unicef_unequal_2020, title = {Unequal access to remote schooling amid {COVID}-19 threatens to deepen global learning crisis}, url = {https://www.unicef.org/press-releases/unequal-access-remote-schooling-amid-covid-19-threatens-deepen-global-learning}, language = {en}, urldate = {2021-10-03}, author = {{UNICEF}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HYMM3U8S 2405685:CW6H4JR4}, } @article{coskinas_changes_2020, title = {Changes to aspects of ongoing randomised controlled trials with fixed designs}, volume = {21}, issn = {1745-6215}, url = {https://doi.org/10.1186/s13063-020-04374-3}, doi = {10.1186/s13063-020-04374-3}, abstract = {Despite careful planning, changes to some aspects of an ongoing randomised clinical trial (RCT), with a fixed design, may be warranted. We sought to elucidate the distinction between legitimate versus illegitimate changes to serve as a guide for less experienced clinical trialists and other stakeholders.}, number = {1}, urldate = {2023-09-21}, journal = {Trials}, author = {Coskinas, Xanthi and Simes, John and Schou, Manjula and Martin, Andrew James}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13063-020-04374-3 2339240:FIHX97ZB 2405685:I8JKIEKC}, keywords = {Bias, Design changes, Randomised control trials, Type 1 error}, pages = {1--8}, } @techreport{koomar_open_2020, title = {Open {Education} {Resources} in {Africa}: {A} {Curated} {Resource} {List}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Open {Education} {Resources} in {Africa}}, url = {https://docs.edtechhub.org/lib/10.5281/zenodo.3906041}, abstract = {{\textless}strong{\textgreater}This curated list defines open educational resources, offers background on open source licensing, and provides a review of OER relevant to the context of Ghana in response to an EdTech Hub helpdesk request. This document does not intend to set out a comprehensive list of OER used by teachers, students, parents or other stakeholders; rather, this document will identify exemplars of OER provided they are relevant to the Ghanaian context and focus on: {\textless}/strong{\textgreater} {\textless}strong{\textgreater}reaching marginalised learners through offline or online content; {\textless}/strong{\textgreater} {\textless}strong{\textgreater}reaching marginalised learners through mass media;{\textless}/strong{\textgreater} {\textless}strong{\textgreater}using OER for teacher education; {\textless}/strong{\textgreater} {\textless}strong{\textgreater}further useful resources and methods of implementing OER.{\textless}/strong{\textgreater}}, urldate = {2021-01-28}, institution = {Zenodo}, author = {Koomar, Saalim and Jull, Stephen}, month = jun, year = {2020}, doi = {10.5281/zenodo.3906041}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3906041 10.5281/zenodo.3906041 2339240:35NW4SYR 2405685:VD8J4NCU}, } @article{burns_covid-19_2020, title = {A {COVID}-19 panacea in digital technologies? {Challenges} for democracy and higher education:}, copyright = {© The Author(s) 2020}, shorttitle = {A {COVID}-19 panacea in digital technologies?}, url = {https://journals.sagepub.com/doi/10.1177/2043820620930832}, doi = {10.1177/2043820620930832}, abstract = {Universities have transitioned to online education in order to slow the spread of COVID-19. This transition mobilizes the technological utopian imaginary that d...}, language = {en}, urldate = {2020-09-14}, journal = {Dialogues in Human Geography}, author = {Burns, Ryan}, month = jun, year = {2020}, note = {Publisher: SAGE Publications Sage UK: London, England shortDOI: 10/ghgn4m KerkoCite.ItemAlsoKnownAs: 10/ghgn4m 2405685:J97U7XNQ}, } @misc{unesco_learning_2020, title = {Learning through radio and television in the time of {COVID}-19}, url = {https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19}, language = {en}, urldate = {2021-10-25}, journal = {UNESCO}, author = {{UNESCO}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDMPEWCF 2405685:NRJGBJFJ}, } @misc{unesco_learning_2020, title = {Learning through radio and television in times of {COVID}-19}, url = {https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19}, abstract = {With an estimated 91.3 percent or 1.57 billion students out of school worldwide, ministers of education are executing their plans for school during disruptions related to COVID-19. Under the banner of learning continuity, many countries have slowly begun to use existing platforms, tools, and technologies for some form of interim learning by distance.}, language = {en}, urldate = {2021-11-02}, author = {{UNESCO}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2HIQHMQZ 2405685:5QX8JYXP}, } @misc{bachas_informality_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Informality, {Consumption} {Taxes} and {Redistribution}}, url = {https://papers.ssrn.com/abstract=3637730}, doi = {10.2139/ssrn.3637730}, abstract = {Can taxes on consumption redistribute in developing countries? Contrary to consensus, we show that taxing consumption is progressive once we account for informal consumption. Using household expenditure surveys in 32 countries we proxy for informal consumption using the type of store where purchases occur. We find that the budget share spent in informal stores steeply declines with income, so that the effective tax rate of a broad consumption tax rises with income. Our findings imply that the widespread policy of exempting food from taxation cannot be justified on equity grounds in low-income-countries.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.}, language = {en}, urldate = {2022-10-13}, author = {Bachas, Pierre and Gadenne, Lucie and Jensen, Anders}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3637730 2339240:ANXIUGLU 2405685:KN5G2NGN 4656463:8HGZVI42}, keywords = {Anders Jensen, Consumption Taxes and Redistribution, Informality, Lucie Gadenne, Pierre Bachas, SSRN}, } @misc{hatim_moroccan_2020, title = {Moroccan {Students} {Can} {Freely} {Access} {TelmidTICE} {Remote} {Learning} {Platform}}, url = {https://www.moroccoworldnews.com/2020/06/304457/moroccan-students-can-freely-access-telmidtice-remote-learning-platform/}, abstract = {Moroccan students can access the TelmidTICE remote learning platform without necessarily having an internet subscription.}, language = {en-US}, urldate = {2020-09-23}, journal = {Morocco World News}, author = {Hatim, Yahia}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJD9A246 2405685:K37Q9DM2}, } @techreport{alam_putting_2020, title = {Putting the ‘learning’ back in remote learning}, url = {https://www.unicef.org/globalinsight/sites/unicef.org.globalinsight/files/2020-06/UNICEF-Global-Insight-remote-learning-issue-brief-2020.pdf}, language = {en}, institution = {UNICEF}, author = {Alam, Andaleeb and Tiwari, Priyamvada}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YDUHXW2G 2405685:LHEMZBWW}, pages = {16}, } @article{joshi_gender_2020, title = {Gender and the digital divide across urban slums of {New} {Delhi}, {India}: cross-sectional study}, volume = {22}, url = {https://www.jmir.org/2020/6/e14714}, doi = {10.2196/14714}, number = {6}, urldate = {2021-10-25}, journal = {Journal of Medical Internet Research}, author = {Joshi, Ashish and Malhotra, Bhavya and Amadi, Chioma and Loomba, Menka and Misra, Archa and Sharma, Shruti and Arora, Arushi and Amatya, Jaya}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.2196/14714 2339240:A7GB5YPH 2405685:NVSJDCC9}, pages = {e14714}, } @techreport{loureiro_achieving_2020, address = {Washington, DC}, title = {Achieving {World}-{Class} {Education} in {Adverse} {Socioeconomic} {Conditions}: {The} {Case} of {Sobral} in {Brazil}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Achieving {World}-{Class} {Education} in {Adverse} {Socioeconomic} {Conditions}}, url = {https://openknowledge.worldbank.org/handle/10986/34150}, abstract = {This report presents the case of the municipality of Sobral in the state of Ceara, Brazil. This municipality overcame adverse socioeconomic conditions and now has the best primary andlower secondary education system in Brazil. Sobral is home to 200,000 inhabitants and in 2005 was ranked 1,366 in the national index that measures quality of education in Brazil. Twelve years later, it was ranked first among the 5,570 municipalities in both primary and lower secondary education rankings. Public education in Sobral has one goal: every student must complete lower secondary education at the right age and with appropriate learning. The municipality placed education at the top of the political agenda and kept it out of politics. Its prioritized learning by establishing a clear intermediate target, ensuring all students are literate by the end of the second grade. It organized the education policy under four pillars: effective use of student assessment; focused curriculum with a clear learning sequence and prioritization of foundational skills; prepared and motivated teachers; and autonomous and accountable school management with school principals appointed through a meritocratic and technical selection process. The main aspects of the reforms are presented and discussed in this report.}, language = {English}, urldate = {2022-05-31}, institution = {World Bank}, author = {Loureiro, Andre and Cruz, Louisee}, month = jun, year = {2020}, doi = {10.1596/34150}, note = {Accepted: 2020-07-17T20:46:11Z KerkoCite.ItemAlsoKnownAs: 10.1596/34150 2339240:9VQRI5VD 2405685:448M7828 4656463:FPTSMMS3}, keywords = {Early Childhood Education, Education, Education Quality, Education Reform, Education for All, Literacy, Primary Education, Secondary Education, Student Performance}, } @techreport{loureiro_state_2020, address = {Washington, DC}, title = {The {State} of {Ceara} in {Brazil} is a {Role} {Model} for {Reducing} {Learning} {Poverty}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/34156}, abstract = {This report presents the case of the state of Ceara in Brazil that overcame adverse socioeconomic conditions to substantially improve education outcomes with efficient use of resources. Despite having the 5th lowest GDP per capita among the 26 Brazilian states, the 9-million-inhabitant state of Ceara has experienced the largest increase in the national education quality index in both primary and lower secondary education since 2005, with 10 municipalities of Ceara being among the top 20 national ranking, including Sobral which has the highest score. The state of Ceara pioneered the use of results-based financing as part of a comprehensive education reform program that among other elements included strong support to its municipalities to achieve universal literacy by the end of grade 2. The reforms allowed the state to considerably improve learning levels of students in primary and lower secondary education with a high level of efficiency in the use of resources. The main aspects of the reforms are presented and discussed.}, language = {English}, urldate = {2022-06-11}, institution = {World Bank}, author = {Loureiro, Andre and Cruz, Louisee and Lautharte, Ildo and Evans, David K.}, month = jun, year = {2020}, doi = {10.1596/34156}, note = {Accepted: 2020-07-22T15:15:05Z KerkoCite.ItemAlsoKnownAs: 10.1596/34156 2339240:AVNTZGZL 2405685:GTYUQIGH 4656463:KHGL8RB9}, keywords = {Education Quality, Education Reform, Learning Poverty, Results-Based Financing, Secondary Education}, } @techreport{unhcr_mauritania_2020, title = {Mauritania {Fact} {Sheet}}, url = {https://data2.unhcr.org/en/documents/download/77352}, institution = {UNHCR}, author = {UNHCR}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ICIFFS2I 2405685:LTRG5KDJ}, } @article{united_nations_roadmap_2020, title = {Roadmap for {Digital} {Cooperation}}, language = {en}, author = {{United Nations}}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7PZNPHQG 2405685:XASSZTVB}, pages = {39}, } @techreport{world_bank_kenya_2020, address = {Washington, DC}, title = {Kenya {Public} {Expenditure} {Review} 2020: {Options} for {Fiscal} {Consolidation} after the {COVID}-19 {Crisis}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Kenya {Public} {Expenditure} {Review} 2020}, url = {https://openknowledge.worldbank.org/handle/10986/34052}, abstract = {The objective of this public expenditure review (PER) is to provide the government with options for fiscal consolidation and support macroeconomic stability in the medium-term. This PER addresses the broad topic of expenditure efficiency and examines options for expenditure rationalization to help return Kenya’s fiscal accounts to a prudent trajectory in the medium-term. The PER is being undertaken as a programmatic analytical product with two modules. The first module focuses on identifying options for expenditure rationalization and measures to strengthen within-year expenditure control for better expenditure management. The second module to be delivered in FY21 will focus on efficiency, effectiveness, and equity of spending within public services delivery sectors of education, health, and disaster risk financing. The report builds upon several other Bank-led reports that contribute to the discussion around improving public expenditure and strengthening expenditure controls in Kenya. It complements an ongoing governance for enabling service delivery and public investments in Kenya (GESDeK) project, which is at the forefront in supporting numerous reforms highlighted in this PER to improve efficiency in spending and strengthen expenditure controls. The report is organized as follows: chapter one contains the macro context, trends, and composition of spending, overall balance and debt. Chapter two contains the fiscal and debt sustainability analysis while chapter three presents options for expenditure rationalization in Kenya. Chapter four ties it all together with fiscal savings and policy recommendations.}, language = {English}, urldate = {2022-06-09}, institution = {World Bank}, author = {{World Bank}}, month = jun, year = {2020}, doi = {10.1596/34052}, note = {Accepted: 2020-07-08T21:09:38Z KerkoCite.ItemAlsoKnownAs: 10.1596/34052 2339240:6ZRFSFSD 2405685:7F9L42V9}, keywords = {Debt Sustainability, Expenditure Control System, Fiscal Sustainability, Fiscal Trends, Public Debt, Public Expenditure, Public Investment Management, Public Procurement, Public Wage Bill, Revenue}, } @article{mcculloch_covid-19_2020, title = {Covid-19 {Is} {History}’s {Biggest} {Translation} {Challenge}}, issn = {1059-1028}, url = {https://www.wired.com/story/covid-language-translation-problem/}, abstract = {Services like Google Translate support only 100 languages, give or take. What about the thousands of other languages—spoken by people just as vulnerable to this crisis?}, language = {en}, urldate = {2020-06-04}, journal = {Wired}, author = {McCulloch, Gretchen}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AKWFK3T2}, keywords = {coronavirus, covid-19, language, translation, web}, } @misc{mcculloch_trapped_2020, title = {Trapped in low performance? {Tracking} the learning trajectory of disadvantaged girls and boys in the {Complementary} {Basic} {Education} programme in {Ghana} {\textbar} {Elsevier} {Enhanced} {Reader}}, shorttitle = {Trapped in low performance?}, url = {https://reader.elsevier.com/reader/sd/pii/S0883035519327831?token=5FE8A30218AF74038A0BB3754461CE2EB7D04E79758399EF9402C944F20004ABF4AC9FBFC7A23CA1C950635959D925E2}, language = {en}, urldate = {2020-05-29}, author = {McCulloch, Gretchen}, month = may, year = {2020}, doi = {10.1016/j.ijer.2020.101541}, note = {Library Catalog: reader.elsevier.com shortDOI: 10/ghgng3 KerkoCite.ItemAlsoKnownAs: 10/ghgng3 2405685:LKYS74DD}, } @misc{belajar_dari_rumah_kemendikbud_2020, title = {Kemendikbud {Terbitkan} {Pedoman} {Penyelenggaraan} {Belajar} dari {Rumah}}, url = {https://www.kemdikbud.go.id/main/blog/2020/05/kemendikbud-terbitkan-pedoman-penyelenggaraan-belajar-dari-rumah}, abstract = {Kementerian Pendidikan dan Kebudayaan (Kemendikbud) menerbitkan Surat Edaran Nomor 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar Dari Rumah Dalam Masa Darurat Penyebaran Covid-19. Staf Ahli Menteri Pendidikan dan Kebudayaan Bidang Regulasi, Chatarina Muliana Girsang menyampaikan Surat Edaran Nomor 15 ini untuk memperkuat Surat Edaran Mendikbud Nomor 4 Tahun 2020 tentang Pelaksanaan Pendidikan Dalam Masa Darurat Coronavirus Disease (Covid-19).}, language = {en}, urldate = {2022-06-25}, journal = {Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi}, author = {Belajar dari Rumah}, month = may, year = {2020}, note = {Section: Siaran Pers KerkoCite.ItemAlsoKnownAs: 2339240:WMQGW2Q5 2405685:FD82HXYD}, } @article{samb_meeting_2020, title = {Meeting the challenges posed by per diem in development projects in southern countries: a scoping review}, volume = {16}, issn = {1744-8603}, shorttitle = {Meeting the challenges posed by per diem in development projects in southern countries}, url = {https://doi.org/10.1186/s12992-020-00571-6}, doi = {10.1186/s12992-020-00571-6}, abstract = {This study presents the results of a review whose goal is to generate knowledge on the possible levers of action concerning per diem practices in southern countries in order to propose reforms to the existing schemes.}, number = {1}, urldate = {2022-11-18}, journal = {Globalization and Health}, author = {Samb, Oumar Mallé and Essombe, Christiane and Ridde, Valery}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12992-020-00571-6 2339240:MCNG2S7E 2405685:FRYC6H9R 4656463:P6QZDCEC}, keywords = {Per diem, Policy dialogue, Reform, West Africa}, pages = {48}, } @misc{shahani_comparative_2020, title = {Comparative {Analysis} of {Personal} {Data} {Protection} {Bill} 2020 with {Laws} and {Bills} in the {EU}, {UK}, {India}, and {Malaysia}}, url = {https://bolobhi.org/comparative-analysis-of-personal-data-protection-bill-2020-with-laws-and-bills-in-the-eu-uk-india-malaysia/}, abstract = {Overview of the Comparative Analysis  By Shumaila Hussain Shahani The draft Personal Data Protection Bill, 2020 was made available by the Ministry of Information Technology and Telecommunication (MoITT) on its website on April 9, 2020. This analysis compares the draft Personal Data Protection Bill 2020 to the General Data Protection Regulation (GDPR) (from which the …}, language = {en-US}, urldate = {2022-06-14}, author = {Shahani, Shumaila Hussain}, month = may, year = {2020}, note = {Section: Blog KerkoCite.ItemAlsoKnownAs: 2339240:2D6EPNJX 2405685:6W8UJKMT}, } @misc{cummiskey_calculating_2020, title = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {II}): {Using} {Data} from {Successive} {Grades} to {Estimate} {Learning} {Loss}}, shorttitle = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {II})}, url = {https://www.ukfiet.org/2020/calculating-the-educational-impact-of-covid-19-part-ii-using-data-from-successive-grades-to-estimate-learning-loss/}, abstract = {This article was co-authored by Christopher Cummiskey and Jonathan Stern. It benefitted from input from Joe DeStefano, Tim Slade, and Ben Piper. The article was originally published on the RTI SharEd website on 13 May 2020. Part I can be read here. A couple of weeks ago, we set the stage for developing evidence-based, data-driven […]}, language = {en-GB}, urldate = {2022-08-25}, journal = {The Education and Development Forum (UKFIET)}, author = {Cummiskey, Chris and Stern, Jonathan and DeStefano, Joe and Piper, Ben}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7882J2SY 2405685:4YIXPMKS}, } @misc{unesco_global_2020, title = {Global {Education} {Coalition} facilitates free internet access for distance education in several countries}, url = {https://en.unesco.org/news/global-education-coalition-facilitates-free-internet-access-distance-education-several}, language = {en}, urldate = {2020-06-08}, author = {UNESCO}, month = may, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:D8N5ZP96}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{world_bank_mozpulse_2020, title = {{MozPulse} wave 1 {Results} {Report}}, language = {EN}, urldate = {2020-07-08}, institution = {World Bank}, author = {{World Bank}}, month = may, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:CPL7A39Q}, pages = {13}, } @article{reuters_staff_ivory_2020, title = {Ivory {Coast} children head back to school after virus shutdown}, url = {https://www.reuters.com/article/us-health-coronavirus-ivorycoast-educati-idUSKBN2311FC}, abstract = {Thousands of children in face masks flocked back to school in Ivory Coast on Monday after the country became one of the first in West Africa to restart lessons after a two-month coronavirus shutdown.}, language = {en}, urldate = {2021-03-29}, journal = {Reuters}, author = {{Reuters Staff}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EKB2MANC 2405685:EE3FSPZV}, keywords = {Africa, Aid Relief / Humanitarian Agencies, CORONAVIRUS, Children / Youth Issues, Coronavirus, EDUCATION, Education, Epidemics, HEALTH, Health / Medicine, Human Rights / Civil Rights, IVORYCOAST, Ivory Coast, Overseas Development Aid, Pictures, US, Video Available, West Africa, Western Europe}, } @misc{crawfurd_why_2020, title = {Why the {COVID} {Crisis} {Is} {Not} {EdTech}’s {Moment} {In} {Africa} [repost]}, url = {https://opendeved.net/2020/05/20/why-the-covid-crisis-is-not-edtechs-moment-in-africa/}, abstract = {With schools closed for hundreds of million students around the world, many have hoped that “edtech” can help keep children learning via internet, apps, and mobiles. A new database published by the EdTech Hub shows that though use of edtech products serving African countries has doubled in the last month, the total number of users is still very low, and most were viewers of one TV show. That, coupled with the fact that most firms come from just a few countries, suggests that edtech in Africa is far from maturity.}, language = {en-GB}, urldate = {2020-07-14}, journal = {Open Development \& Education}, author = {CrawFurd, Lee}, month = may, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2339240:HPBQVQHE 2405685:DKQNMNM9 2405685:YRLJ3A6U}, } @article{asanov_remote-learning_2020, title = {Remote-learning, {Time}-{Use}, and {Mental} {Health} of {Ecuadorian} {High}-{School} {Studentsduring} the {COVID}-19 {Quarantine}}, volume = {9252}, url = {https://ssrn.com/abstract=3605886}, journal = {World Bank Policy Research Working Paper}, author = {Asanov, Igor and Flores, Francisco and McKenzie, David and Mensmann, Mona and Schulte, Mathis}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SN2UMVDP 2405685:LZ3GYSNW}, keywords = {⛔ No DOI found}, } @article{bakibinga-gaswaga_digital_2020, title = {Digital technologies in the {COVID}-19 responses in sub-{Saharan} {Africa}: policies, problems and promises}, volume = {35}, issn = {1937-8688}, shorttitle = {Digital technologies in the {COVID}-19 responses in sub-{Saharan} {Africa}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7875745/}, doi = {10.11604/pamj.supp.2020.35.2.23456}, abstract = {The gains made five years after the adoption of the 2030 Agenda for Sustainable Development will be lost if the threats presented by the COVID-19 pandemic are not countered in a timely manner. The threat is worse in sub Saharan Africa where poverty and poor health and limited access to services present challenges to even the most robust of health systems on the continent. In light of the requisite public-private collaboration and multi-sectoral approach, digital technologies offer opportunities to support the COVID-19 responses. This commentary reviews the policy environment and the challenges presented by digital illiteracy, poor infrastructure, the high cost of installing ICT infrastructure, the volatile political environment and limited electricity supply as well as the opportunities that digital technologies provide to ensure that people and communities are still able to access goods and services. It highlights how digital technologies are being used by the governments, parliaments, judiciaries, schools, health service providers, transport authorities and marketers to reach their targeted audiences. The commentary concludes with recommendations on possible interventions that emphasize the need to address infrastructural limitations, promote public private partnerships and tackle the digital divide in all its dimensions, including from a gender and rural/urban perspective.}, number = {Suppl 2}, urldate = {2021-03-29}, journal = {The Pan African Medical Journal}, author = {Bakibinga-Gaswaga, Elizabeth and Bakibinga, Stella and Bakibinga, David Baxter Mutekanga and Bakibinga, Pauline}, month = may, year = {2020}, pmid = {33623563}, pmcid = {PMC7875745}, note = {KerkoCite.ItemAlsoKnownAs: 10.11604/pamj.supp.2020.35.2.23456 2339240:ADHCAM8A 2405685:4CW66YTH}, } @misc{giannini_reopening_2020, title = {Reopening schools: {When}, where and how?}, shorttitle = {Reopening schools}, url = {https://blogs.worldbank.org/education/reopening-schools-when-where-and-how}, abstract = {Reopening schools: When, where and how?}, language = {en}, urldate = {2020-08-18}, journal = {World Bank Blogs}, author = {Giannini, Stefania and Jenkins, Robert and Saavedra, Jaime}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E7YU247I 2405685:9XL329TR}, } @techreport{dellagnelo_brazil_2020, title = {Brazil: {Secretaria} {Estadual} de {Educação} de {São} {Paulo} ({São} {Paulo} {State} {Department} of {Education})}, url = {https://oecdedutoday.com/wp-content/uploads/2020/05/Brazil-S%C3%A3o-Paulo-State-Department-of-Education.pdf}, author = {Dellagnelo, Lucia and Reimers, Fernando}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FPTY9WIJ 2405685:NW9QMPBS}, } @misc{giannini_distance_2020, title = {Distance {Learning} {Denied}}, url = {https://gemreportunesco.wpcomstaging.com/2020/05/15/distance-learning-denied/}, abstract = {Over 500 million of the world’s children and youth not accessing distance learning alternatives By Stefania Giannini, UNESCO Assistant Director-General for Education Most countries around the world…}, language = {en-US}, urldate = {2021-10-11}, journal = {World Education Blog}, author = {Giannini, Stefania}, month = may, year = {2020}, note = {Global Education Monitoring Report KerkoCite.ItemAlsoKnownAs: 2339240:5W4JTQJ5 2405685:TMWR4P99}, } @misc{jenkins_5_2020, title = {5 actions to help bring the most marginalized girls back to school after {COVID}-19}, url = {https://www.brookings.edu/blog/education-plus-development/2020/05/15/5-actions-to-help-bring-the-most-marginalized-girls-back-to-school-after-covid-19/}, urldate = {2020-06-01}, journal = {The Brookings Institution}, author = {Jenkins, Robert and Winthrop, Rebecca}, month = may, year = {2020}, note = {Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2339240:7FI6B94F 2339240:85E3JA7E 2405685:924ECFFX 2405685:HZXBSR62 2405685:SI86DHRX}, } @misc{cummiskey_calculating_2020, title = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {II}): {Using} {Data} from {Successive} {Grades} to {Estimate} {Learning} {Loss} {\textbar} {SharEd}}, url = {https://shared.rti.org/content/calculating-educational-impact-covid-19-part-ii-using-data-successive-grades-estimate}, urldate = {2020-08-12}, author = {Cummiskey, Chris}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NTMM7JYX 2405685:6X5Q67HW}, keywords = {\_COVID\_DEAA-List}, } @misc{iiep_unesco_reopening_2020, title = {Reopening schools: {How} to get education back on track after {COVID}-19}, shorttitle = {Reopening schools}, url = {http://www.iiep.unesco.org/en/reopening-schools-how-get-education-back-track-after-covid-19-13424}, abstract = {It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e}, language = {en}, urldate = {2020-09-15}, journal = {IIEP-UNESCO}, author = {IIEP UNESCO and Planning, International Institute for Educational}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5SA26P7G}, } @misc{international_institute_for_educational_planning_reopening_2020, title = {Reopening schools: {How} to get education back on track after {COVID}-19}, shorttitle = {Reopening schools}, url = {http://www.iiep.unesco.org/en/reopening-schools-how-get-education-back-track-after-covid-19-13424}, abstract = {It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e}, language = {en}, urldate = {2020-08-18}, journal = {IIEP-UNESCO}, author = {International Institute for Educational Planning}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BL5L57HW 2405685:C7YC3VT4}, } @article{moloney_could_2020, chapter = {Coronavirus: Full Coverage}, title = {Could coronavirus lockdowns help close {Latin} {America}'s digital divide?}, url = {https://www.reuters.com/article/us-health-coronavirus-latam-tech-trfn-idUSKBN22O1L5}, abstract = {As Colombia enters its eighth week of coronavirus lockdown, street vendor Luis Duarte worries that his teenage daughter might not finish her school year now that her classes have moved online.}, language = {en}, urldate = {2022-06-06}, journal = {Reuters}, author = {Moloney, Anastasia}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KHJPGUYA 2405685:JR4YK73X}, keywords = {Americas, CORONAVIRUS, Central America, Children, Civil Liberties, Civil Rights, Coronavirus, Education, Enterprise Reporting, Features, Fundamental Rights, General News, Government, HEALTH, Health, Human Rights, Internet, LATAM, Medicine, Peru, Politics, Social Issues, Society, South America, TECH, TRFN, Technology (TRBC level 1), US, United Nations, World Wide Web, Youth Issues}, } @misc{the_academia_taleem_2020, title = {Taleem {Ghar}: {Delivering} {Education} {In} {The} {Safety} {Of} {Homes}}, shorttitle = {Taleem {Ghar}}, url = {https://academiamag.com/taleem-ghar-delivering-education-in-the-safety-of-homes/}, abstract = {Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education}, language = {en-US}, urldate = {2020-07-21}, author = {{The Academia}}, month = may, year = {2020}, note = {Library Catalog: academiamag.com KerkoCite.ItemAlsoKnownAs: 2405685:IMXB578I}, keywords = {auto\_merged}, } @misc{the_academia_taleem_2020, title = {Taleem {Ghar}: {Delivering} {Education} {In} {The} {Safety} {Of} {Homes}}, shorttitle = {Taleem {Ghar}}, url = {https://academiamag.com/taleem-ghar-delivering-education-in-the-safety-of-homes/}, abstract = {Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education}, language = {en-US}, urldate = {2020-07-21}, author = {{The Academia}}, month = may, year = {2020}, note = {Library Catalog: academiamag.com KerkoCite.ItemAlsoKnownAs: 2405685:IMXB578I}, } @article{adam_between_2020, title = {Between {Social} {Justice} and {Decolonisation}: {Exploring} {South} {African} {MOOC} {Designers}’ {Conceptualisations} and {Approaches} to {Addressing} {Injustices}}, volume = {2020}, copyright = {Creative Commons Attribution}, issn = {1365-893X}, shorttitle = {Between {Social} {Justice} and {Decolonisation}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.557/}, doi = {10.5334/jime.557}, abstract = {As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.}, language = {en}, number = {1}, urldate = {2020-05-31}, journal = {Journal of Interactive Media in Education}, author = {Adam, Taskeen}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press EdTechHub.Source: 2129771:TMULW29L shortDOI: 10/ggx3rf KerkoCite.ItemAlsoKnownAs: 10.5334/jime.557 10/ggx3rf 2129771:TMULW29L 2405685:UBRAD3MS}, keywords = {MOOC designers, cultural-epistemic injustice, decolonisation, dode\_eth-src-dode, dode\_eth-trf2-dode, geopolitical injustice, material injustice, social justice}, pages = {7}, } @misc{hasler_who_2020, title = {Who has what? {Assessing} who has access to what devices in the education response to the {COVID}-19 pandemic}, url = {https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/}, language = {en-GB}, urldate = {2020-06-01}, journal = {Open Development \& Education}, author = {Haßler, Björn and Khalayleh, Abdullah and McBurnie, Chris and Adam, Taskeen and Allier-Gagneur, Zoé}, month = may, year = {2020}, note = {Library Catalog: opendeved.net Section: blog EdTechHub.Source: 2129771:T6Q8K4IR KerkoCite.ItemAlsoKnownAs: 2129771:T6Q8K4IR 2339240:CFWFBGB5 2405685:JMDCGPBJ 2405685:LQY8MDMV}, keywords = {\_yl:x, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{bashar_assessing_2020, title = {Assessing the real-life socio-economic scenario of established slums in {Dhaka}: the cases of {Korail} and {Sattola}}, volume = {20}, shorttitle = {Assessing the real-life socio-economic scenario of established slums in dhaka}, doi = {https://www.researchgate.net/publication/342562015_Assessing_the_Real-Life_Socio-Economic_Scenario_of_Established_Slums_in_Dhaka_The_Cases_of_Korail_and_Sattola}, abstract = {The research aims to assess the current situation of three primary socioeconomic indicators, namely education, health and water availability at the two most established slums of Bangladesh's capital Dhaka-Korail and Sattola. Surveys, using cluster and then random sampling to target households, and analysis, found that both slums' children's education level was moderate with 52\%-68\% and 20\%-28\% availing primary and secondary education, respectively; several NGOs had helped to establish brick-and-mortar latrines and disseminate necessary and effective awareness about sanitation; and surveyed slum dwellers were economically strong, with 68\%-70\% of the interviewed households' income levels being 10,000-15,000 BDT (USD 118-178) per month. A comparative analysis with national level statistics also yielded that the conditions in these slums are truly better than previously thought. Primary recommendation includes in-depth monitoring to understand why such large numbers live in slums, even though they can afford better.}, number = {2}, journal = {European Online Journal of Natural and Social Sciences}, author = {Bashar, Raisa and Tonmoy, Sirajus and Ria, Alvira and Khan, Nazmul}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y4FHHY92}, keywords = {⚠️ Invalid DOI}, pages = {455--466}, } @article{nganga_improved_2020, title = {An {Improved} {Model} for the {Implementation} of {Web}-{Based} {Learning} in {Adult} {Secondary} {School} {Education} in {Kenya}}, volume = {38}, issn = {2307-4523}, url = {https://ijcjournal.org/index.php/InternationalJournalOfComputer/article/view/1571}, abstract = {The development of technology, which evolves continuously, has led to the transformation of traditional courses into web-based courses. However, as these e-learning systems grow more complex, involving numerous users with different levels of need, there is a need to have web-based learning models that adequately address such users’ needs, taking into consideration their levels of expertise, access and ability to interact with such systems. Most of the existing models present the adult learners with difficulties, as most of them have to concentrate mostly on learning the technology rather than learning the desired content. Most of the difficulties arise from the web-based learning model configurations in use in the country. The majority lack features and capabilities of highly interactive, fast-paced multimedia-supported learning currently demanded by most learners and tutors. Therefore, the main aim of this research was to devise an improved model for implementing a web-based learning programme in adult secondary school education. After analysing the existing models and establishing their operational challenges, an improved model was proposed. The proposed model was statistically tested using sample data. The results showed that recognizing both technological and user attributes along the recognized theoretical frameworks was important in increasing the users’ behavioural inclination to use the improved model. Therefore, it is recommended that more sensitization to web-based learning should be implemented by the adult education department in the Ministry of Education among adult learners in the country. It is also recommended that system developers should find ways of incorporating additional features into the model without affecting its architecture and function. Finally, there is need for future studies on the causal antecedents of the constructs presented in this research model to provide more precise practical implications.}, language = {en}, number = {1}, urldate = {2021-05-22}, journal = {International Journal of Computer (IJC)}, author = {Ng’ang’a, Ms Martha Muthoni and Kimani, Prof Stephen and Kimwele, Dr Michael W.}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9FRGYBCA 2405685:JXYIK4RA}, keywords = {Adult Learners, Model, Web Based Learning, ⛔ No DOI found}, pages = {22--36}, } @misc{noauthor_lebanon_2020, title = {Lebanon {Telecoms}, {Mobile} and {Broadband} {Markets} 2020 - {Pricing} of {Telecom} {Services} {Has} {Been} {Raised} as an {Issue} in {Recent} {Years}}, url = {https://www.businesswire.com/news/home/20200508005337/en/Lebanon-Telecoms-Mobile-and-Broadband-Markets-2020---Pricing-of-Telecom-Services-Has-Been-Raised-as-an-Issue-in-Recent-Years-Now-Exasperated-by-the-COVID-19-Outbreak---ResearchAndMarkets.com}, abstract = {The}, language = {en}, urldate = {2020-09-30}, journal = {Business Wire}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:56DPGZ7E 2405685:5U87V72X}, } @techreport{rogers_covid-19_2020, address = {Washington D.C.}, title = {The {COVID}-19 {Pandemic}: {Shocks} to {Education} and {Policy} {Responses}}, shorttitle = {The {COVID}-19 {Pandemic}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33696}, language = {en}, urldate = {2020-08-03}, institution = {World Bank}, author = {Rogers, Halsey and Sabarwal, Shwetlena and Avitabile, Ciro and Lee, Jessica and Miyamoto, Koji and Nellemann, Soren and Venegas Marin, Sergio}, month = may, year = {2020}, doi = {10.1596/33696}, note = {shortDOI: 10/ghgngm KerkoCite.ItemAlsoKnownAs: 10.1596/33696 10/ghgngm 2339240:4REJAPR4 2339240:RFLVCS9J 2405685:848G5JN6 2405685:PYLHH8Q5}, } @book{world_bank_covid-19_2020, title = {The {COVID}-19 {Pandemic}: {Shocks} to {Education} and {Policy} {Responses}}, shorttitle = {The {COVID}-19 {Pandemic}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33696}, language = {en}, urldate = {2020-07-31}, publisher = {World Bank}, author = {{World Bank}}, month = may, year = {2020}, doi = {10.1596/33696}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/33696 2339240:2FBETBVE 2405685:GZIL634U}, } @misc{jepkemei_how_2020, title = {How school closures during {COVID}-19 further marginalize vulnerable children in {Kenya}}, url = {https://www.brookings.edu/blog/education-plus-development/2020/05/06/how-school-closures-during-covid-19-further-marginalize-vulnerable-children-in-kenya/}, abstract = {School closures in Kenya have devastating consequences for marginalized learners.}, language = {en-US}, urldate = {2021-03-29}, journal = {Brookings}, author = {Jepkemei, Damaris Seleina Parsitau {and} Evelyn}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BJT5G6NK 2405685:Y5TYRMPX}, } @misc{ghana_education_service_ghana_2020, title = {Ghana {Learning} {TV} {May} {Timetable} from {KG} to {SHS}}, url = {https://ges.gov.gh/2020/05/05/ghana-learning-tv-may-timetable-from-kg-to-shs/}, language = {en-US}, urldate = {2020-09-15}, author = {{Ghana Education Service}}, month = may, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BI9B8E5B}, } @article{lokot_intersectionality_2020, title = {Intersectionality as a lens to the {COVID}-19 pandemic: implications for sexual and reproductive health in development and humanitarian contexts}, issn = {2641-0397}, shorttitle = {Intersectionality as a lens to the {COVID}-19 pandemic}, url = {https://www.tandfonline.com/doi/full/10.1080/26410397.2020.1764748}, doi = {10.1080/26410397.2020.1764748}, language = {en}, urldate = {2020-06-03}, journal = {Sexual and Reproductive Health Matters}, author = {Lokot, Michelle and Avakyan, Yeva}, month = may, year = {2020}, note = {shortDOI: 10/ggv23f KerkoCite.ItemAlsoKnownAs: 10/ggv23f 2405685:VMGH2PUG}, pages = {1--5}, } @article{malik_are_2020, title = {Are children with disabilities in school and learning? {Evidence} from a household survey in rural {Punjab}, {Pakistan}}, volume = {52}, issn = {0305-7925}, shorttitle = {Are children with disabilities in school and learning?}, url = {https://doi.org/10.1080/03057925.2020.1749993}, doi = {10.1080/03057925.2020.1749993}, abstract = {Invisibility of children with disabilities in data on educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals. In this article, we report findings from a household survey undertaken in rural Punjab, Pakistan. These data enable us to identify the extent to which children with disabilities are in school and learning the basics in literacy and numeracy. We find that, perhaps contrary to expectations, many of these children in this context are in mainstream (government and private) schools, although their chances of being in school are lower than their peers. We further find that overall levels of literacy and numeracy are low, even more so for children with disabilities. Our findings corroborate recent research from other countries. The paper highlights important lessons for the policy which are of relevance to other low-income contexts.}, number = {2}, urldate = {2021-02-16}, journal = {Compare: A Journal of Comparative and International Education}, author = {Malik, Rabea and Raza, Fizza and Rose, Pauline and Singal, Nidhi}, month = may, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1749993 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1749993 2339240:E9YINYX6 2339240:JF97XX98 2405685:34ZWUK6Q 2405685:F5SGQC6N}, keywords = {Learning outcomes, Pakistan, Washington Group, disability, household survey, primary education}, pages = {211--231}, } @misc{gondwe_will_2020, title = {Will {COVID}-19 help to clarify {ICT} integration into education in {Malawi}?}, url = {https://www.ukfiet.org/2020/will-covid-19-help-to-clarify-ict-integration-into-education-in-malawi/}, abstract = {This blog was written by Foster Gondwe, Lecturer at the School of Education, University of Malawi, and currently a PhD student at Hiroshima University, Japan.  Preamble To join global efforts in curbing the spread of COVID-19, the Ministry of Education, Science and Technology (MoEST) in Malawi closed all schools, colleges and universities from Monday, 23rd […]}, language = {en-GB}, urldate = {2022-11-07}, journal = {The Education and Development Forum (UKFIET)}, author = {Gondwe, Foster}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8AT3YEK 2405685:JKDJKT9J}, } @article{tewathia_social_2020, title = {Social inequalities, fundamental inequities, and recurring of the digital divide: {Insights} from {India}}, volume = {61}, issn = {0160-791X}, shorttitle = {Social inequalities, fundamental inequities, and recurring of the digital divide}, url = {https://www.sciencedirect.com/science/article/pii/S0160791X19304567}, doi = {10.1016/j.techsoc.2020.101251}, abstract = {The paper uses a large scale national quantitate dataset to provide a fresh perspective on linkages between the digital divide and social inequalities in India. Commencing from two classical social theoretical perspectives – the Marxian conflict perspective and the Weberian cultural perspective – as starting points, we employed MANCOVA analysis on data of more than forty thousand households. The Marxian perspective reveals how information and communication technologies (ICT) assets come to be owned, and how they are used with the help of specific digital skills by the working class to influence labour markets and intergenerationally transfer class advantage. The Weberian perspective focuses on how ownership and use of ICT assets define an elite lifestyle which excludes others. The analysis is deepened by employing network effects approach. Results from data analysis indicate that the less educated, lower-income group, and lower caste strata are further marginalised as they neither have ICT assets nor the skills to use them. Households whose primary source of income is organised business own and use their ICT assets more than those that depend on agricultural or non-agricultural wage labour. Also, the highest adult education in a household, caste, and the primary source of income of the household differentiate ICT ownership and use. Overall, ICT ownership and usage are significantly different for different socio-economic groups in India. This linkage demonstrates how inequalities are aggravated in the manner of a Matthew Effect. The paper suggests that ICTs may end up amplifying the social inequalities in India.}, language = {en}, urldate = {2021-02-15}, journal = {Technology in Society}, author = {Tewathia, Nidhi and Kamath, Anant and Ilavarasan, P. Vigneswara}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.techsoc.2020.101251 2339240:8K2ESEF4 2405685:KKV53HCA}, keywords = {Digital divide, Households, ICT, IHDS, Inequality}, pages = {101251}, } @techreport{advocacy_for_social_change_brac_rapid_2020, title = {A rapid assessment: {Impact} of {COVID}-19 on {Education} in {Bangladesh}}, url = {http://www.brac.net/program/wp-content/uploads/2020/07/Rapid-assessment-impact-of-COVID-19-education-in-Bangladesh.pdf}, urldate = {2021-06-07}, author = {Advocacy for Social Change, BRAC and BRAC Education Programme}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JEFXQAWR 2405685:B2L94Z4W}, } @techreport{brac_rapid_2020, title = {A {Rapid} {Assessment}: {Impact} of {COVID}-19 on {Education} in {Bangladesh}}, url = {http://www.brac.net/program/wp-content/uploads/2020/07/Rapid-assessment-impact-of-COVID-19-education-in-Bangladesh.pdf}, institution = {Advocacy for Social Change (ASC), BRAC}, author = {BRAC}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8UGKK4SX 2405685:7PRVRPXW}, } @techreport{hallgarten_overview_2020, title = {Overview of emerging country-level response to providing educational continuity under {COVID}-19}, url = {https://docs.edtechhub.org/lib/YD8GYZDT}, language = {en}, institution = {Education Development Trust}, author = {Hallgarten, Joe and Gorgen, Kristine and Sims, Kate}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5NZNS3QV 2405685:KV39KIGX 2405685:NVJN7R29 2405685:YD8GYZDT}, keywords = {⛔ No DOI found}, pages = {29}, } @techreport{ministry_of_education_and_higher_education_lebanon_distance_2020, title = {Distance {Learning} {Initiative} {Interim} findings: {May} 15, 2020}, author = {Ministry of Education {and} Higher Education (Lebanon)}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KYP83HNT 2405685:6Y5DBEB8}, } @techreport{ministry_of_primary_and_mass_education_covid-19_2020, title = {{COVID}-19 response and recovery plan: education sector}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_moe_covid_19_response_and_recovery_plan.pdf}, urldate = {2021-10-25}, institution = {Ministry of Education, Government of the People’s Republic of Bangladesh}, author = {{Ministry of Primary and Mass Education}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5R6MZFGM 2405685:2GTFI3D5}, } @misc{state_department_of_early_learning_and_basic_education_kenya_2020, title = {Kenya basic education {COVID}-19 emergency response plan}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2021-10-07}, publisher = {Republic of Kenya Ministry of Education}, author = {{State Department of Early Learning and Basic Education}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AKCUG3MF 2405685:YJ5FR8R9}, } @misc{unhcr_multi-sectoral_2020, title = {Multi-{Sectoral} {Rapid} {Needs} {Assessment}: {COVID19} - {Jordan}}, url = {https://www.unicef.org/jordan/media/2441/file/RAN.pdf}, urldate = {2021-06-24}, author = {UNHCR and UNICEF and WFP}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U34LB7JG 2405685:BWEZPV5L}, } @misc{unicef_regional_office_for_south_asia_guidance_2020, title = {Guidance on {Distance} {Learning} {Modalities} to {Reach} {All} {Children} and {Youth} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures}, author = {UNICEF Regional Office for South Asia}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:29QHBJD5 2405685:4TXJ8GQB}, } @misc{unicef_regional_office_for_south_asia_guidance_2020, title = {Guidance on {Distance} {Learning} {Modalities} to {Reach} {All} {Children} and {Youth} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures}, author = {UNICEF Regional Office for South Asia}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:29QHBJD5 2405685:4TXJ8GQB}, } @techreport{united_nations_covid-19_2020, title = {{COVID}-19 {Global} {Humanitarian} {Response} {Plan} ({Humanitarian} response plan) {\textbar} {Financial} {Tracking} {Service}}, url = {https://www.humanitarianresponse.info/sites/www.humanitarianresponse.info/files/documents/files/ghrp-covid19_may_update.pdf}, abstract = {United Nations Coordinated Appeal}, urldate = {2020-06-03}, author = {{United Nations}}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6L8T5JQV 2339240:SI6TT82I 2405685:DX87BM74 2405685:ELV5KYMH 4803016:BX5E3VYI 4803016:D5GYWTC7}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{usaid_barriers_2020, title = {Barriers to {Investing} in {Last}-{Mile} {Connectivity}}, url = {https://www.usaid.gov/sites/default/files/documents/15396/Barriers_to_Investing_in_Last-Mile_Connectivity.pdf}, urldate = {2020-09-17}, author = {USAID}, month = may, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LF8EK4AN 2405685:T57YE6MW}, } @article{uzum_using_2020, title = {Using telecollaboration to promote intercultural competence in teacher training classrooms in {Turkey} and the {USA}}, volume = {32}, issn = {0958-3440, 1474-0109}, url = {https://www.cambridge.org/core/journals/recall/article/abs/using-telecollaboration-to-promote-intercultural-competence-in-teacher-training-classrooms-in-turkey-and-the-usa/5E96C0CFB61012B9FE12A84F3DB6E62E}, doi = {10.1017/S0958344019000235}, abstract = {Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {ReCALL}, author = {Üzüm, Babürhan and Akayoglu, Sedat and Yazan, Bedrettin}, month = may, year = {2020}, note = {Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344019000235 2339240:7A7QGLJ4 2405685:FCNJQ9K7}, keywords = {critical cultural awareness, intercultural communicative competence, teacher training, telecollaboration}, } @article{anwar_covid-19_2020, title = {{COVID}-19 and {Bangladesh}: challenges and how to address them}, volume = {8}, issn = {2296-2565}, shorttitle = {Covid-19 and bangladesh}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7203732/}, doi = {10.3389/fpubh.2020.00154}, abstract = {As the coronavirus outbreak quickly surges worldwide, many countries are adopting non-therapeutic preventive measures, which include travel bans, remote office activities, country lockdown, and most importantly, social distancing. However, these measures face challenges in Bangladesh, a lower-middle-income economy with one of the world's densest populations. Social distancing is difficult in many areas of the country, and with the minimal resources the country has, it would be extremely challenging to implement the mitigation measures. Mobile sanitization facilities and temporary quarantine sites and healthcare facilities could help mitigate the impact of the pandemic at a local level. A prompt, supportive, and empathic collaboration between the Government, citizens, and health experts, along with international assistance, can enable the country to minimize the impact of the pandemic.}, number = {154}, urldate = {2021-10-25}, journal = {Frontiers in Public Health}, author = {Anwar, Saeed and Nasrullah, Mohammad and Hosen, Mohammad Jakir}, month = apr, year = {2020}, pmid = {32426318}, pmcid = {PMC7203732}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2020.00154 2339240:Q8J6VE8P 2405685:6JBHGPXJ}, } @misc{bangay_how_2020, title = {How can {Sierra} {Leone}’s education response after {Ebola} help with the {COVID}-19 response?}, url = {https://www.ukfiet.org/2020/how-can-sierra-leones-education-response-after-ebola-help-with-the-covid-19-response/}, abstract = {This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]}, language = {en-GB}, urldate = {2020-12-04}, journal = {The Education and Development Forum (UKFIET)}, author = {Bangay, Colin}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5Q8A77B 2405685:PK7UUFGK}, } @techreport{gpe_proposal_2020, type = {Application}, title = {Proposal for {GPE} {Accelerated} {Funding} for {COVID}-19 {Response}: {Malawi}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-COVID-19%20AFF%20Request%20Malawi_0.pdf}, urldate = {2020-08-30}, institution = {Global Partnership for Education}, author = {GPE}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ZSCUCA8 2405685:JW8RHUVL}, } @article{comings_case_2020, title = {A case study of innovations that address constraints on the effectiveness of early-grade reading achievement}, issn = {1573-9090}, url = {https://doi.org/10.1007/s11125-020-09462-5}, doi = {10.1007/s11125-020-09462-5}, abstract = {The United States Agency for International Development, World Vision, and the Australian government established All Children Reading: A Grand Challenge for Development (ACR GCD) to address problems that prevent children from gaining foundational reading skills. ACR GCD mobilizes the private sector, academia, and nongovernmental organizations in problem-solving dialogues that support the development, testing, and promotion of new solutions to these problems. It also advances EdTech innovation and research to improve reading outcomes for marginalized children in low-resource contexts to effectively build bridges over system constraints in ways that lower the risk of pilot-testing and eventual large-scale replication. This case study describes some of ACR GCD’s funded innovations and its nontraditional approach to employing grant competitions (in which innovators propose solutions to broadly described problems) and prizes (in which innovators develop solutions to specifically identified problems). For innovations that have been evaluated, this article summarizes the findings on their impact on learning.}, language = {en}, urldate = {2020-08-06}, journal = {PROSPECTS}, author = {Comings, John P.}, month = apr, year = {2020}, note = {shortDOI: 10/gg7sg6 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09462-5 10/gg7sg6 2339240:AD5HM9RG 2405685:96TNJF7T}, } @misc{unesco_13_2020, title = {1.3 billion learners are still affected by school or university closures, as educational institutions start reopening around the world, says {UNESCO}}, url = {https://en.unesco.org/news/13-billion-learners-are-still-affected-school-university-closures-educational-institutions}, language = {en}, urldate = {2021-10-03}, author = {{UNESCO}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KFPUEX4Y 2405685:ZQ3VGX3S}, } @misc{unesco_covid-19_2020, title = {Covid-19 {Crisis}: {UNESCO} {Call} to {Support} {Learning} and {Knowledge} {Sharing} through {Open} {Educational} {Resources}}, shorttitle = {Covid-19 {Crisis}}, url = {https://en.unesco.org/news/covid-19-crisis-unesco-call-support-learning-and-knowledge-sharing-through-open-educational}, abstract = {In response to the massive disruption of education due to the Covid-19 pandemic affecting 1.57 billion learners in 191 countries, UNESCO has issued a Call to support learning and knowledge sharing through Open Educational Resources (OER) worldwide. OER are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright released under an open license[1], permitting no-cost access, re-use, re-purpose, adaptation and redistribution by others.}, language = {en}, urldate = {2020-07-16}, journal = {UNESCO}, author = {{UNESCO}}, month = apr, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:8NU6X5GG 2405685:DJV8GAZV}, } @techreport{inter-agency_network_for_education_in_emergencies_inee_technical_2020, address = {New York, NY}, type = {Text}, title = {Technical {Note}: {Education} during the {COVID}-19 {Pandemic}.}, url = {https://inee.org/system/files/resources/INEE%20Technical%20Note%20on%20COVID-19%20EN%202020-04-23.pdf}, abstract = {We are thrilled to share a new INEE Technical Note on Education during the COVID-19 Pandemic.}, language = {en}, urldate = {2020-06-03}, author = {{Inter-agency Network for Education in Emergencies (INEE).}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G7EH66SF 2405685:H32K3JQ5 4803016:LPDQQ8PI}, } @misc{outhred_edtech_2020, title = {{EdTech} in the time of {COVID}-19: {We} need more than evidence to harness the potential of {EdTech} to deliver on its promise {\textbar} {The} {Education} and {Development} {Forum}}, shorttitle = {{EdTech} in the time of {COVID}-19}, url = {https://www.ukfiet.org/2020/edtech-in-the-time-of-covid-19-we-need-more-than-evidence-to-harness-the-potential-of-edtech-to-deliver-on-its-promise/}, language = {en-GB}, urldate = {2020-08-03}, journal = {UKFIET}, author = {Outhred, Rachel and Lipcan, Alina}, month = apr, year = {2020}, note = {Library Catalog: www.ukfiet.org KerkoCite.ItemAlsoKnownAs: 2339240:G8SDCU4Z 2405685:643JH9FQ}, } @misc{unesco_back_2020, title = {Back to school: {Preparing} and managing the reopening of schools}, shorttitle = {Back to school}, url = {https://en.unesco.org/news/back-school-preparing-and-managing-reopening-schools}, language = {en}, urldate = {2020-07-31}, author = {UNESCO}, month = apr, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:PG7P4SGV 2405685:RVGVDL8M}, } @techreport{morris_delivering_2020, title = {Delivering distance learning in emergencies: {A} review of evidence and best practice}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, urldate = {2020-06-03}, institution = {USAID}, author = {Morris, Emily and Farrell, Anna and EnCompass LLC and MSI}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X4TPTP4U}, } @techreport{usaid_delivering_2020, title = {Delivering {Distance} {Education} in {Emergencies}: {A} {Review} of {Evidence} and {Best} {Practice}}, abstract = {The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.}, author = {USAID}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YL7FTVBZ}, } @misc{usaid_delivering_2020, title = {Delivering {Distance} {Learning} in {Emergencies} {\textbar} {Education} {Links}}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, abstract = {The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.}, language = {en}, urldate = {2020-05-29}, author = {{USAID}}, month = apr, year = {2020}, note = {Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2339240:95CMVFHW 2405685:MI8EPGGE 4803016:SHFD7DWA}, } @misc{nesbitt-ahmed_caring_2020, title = {Caring in the time of {COVID}-19: {Gender}, unpaid care work and social protection}, shorttitle = {Caring in the time of {COVID}-19}, url = {https://blogs.unicef.org/evidence-for-action/caring-in-the-time-of-covid-19-gender-unpaid-care-work-and-social-protection/}, abstract = {The impact of COVID-19 on care workers and the role of social protection in ensuring they thrive while performing critical services in homes and communities}, language = {en-US}, urldate = {2022-03-04}, journal = {UNICEF Evidence for Action}, author = {Nesbitt-Ahmed, Zahrah and Subrahmanian, Ramya}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TMG38QUI 2405685:B2TBAGDR}, } @misc{adam_privilege_2020, title = {The privilege of \#pivotonline: {A} {South} {African} perspective}, shorttitle = {The privilege of \#pivotonline}, url = {https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/}, abstract = {Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-\#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91\% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …}, language = {en-GB}, urldate = {2020-06-09}, journal = {Open Development \& Education}, author = {Adam, Taskeen}, month = apr, year = {2020}, note = {Library Catalog: opendeved.net Section: blog EdTechHub.Source: 2129771:YIULJYN8 KerkoCite.ItemAlsoKnownAs: 2129771:XBIPY9PU 2129771:YIULJYN8 2339240:AWXAQ2CJ 2405685:BE8K7HXB 2405685:D2RECET8}, keywords = {\_\_\_working\_potential\_duplicate, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{mishra_how_2020, title = {How involved are parents in their children’s learning? {MICS6} data reveal critical insights}, shorttitle = {How involved are parents in their children’s learning?}, url = {https://blogs.unicef.org/evidence-for-action/parental-involvement-childrens-learning/}, abstract = {It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…}, language = {en-US}, urldate = {2020-07-31}, journal = {Evidence for Action}, author = {Mishra, Sakshi and Brossard, Matt and Reuge, Nicolas and Mizunoya, Suguru}, month = apr, year = {2020}, note = {Library Catalog: blogs.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:9VF6WCWQ 2405685:DQGRBQI7}, } @misc{mishra_how_2020, title = {How involved are parents in their children’s learning? {MICS6} data reveal critical insights}, shorttitle = {How involved are parents in their children’s learning?}, url = {https://blogs.unicef.org/evidence-for-action/parental-involvement-childrens-learning/}, abstract = {It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…}, language = {en-US}, urldate = {2022-08-26}, journal = {Evidence for Action}, author = {Mishra, Sakshi and Brossard, Matt and Reuge, Nicolas and Mizunoya, Suguru}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W9H53RAZ 2405685:Y7ZEVBQI}, } @article{coughlan_laptops_2020, chapter = {Family \& Education}, title = {Laptops offered for online school lessons at home}, url = {https://www.bbc.com/news/education-52341596}, abstract = {Pupils studying at home will have online lessons and disadvantaged teenagers can borrow computers.}, language = {en-GB}, urldate = {2020-04-19}, journal = {BBC News}, author = {Coughlan, Sean}, month = apr, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:NF7UB2KV}, } @article{montsho_high_2020, title = {High {Court} stops {Malawi}'s 21-day coronavirus lockdown}, url = {https://www.iol.co.za/news/africa/high-court-stops-malawis-21-day-coronavirus-lockdown-46851304}, abstract = {The Lilongwe High Court in Malawi has granted Human Rights Defenders Coalition (HDRC) an order blocking the government from effecting a 21-day lockdown meant to curb the spread of Covid-19.}, language = {en}, urldate = {2020-04-19}, author = {Montsho, Molaole}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IKJMHAAW}, } @techreport{world_bank_rapid_2020, title = {Rapid {Response} {Guidance} {Note}: {Educational} {Television} \& {COVID}-19}, url = {http://documents.worldbank.org/curated/en/659411587145759242/pdf/Rapid-Response-Guidance-Note-Educational-Television-COVID-19.pdf}, language = {EN}, urldate = {2020-04-20}, author = {World Bank}, month = apr, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:Q74KGQYK}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {4}, } @techreport{world_bank_rapid_2020, title = {Rapid {Response} {Guidance} {Note}: {Educational} {Television} \& {COVID}-19}, shorttitle = {Rapid {Response} {Guidance} {Note}}, language = {EN}, author = {World Bank and Bank, World}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:477QHZ4B 2405685:ISI9WS7Z}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {4}, } @misc{cdn_gobierno_2020, title = {Gobierno habilita herramienta “{Inteligencia} {Quisqueya}” para estudiantes que se preparan para pruebas nacionales}, url = {https://cdn.com.do/destacados/gobierno-habilita-herramienta-inteligencia-quisqueya-para-estudiantes-que-se-preparan-para-pruebas-nacionales/}, abstract = {Estableció también que los jóvenes y adultos que lo deseen, podrán cursar a través de la Escuela Radiofónica Santa María estudios básicos y medios.}, language = {es}, urldate = {2022-06-07}, journal = {CDN - El Canal de Noticias de los Dominicanos}, author = {CDN, Redacción}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WWCB6JPA 2405685:3QZU3HMW}, } @article{owusu-fordjour_impact_2020, title = {{THE} {IMPACT} {OF} {COVID}-19 {ON} {LEARNING} - {THE} {PERSPECTIVE} {OF} {THE} {GHANAIAN} {STUDENT}}, volume = {0}, copyright = {Copyright (c) 2020 C. Owusu-Fordjour, C. K. Koomson, D. Hanson}, issn = {25011111}, url = {https://www.oapub.org/edu/index.php/ejes/article/view/3000}, doi = {10.46827/ejes.v0i0.3000}, abstract = {This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning.  Article visualizations:}, language = {en}, number = {0}, urldate = {2020-08-12}, journal = {European Journal of Education Studies}, author = {Owusu-Fordjour, C. and Koomson, C. K. and Hanson, D.}, month = apr, year = {2020}, note = {Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.3000 2405685:EQNYAN9P}, keywords = {emotions, highlife music, lyrics, popular music, structure, ⚠️ Invalid DOI}, } @misc{vandenbosch_education_2020, title = {Education during the pandemic: {VVOB} continues capacity development of education partners from a safe distance}, shorttitle = {Education during the pandemic}, url = {https://www.teachingattherightlevel.org/education-pandemic-vvob/}, abstract = {VVOB Zambia team member Richard Bwale continues to work from home. Photo: VVOB This blogpost is part of a series – over the next few months, the TaRL blog hopes to showcase what various organisations are doing to continue to support education systems and ensure that learning continues while schools across the world are closed […]}, language = {en-ZA}, urldate = {2020-05-20}, journal = {Teaching at the Right Level}, author = {Vandenbosch, Tom and Katelin, Raw}, month = apr, year = {2020}, note = {Library Catalog: www.teachingattherightlevel.org KerkoCite.ItemAlsoKnownAs: 2405685:7VD4EWIX}, } @misc{elliott_report_2020, title = {Report: {The} {Impact} of {COVID}-19 {Across} {Africa}}, shorttitle = {Report}, url = {https://www.geopoll.com/blog/report-covid-19-coronavirus-africa/}, abstract = {New report on coronavirus in sub-Saharan Africa including data from Kenya, Ghana, South Africa, Nigeria. COVID-19 and food security, economic impact.}, language = {en-US}, urldate = {2020-09-17}, journal = {GeoPoll}, author = {Elliott, Roxana}, month = apr, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BZWXWZEE}, } @techreport{un_policy_2020, type = {Policy {Brief}}, title = {Policy {Brief}: {The} {Impact} of {COVID}-19 on children}, url = {https://unsdg.un.org/sites/default/files/2020-04/160420_Covid_Children_Policy_Brief.pdf}, abstract = {Children are not the face of this pandemic. But they risk being among its biggest victims. While they have thankfully been largely spared from the direct health effects of COVID-19 at least to date – the crisis is having a profound effect on their wellbeing. All children, of all ages, and in all countries, are being affected, in particular by the socio-economic impacts and, in some cases, by mitigation measures that may inadvertently do more harm than good. This is a universal crisis and, for some children, the impact will be lifelong. Moreover, the harmful effects of this pandemic will not be distributed equally. They are expected to be most damaging for children in the poorest countries, and in the poorest neighbourhoods, and for those in already disadvantaged or vulnerable situations. This policy brief provides a deeper analysis of these effects. It identifies also a series of immediate and sustained actions for the attention of governments and policymakers.}, urldate = {2021-05-24}, institution = {UN}, author = {{UN}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UPGIPYDS 2534379:GC692F5N}, } @misc{plitnichenko_10_2020, title = {10 challenges of e-learning during {COVID}-19 \& ways to solve them}, url = {https://medium.com/jellyfish-techco/10-challenges-of-e-learning-during-covid-19-5f5060981e24}, language = {en}, urldate = {2021-08-05}, journal = {Jellyfish.tech}, author = {Plitnichenko, Lisa}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W6RD3XBG 2405685:N9TSIG35}, } @techreport{vegas_school_2020, title = {School closures, government responses, and learning inequality around the world during {COVID}-19}, url = {https://www.brookings.edu/research/school-closures-government-responses-and-learning-inequality-around-the-world-during-covid-19/}, abstract = {According to UNESCO, as of April 14, 188 countries around the world have closed schools nationwide, affecting over 1.5 billion learners and representing more than 91 percent of total enrolled learn…}, language = {en-US}, urldate = {2020-04-20}, institution = {The Brookings Institution}, author = {Vegas, Emiliana}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4E8N52WB 2339240:GRZFVDEB 2339240:LPBXNIL9 2339240:SUE5SR68 2339240:UKWS4KRF 2405685:768BPM25 2405685:F7TBGVHA 2405685:J9Y8D8QE 2405685:K898Q7DQ 2405685:NUKWKYUQ 2405685:VM2SAEJ5 2405685:XI33VZU7 2534378:J7YKNUDW}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{gill_using_2020, title = {Using {Transparency} {To} {Create} {Accountability} {When} {School} {Buildings} {Are} {Closed} and {Tests} {Are} {Canceled}}, url = {https://www.educationnext.org/using-transparency-create-accountability-school-buildings-are-closed-tests-canceled-coronavirus-covid-19/}, abstract = {The districts and schools most likely to succeed in remote education will be those that provide a substantial amount of synchronous instruction and live student–teacher interaction.}, language = {en-US}, urldate = {2022-01-11}, journal = {Education Next}, author = {Gill, Brian P.}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ME43WAC2 2339240:YURXIPXY 2405685:2FD3WL6X 2405685:4X7QELUY 2405685:NYL6ZX2M 2534379:6V2M44BC}, } @techreport{world_bank_education_2020, type = {Brief}, title = {Education {Systems}’ {Response} to {COVID19}}, url = {http://pubdocs.worldbank.org/en/270911586813434245/COVID19-Education-Sector-Brief-April-10-FINAL.pdf}, urldate = {2020-07-31}, institution = {The World Bank}, author = {World Bank}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5MZ4SCZ 2405685:SJNFDE4P}, } @misc{global_digital_library_launching_2020, title = {Launching sign languages on the {Global} {Digital} {Library}}, url = {https://blog.digitallibrary.io/}, language = {en-US}, urldate = {2020-07-27}, journal = {Global Digital Library}, author = {{Global Digital Library}}, month = apr, year = {2020}, note = {Library Catalog: blog.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2405685:AV4L297X}, } @misc{global_digital_library_launching_2020, title = {Launching sign languages on the {Global} {Digital} {Library} – {Global} {Digital} {Library}}, url = {https://blog.digitallibrary.io/2020/04/09/launching-sign-languages-on-the-global-digital-library/}, language = {en-US}, urldate = {2020-11-09}, author = {{Global Digital Library}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:76CZZQ3P}, } @misc{moreno_schools_2020, title = {Schools’ readiness for digital learning in the eyes of principals. {An} analysis from {PISA} 2018 and its implications for the {COVID19} ({Coronavirus}) crisis response}, url = {https://blogs.worldbank.org/education/schools-readiness-digital-learning-eyes-principals-analysis-pisa-2018-and-its}, abstract = {An analysis from PISA 2018 and its implications for the COVID19 crisis response}, language = {en}, urldate = {2020-04-20}, journal = {World Bank Blogs - Education for Global Development}, author = {Moreno, Juan Manuel and Gortazar, Lucas}, month = apr, year = {2020}, note = {Library Catalog: blogs.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:H5822577}, } @misc{strickland_how_2020, title = {How to {Ensure} {Compliance} {With} {Policies} and {Procedures}}, url = {https://www.currentware.com/blog/5-ways-to-enforce-your-acceptable-use-policy/}, abstract = {Once your AUP is written, you need to enforce it. Follow these tips to maximize the enforcement of your acceptable use policy.}, language = {en-US}, urldate = {2023-04-03}, journal = {CurrentWare}, author = {Strickland, Dale}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HFZUYR6Q 2405685:X6XUSMV7}, } @techreport{lee_designing_2020, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Designing the {Education} {Workforce}}, url = {https://papers.ssrn.com/abstract=3588221}, abstract = {There is rising evidence that traditional ways of teaching are failing to provide adequate learning opportunities and breadth of skills for the 21st century, likely to leave millions of children and young adults behind. The challenge of meeting the demands of each student with vastly different backgrounds and abilities within today’s models of education has limited the capacity of teachers and education systems to provide the personalized learning that students need. A new approach is required. The Education Commission is partnering with select countries, higher education institutions, schools and tech thought leaders to test the applicability and adaptability of “High-Touch High-Tech (HTHT)” learning in diverse contexts. The first pilot - currently in Vietnam - will incrementally expand to other select countries in Asia, Latin America, and Africa. HTHT learning is an opportunity for new collaborators to become part of a transformative effort to personalize learning for enhanced learner success through the application of Artificial Intelligence. Based on the report, “Transforming the Education Workforce: Learning Teams for a Learning Generation” that the Education Workforce Initiative (EWI) released during 2019 UN General Assembly, we propose new approaches for harnessing the potential of teachers and the broader education workforce to ensure HTHT learning and, more broadly, quality education for all students.}, language = {en}, number = {ID 3588221}, urldate = {2021-03-23}, institution = {Social Science Research Network}, author = {Lee, Ju-Ho and Steer, Liesbet and Jimenez, Emmanuel and King, Elizabeth M. and Erikson, Eliza}, month = apr, year = {2020}, doi = {10.2139/ssrn.3588221}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3588221 2339240:MF8V2ZWX 2405685:58WPT2Z3}, keywords = {Designing the Education Workforce, Eliza Erikson, Elizabeth M. King, Emmanuel Jimenez, Ju-Ho Lee, Liesbet Steer, SSRN}, } @misc{khalayleh_arabic_2020, title = {Arabic version of {Design} {Thinking} for {Educators} – {Open} {Development} \& {Education}}, url = {https://opendeved.net/2020/04/03/arabic-version-of-design-thinking-for-educators/}, language = {en-GB}, urldate = {2020-04-03}, author = {Khalayleh, Abdullah}, month = apr, year = {2020}, note = {Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:72GNTUED 2405685:6D7MAYPP}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{adam_open_2020, title = {Open educational practices of {MOOC} designers: embodiment and epistemic location}, volume = {41}, issn = {0158-7919}, shorttitle = {Open educational practices of {MOOC} designers}, url = {https://doi.org/10.1080/01587919.2020.1757405}, doi = {10.1080/01587919.2020.1757405}, abstract = {This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.}, number = {2}, urldate = {2020-06-14}, journal = {Distance Education}, author = {Adam, Taskeen}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757405 shortDOI: 10/ghd7n3 KerkoCite.ItemAlsoKnownAs: 10/ghd7n3 2405685:H9NKFIJF}, keywords = {MOOC designer, OEP, critical consciousness, dode\_eth-src-dode, dode\_eth-trf2-dode, embodiment, epistemic location, positionality}, pages = {171--185}, } @misc{aladin_reaching_2020, title = {Reaching {Children} \& {Students} in {Remote} {Locations}}, url = {https://hundred.org/en/innovations/reaching-children-students-in-remote-locations}, abstract = {During this educational shift from school to home, how are we addressing the needs of students in remote locations with little to no access to connectivity? From providing educational content through Whatsapp, Facebook messenger to accessing online content offline, these innovative ideas are helping children and families connect with teachers and lessons in other ways than online.}, urldate = {2020-06-01}, author = {Aladin, Katija}, month = apr, year = {2020}, note = {Library Catalog: hundred.org Section: innovation EdTechHub.ItemAlsoKnownAs: 2405685:D9XFGTPK}, } @misc{trucano_how_2020, title = {How ministries of education work with mobile operators, telecom providers, {ISPs} and others to increase access to digital resources during {COVID19}-driven school closures ({Coronavirus})}, url = {https://blogs.worldbank.org/education/how-ministries-education-work-mobile-operators-telecom-providers-isps-and-others-increase}, abstract = {How can we – quickly – help students (and teachers) get online, and stay online?}, language = {en}, urldate = {2020-04-20}, journal = {World Bank Blogs - Education for Global Development}, author = {Trucano, Michael}, month = apr, year = {2020}, note = {Library Catalog: blogs.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:EHWLB8RX}, } @misc{watt_ebola_2020, type = {text/html}, title = {From {Ebola} to coronavirus: education must not be forgotten in a health crisis}, copyright = {Copyright ©2020 Theirworld.}, shorttitle = {From {Ebola} to coronavirus}, url = {https://theirworld.org/news/ebola-to-coronavirus-education-vital-in-health-crisis}, abstract = {The challenge faced during the 2014 epidemic in West Africa of ensuring that children don’t fall between the cracks now confronts the whole world.}, language = {en}, urldate = {2020-08-18}, journal = {Theirworld}, author = {Watt, Ewan}, month = apr, year = {2020}, note = {Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:4RNLCX5K 2405685:FH22UFSX}, } @article{dalas_relationships_2020, title = {The relationships of learning independence, family support, facilities and service of institutions through quality of learning students}, volume = {7}, issn = {23945125}, url = {http://www.jcreview.com/fulltext/197-1588228781.pdf?1588595122}, doi = {10.31838/jcr.07.06.140}, abstract = {Education is a conscious endeavor and aims to develop human quality. Education has a very important role because, without education, the transformation process and the actualization of knowledge are difficult to manifest. One of the things that supports education in schools is the guidance and counseling service. Meanwhile, the problems in the school environment are the lack of learning quality of students in line with the maximization of learning independence, family support, and self-development services students of MTs Negeri Jambi. This research was correlational research conducted in six state Islamic junior high schools in 1 Jambi city, Indonesia. The samples of the study were 886 students taken by using a stratified sampling technique, and randomly for each class of each school. The instruments used were questionnaires with 100-item statements by Likert scale while data were analyzed by using a descriptive analysis, Pearson correlation test, and multiple linear regression tests. The results showed that the quality of learning, learning independence, family support, and self-development services had not been carried out maximally at six state Islamic junior high schools. Students who were less independent, got less family support and minimum in obtaining self-development services would also had less maximum learning quality. Simultaneously the independence of study, family support, and facilities and service of the institutions were associated very closely with the quality of students' learning, and in partial increments of each learning independence variable, family support, and service Self-development impacts on improving learning quality.}, language = {en}, number = {6}, urldate = {2021-08-05}, journal = {Journal of critical reviews}, author = {Dalas, Nove and {Hadiyanto} and {Muhaimin}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.31838/jcr.07.06.140 10/gmfk2t 2339240:Y3DY7UEN 2405685:CRTFS6ML}, pages = {815--821}, } @article{chisango_teachers_2020, title = {Teachers’ {Perceptions} of {Adopting} {Information} and {Communication} {Technologies} in {Teaching} and {Learning} at {Rural} {Secondary} {Schools} in {Eastern} {Cape}, {South} {Africa}}, volume = {17}, issn = {18146627}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2400040529?accountid=9851}, doi = {10.1080/18146627.2018.1491317}, abstract = {There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.}, language = {English}, number = {2}, journal = {Africa Education Review}, author = {Chisango, Grasia and {Newlin Marongwe} and Mtsi, Nomxolisi and Matyedi, Thembisile E}, month = apr, year = {2020}, note = {Place: Pretoria Publisher: Taylor \& Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2018.1491317 2405685:EYHVBTGI 2534378:IYJXRTKJ}, keywords = {Communication technology, Communications technology, Curriculum development, Education policy, Education--Higher Education, Information technology, Learning, Pedagogy, Perceptions, Positive thought, Rural communities, Secondary schools, South Africa, Teachers, Teaching, curriculum interpretation, intervention strategies, pedagogy, professional development, support}, pages = {1--19}, } @misc{diop_covid-19_2020, title = {{COVID}-19 reinforces the need for connectivity}, url = {https://blogs.worldbank.org/voices/covid-19-reinforces-need-connectivity}, abstract = {Now is the time to work together to achieve the promise of new technologies for all and keep the world connected.}, language = {en}, urldate = {2020-09-08}, author = {Diop, Makhtar}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VW875GUK 2405685:LJGGMEYS}, } @techreport{le_nestour_phone_2020, title = {Phone survey on the {Covid} crisis in {Senegal}}, url = {https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0}, language = {EN}, institution = {Centre for Global Development}, author = {Le Nestour, Alexis and Moscoviz, Laura and Mbaye, Samba}, month = apr, year = {2020}, note = {EdTechHub.Source: 2405685:GWDNCCPA KerkoCite.ItemAlsoKnownAs: 2129771:EC2R6KUT 2339240:I9CR888I 2405685:GWDNCCPA 2405685:JTS8MHYR}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{malik_orientation_2020, title = {Orientation and {Mobility} {Practices} within the {Expanded} {Core} {Curriculum} with {Effective} {Parental} {Involvement} of {Visually} {Impaired} {Learners} in {Pakistan}}, volume = {42}, issn = {0555-7747}, url = {https://eric.ed.gov/?id=EJ1258053}, abstract = {The aim of this study was to observe Orientation and Mobility (O\&M) with effective parental involvement within the Expanded Core Curriculum (ECC) for visually impaired learners (VILs) to make them independent in their environment in Pakistan. O\&M practices have become significant as these are essential in independence and one of the main components of the ECC for VILs. This research explores O\&M practices within the ECC from the perspectives of the teachers by using a qualitative approach and semi-structured interviews of O\&M teachers were conducted from two public secondary level institutes of VILs Lahore, Pakistan. This paper endeavors to answer the question: What are the O\&M practices within ECC that needed for VILs to enhance their independence in classroom settings? The findings of the study indicate that VILs need to use the knowledge of O\&M practices to get their independence in their environment. Therefore, it is appropriate for O\&M teachers to add the skills of mobility techniques under the subsection of O\&M practices within the guidelines of ECC. The VILs seemed to benefit from immediate instructions from their O\&M teachers. However, the VILs still need more help in O\&M practices with effective parental involvement under the guidance of ECC. So, in the context of the study, it is the urgent need of VIL to align their O\&M practices with mentioned instructions in ECC.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Malik, Shazia and Manaf, Umi Kalthom Abdul}, month = apr, year = {2020}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:RWT3HDYS 2405685:MNUBAR88}, keywords = {Assistive Technology, Core Curriculum, Foreign Countries, Orientation, Parent Participation, Secondary School Students, Skill Development, Visual Impairments, Visually Impaired Mobility, ⛔ No DOI found}, pages = {199--219}, } @techreport{mcgeown_guidance_2020, title = {Guidance note 1: {Inclusive} {Digital} {Learning}}, url = {https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%201%20Inclusive%20Digital%20Learning%20ENGLISH.pdf}, urldate = {2020-06-01}, institution = {Humanity and Inclusion}, collaborator = {McGeown, Julia and Boisseau, Sandra and Bohan-Jacquot, Sandrine}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I44RINL4}, } @techreport{unesco_framework_2020, title = {Framework for reopening schools}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373348/PDF/373348eng.pdf.multi}, urldate = {2020-06-10}, author = {{UNESCO} and {UNICEF} and {World Bank} and {World Food Programme}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R9NRZIAS 2339240:VEDNHWMY 2405685:N3F6B5MP 2405685:TSBLQE9B}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19 and {Its} {Implications} for {Protecting} {Children} {Online}}, url = {https://inee.org/system/files/resources/COVID-19%20and%20Its%20Implications%20for%20Protecting%20Children%20Online.pdf}, language = {EN}, author = {{UNICEF} and {UNESCO} and {WHO} and UNODC and {ITU} and {End Violence Against Children} and {We Protect Global Alliance}}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZKXQGBB9}, } @misc{giannini_covid-19_2020, title = {Covid-19 school closures around the world will hit girls hardest}, url = {https://en.unesco.org/news/covid-19-school-closures-around-world-will-hit-girls-hardest}, abstract = {As COVID-19 forces school closures in 185 countries, Plan International and UNESCO warn of the potential for increased drop-out rates which will disproportionately affect adolescent girls, further entrench gender gaps in education and lead to increased risk of sexual exploitation, early pregnancy and early and forced marriage.}, language = {en}, urldate = {2020-04-05}, journal = {UNESCO}, author = {Giannini, Stefania and Albrectsen, Anne-Birgitte}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:WGZJE7WH 2405685:JVK53ZBM WGZJE7WH}, } @techreport{hallgarten_evidence_2020, title = {Evidence on efforts to mitigate the negative educational impact of past disease outbreaks}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202}, abstract = {This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.}, language = {en}, urldate = {2020-04-01}, author = {Hallgarten, Joe}, month = mar, year = {2020}, note = {Accepted: 2020-04-01T14:55:07Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2339240:54VJG5YB 2339240:9LFJZWFF 2339240:D86M9WTW 2339240:DQJN5Z7Q 2339240:YU74L6ZK 2339240:ZZC55C4H 2405685:57M3QBH2 2405685:BJRSCCQ8 2405685:EDTEH9RL 2405685:FU8LEB5T 2405685:MBUHKD25 2405685:Q79TF53F 2405685:Z2ZFFDCL}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {19}, } @misc{kerwin_making_2020, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, shorttitle = {Making the {Grade}}, url = {https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/}, language = {en-US}, urldate = {2020-07-21}, journal = {Jason Kerwin}, author = {Kerwin, Jason and Thornton, Rebecca}, month = mar, year = {2020}, note = {Library Catalog: jasonkerwin.com Section: Uncategorized KerkoCite.ItemAlsoKnownAs: 2405685:KZR3PLWL 2447227:9NJPZT93}, keywords = {C:Uganda, NULP, \_\_\_working\_potential\_duplicate}, } @misc{winthrop_covid-19_2020, title = {{COVID}-19 and school closures: {What} can countries learn from past emergencies?}, shorttitle = {{COVID}-19 and school closures}, url = {https://www.brookings.edu/research/covid-19-and-school-closures-what-can-countries-learn-from-past-emergencies/}, abstract = {The education in emergencies community can offer good practices for countries battling COVID-19 where education has been disrupted for a protracted period.}, language = {en-US}, urldate = {2021-08-06}, journal = {Brookings}, author = {Winthrop, Rebecca}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ESFJV6GL 2405685:XV88KX5J}, } @misc{noauthor_education_2020, title = {Education {Ministry} creates special online study platform for {SHS} students}, url = {https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Education-Ministry-creates-special-online-study-platform-for-SHS-students-908740}, abstract = {The Ministry for Education has launched a special online study platform for Senior High School students. Ever since Covid-19 halted school activities the Education Ministry together with the Ghana Education Service has stepped up efforts to help...}, language = {en}, urldate = {2020-08-03}, month = mar, year = {2020}, note = {Library Catalog: www.ghanaweb.com KerkoCite.ItemAlsoKnownAs: 2405685:BM7HEL24}, } @misc{noauthor_as_2020, title = {As {Schools} {Close} {Over} {Coronavirus}, {Protect} {Kids}’ {Privacy} in {Online} {Learning}}, url = {https://www.hrw.org/news/2020/03/27/schools-close-over-coronavirus-protect-kids-privacy-online-learning}, abstract = {The educational disruption caused by the coronavirus pandemic is unprecedented in speed and scale. As of today, over 160 countries have closed schools. Education authorities are scrambling to provide remote learning for more than 87\% of the world’s student population now missing class.}, language = {en}, urldate = {2021-02-09}, journal = {Human Rights Watch}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9MP83RG3 2405685:8J2QEF52}, } @misc{hodges_difference_2020, title = {The difference between emergency remote teaching and online learning}, url = {https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning}, abstract = {Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching.}, journal = {EDUCAUSE Review}, author = {Hodges, Charles and Moore, Stephanie and Lockee, Barbara and Trust, Torrey and Bond, Mark}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7GZLYX3A 2405685:HS6NBI73}, } @misc{inter-agency_network_for_education_in_emergencies_inee_rapid_2020, title = {Rapid {Evidence} {Summary} on {Mass} {Communication} {\textbar}}, url = {https://inee.org/resources/rapid-evidence-summary-mass-communication}, urldate = {2020-05-29}, author = {{Inter-agency Network for Education in Emergencies (INEE).}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4UN5C9R9 2405685:49VB9WVT 4803016:7IPJKW8J}, } @techreport{international_rescue_committee_rapid_2020, title = {Rapid {Evidence} {Summary} on {Mass} {Communication}}, url = {https://inee.org/resources/rapid-evidence-summary-mass-communication}, language = {EN}, institution = {International Rescue Committee}, author = {International Rescue Committee}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GS8KJ8XH 2486141:EC2UZ329}, pages = {8}, } @techreport{world_bank_remote_2020, title = {Remote {Learning}, {Distance} {Education} and {Online} {Learning} {During} the {COVID19} {Pandemic}: {A} {Resource} {List} by the {World} {Bank}'s {Edtech} {Team}}, shorttitle = {Remote {Learning}, {Distance} {Education} and {Online} {Learning} {During} the {COVID19} {Pandemic}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33499}, language = {EN}, urldate = {2020-04-26}, institution = {World Bank}, author = {{World Bank}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/33499 10/ghgnf3 2339240:SK6GRKJA 2339240:WFWFPIAH 2405685:6ZR5TDX6 2405685:7W8WYHMS 2405685:9JHG335P}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{carvalho_schools_2020, title = {School’s {Out}: {Now} {What}?}, shorttitle = {School’s {Out}}, url = {https://www.cgdev.org/blog/schools-out-now-what}, abstract = {Using a newly assembled database, here’s what we found about the scale and timing of school closures, as well as how countries are adjusting to distance learning.}, language = {en}, urldate = {2022-01-11}, journal = {Center For Global Development}, author = {Carvalho, Shelby and Crawfurd, Lee}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FXEEPLJA 2339240:VDWHBLVR 2405685:5JW3JJGX 2405685:8QRSKNB3 2405685:QNGVPD7E 2534379:DSZ57YJ5}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{save_the_children_covid-19_2020, title = {{COVID}-19: {Most} marginalised children will bear the brunt of unprecedented school closures around the world}, shorttitle = {{COVID}-19}, url = {https://www.savethechildren.net/news/covid-19-most-marginalised-children-will-bear-brunt-unprecedented-school-closures-around-world}, abstract = {Governments and communities must act now to ensure that millions of vulnerable children do not lose out on their education as schools close their gates to try and contain the Coronavirus outbreak, warns Save the Children.   More than 120 countries have already introduced nation-wide school and...}, language = {en}, urldate = {2020-09-29}, journal = {Save the Children International}, author = {{Save the Children}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LQUIQM32 2534378:5X7S68MX}, } @misc{minetti_radio_2020, title = {Radio {Education}: {Physical} {Distance} but {Social} {Solidarity} {\textbar} {INEE}}, url = {https://inee.org/blog/radio-education-physical-distance-social-solidarity}, urldate = {2021-12-31}, author = {Minetti, Elena}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XC6FCVP7 2405685:YPTRG3ST}, } @misc{tele_futurs_medias_tfm_replay_2020, title = {Replay - {Salle} des {Profs} - {Pr} : {Astou} {Mbène} – {Intégralité}}, url = {https://www.youtube.com/watch?v=kBROufYq6DY&list=PLdGJr0E0g2bPWLRnJ7-NsTfJ3V7Bi4y0a}, urldate = {2020-06-22}, author = {Télé Futurs Medias (TFM)}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCE7AG3S 2405685:EHWQ57GI}, } @techreport{huang_handbook_2020, title = {Handbook on {Facilitating} {Flexible} {Learning} {During} {Educational} {Disruption}}, url = {https://iite.unesco.org/wp-content/uploads/2020/03/Handbook-on-Facilitating-Flexible-Learning-in-COVID-19-Outbreak-SLIBNU_V2.0_20200324.pdf}, language = {EN}, urldate = {2020-04-26}, author = {Huang, Ronghuai and Tlili, Ahmed and Yang, Junfeng and Wang, Huanhuan and Zhang, Mahua and Gao, Bojun and Lu, Hang and Chang, Ting-Wen and Cheng, Qian and Yin, Xiayu and Cheng, Wei}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AM7ZF732 2405685:IWVWTPAJ}, } @article{bett_can_2020, title = {Can {Facebook} groups enhance continuing professional development of teachers? {Lessons} from {Kenya}}, volume = {48}, issn = {1359-866X}, shorttitle = {Can {Facebook} groups enhance continuing professional development of teachers?}, url = {https://doi.org/10.1080/1359866X.2018.1542662}, doi = {10.1080/1359866x.2018.1542662}, abstract = {Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.}, language = {English}, number = {2}, urldate = {2021-04-01}, journal = {Asia-Pacific Journal of Teacher Education}, author = {Bett, Harry and Makewa, Lazarus}, month = mar, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1359866X.2018.1542662 KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2018.1542662 10.1080/1359866x.2018.1542662 10/gg3988 2339240:FPKG4LA8 2339240:RNEM52U7 2405685:9BBCI3GD 2405685:9EFWDEUR 2405685:EQBTMC7A 2534378:BJ75PKH4 2534378:F8XIDPG4 2534378:FNUR2CDH 2534378:N4ZG4GTY}, keywords = {Content analysis, Education--Teaching Methods And Curriculum, English teachers, Facebook Groups, Kenya, Professional development, Social networks, Teacher education, Teachers, \_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425933, \_\_finaldtb, professional development}, pages = {132--146}, } @article{munkhzul_mongolia_2020, title = {Mongolia leads in organizing {TV} classes for children}, url = {https://montsame.mn/en/read/218635}, urldate = {2020-06-09}, journal = {Montsame (Mongolia)}, author = {Munkhzul, A}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BIQ9P6M5 2405685:SYZ4XSBI 4803016:64QPZ5AD}, } @misc{institute_for_government_nudge_2020, title = {“{Nudge} {Unit}”}, url = {https://www.instituteforgovernment.org.uk/article/explainer/nudge-unit}, abstract = {The Behavioural Insights team, popularly known as the ‘Nudge Unit’, is playing a big role in helping the government formulate its response to coronavi}, language = {en}, urldate = {2024-02-06}, journal = {Institute for Government}, author = {{Institute for Government}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WKGMIW59 2405685:YAQVRAQK}, } @misc{unesco_adverse_2020, title = {Adverse consequences of school closures}, url = {https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/consequences}, abstract = {School closures - even when temporary - carry high social and economic costs. The disruptions they cause touch people across communities, but their impact is particularly severe for disadvantaged boys and girls and their families. Some of the reasons why school closures are so harmful are listed below. While the list is far from comprehensive, it helps clarify why school closures should matter to all of us. Interrupted learning: Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.}, language = {en}, urldate = {2020-03-30}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:N9NK3DJF 2339240:UTNECT36 2405685:35ZWVEZ9 2405685:7UZI77DJ}, } @techreport{bulat_evaluating_2020, address = {ShareEd}, title = {Evaluating the {Use} of {Radios} to {Promote} {Learning} in {Liberia} {During} {COVID}-19}, url = {https://shared.rti.org/content/evaluating-use-radios-promote-learning-liberia-during-covid-19#_ftn1}, urldate = {2021-10-11}, institution = {RTI International}, author = {Bulat, Dr. Jennae}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RJ6SVFBP 2405685:XX2VV4AV}, } @article{kerwin_making_2020, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, issn = {0034-6535}, shorttitle = {Making the {Grade}}, url = {https://doi.org/10.1162/rest_a_00911}, doi = {10.1162/rest_a_00911}, abstract = {This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.}, urldate = {2020-07-21}, journal = {The Review of Economics and Statistics}, author = {Kerwin, Jason T. and Thornton, Rebecca L.}, month = mar, year = {2020}, note = {Publisher: MIT Press shortDOI: 10/gg7spz KerkoCite.ItemAlsoKnownAs: 10.1162/rest\_a\_00911 10/gg7spz 2339240:VK3937E2 2405685:9UT2Q56S 2405685:EXQV8YBV 2447227:VDYKWJTR}, keywords = {NULP, \_\_\_working\_potential\_duplicate}, pages = {1--45}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893}, url = {https://doi.org/10.1093/elt/ccz045}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, number = {1}, urldate = {2022-08-22}, journal = {ELT Journal}, author = {Schreiber, Brooke R and Jansz, Mihiri}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:4NE92SRV 2405685:MA4ZGQK4}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893}, url = {https://doi.org/10.1093/elt/ccz045}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, number = {1}, urldate = {2022-08-22}, journal = {ELT Journal}, author = {Schreiber, Brooke R and Jansz, Mihiri}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:4NE92SRV 2405685:MA4ZGQK4}, } @misc{unesco_covid-19_2020, title = {{COVID}-19 {Educational} {Disruption} and {Response}}, url = {https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures}, abstract = {A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.}, language = {en}, urldate = {2020-03-30}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:YPNX4GT6 2405685:CTWSNA8F CTWSNA8F}, } @misc{ericsson_sustainability_2020, title = {Sustainability \& {Corporate} {Responsibility} {Report}}, url = {https://www.ericsson.com/en/about-us/sustainability-and-corporate-responsibility/sustainability-report}, abstract = {Our Sustainability and Corporate Responsibility Report includes all the highlights of our sustainability performance.}, language = {en}, urldate = {2020-06-01}, journal = {Ericsson.com}, author = {{Ericsson}}, month = mar, year = {2020}, note = {Last Modified: 2020-04-15T06:29:31+00:00 Library Catalog: www.ericsson.com KerkoCite.ItemAlsoKnownAs: 2339240:SALDRCZ7 2405685:Y6NUR45J 4803016:IF4I7JN8}, } @article{naik_impact_2020, title = {Impact of use of technology on student learning outcomes: {Evidence} from a large-scale experiment in {India}}, volume = {127}, issn = {0305-750X}, shorttitle = {Impact of use of technology on student learning outcomes}, url = {http://www.sciencedirect.com/science/article/pii/S0305750X19303857}, doi = {10.1016/j.worlddev.2019.104736}, abstract = {One of the Sustainable Development Goals (SDG-4) adopted by the United Nations focuses on ensuring inclusive and equitable quality education for all. Most research on impact of technology on learning outcomes depends on designs that require low student-to-computer ratio and extensive retraining of teachers. These requirements make the designs difficult to implement on a large scale and hence are limited in terms of inclusivity and ability to ‘provide equitable opportunity for all’. Our paper is the first to evaluate an intervention design that is aimed at dealing with these concerns. We conduct a large-scale randomised field experiment in 1823 rural government schools in India that uses technology-aided teaching to replace one-third of traditional classroom teaching. Even with high student-to-computer ratios and minimal teacher training, we observe a positive impact on student learning outcomes. The study thus presents a low cost, resource-light design, which can be implemented in a developing country on a large scale to address the problem of poor learning outcomes, thereby making the intervention inclusive and equitable in line with the spirit of SDG-4.}, language = {en}, urldate = {2020-01-29}, journal = {World Development}, author = {Naik, Gopal and Chitre, Chetan and Bhalla, Manaswini and Rajan, Jothsna}, month = mar, year = {2020}, note = {shortDOI: 10/ggjpcz KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2019.104736 10/ggjpcz 2339240:3NJT52QX 2339240:GS4FDFA5 2405685:DKG7WIV7}, keywords = {Field experiment, India, Quality of learning, SDG-4, School education, Technology-aided-teaching}, } @techreport{general_economics_division_bangladesh_planning_commission_ministry_of_planning_government_of_the_peoples_republic_of_bangladesh_making_2020, title = {Making {Vision} 2041 a {Reality}: {Perspective} {Plan} of {Bangladesh} 2021-2041}, url = {http://oldweb.lged.gov.bd/UploadedDocument/UnitPublication/1/1049/vision%202021-2041.pdf}, urldate = {2021-06-07}, author = {General Economics Division, Bangladesh Planning Commission, Ministry of Planning, Government of the People’s Republic of Bangladesh}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8H6NIQ8 2405685:KJM92W3X}, } @techreport{gsma_gsma_2020, title = {{GSMA} {Connected} {Women}: the mobile gender gap report 2020}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/05/GSMA-The-Mobile-Gender-Gap-Report-2020.pdf}, urldate = {2021-10-03}, author = {{GSMA}}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NGGE4P82 2405685:RKH6CQ96}, } @techreport{ministry_of_planning_making_2020, title = {Making {Vision} 2041 a {Reality}: {Perspective} plan of {Bangladesh} 2021-2041}, url = {http://oldweb.lged.gov.bd/UploadedDocument/UnitPublication/1/1049/vision%202021-2041.pdf}, urldate = {2021-04-23}, institution = {Ministry of Planning,Government of the People’s Republic of Bangladesh}, author = {Ministry of Planning}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCSGGS87 2405685:T9BWKY5Z}, } @misc{unesco_education_2020, title = {Education: {From} disruption to recovery}, shorttitle = {Education}, url = {https://en.unesco.org/covid19/educationresponse}, abstract = {A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19.}, language = {en}, urldate = {2020-08-03}, journal = {UNESCO}, author = {UNESCO}, month = mar, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:4V4S68C2 2339240:D73PGJ2S 2339240:IFLGAKPY 2339240:LJI969V8 2339240:LPZ8IFR3 2339240:NVX8JT95 2339240:XM794Y6N 2339240:ZPPHRZLV 2405685:7D8S87FK 2405685:88X7NTNG 2405685:AM4LIP3K 2405685:DCY79GK8 2405685:HMY9IGAW 2405685:JBQH4NSZ 2405685:NJUUYNJJ 2405685:WBIE66RX}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unesco_iite_handbook_2020, title = {Handbook on {Facilitating} {Flexible} {Learning} {During} {Educational} {Disruption}}, url = {https://iite.unesco.org/news/handbook-on-facilitating-flexible-learning-during-educational-disruption/}, abstract = {As COVID-19 continues spreading in many countries of the world, how to keep learning in disruption has become a major challenge to the global education community. As stated by UNESCO... Read more Handbook on Facilitating Flexible Learning During Educational Disruption}, language = {en-GB}, urldate = {2021-08-13}, journal = {UNESCO IITE}, author = {UNESCO IITE}, month = mar, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7MSD482J 2405685:V5AQ7DIR}, } @misc{unicef_unicef_2020, title = {{UNICEF} {Yemen} {Country} {Office} {Humanitarian} {Situation} {Report} ({Reporting} {Period}: 1 - 31 {March} 2020) [{EN}/{AR}] - {Yemen}}, shorttitle = {{UNICEF} {Yemen} {Country} {Office} {Humanitarian} {Situation} {Report} ({Reporting} {Period}}, url = {https://www.unicef.org/appeals/files/UNICEF_Yemen_Humanitarian_Situation_Report__1_31_March_2020.pdf}, abstract = {Arabic Situation Report on Yemen about Contributions, Coordination, Children, IDPs, Epidemic, Flash Flood and more; published on 12 May 2020 by UNICEF}, language = {en}, urldate = {2020-06-02}, journal = {ReliefWeb}, author = {{UNICEF}}, month = mar, year = {2020}, note = {Library Catalog: reliefweb.int KerkoCite.ItemAlsoKnownAs: 2339240:9WVBZ6I8 2405685:XX8CEXCK 4803016:YA9YRQ3L}, } @article{rahim_mobile_2020, title = {Mobile {Phone} {Technologies} in {Coping} with the {Challenges} and {Opportunities} of {CPEC} by the {Youth} of {Rural} {Mountainous} {Areas} of {Gilgit}-{Baltistan}, {Pakistan}}, volume = {2020}, issn = {1574-017X}, url = {https://www.hindawi.com/journals/misy/2020/5816803/}, doi = {10.1155/2020/5816803}, abstract = {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.}, language = {en}, urldate = {2021-06-08}, journal = {Mobile Information Systems}, author = {Rahim, Sabit and Qutoshi, Sadruddin Bahadur and Sahar, Gul and Jabeen, Gul and Ali, Imran}, month = feb, year = {2020}, note = {Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2339240:T7Y9UQTC 2405685:46LFGCZC}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {e5816803}, } @misc{world_bank_classification_2020, title = {Classification of {Fragile} and {Conflict}-{Affected} {Situations}}, url = {http://pubdocs.worldbank.org/en/179011582771134576/FCS-FY20.pdf}, urldate = {2020-06-02}, author = {{World Bank}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2AZL5T9X 2405685:QA35GI29 4803016:3W3SBVKL}, } @misc{unesco_institute_for_statistics_uis_2020, title = {{UIS} releases more timely country-level data for {SDG} 4 on education}, url = {http://uis.unesco.org/en/news/uis-releases-more-timely-country-level-data-sdg-4-education}, abstract = {The UNESCO Institute for Statistics (UIS) has just updated its global database with more recent country-level data to monitor progress towards the Sustainable Development Goal on education (SDG 4). UIS global education database While the global numbers and regional averages on key indicators such as out-of-school rates have not changed since the previous release in September 2019, we have added new country-level data to provide a more complete and timely picture of the education situation facing children, youth and adults around the world....}, language = {eng}, urldate = {2021-02-01}, author = {UNESCO Institute for Statistics}, month = feb, year = {2020}, note = {Last Modified: 2020-02-26 KerkoCite.ItemAlsoKnownAs: 2339240:8L8U8BDG 2405685:6MUKEWAK}, } @misc{williams_civil_2020, title = {Do civil service performance incentives work: {Evidence} from {Ghana} and {Zambia}}, shorttitle = {Do civil service performance incentives work}, url = {https://www.theigc.org/blogs/do-civil-service-performance-incentives-work-evidence-ghana-and-zambia}, language = {en}, urldate = {2023-03-16}, journal = {International Growth Centre}, author = {Williams, Martin}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FYRVHDCN 2405685:J2DHI2US 4656463:VXFHI3G3}, } @misc{mastercard_foundation_twelve_2020, title = {Twelve {African} {EdTech} {Companies} {Named} as {First} {Fellows} at {Centre} for {Innovative} {Teaching} and {Learning} in {ICT}}, url = {https://mastercardfdn.org/twelve-african-edtech-companies-named-as-first-fellows-at-centre-for-innovative-teaching-and-learning-in-ict/}, language = {en}, urldate = {2020-08-17}, author = {Mastercard Foundation}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SLZYNQIY 2405685:UD6PWA5V}, } @misc{mastercard_foundation_twelve_2020, title = {Twelve {African} {EdTech} {Companies} {Named} as {First} {Fellows} at {Centre} for {Innovative} {Teaching} and {Learning} in {ICT}}, url = {https://mastercardfdn.org/twelve-african-edtech-companies-named-as-first-fellows-at-centre-for-innovative-teaching-and-learning-in-ict/}, language = {en}, urldate = {2020-08-26}, journal = {Mastercard Foundation}, author = {{Mastercard Foundation}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WG37SR3L 2405685:YJDZZF64}, } @article{filmer_learning-adjusted_2020, title = {Learning-adjusted years of schooling ({LAYS}): {Defining} a new macro measure of education}, issn = {0272-7757}, shorttitle = {Learning-adjusted years of schooling ({LAYS})}, url = {http://www.sciencedirect.com/science/article/pii/S0272775719300263}, doi = {10.1016/j.econedurev.2020.101971}, abstract = {The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.}, language = {en}, urldate = {2020-03-31}, journal = {Economics of Education Review}, author = {Filmer, Deon and Rogers, Halsey and Angrist, Noam and Sabarwal, Shwetlena}, month = feb, year = {2020}, note = {shortDOI: 10/ggqkfm KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 10/ggqkfm 2339240:SYL58Y22 2405685:9SKUVUJ9}, keywords = {Education, Human capital, Learning, Returns to education, Schooling, Test Scores, \_\_\_working\_potential\_duplicate}, pages = {101971}, } @phdthesis{abdelfattah_ahmed_younes_blended_2020, type = {phd}, title = {Blended learning and {Syrian} refugees' empowerment through a capability approach lens}, copyright = {creative\_commons\_attribution\_4\_0\_international\_license}, url = {https://doi.org/10.17635/lancaster/thesis/887}, abstract = {This study analyses the learning experiences of three Syrian refugee youth who enrolled in and completed blended learning (BL) programmes in Jordan, in order to explicate how BL has/or has not empowered those refugees. To achieve this objective, the following research questions framed this study: Does blended learning empower Syrian refugee youth living in Jordan? 1. Is blended learning, in the case of Syrian refugee youth, an empowering capability? 2. Does blended learning help Syrian refugee youth to overcome their restrictive ‘rules of the game’? 3. Does blended learning improve Syrian refugee youth’s resource portfolio? This study followed a case study approach. Three Syrian youth, each of whom attended a different BL programme, were interviewed between December 2018 and March 2019. While all three cases expressed aspirations that are education-bound, this study shows some difference in the aspirations of males and females and of urban refugees versus those residing in the camps. BL has been for all three cases a feasible learning opportunity. Programme providers designed the courses in a manner that accommodated to refugees’ locations, time, and economic status. Social media disseminated information about educational opportunities and possessing smartphones made following up with lectures and assignments possible and easy. The investigated BL programmes proved also to be enjoyable due to their constructive, learner-centred and collaborative approach, and competent facilitators. However, this finding does not indicate that those programmes were “empowering”. Restrictive legislations that constrain refugees’ work, movement, and lives, as well as patriarchal traditions that hampered females’ choices of education, were “rules of the game” that hindered students’ ability to fully benefit from the provided programmes. Despite the development of oral and public speaking, employability, and English language skills and despite the enhancement of self-esteem, confidence, and respect towards others, those programmes did not lead to refugees’ full empowerment.}, language = {en}, urldate = {2020-04-29}, school = {Lancaster University}, author = {Abdelfattah Ahmed Younes, Mona}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MWJ2IMNI 2405685:ZP753LBR}, keywords = {Google Scholar/ "mobile learning" "refugee education", RER theme\_pedagogies and modalities}, } @misc{khondoker_state_2020, title = {The state of education in urban slums of {Bangladesh}}, url = {https://bigd.bracu.ac.bd/the-state-of-education-in-urban-slums-of-bangladesh/}, language = {en-US}, urldate = {2021-10-25}, journal = {BRAC Institute of Governance and Development}, author = {Khondoker, Zarine Anan}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KQ6BMYBH 2405685:BWLXUGA2}, } @misc{grid3_understanding_2020, title = {Understanding access to education in {Nigeria}}, url = {https://grid3.org/news/using-geospatialdata-to-understand-access-to-education-nigeria}, abstract = {To support Nigeria’s Universal Basic Educational Commission (UBEC) in improving access to education, GRID3 Nigeria used geospatial data to analyse the location of current schools to Nigeria's school-age population and recommend new school locations.}, language = {en-US}, urldate = {2022-10-28}, journal = {GRID3}, author = {{GRID3}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XZMLYQM9 4042040:HUM63HGW}, } @misc{cgtn_chinese_2020, title = {Chinese education authorities to broadcast lessons on television}, url = {https://www.youtube.com/watch?v=5E2RQIZCLjs}, urldate = {2020-06-09}, author = {{CGTN}}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EMP9YPV4 2405685:LZZSI66U 4803016:G2UH7GSS}, } @article{lindberg_developing_2020, title = {Developing {Theory} {Through} {Integrating} {Human} and {Machine} {Pattern} {Recognition}}, volume = {21}, issn = {1536-9323}, url = {https://aisel.aisnet.org/jais/vol21/iss1/7}, doi = {10.17705/1jais.00593}, number = {1}, journal = {Journal of the Association for Information Systems}, author = {Lindberg, Aron}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00593 2405685:HHW46K4J 2486141:4VVTVLXD}, keywords = {\_Added-ailr-2024}, } @article{outhwaite_language_2020, title = {Language counts when learning mathematics with interactive apps}, volume = {51}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12912}, doi = {10.1111/bjet.12912}, abstract = {When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the ...}, language = {en}, number = {6}, urldate = {2020-07-21}, journal = {British Journal of Educational Technology}, author = {Outhwaite, Laura A. and Gulliford, Anthea and Pitchford, Nicola J.}, month = feb, year = {2020}, note = {Publisher: John Wiley \& Sons, Ltd shortDOI: 10/ghgn5f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12912 10/ghgn5f 2339240:3KW6NVWT 2339240:BNU3GCP4 2405685:2EQJSHFN 2405685:RDKAHWMQ}, pages = {2326--2339}, } @misc{ali_responding_2020, title = {Responding to {Iraq}’s learning crisis}, url = {https://blogs.unicef.org/blog/responding-iraq-learning-crisis/}, abstract = {Amidst the devastation in Mosul's Old City, UNICEF supports the rehabilitation of primary education for a safe environment that’s conducive to learning.}, language = {en-US}, urldate = {2020-06-01}, journal = {UNICEF Connect}, author = {Ali, Laila}, month = feb, year = {2020}, note = {Library Catalog: blogs.unicef.org Section: Children in emergencies KerkoCite.ItemAlsoKnownAs: 2339240:BDGJFV3D 2405685:YE5NPCPV 4803016:K6GQ5HLF}, } @misc{asad_improving_2020, title = {Improving teacher accountability in {Pakistan}’s rural schools}, url = {https://www.theigc.org/blog/improving-teacher-accountability-in-pakistans-rural-schools/}, abstract = {Pakistan has extremely low learning levels and poor education service delivery is a driving factor. The Khyber Pakhtunkhwa (KP) government has expressed a strong desire for evidence on how to design evaluation and oversight systems for the education sector, with the goal of improving learning. Accordingly, we conducted an International Growth Centre (IGC) supported study …}, language = {en-GB}, urldate = {2020-08-13}, journal = {International Growth Centre}, author = {Asad, Saher and Habib, Masooma and Karachiwalla, Naureen and Kosec, Katrina and Leaver, Claire and Ur Rehman, Attique}, month = feb, year = {2020}, note = {Section: Uncategorized EdTechHub.ItemAlsoKnownAs: 2405685:VS9VPJJG}, } @misc{quetta_voice_ghost_2020, title = {Ghost schools can be traced through {RTMS} in {Balochistan}}, url = {https://www.quettavoice.com/2020/02/08/ghost-schools-can-be-traced-through-rtms-in-balochistan/}, abstract = {The real time monitoring system (RTMS) proved to be an effective system in tracing of closed/ghost schools across Balochistan. The system was established}, urldate = {2022-09-29}, journal = {Quetta Voice Breaking News, English News, Technology, Health}, author = {{Quetta Voice}}, month = feb, year = {2020}, note = {Section: Education KerkoCite.ItemAlsoKnownAs: 2339240:B6DKYGLD 2405685:ZGASEXZM 4656463:E23MB9SH}, } @article{bilagher_potential_2020, title = {The potential of {Accelerated} {Learning} {Programmes} ({ALPs}) for conflict-ridden countries and regions: {Lessons} learned from an experience in {Iraq}}, volume = {66}, issn = {1573-0638}, shorttitle = {The potential of {Accelerated} {Learning} {Programmes} ({ALPs}) for conflict-ridden countries and regions}, url = {https://doi.org/10.1007/s11159-020-09826-1}, doi = {10.1007/s11159-020-09826-1}, abstract = {Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 \% of learners stating that they liked the ALP very much. Around 90 \% of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world.}, language = {en}, number = {1}, urldate = {2022-08-26}, journal = {International Review of Education}, author = {Bilagher, Moritz and Kaushik, Amit}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-020-09826-1 2339240:LHN26KRG 2405685:KZYFLI7F}, keywords = {Accelerated Learning Programmes (ALPs), Iraq, Sustainable Development Goal (SDG) 4, access to education, education in (post-)conflict environments, education in emergencies}, pages = {93--113}, } @article{nelson_computational_2020, title = {Computational {Grounded} {Theory}: {A} {Methodological} {Framework}}, volume = {49}, issn = {0049-1241}, shorttitle = {Computational {Grounded} {Theory}}, url = {https://doi.org/10.1177/0049124117729703}, doi = {10.1177/0049124117729703}, abstract = {This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Sociological Methods \& Research}, author = {Nelson, Laura K.}, month = feb, year = {2020}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0049124117729703 2405685:IQFAV8I9 2486141:G3BE6P2T 2486141:WP4ANB2D}, keywords = {\_Added-ailr-2024}, pages = {3--42}, } @article{hennessy_technology_2020, title = {Technology in education in low-income countries: {Problem} analysis and focus of the {Hub}'s work}, shorttitle = {Technology in education in low-income countries}, url = {https://zenodo.org/record/3352007#.YGsY_RNKg1g}, doi = {10.5281/zenodo.3352007}, abstract = {An output by the EdTech Hub - \#EdTechHub, https://edtechhub.org}, urldate = {2021-04-05}, author = {Hennessy, Sara and Jordan, Katy and Hassler, Bjoern and Hollow, David and Brugha, Meghan and Jamieson Eberhardt, Molly and Sabates, Ricardo}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352007 10/ghgnfz 2339240:EYQWGP5R 2405685:ZGFQHAS3}, } @techreport{levesque_karen_tablet-based_2020, title = {Tablet-based {Learning} for {Foundational} {Literacy} and {Math}: {An} 8-month {RCT} in {Malawi}}, shorttitle = {Tablet-based {Learning} for {Foundational} {Literacy} and {Math}}, url = {https://www.imagineworldwide.org/resource/tablet-based-learning-for-foundational-literacy-and-math-an-8-month-rct-in-malawi/}, abstract = {Our 8-month randomized controlled trial (RCT) in government primary schools in Malawi shows significant positive effects for learners in overall literacy and in key early math skills, with similarly positive results for both girls and boys.}, language = {en-US}, urldate = {2021-06-10}, author = {{Levesque, Karen} and {Bardack, Sarah} and {Chigeda, Antonie}}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2MD5BSLB 2405685:2MMJYNCA}, } @misc{hello_world_hub_2020, title = {Hub {Heroes}, our newest project.}, url = {https://www.projecthelloworld.org/hub-heroes-our-newest-project/}, abstract = {Hello World has a new programme, Hub Heroes. This programme will exponentially increase literacy and numeracy for children at our hubs AND empower mothers in our Hub communities to take advantage of the technology and connectivity at the Hello Hub.}, language = {en}, urldate = {2022-06-26}, journal = {Hello World}, author = {Hello World}, month = jan, year = {2020}, note = {Section: Behind the Scenes KerkoCite.ItemAlsoKnownAs: 2339240:U2NZW46V 2405685:5TCKX67Z}, } @misc{directorate_of_science_technology__innovation_sierra_leone_scientists_2020, title = {Scientists at {DSTI} go the extra mile to make it easier for children to get to school}, url = {https://www.dsti.gov.sl/scientists-at-dsti-go-the-extra-mile-to-make-it-easier-for-children-to-get-to-school/}, abstract = {Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, month = jan, year = {2020}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:9K5VWY7C}, } @article{bbc_news_pidgin_see_2020, title = {See states for {Nigeria} where schools no go resume on {January} 18}, url = {https://www.bbc.com/pidgin/tori-55701632}, abstract = {Some state governors, lawmakers no buy di idea of school resumption wey Ngeria government bin give go ahead to resume on January 18}, language = {pcm}, urldate = {2021-03-29}, journal = {BBC News Pidgin}, author = {{BBC News Pidgin}}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PXE3CNCE 2405685:U4I7NPED}, keywords = {Education, Nigeria}, } @misc{unwin_thoughts_2020, title = {Thoughts on “{Education} and digitisation in development cooperation”}, url = {https://unwin.wordpress.com/2020/01/16/thoughts-on-education-and-digitisation-in-development-cooperation/}, abstract = {Recently I was asked by the GFA Consulting Group to provide some short comments and reflections (just a few sentences) in response to four questions, the answers to which will be incorporated as pa…}, language = {en}, urldate = {2020-01-23}, journal = {Tim Unwin's Blog}, author = {Unwin, Tim}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8X55XW5R 2405685:PW4I6AJR PW4I6AJR}, } @book{dijk_digital_2020, title = {The {Digital} {Divide}}, isbn = {978-1-5095-3446-3}, abstract = {Contrary to optimistic visions of a free internet for all, the problem of the ‘digital divide’ – the disparity between those with access to internet technology and those without – has persisted for close to twenty-five years.In this textbook, Jan van Dijk considers the state of digital inequality and what we can do to tackle it. Through an accessible framework based on empirical research, he explores the motivations and challenges of seeking access and the development of requisite digital skills. He addresses key questions such as: Does digital inequality reduce or reinforce existing, traditional inequalities? Does it create new, previously unknown social inequalities? While digital inequality affects all aspects of society and the problem is here to stay, Van Dijk outlines policies we can put in place to mitigate it.The Digital Divide is required reading for students and scholars of media, communication, sociology, and related disciplines, as well as for policymakers.}, language = {en}, publisher = {John Wiley \& Sons}, author = {Dijk, Jan van}, month = jan, year = {2020}, note = {Google-Books-ID: 6DvKDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:VU5PVIZD 2405685:DJ4FT9ND}, keywords = {Social Science / Popular Culture, Social Science / Sociology / General}, } @article{wang_error_2020, title = {Error rates of human reviewers during abstract screening in systematic reviews}, volume = {15}, issn = {1932-6203}, url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0227742}, doi = {10.1371/journal.pone.0227742}, abstract = {Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48\% of the potential references identified through bibliographic database search (95\% confidence interval (CI): 2.38\% to 8.58\%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76\% (95\% CI: 7.43\% to 14.09\%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {PLOS ONE}, author = {Wang, Zhen and Nayfeh, Tarek and Tetzlaff, Jennifer and O’Blenis, Peter and Murad, Mohammad Hassan}, month = jan, year = {2020}, note = {Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0227742 2405685:VUCXTFY8 2486141:3E2S7D8J 2486141:VT9P82V4}, keywords = {Automation, Cardiovascular medicine, Citation analysis, Database searching, Health screening, Mental health and psychiatry, Primary care, Systematic reviews}, pages = {e0227742}, } @article{harrison_software_2020, title = {Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation}, volume = {20}, issn = {1471-2288}, shorttitle = {Software tools to support title and abstract screening for systematic reviews in healthcare}, url = {https://doi.org/10.1186/s12874-020-0897-3}, doi = {10.1186/s12874-020-0897-3}, abstract = {Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T\&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T\&Ab screening for systematic reviews within healthcare research.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {BMC Medical Research Methodology}, author = {Harrison, Hannah and Griffin, Simon J. and Kuhn, Isla and Usher-Smith, Juliet A.}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12874-020-0897-3 2405685:DXHLMQY6 2486141:WH85XWT8 2486141:Z5HN3IS3}, keywords = {Feature analysis, Screening, Software tools, Systematic reviews, Title and abstract, \_Added-ailr-2024}, pages = {7}, } @misc{noauthor_community_2020, title = {Community of practice}, copyright = {Creative Commons Attribution-ShareAlike License}, url = {https://en.wikipedia.org/w/index.php?title=Community_of_practice&oldid=933903934}, abstract = {A community of practice (CoP) is a group of people who share a craft or a profession. The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning (Lave \& Wenger 1991). Wenger then significantly expanded on the concept in his 1998 book Communities of Practice (Wenger 1998). A CoP can evolve naturally because of the members' common interest in a particular domain or area, or it can be created deliberately with the goal of gaining knowledge related to a specific field. It is through the process of sharing information and experiences with the group that members learn from each other, and have an opportunity to develop personally and professionally (Lave \& Wenger 1991). CoPs can exist in physical settings, for example, a lunch room at work, a field setting, a factory floor, or elsewhere in the environment, but members of CoPs do not have to be co-located. They form a "virtual community of practice" (VCoP) (Dubé, Bourhis \& Jacob 2005) when they collaborate online, such as within discussion boards and newsgroups, or a "mobile community of practice" (MCoP) (Kietzmann et al. 2013) when members communicate with one another via mobile phones and participate in community work on the go. Communities of practice are not new phenomena: this type of learning has existed for as long as people have been learning and sharing their experiences through storytelling. The idea is rooted in American pragmatism, especially C. S. Peirce's concept of the "community of inquiry" (Shields 2003), but also John Dewey's principle of learning through occupation (Wallace 2007).}, language = {en}, urldate = {2020-01-18}, journal = {Wikipedia}, month = jan, year = {2020}, note = {Page Version ID: 933903934 EdTechHub.ItemAlsoKnownAs:2405685:V5XBYH28}, } @article{jonker_curriculum_2020, title = {Curriculum flexibility in a blended curriculum}, volume = {36}, copyright = {Copyright (c) 2020 Authors}, issn = {1449-5554}, url = {https://ajet.org.au/index.php/AJET/article/view/4926}, doi = {10.14742/ajet.4926}, abstract = {This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.}, language = {en}, number = {1}, urldate = {2022-10-10}, journal = {Australasian Journal of Educational Technology}, author = {Jonker, Herma and März, Virginie and Voogt, Joke}, month = jan, year = {2020}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4926 2339240:Z5GJEGTU 2405685:ZMFNPWV4}, keywords = {blended curriculum, case study research, collaborative design, curriculum flexibility, curriculum implementation, perceived curriculum, qualitative research}, pages = {68--84}, } @article{sancho-gil_moving_2020, title = {Moving beyond the predictable failure of {Ed}-{Tech} initiatives}, volume = {45}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2019.1666873}, doi = {10.1080/17439884.2019.1666873}, abstract = {The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.}, number = {1}, urldate = {2022-12-21}, journal = {Learning, Media and Technology}, author = {Sancho-Gil, Juana M. and Rivera-Vargas, Pablo and Miño-Puigcercós, Raquel}, month = jan, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2019.1666873 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 2339240:GCR3V5QP 2405685:86I72796 4656463:48WL9B8V 4656463:M4NW5YGX}, keywords = {Educational change, digital technology corporations, educational challenges, educational policies, school improvement}, pages = {61--75}, } @techreport{adam_taskeen_unlocking_2020, title = {Unlocking {Data} to {Tell} the {Story} of {Education} in {Africa}: {Webinar} {Summary} \& {Synthesis}}, copyright = {Creative Commons Attribution 4.0 International, Open Access}, shorttitle = {Unlocking {Data} to {Tell} the {Story} of {Education} in {Africa}}, url = {https://zenodo.org/record/4279156}, abstract = {[No description available.]}, language = {en}, urldate = {2022-06-02}, institution = {Zenodo}, author = {Adam, Taskeen and Agyapong, Samuel and Asare, Samuel and Heady, Lucy and Wacharia, Wairimu and Mjomba, Renaldah and Mugo, John and Mukiria, Faith and Munday, Gemma}, month = jan, year = {2020}, doi = {10.5281/ZENODO.4279156}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 2405685:IX9GRQQ3 2486141:QVCFTMBD}, } @article{carter_self-regulated_2020, title = {Self-regulated learning in online learning environments: strategies for remote learning}, volume = {121}, issn = {2398-5348}, shorttitle = {Self-regulated learning in online learning environments}, url = {https://doi.org/10.1108/ILS-04-2020-0114}, doi = {10.1108/ils-04-2020-0114}, abstract = {Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.}, number = {5/6}, urldate = {2021-08-05}, journal = {Information and Learning Sciences}, author = {Carter, Jr Richard Allen and Rice, Mary and Yang, Sohyun and Jackson, Haidee A.}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ils-04-2020-0114 10/gmfk2z 2339240:H82DHQ9Q 2405685:A79IHLVH}, pages = {321--329}, } @article{martens_being_2020, title = {“{Being} on the wrong side of the digital divide”: seeking technological interventions for education in {Northeast} {Nigeria}}, volume = {72}, issn = {2050-3806}, url = {https://doi.org/10.1108/AJIM-05-2020-0172}, doi = {10.1108/AJIM-05-2020-0172}, abstract = {Purpose This paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies. Design/methodology/approach This case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis. Findings In the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet. Research limitations/implications The 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools. Originality/value Despite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education.}, number = {6}, urldate = {2022-06-20}, journal = {Aslib Journal of Information Management}, author = {Martens, Marianne and Hajibayova, Lala and Campana, Kathleen and Rinnert, Gretchen Caldwell and Caniglia, Joanne and Bakori, Isa Garba and Kamiyama, Tsukuru and Mohammed, Liman Audu and Mupinga, Davison M. and Oh, Olivia Jeonghwa}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/AJIM-05-2020-0172 2405685:22BWUUMS 2486141:45ZUH4NA}, pages = {963--978}, } @article{mishra_online_2020, title = {Online teaching-learning in higher education during lockdown period of {COVID}-19 pandemic}, volume = {1}, issn = {2666-3740}, url = {https://www.sciencedirect.com/science/article/pii/S2666374020300121}, doi = {10.1016/j.ijedro.2020.100012}, abstract = {The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.}, language = {en}, urldate = {2021-11-09}, journal = {International Journal of Educational Research Open}, author = {Mishra, Lokanath and Gupta, Tushar and Shree, Abha}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2020.100012 2339240:DBZ4WDCG 2405685:HD29E6QQ}, keywords = {COVID-19, Lockdown period, Online education, Online teaching-learning modes, Outbreak, Pandemic, Perception}, pages = {100012}, } @article{ninh_economic_2020, title = {Economic role of education in agriculture: evidence from rural {Vietnam}}, volume = {23}, issn = {2632-5330}, shorttitle = {Economic role of education in agriculture}, url = {https://doi.org/10.1108/JED-05-2020-0052}, doi = {10.1108/JED-05-2020-0052}, abstract = {Purpose This paper investigates the impact of education on output of rice farming households in Vietnam. Design/methodology/approach Given the literature review, this paper specifies three empirical models (i.e. linear constant coefficient model, partially nonlinear model and linear varied coefficient model) with variables that well describe the mechanism through which education affects output. The data were collected from 901 rice farming households randomly selected out of ten provinces and city in the Mekong River Delta (MRD) of Vietnam. The models are estimated using ordinary least squares (OLS) and Robinson's (1988) double residual estimators. Findings Estimates of the empirical models show that seed, fertilizer, labor and farm size have significant impacts on output of rice farming households while pesticide and herbicide do not. Education is also found to have a positive effect on output of rice farming households because it helps them better manage farms of larger size via combining various inputs in a more desirable way. Originality/value This paper confirms the positive impact of education on agricultural output, which implies that policies aiming to provide better education to rural people will greatly enhance their income as well as trigger long-term economic and agricultural growth.}, number = {1}, urldate = {2022-10-27}, journal = {Journal of Economics and Development}, author = {Ninh, Le Khuong}, month = jan, year = {2020}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JED-05-2020-0052 2339240:8WVZQKDR 2405685:Y25ZN4GM 4656463:N9ECH866}, keywords = {Agriculture, Education, Household, Input, Output, Rice, Rural, Schooling, Vietnam}, pages = {47--58}, } @article{rasheed_challenges_2020, title = {Challenges in the online component of blended learning: {A} systematic review}, volume = {144}, issn = {0360-1315}, shorttitle = {Challenges in the online component of blended learning}, url = {http://www.sciencedirect.com/science/article/pii/S0360131519302544}, doi = {10.1016/j.compedu.2019.103701}, abstract = {Blended learning is widely regarded as an approach that combines the benefits afforded by face-to-face and online learning components. However, this approach of combining online with face-to-face instructional components have raised concerns over the years. Several studies have highlighted the overall challenges of blended learning mode of instruction as a whole, but there has been no clear understanding of the challenges that exist in the online component of blended learning. Thus, a systematic review of literature was conducted with the aim of identifying the challenges in the online component of blended learning from students, teachers and educational institutions perspectives. Self-regulation challenges and challenges in using learning technology are the key challenges that students face. Teachers challenges are mainly on the use of technology for teaching. Challenges in the provision of suitable instructional technology; and effective training support to teachers are the main challenges faced by educational institutions. This review highlights the need for further investigations to address students, teachers and educational institutions challenges in blended learning. In addition, we proposed some recommendations for future research.}, language = {en}, urldate = {2020-07-18}, journal = {Computers \& Education}, author = {Rasheed, Abubakar Rasheed and Kamsin, Amirrudin and Abdullah, Nor Aniza}, month = jan, year = {2020}, note = {shortDOI: 10/ggvp7s KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103701 10/ggvp7s 2405685:UE2MZK4X}, keywords = {Adult learning, Improving classroom teaching, Pedagogical issues, Teaching/Learning strategies}, pages = {103701}, } @article{sisouphanthong_valuation_2020, title = {Valuation of incentives to recruit and retain teachers in rural schools: {Evidence} from a choice experiment in {Cambodia} and {Laos}}, volume = {7}, issn = {null}, shorttitle = {Valuation of incentives to recruit and retain teachers in rural schools}, url = {https://doi.org/10.1080/2331186X.2020.1724243}, doi = {10.1080/2331186X.2020.1724243}, abstract = {To provide an appropriate incentive for teaching profession, the important questions are “how much should we pay?” and “which factors influence potential teachers’ decision the most?” This research evaluates the factors that discourage and encourage potential teachers to join the profession in Cambodia and Laos by applying a discrete choice experiment to analysis teacher trainees’ preferences for school location, classroom condition, non-teaching professions, and indirect monetary incentives. The result highlights reasons and a possibility of potential teachers to leave the educational system.}, number = {1}, urldate = {2022-08-22}, journal = {Cogent Education}, author = {Sisouphanthong, Viriyasack and Suruga, Terukazu and Kyophilavong, Phouphet}, editor = {Ehmke, Timo}, month = jan, year = {2020}, note = {Publisher: Cogent OA \_eprint: https://doi.org/10.1080/2331186X.2020.1724243 KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2020.1724243 2339240:BDKIEGUU 2405685:XW8FT34K}, keywords = {Cambodia, Laos, discrete choice experiment, incentives, teacher recruitment}, } @article{bandiera_womens_2020, title = {Women's empowerment in action: {Evidence} from a randomized control trial in {Africa}}, volume = {12}, issn = {1945-7782}, shorttitle = {Women's {Empowerment} in {Action}}, url = {https://www.aeaweb.org/articles?id=10.1257/app.20170416}, doi = {10.1257/app.20170416}, abstract = {We evaluate a multifaceted policy intervention attempting to jump-start adolescent women's empowerment in Uganda by simultaneously providing them vocational training and information on sex, reproduction, and marriage. We find that four years postintervention, adolescent girls in treated communities are more likely to be self-employed. Teen pregnancy, early entry into marriage/cohabitation, and the share of girls reporting sex against their will fall sharply. The results highlight the potential of a multifaceted program that provides skills transfers as a viable and cost-effective policy intervention to improve the economic and social empowerment of adolescent girls over a four-year horizon.}, language = {en}, number = {1}, urldate = {2022-06-06}, journal = {American Economic Journal: Applied Economics}, author = {Bandiera, Oriana and Buehren, Niklas and Burgess, Robin and Goldstein, Markus and Gulesci, Selim and Rasul, Imran and Sulaiman, Munshi}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170416 2339240:BW3HX5HC 2405685:ZQIFS8C9 4656463:WCISNIER}, keywords = {Child Care, Children, Domestic Abuse, Fertility, Education and Economic Development, Marriage, Family Planning, Family Structure, Human Development, Income Distribution, Labor Productivity, Economic Development: Human Resources, Marital Dissolution, Migration, Non-labor Discrimination, Labor Demand, Human Capital, Occupational Choice, Skills, Youth, Economics of Gender}, pages = {210--259}, } @techreport{braun_rethinking_2020, title = {Rethinking education in the digital age}, url = {https://www.vditz.de/fileadmin/media/publications/pdf/EPRS_STU_2020_641528_EN.pdf}, language = {en}, urldate = {2020-06-02}, institution = {European Parliamentary Research Service}, author = {Braun, Anette and März, Anna and Mertens, Fabian and Nisser, Annerose}, month = jan, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:KJURVZMQ}, } @techreport{government_of_bangladesh_compendium_2020, title = {Compendium of {Social} {Protection} {Research} in {Bangladesh}}, url = {http://socialprotection.gov.bd/wp-content/uploads/2020/03/Compendium-of-Social-Protection-Research-in-Bangladesh.pdf}, urldate = {2020-06-09}, institution = {The General Economics Division (GED), Bangladesh Planning Commission}, author = {{Government of Bangladesh}}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L7AXVDVM 2405685:CJY2YG6P 4803016:G647E99W}, } @techreport{itu_last-mile_2020, title = {The {Last}-{Mile} {Internet} {Connectivity} {Toolkit}: {Solutions} to {Connect} the {Unconnected} in {Developing} {Countries}}, url = {https://www.itu.int/en/ITU-D/Technology/Documents/RuralCommunications/20200120%20-%20ITU%20Last-Mile%20Internet%20Connectivity%20Toolkit%20-%20DraftContent.pdf}, urldate = {2020-09-17}, author = {ITU}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HKULRF7U 2405685:DDY6AGSW}, } @misc{results_for_development_summative_2020, title = {Summative {Evaluation} of {GPE}'s {Country}-level {Support} to {Education}. {Bangladesh}}, url = {https://www.globalpartnership.org/content/summative-evaluation-gpes-country-level-support-education-bangladesh}, publisher = {Universalia}, author = {Results for Development}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2UZNK2DF 2405685:JCNQQAWC}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893, 0951-0893}, url = {https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=2236&context=bb_pubs}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, language = {English}, number = {1}, journal = {ELT Journal}, author = {Schreiber, Brooke R. and Jansz, Mihiri}, month = jan, year = {2020}, note = {Publisher: Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, UK Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396850563?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:RG8CJKWL 2405685:3RSVXH8U 2534378:5SN3PVQJ 2534378:BNKTXCE8 2534378:JK2SK2F6}, keywords = {Asynchronous Communication, Computer Mediated Communication, DISTANCE education, Distance Education, ENGLISH as a foreign language, ENGLISH language education, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Educational Cooperation, English (Second Language), Feedback (Response), Foreign Countries, Group Discussion, Higher Education, IN-service training of teachers, Inservice Teacher Education, International Cooperation, LEARNING, Language Variation, Masters Programs, New York (New York), Online Courses, Peer Groups, Postsecondary Education, Program Descriptions, Second Language Instruction, Second Language Learning, Sri Lanka, TEACHER education, Teacher Education Programs, Teaching Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099817, \_\_finaldtb}, pages = {63--72}, } @article{schreiber_reducing_2020, title = {Reducing distance through online international collaboration}, volume = {74}, issn = {0951-0893, 0951-0893}, url = {https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=2236&context=bb_pubs}, doi = {10.1093/elt/ccz045}, abstract = {Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.}, language = {English}, number = {1}, journal = {ELT Journal}, author = {Schreiber, Brooke R. and Jansz, Mihiri}, month = jan, year = {2020}, note = {Publisher: Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, UK Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396850563?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:RG8CJKWL 2405685:3RSVXH8U 2534378:5SN3PVQJ 2534378:BNKTXCE8 2534378:JK2SK2F6}, keywords = {Asynchronous Communication, Computer Mediated Communication, DISTANCE education, Distance Education, ENGLISH as a foreign language, ENGLISH language education, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Educational Cooperation, English (Second Language), Feedback (Response), Foreign Countries, Group Discussion, Higher Education, IN-service training of teachers, Inservice Teacher Education, International Cooperation, LEARNING, Language Variation, Masters Programs, New York (New York), Online Courses, Peer Groups, Postsecondary Education, Program Descriptions, Second Language Instruction, Second Language Learning, Sri Lanka, TEACHER education, Teacher Education Programs, Teaching Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099817, \_\_finaldtb}, pages = {63--72}, } @article{schunk_motivation_2020, title = {Motivation and social cognitive theory}, volume = {60}, issn = {0361-476X}, url = {https://www.sciencedirect.com/science/article/pii/S0361476X19304370}, doi = {10.1016/j.cedpsych.2019.101832}, abstract = {This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology.}, language = {en}, urldate = {2022-05-18}, journal = {Contemporary Educational Psychology}, author = {Schunk, Dale H. and DiBenedetto, Maria K.}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2019.101832 2339240:E7GLDC2X 2405685:A6NCUBQS}, keywords = {Motivation, Self-efficacy in education, Social cognitive theory}, pages = {101832}, } @misc{noauthor_centre_2020, title = {Centre for {Mathematics}, {Science} and {Technology} {Education} in {Africa}}, url = {https://www.cemastea.ac.ke/index.php}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RTKMK547}, } @misc{noauthor_cyber_2020, title = {Cyber {Actors} {Target} {K}-12 {Distance} {Learning} {Education} to {Cause} {Disruptions} and {Steal} {Data}}, abstract = {This Joint Cybersecurity Advisory was coauthored by the Federal Bureau of Investigation (FBI), the Cybersecurity and Infrastructure Security Agency (CISA), and the Multi-State Information Sharing and Analysis Center (MS-ISAC).}, language = {en}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:27NVH9YU 2405685:HYNK7VR6}, } @misc{noauthor_equip_2020, title = {equip {Tanzania}}, url = {https://www.equip-t.org}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:89I7QNAE 2405685:ZAV7B4ST}, } @misc{noauthor_global_2020, title = {Global e-{Schools} and {Communities} {Initiative} ({GESCI}) / {African} {Digital} {Schools} {Initiative} ({ADSI})}, url = {https://gesci.org}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y6G6PJAW 2405685:9U2K2PDV}, } @misc{noauthor_instant_2020, title = {Instant {Network} {Schools}}, url = {https://www.vodafone.com/about/vodafone-foundation/focus-areas/instant-network-schools}, language = {en-GB}, urldate = {2020-06-29}, journal = {Vodafone}, year = {2020}, note = {Library Catalog: www.vodafone.com KerkoCite.ItemAlsoKnownAs: 2405685:7IGB96BF}, } @misc{noauthor_kenya_2020, title = {Kenya {Institute} of {Curriculum} {Development}}, url = {https://kicd.ac.ke/}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2IYJWGUZ}, } @misc{noauthor_kenya_2020, title = {Kenya {Institute} of {Special} {Education}}, url = {https://www.kise.ac.ke/}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FH3RYNEC}, } @misc{noauthor_liquid_2020, title = {Liquid {Telecom} {Kenya}}, url = {https://www.liquidtelecom.com/local-offices/country/kenya}, abstract = {Liquid Telecom in Kenya is a full-service data communications carrier offering a host of services including IP, broadband transport, infrastructure services and co-location services.}, language = {en}, urldate = {2020-07-01}, journal = {Liquid telecom}, year = {2020}, note = {Library Catalog: www.liquidtelecom.com KerkoCite.ItemAlsoKnownAs: 2405685:P2386RRU}, } @misc{noauthor_local_2020, title = {Local {Content} for {African} {Libraries}}, url = {https://www.worldreader.org/our-solution/programs/library-reading/local/}, abstract = {The LOCAL project aims to bring local books to libraries and ensure that children can learn in their mother-tongue language.}, language = {en-US}, urldate = {2020-06-29}, journal = {Worldreader}, year = {2020}, note = {Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2405685:JJ4I5HYN}, } @misc{noauthor_loon_2020, title = {Loon}, url = {https://loon.com/}, abstract = {Loon is a network of stratospheric balloons designed to bring Internet connectivity to rural and remote communities worldwide.}, language = {en\_US}, urldate = {2020-07-01}, journal = {Loon}, year = {2020}, note = {Library Catalog: loon.com KerkoCite.ItemAlsoKnownAs: 2405685:TM8DBWQC}, } @misc{noauthor_mcourser_2020, title = {{mCourser}}, url = {https://www.mcourserlb.com}, abstract = {Try our Learning Management System for free. mCourser supports online schools, free courses, real-time evaluation, private classes and more...}, language = {en}, urldate = {2020-09-30}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S2U7CGP6 2405685:C56IM6XG}, } @misc{noauthor_mezzanine_2020, title = {Mezzanine}, url = {https://www.vodacom.com.gh/solutions/iot/mezzanine/}, language = {en-US}, urldate = {2020-06-29}, journal = {Vodacom Ghana}, year = {2020}, note = {Library Catalog: www.vodacom.com.gh KerkoCite.ItemAlsoKnownAs: 2405685:THRAXJRK}, } @misc{noauthor_microsoft_2020, title = {Microsoft}, url = {https://www.microsoft.com/}, abstract = {Microsoft, en tant qu’acteur de la transformation numérique en France, aide les individus et les entreprises du monde entier à exploiter pleinement leur potentiel.}, language = {fr-fr}, urldate = {2020-07-01}, year = {2020}, note = {Library Catalog: www.microsoft.com KerkoCite.ItemAlsoKnownAs: 2405685:N7I2LYAA}, } @misc{noauthor_mit_2020, title = {{MIT} {Solve}}, url = {https://solve.mit.edu/challenges/teachers-and-educators/solutions/3178}, language = {en}, urldate = {2020-06-29}, year = {2020}, note = {Library Catalog: solve.mit.edu KerkoCite.ItemAlsoKnownAs: 2405685:A972JCYU}, } @misc{noauthor_mobile_2020, title = {Mobile {School} {Report} {Card}}, url = {https://www.msrcghana.org/}, urldate = {2020-06-29}, journal = {mSRC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XAKE2D76}, } @misc{noauthor_ogenius_2020, title = {O'{Genius} {Priority} {Ltd}}, url = {https://www.ogeniuspriority.com/}, urldate = {2020-08-17}, journal = {O'Genius Priority}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JKTZCX5Q 2405685:578RECJL}, } @misc{noauthor_one_2020, title = {One {Billion}}, url = {https://onebillion.org}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3B5NCJ2L 2405685:RYYH3UQH}, } @misc{noauthor_profuturo_2020, title = {{ProFuturo}}, url = {https://profuturo.education/en}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TTHJPAAF 2405685:9A963DBQ}, } @misc{noauthor_recoded_2020, title = {Re:{Coded}}, shorttitle = {Re}, url = {https://www.re-coded.com}, language = {en-US}, urldate = {2020-05-29}, journal = {Re:Coded}, year = {2020}, note = {Library Catalog: www.re-coded.com KerkoCite.ItemAlsoKnownAs: 2339240:M2V5467Q 2405685:L873E2RX 4803016:LKQXJVKZ}, } @misc{noauthor_rumie_2020, title = {Rumie {Initiative}}, url = {https://rumie.org/impact/}, abstract = {Here at Rumie we are doggedly passionate about addressing the UN’s sustainable development goal of Quality Education. We are always excited to work with partners who share our vision of using affordable technology to deliver innovative, digital learning solutions to communities who need it ...}, language = {en-US}, urldate = {2020-06-01}, journal = {Rumie Initiative}, year = {2020}, note = {Library Catalog: rumie.org KerkoCite.ItemAlsoKnownAs: 2339240:BD8RSW4Q 2405685:XWCCGLNZ 4803016:KF6JMJ8A}, } @misc{noauthor_shuledirect_2020, title = {{ShuleDirect}}, url = {https://www.shuledirect.co.tz}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z4YBGRZJ 2405685:ITIKHZ2Y}, } @misc{noauthor_teachers_2020, title = {Teachers {Service} {Commission}}, url = {https://www.tsc.go.ke/}, urldate = {2020-07-01}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W5NH7MZX}, } @misc{noauthor_uwezo_2020, title = {Uwezo (2020): {Are} {Our} {Children} {Learning}? {The} {Status} of {Remote}-learning among {School}-going {Children} in {Kenya} during the {Covid}-19 {Crisis}. {Nairobi}: {Usawa} {Agenda}. {\textbar} {HumanitarianResponse}}, url = {https://www.humanitarianresponse.info/es/operations/kenya/document/uwezo-2020-are-our-children-learning-status-remote-learning-among-school}, urldate = {2022-06-29}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PTVHQ2D5 2486141:BZQ2UXSY 2486141:CQY2YYJL}, } @misc{noauthor_worldreader_2020, title = {Worldreader}, url = {http://www.worldreader.org/}, abstract = {With low-cost technology, culturally-relevant digital books, and a network of partners, we’re helping millions of people read more and read better.}, language = {en-US}, urldate = {2020-07-01}, year = {2020}, note = {Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2339240:VJC4YWVV 2405685:4LGUUN7F 2405685:RWWDH2UT}, } @techreport{a2i_final_2020, title = {Final {Report} on: {Assessment} of {Distance} {Learning} {Initiative} of the {Government} of {Bangladesh} during {COVID}-19 {Pandemic}}, author = {a2i}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q6R8864R 2405685:3K8CG3MF}, } @article{abdul_cambridge_2020, title = {Cambridge {University} {Press} \& {Cambridge} {Assessment}. (2020). {The} {Learning} {Passport} {Research} and {Recommendations} {Report}: {Summary} of {Findings}. {Cambridge}, {UK}: {Cambridge} {University} {Press} \& {Cambridge} {Assessment}.}, language = {en}, author = {Abdul, Zahara}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDDFUP7H 2405685:ZCG5H6AF}, keywords = {⛔ No DOI found}, pages = {64}, } @article{aborode_impact_2020, title = {Impact of {COVID}-19 on {Education} in {Sub}-{Saharan} {Africa}}, volume = {2890}, url = {https://www.preprints.org/manuscript/202007.0027/v1}, doi = {10.20944/preprints202007.0027.v1}, abstract = {The eruption of the COVID-19 pandemic has affected every sphere of life and may forever change how we have always lived and conducted our businesses, and no one can resist the wind of change that is blowing. Of all the sectors of governance, the educational sector, particularly at the tertiary level, appears to have been most greatly affected and therefore requires a more pragmatic approach to resolution. As of 29th June, Sub-Sahara Africa has reported 382,190 cases of COVID-19. In rejoinder to the virus epidemic, several Sub Sahara African governments implement the resolution to slam learning institutions to enclose the infection. Consequently, advanced schooling institutions obliged to reorganize their loom, becoming more digitally become forward, and changing to online platforms}, number = {October}, journal = {Preprints}, author = {Aborode, A and Anifowoshe, O and Ifeoluwapo T, Ayodele and Rebecca A, Iretiayo and Oluwafemi O., David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202007.0027.v1 2405685:Z5AGTX7N}, keywords = {Africa, COVID-19, Deadly disease, Education, Governments, Resolution, Sub- Sahara}, pages = {1--29}, } @inproceedings{adam_between_2020, title = {Between {Social} {Justice} and {Decolonisation}: {Exploring} {South} {African} {MOOC} designers’ conceptualisations and approaches to addressing injustices [{O}-143]}, shorttitle = {Between {Social} {Justice} and {Decolonisation}}, url = {https://oer20.oerconf.org/sessions/o-143/}, abstract = {Visit the post for more.}, language = {en-US}, urldate = {2020-04-20}, booktitle = {{OER20}}, author = {Adam, Taskeen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y54SUGPI}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, } @misc{agajo_advancing_2020, title = {Advancing education and speech recognition in {Nigeria} with {AI} and machine learning}, url = {https://www.itu.int/en/myitu/News/2020/12/16/08/40/Research-projects-Nigeria-advancing-education-speech-recognition-AI-machine-learning}, author = {Agajo, J and Shuaibu, A and Guda, B}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MG5P8U97 2405685:ICPS3L4J}, } @inproceedings{agarwal_semi-supervised_2020, title = {Semi-supervised learning to perceive children's affective states in a tablet tutor}, copyright = {Copyright (c) 2020 Association for the Advancement of Artificial Intelligence}, url = {https://ojs.aaai.org/index.php/AAAI/article/view/7057}, doi = {10.1609/aaai.v34i09.7057}, language = {en}, urldate = {2020-11-18}, booktitle = {Proceedings of the {AAAI} {Conference} on {Artificial} {Intelligence}}, author = {Agarwal, Mansi and Mostow, Jack}, year = {2020}, note = {Number: 09 KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v34i09.7057 2339240:3L6Z5HX7 2405685:HP5Q26MU}, pages = {13350--13357}, } @misc{agarwal_largest_2020, title = {With the largest share of funding, test prep startups leading the {EdTech} charge in {India}}, url = {https://inc42.com/datalab/with-the-largest-share-of-funding-test-prep-startups-leading-the-edtech-charge-in-india/}, author = {Agarwal, Meha}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5WRSPLLH 2405685:FYD65D9P}, } @article{agormedah_online_2020, title = {Online learning in higher education during {COVID}-19 pandemic: {A} case of ghana}, volume = {3}, shorttitle = {Online learning in higher education during {COVID}-19 pandemic}, number = {3}, journal = {Journal of Educational Technology and Online Learning}, author = {AGORMEDAH, Edmond Kwesi and HENAKU, Eugene ADU and AYİTE, Desire Mawuko Komla and ANSAH, Enoch APORİ}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EB372T82}, keywords = {⛔ No DOI found}, pages = {183--210}, } @misc{ahmad_mental_2020, title = {Mental health and learning: {BRAC}’s response in {Bangladesh} during {Covid}-19}, url = {https://earlychildhoodmatters.online/2020/mental-health-and-learning-bracs-response-in-bangladesh-during-covid-19/#heading_1}, author = {Ahmad, J and Mariam, E and Sadaf, B and Sarwar, S and Siddique, S and Zaman, S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NT98ND5A 2405685:S58SFAFK}, } @article{ahmed_abdullah_evaluating_2020, title = {Evaluating {Pre}-{Service} {Teaching} {Practice} for {Online} and {Distance} {Education} {Students} in {Pakistan}: {Evaluation} of {Teaching} {Practice}}, volume = {21}, issn = {1492-3831}, shorttitle = {Evaluating {Pre}-{Service} {Teaching} {Practice} for {Online} and {Distance} {Education} {Students} in {Pakistan}}, doi = {10.19173/irrodl.v21i2.4606}, abstract = {In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.}, language = {eng}, number = {2}, journal = {International review of research in open and distance learning}, author = {Ahmed Abdullah, Nauman and Sultana Mirza, Munawar}, collaborator = {Henderson, Serena and McGreal, Rory and Kennepohl, Dietmar and Blomgren, Constance}, year = {2020}, note = {Publisher: Athabasca University Press AU Press KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v21i2.4606 2339240:6D6GUQFG 2405685:GTJHJZRJ}, pages = {81--97}, } @techreport{ahmed_role_2020, title = {The {Role} of {Evidence} in {Policymaking} in {Pakistan}: {Political} {Economy} {Analysis} {Report}}, institution = {Oxford Policy Management}, author = {Ahmed, K and Ahmed, V and Javed, S.A. and Jillani, A and Khan, A and Khaver, A.A and Nadeem, U and Pellani, A and Shah, Q and Shaxson, L and Suleri, A.Q and Zaidi, A and Zaidi, M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4HQCSPQ6 2405685:T6TKT6E7}, } @techreport{ahmed_education_2020, address = {Dhaka, Bangladesh}, title = {Education and {Covid}-19 response: bringing schools and learning back on track}, url = {https://www.campebd.org/page/Generic/0/6/18}, institution = {Education Watch/Campaign for Popular Education (CAMPE)}, author = {Ahmed, Manzoor and Rahaman, Mostafizur and Hossain, Syed Shahadat and Ahmed, Ghiasuddin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G9RHE7L5 2405685:7U3LNXWS}, } @misc{aims_rwanda_teacher_2020, title = {Teacher {Training} {Programs}}, url = {https://aims.ac.rw/public-engagement/teacher-training-program/}, language = {en-US}, urldate = {2020-08-17}, author = {AIMS Rwanda}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HXFSQLYS 2405685:NGD3KA6Z}, } @misc{akello_digital_classroom_akello_2020, title = {Akello {Digital} {Classroom} {\textbar} {Home}}, url = {https://www.akellobooks.com/live-class.html}, urldate = {2020-06-27}, author = {Akello Digital Classroom}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I89TBIGA}, } @article{akmal_gendered_2020, title = {Gendered {Impacts} of {COVID}-19 {School} {Closures}: {Insights} from {Frontline} {Organizations}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/gendered-impacts-covid-19-school-closures-insights-frontline-organizations.pdf}, abstract = {COVID-19 school closures pose significant operational and financial risks to frontline organizations delivering vital education services, including non-governmental organizations, school operators, and other service providers. In this survey, we ask these organizations about the challenges they are facing in light of COVID-19 closures, particularly for girls. The responses shed light on how COVID-19 is affecting education service operations—and what providers are doing in response. We uncover three major findings. First, 69 percent of the respondents believe that girls are at a greater risk than boys from COVID-19 school closures, with more than half of those respondents citing girls’ exposure to gender-based violence as a major concern. Second, close to half (42 percent) of the respondents report that their organization is experiencing budget cuts, with 73 percent of those respondents citing a drop in funding from private and philanthropic donors. Third, despite the financial and operational disruptions due to school closures and lockdowns, 89 percent of the respondents report planning and delivering additional vital interventions during the pandemic. It is crucial, now more than ever, that donors and policymakers support and engage with frontline organizations delivering vital services for girls and their communities.}, language = {en}, author = {Akmal, Maryam}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KI8D3WZN 2405685:KHMCGX6G 2405685:VMCU7KCE}, keywords = {⛔ No DOI found}, pages = {23}, } @techreport{al-samarrai_impact_2020, title = {The {Impact} of the {COVID}-19 {Pandemic} on {Education} {Financing}}, url = {http://documents.worldbank.org/curated/en/479041589318526060/pdf/The-Impact-of-the-COVID-19-Pandemic-on-Education-Financing.pdf}, urldate = {2020-06-09}, institution = {World Bank}, author = {Al-Samarrai, Samer}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:43H84UX8 2405685:RW6PYTEP}, } @misc{alasuutari_tackling_2020, title = {Tackling inequity in education during and after {COVID}-19}, url = {https://www.ukfiet.org/2020/tackling-inequity-in-education-during-and-after-covid-19/}, language = {en-GB}, urldate = {2020-08-06}, journal = {UKFIET}, author = {Alasuutari, Hannah}, year = {2020}, note = {Library Catalog: www.ukfiet.org KerkoCite.ItemAlsoKnownAs: 2339240:35GX34HL 2405685:ZAD9IZXZ}, } @article{alcott_assessment_2020, title = {From {Assessment} to {Action}: {Lessons} from the {Development} of {Theories} of {Change} with the {People}'s {Action} for {Learning} {Network}}, volume = {7}, issn = {2325-663X}, shorttitle = {From {Assessment} to {Action}}, url = {https://eric.ed.gov/?id=EJ1249199}, abstract = {In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this "learning crisis." Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with "teaching at the right level." For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Global Education Review}, author = {Alcott, Benjamin and Rose, Pauline and Sabates, Ricardo and Ellison, Christine}, year = {2020}, note = {Publisher: Mercy College New York KerkoCite.ItemAlsoKnownAs: 2339240:ZRWHRI86 2405685:GZEXQEF6}, keywords = {Agency Cooperation, Change Strategies, Citizen Participation, Cultural Differences, Educational Assessment, Educational Change, Foreign Countries, Government Role, Low Income Groups, Middle Class, Networks, Parent Role, School Role, Socioeconomic Influences, Theories, ⛔ No DOI found}, pages = {6--19}, } @article{alexander_methodological_2020, title = {Methodological {Guidance} {Paper}: {The} {Art} and {Science} of {Quality} {Systematic} {Reviews}}, volume = {90}, issn = {0034-6543}, shorttitle = {Methodological guidance paper}, url = {https://doi.org/10.3102/0034654319854352}, doi = {10.3102/0034654319854352}, abstract = {The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.}, number = {1}, journal = {Review of Educational Research}, author = {Alexander, Patricia A.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0034654319854352 10/ggwsgp 2405685:3RWPAK66 2405685:CIMTNSA3 2405685:GC76C27N 2534378:I28YADAU}, keywords = {\_\_\_working\_potential\_duplicate, critical questions, literature search, systematic review}, pages = {6--23}, } @misc{alison_balloons_2020, title = {Balloons to {Deliver} {Emergency} {Internet} {Across} {Kenya}}, url = {https://www.ifc.org/wps/wcm/connect/NEWS_EXT_CONTENT/IFC_External_Corporate_Site/News+and+Events/News/Insights/Telkom-Kenya}, abstract = {Telkom Kenya-Loon partnership will result in country-wide 4G connectivity during pandemic, boosting government services.}, language = {en}, urldate = {2020-07-01}, author = {Alison, Buckholtz}, year = {2020}, note = {Library Catalog: www.ifc.org EdTechHub.ItemAlsoKnownAs: 2405685:9STZ6Q6P}, } @article{allela_effectiveness_2020, title = {Effectiveness of {Multimodal} {Microlearning} for {In}-{Service} {Teacher} {Training}}, volume = {7}, issn = {2311-1550}, url = {https://eric.ed.gov/?id=EJ1280612}, doi = {10.56059/jl4d.v7i3.387}, abstract = {To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.}, language = {en}, number = {3}, urldate = {2022-08-22}, journal = {Journal of Learning for Development}, author = {Allela, Melisa Achoko and Ogange, Betty Obura and Junaid, Muhammad Ibn and Charles, Prince Brainard}, year = {2020}, note = {Publisher: Commonwealth of Learning KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v7i3.387 2339240:98GSBC3X 2405685:Z794TZUM}, keywords = {Barriers, Communities of Practice, Electronic Learning, Foreign Countries, Inservice Teacher Education, Integrated Learning Systems, Internet, Multimedia Materials, Portfolios (Background Materials), Professional Continuing Education, Professional Development, Program Effectiveness, Secondary School Teachers, Social Media, Synchronous Communication, Teacher Collaboration, Teacher Competencies, Workshops}, } @techreport{alliance_for_affordable_internet_luxury_2020, title = {From luxury to lifeline: {Reducing} the cost of mobile devices to reach universal internet access.}, url = {https://a4ai.org/wp-content/uploads/2020/08/Alliance-for-Affordable-Internet_Device-Pricing_PUBLIC.pdf}, urldate = {2020-09-23}, institution = {Web Foundation}, author = {Alliance for Affordable Internet}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VM6UDM3C 2405685:2CZW5CKH 2405685:Q447FXM3}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{almaiah_exploring_2020, title = {Exploring the critical challenges and factors influencing the e-learning system usage during {COVID}-19 pandemic}, volume = {25}, issn = {1360-2357, 1573-7608}, url = {https://link.springer.com/10.1007/s10639-020-10219-y}, doi = {10.1007/s10639-020-10219-y}, abstract = {The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.}, language = {en}, number = {6}, urldate = {2021-08-05}, journal = {Education and Information Technologies}, author = {Almaiah, Mohammed Amin and Al-Khasawneh, Ahmad and Althunibat, Ahmad}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10219-y 10/ffq3 2339240:Z2CR6JQB 2405685:TRLJHG7B}, pages = {5261--5280}, } @article{amanor-mfoafo_towards_2020, title = {Towards e-learning in basic schools during {Covid}-19: {Insights} from {Ghanaian} teachers}, volume = {5}, abstract = {In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana.}, language = {en}, number = {2}, author = {Amanor-Mfoafo, Naa Kai and Edonu, Kwamina Kurefi and Akrofi, Olivia and Dowuona, Ebenezer Nortei}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BV64SSU 2405685:ENWM8MDZ}, pages = {197--211}, } @misc{amaro_covid-19_2020, title = {{COVID}-19 and education: {The} digital gender divide among adolescents in sub {Saharan} {Africa}}, url = {https://blogs.unicef.org/evidence-for-action/covid-19-and-education-the-digital-gender-divide-among-adolescents-in-sub-saharan-africa/}, journal = {UNICEF}, author = {Amaro, D. and Pandolfelli, L. and Sanchez-Tapia, I. and Brossard, M.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GX9Y3A7S 2339240:SI5DHXIX 2405685:BPUUSE6D 2405685:PQUQVC76}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{amenya_maintaining_2020, title = {Maintaining learning continuity during school closure: {Community} {Health} {Volunteer} support for marginalised girls in {Kenya}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/maintaining-learning-continuity-during-school-clos}, urldate = {2021-05-21}, institution = {Education Development Trust}, author = {Amenya, Donvan and Fitzpatrick, Rachael and Page, Ella and Naylor, Ruth and Jones, Charlotte and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9GTVFSEH 2534379:PDMPBGRU}, } @unpublished{anamuah-mensah_emergency_2020, title = {Emergency remote-oriented learning and assessment in teacher education ({EROLA})}, author = {Anamuah-Mensah, Jophus and Ananga, Eric and Noble-Rogers, Bea and Awuku, Samuel and Fletcher, Jonathan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:68ISFSFJ 2405685:PTDSRFEH}, } @article{anderson_loss_2020, title = {Loss of brick-and-mortar schooling: {How} elementary educators respond}, volume = {121}, doi = {10.1108/ILS-04-2020-0085}, abstract = {Purpose: This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis. Design/methodology/approach: The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape. Findings: In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances. Practical implications: This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing. Originality/value: In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study.}, number = {5}, journal = {Information and Learning Science}, author = {Anderson, Emma and Hira, Avneet}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0085 2405685:Y348J52F}, keywords = {COVID-19, Compassionate teachers, Educational technology, Elementary school, Hands-on learning, Pandemic, Social distance learning}, pages = {411--418}, } @techreport{andrabi_human_2020, title = {Human {Capital} {Accumulation} and {Disasters}: {Evidence} from the {Pakistan} {Earthquake} of 2005}, shorttitle = {Human {Capital} {Accumulation} and {Disasters}}, url = {https://riseprogramme.org/publications/human-capital-accumulation-and-disasters-evidence-pakistan-earthquake-2005}, abstract = {We trace the effects of a devastating earthquake that occurred in Northern Pakistan in 2005. Using a new dataset from a survey conducted four years after the earthquake, we first show that the distance of the household from the fault line was not correlated with pre-existing household characteristics, while it was strongly predictive of earthquake-related damage and mortality. Through emergency relief aid, households living close to the fault line reported receiving substantial cash compensation that amounted to as much as 150 percent of their annual household consumption expenditure. Four years after the earthquake, there were no differences in public infrastructure, household or adult outcomes between areas close to and far from the fault line. However, children in their critical first thousand days at the time of the earthquake accumulated large height deficits, with the youngest the most affected. Children aged 3 through 15 at the time of the earthquake did not suffer growth shortfalls, but scored significantly worse on academic tests if they lived close to the fault line. Finally, children whose mothers completed primary education were fully protected against the emergence of a test score gap. We estimate that if these deficits continue to adult life, the affected children could stand to lose 15 percent of their lifetime earnings. Even when disasters are heavily compensated, human capital accumulation can be critically interrupted, with greater losses for already disadvantaged populations}, language = {en}, institution = {UKAID, Australian Aid, Gates Foundation, and Oxford Policy Management}, author = {Andrabi, Tahir and Daniels, Benjamin and Das, Jishnu}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6UX6ZLW9 2339240:BSXBSGKH 2339240:KYXD4HM8 2405685:DAMJ5L34 2405685:X2T7I3MD 2405685:XLZI3FQ3}, } @misc{angrist_limiting_2020, title = {Limiting {Learning} {Loss} using {Phone}-based {Programming} during {Covid}-19 in {Botswana}}, url = {https://www.povertyactionlab.org/evaluation/limiting-learning-loss-using-phone-based-programming-during-covid-19-botswana}, abstract = {Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not.}, language = {en}, urldate = {2022-06-25}, journal = {The Abdul Latif Jameel Poverty Action Lab (J-PAL)}, author = {Angrist, Noam and Bergman, Peter and Brewstar, Caton and Matsheng, Moitshepi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ERXJR257 2405685:S6P3E5AS}, } @article{angrist_stemming_2020, title = {Stemming {Learning} {Loss} {During} the {Pandemic}: {A} {Rapid} {Randomized} {Trial} of a {Low}-{Tech} {Intervention} in {Botswana}}, issn = {1556-5068}, shorttitle = {Stemming {Learning} {Loss} {During} the {Pandemic}}, url = {https://www.ssrn.com/abstract=3663098}, doi = {10.2139/ssrn.3663098}, abstract = {The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.}, language = {en}, urldate = {2020-08-12}, journal = {SSRN Electronic Journal}, author = {Angrist, Noam and Bergman, Peter and Brewster, Caton and Matsheng, Moitshepi}, year = {2020}, note = {shortDOI: 10/ghd7tq KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 10/ghd7tq 2129771:37WVYGRH 2129771:3GGG8ENA 2129771:4XBSBHNZ 2129771:NQQA5HAW 2129771:ZAKRMJ4F 2339240:3KEMQZFY 2339240:8UQPKQ7W 2339240:A6GTDZPI 2339240:S9NW6UM3 2339240:TUIKVLFK 2339240:WELWFJX5 2405685:7YTYUC4P 2405685:CI9DR8FZ 2405685:FVE4BJUX 2405685:LH88EXET 2405685:RL286U4T 2405685:SE6BFJGL 2405685:XRR4DFUM}, keywords = {Education, Human Capital, Technology, \_COVID\_DEAA-List, \_\_C:filed:1, \_\_\_working\_potential\_duplicate}, } @techreport{angrist_stemming_2020, title = {Stemming learning loss during the pandemic: {A} rapid randomized trial of a low-tech intervention in {Botswana}}, shorttitle = {Stemming {Learning} {Loss} {During} the {Pandemic}}, url = {https://www.ssrn.com/abstract=3663098}, abstract = {The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.}, language = {en}, urldate = {2021-11-18}, author = {Angrist, Noam and Bergman, Peter and Brewster, Caton and Matsheng, Moitshepi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2WJEWLAA 2405685:VDBNW37T}, } @techreport{angrist_how_2020, address = {Washington, DC}, type = {Working {Paper}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} {Using} the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, abstract = {Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just \$100 per child—compared with zero years for other classes of interventions.}, language = {en}, number = {9450}, institution = {The World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2129771:TUR7B4UV 2339240:3LCE9HV8 2339240:438DD95Z 2339240:98FSI5XH 2339240:PRN4F3XJ 2339240:S527VEKP 2339240:SNZZPXZE 2339240:TSZ5USU5 2405685:2W6J6E78 2405685:52GAJX48 2405685:59W7LV77 2405685:67PNDWSU 2405685:E7BQQ8AY 2405685:PJMJJZIG 2405685:W96R4GKX 2405685:X53U5NLR 2405685:XF4XK3C6 2534378:RYREI3A2 2534379:2C73YQ47}, keywords = {Cost-Benefit Analysis, Education Outcomes, Government Policy, Impact Evaluation, Learning Loss, Learning-Adjusted Years of Schooling, Public Expenditure, Years of Schooling, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {48}, } @techreport{ardington_impact_2020, title = {Impact {Evaluation} of {Funda} {Wande} {Coaching} {Intervention} {Midline} {Findings}: {Midline} {I}}, url = {https://fundawande.org/img/cms/news/Impact%20Evaluation%20of%20Funda%20Wande%20Coaching%20Intervention%20Midline%20Findings.pdf}, urldate = {2022-08-23}, institution = {SALDRU}, author = {Ardington, Cally and Meiring, Tiaan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IZWYX8R8 2405685:IZ8ZW2PK}, } @misc{arizmendi_loredo_alisis_2020, title = {Análisis comparativo de las prácticas educativas implementadas en {Chile} y {México} durante la pandemia de {COVID}-19 {\textbar} {Guayana} {Moderna}}, url = {https://revistasenlinea.saber.ucab.edu.ve/index.php/guayanamoderna/article/view/5423}, urldate = {2022-09-06}, author = {Arizmendi Loredo, Karla Fabiola and Fernández Hidalgo, Mariana and Núñez Rivadeneira, Scott}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MVTBE3YP 2405685:V3CPUH66}, } @misc{asadullah_coronavirus_2020, title = {Coronavirus {Outbreak}, {Schooling} and {Learning}: {Study} on {Secondary} {School} {Students} in {Bangladesh}}, url = {https://bigd.bracu.ac.bd/study/coronavirus-outbreak-schooling-and-learning-study-on-secondary-school-students-in-bangladesh/}, author = {Asadullah, N and Bhattacharjee, A and Tasnim, M and Mumtahena, F}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q68A9V5S 2405685:KEVNB97X}, } @techreport{asadullah_covid-19_2020, title = {{COVID}-19, schooling and learning}, url = {https://bigd.bracu.ac.bd/wp-content/uploads/2020/06/COVID-19-Schooling-and-Learning_June-25-2020.pdf}, language = {en}, institution = {BRAC}, author = {Asadullah, Niaz}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DL2YWCN7 2339240:3SFMKWAQ 2339240:7IXRWSHB 2405685:324RM4PS 2405685:69EF4C47 2405685:FFYLQH5J}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{asanov_remote-learning_2020, title = {Remote-learning, {Time}-{Use}, and {Mental} {Health} of {Ecuadorian} {High}-{School} {Students} during the {COVID}-19 {Quarantine}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/328261589899308503/remote-learning-time-use-and-mental-health-of-ecuadorian-high-school-studentsduring-the-covid-19-quarantine}, language = {en}, institution = {World Bank}, author = {Asanov, Igor and Flores, Francisco and McKenzie, David and Mensmann, Mona and Schulte, Mathis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SZ37A924 2339240:A6I3EF94 2405685:2X67SUBU}, } @article{asare_improving_2020, title = {Improving the {Mouse} {Skills} of {Basic} {School} {Learners} {Using} the {Optical} {Mouse} and {Self} {Instructional} {Software}. {A} {Case} of a {Ghanaian} {Basic} {School}}, volume = {4}, url = {https://www.researchgate.net/profile/Samuel-Asare-12/publication/341877832_Improving_the_Mouse_Skills_of_Basic_School_Learners_Using_the_Optical_Mouse_and_Self_Instructional_Software_A_Case_of_a_Ghanaian_Basic_School/links/5ed7984f45851529452a7c6e/Improving-the-Mouse-Skills-of-Basic-School-Learners-Using-the-Optical-Mouse-and-Self-Instructional-Software-A-Case-of-a-Ghanaian-Basic-School.pdf}, abstract = {The study came about as a result of poor performance showed by Bosofour R{\textbackslash}C primary 6 learners' during practical sessions. The general objective of the study is to examine the causes of learner's poor mouse skills and provide an immediate solution to it. The research was conducted at Bosofour R{\textbackslash}C primary school from the month of December, 2019 to June, 2020. The study was critically analyzed, though ICT is a core subject offered by all learners' in the school, but due to time constraint, nature of the research and inadequate financial support, all the classes could not be covered but few were sampled to represent the whole school. The study adopted a random sampling technique for its appropriateness in reaching out to a large representative sample and generalization of the findings. The target population included five hundred and twenty (520) learners, comprising of two hundred and forty-eight (248) boys and two hundred and seventy-two (272) girls. Random sampling techniques was used to select twenty (20) learners'. Test, interview and observation were the main instruments used for data collection. The main design for the study was action research. The collected data was analyzed with the help of frequency distribution table, using pre-test and post-test as a method of obtaining data. The challenges of the study include; insufficient time for practical activity lessons, abstract methods of teaching, inadequate teaching{\textbackslash} learning resources and teachers' pedagogical knowledge about the course. The results of the study showed that learners' mouse skills may be improved by the use of optical mouse, self-instructional software and giving students enough time during practical sessions. It is therefore recommended that, Ghana Education Service should equip all Basic schools across the country with several types of educational software's, in addition in-service training on ICT should be provided for all teachers, and finally, much time should be allotted for ICT practical activity lessons.}, number = {5}, journal = {Innovation The European Journal of Social Science Research}, author = {Asare, Samuel and Leticia, Agyemang}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4TTCYUBI 2405685:WYPK6H3X}, keywords = {⛔ No DOI found}, pages = {2454--6186}, } @article{asare_how_2020, title = {How equitable are {South}-{North} partnerships in education research? {Evidence} from sub-{Saharan} {Africa}}, volume = {0}, issn = {0305-7925}, shorttitle = {How equitable are {South}-{North} partnerships in education research?}, url = {https://doi.org/10.1080/03057925.2020.1811638}, doi = {10.1080/03057925.2020.1811638}, abstract = {This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable.}, number = {0}, urldate = {2020-11-27}, journal = {Compare: A Journal of Comparative and International Education}, author = {Asare, Samuel and Mitchell, Rafael and Rose, Pauline}, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03057925.2020.1811638 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1811638 2339240:IDPL76GX 2405685:C54NGNMP}, keywords = {Education, South-North research partnerships, sub-Saharan Africa, sustainable development goals}, pages = {1--20}, } @techreport{aser_annual_2020, title = {Annual {Status} of {Education} {Report}: {ASER}-{Pakistan} 2019 ({National})}, url = {http://www.aserpakistan.org/document/2019/reports/national/ASER_National_Urban_2019.pdf}, author = {ASER}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V7FVUG3V 2405685:FMJKPGEV}, } @techreport{aser_annual_2020, title = {Annual {Status} of {Education} {Report} {ASER}-{PAKISTAN} 2019 {Urban}}, author = {ASER}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3RUH7M9U 2339240:VJDS6K9D 2405685:FQR3NTDK 2405685:HBB5FK84}, } @misc{aser_pakistan_annual_2020, title = {Annual {Status} of {Education} {Report} 2019}, url = {http://www.aserpakistan.org/document/2019/reports/national/ASER_National_Urban_2019.pdf}, urldate = {2022-04-07}, author = {{ASER Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:659L7XT9 2405685:DP3FSMM5}, } @misc{atlassian_atlassian_2020, title = {Atlassian {Team} {Playbook} - {Build} strong teams with {Plays}}, url = {https://www.atlassian.com/team-playbook}, abstract = {Plays are free workshop resources for addressing common team challenges and starting important conversations.}, language = {en}, urldate = {2021-07-23}, journal = {Atlassian}, author = {Atlassian}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JWBB984G 2405685:3V9KHWL9}, } @techreport{atuhurra_system_2020, type = {Working {Paper}}, title = {System ({In}){Coherence}: {Quantifying} the {Alignment} of {Primary} {Education} {Curriculum} {Standards}, {Examinations}, and {Instruction} in {Two} {East} {African} {Countries}}, shorttitle = {System ({In}){Coherence}}, url = {https://riseprogramme.org/publications/system-incoherence-quantifying-alignment-primary-education-curriculum-standards}, language = {en}, number = {20/057}, urldate = {2022-04-07}, institution = {RISE}, author = {Atuhurra, Julius and Kaffenburger, Michelle}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9K2DMMY4 2405685:52BLIQSF 4656463:46HTEL8B}, } @misc{avenuegh_online_portal_check_2020, title = {Check {GES} {Ghana} {Learning} {TV} ({GLTV}) {Timetable} {For} {JHS}, {Primary}, {KG}: {How} {To} {Scan} {For} {GLTV}}, shorttitle = {Check {GES} {Ghana} {Learning} {TV} ({GLTV}) {Timetable} {For} {JHS}, {Primary}, {KG}}, url = {https://avenuegh.com/check-ges-ghana-learning-tv-gltv-timetable-for-jhs-primary-kg-how-to-scan-for-gltv/}, abstract = {The Ghana Education Service (GES) has officially released the Ghana Learning TV (GLTV) timetable for}, language = {en-US}, urldate = {2020-06-29}, author = {Avenuegh Online Portal}, year = {2020}, note = {Library Catalog: avenuegh.com EdTechHub.ItemAlsoKnownAs: 2405685:2ZYLJ2SF}, } @misc{azevedo_how_2020, title = {How could {COVID}-19 hinder progress with {Learning} {Poverty}? {Some} initial simulations}, url = {https://blogs.worldbank.org/education/how-could-covid-19-hinder-progress-learning-poverty-some-initial-simulations}, author = {Azevedo, João Pedro}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XT5MHPVI 2405685:A6EIFHFE}, } @techreport{azevedo_learning_2020, address = {Washington DC}, title = {Learning poverty in the time of {COVID}-19: a crisis within a crisis}, url = {https://openknowledge.worldbank.org/handle/10986/34850}, institution = {World Bank}, author = {Azevedo, Joao Pedro}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8P9NGICG 2405685:MB7WWDGU}, } @techreport{azevedo_learning_2020, address = {Washington D.C.}, title = {Learning {Poverty}: {Measures} and {Simulations}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34654/Learning-Poverty-Measures-and-Simulations.pdf?sequence=1&isAllowed=y}, number = {Policy Research Working Paper 9446}, institution = {World Bank Group}, author = {Azevedo, João Pedro}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NEU568SV 2405685:KCVJ4N9Y}, } @techreport{baird_adolescence_2020, title = {Adolescence in the {Time} of {Covid}-19: {Evidence} from {Bangladesh}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34801/Adolescence-in-the-Time-of-COVID-19-Evidence-from-Bangladesh.pdf?sequence=1&isAllowed=y}, abstract = {This note examines the effects of COVID-19 and subsequent economic and educational disruptions on adolescent well-being in Bangladesh. The analysis is based on data from 2,095 in-school adolescents aged 10–18 collected preCOVID-19 (February–March 2020) through a field survey for an ongoing impact evaluation, and a follow-up virtual survey undertaken early in the pandemic (May–June 2020). Findings show large household-level economic impacts associated with increased food insecurity, anxiety, and mental health issues among adolescents. In addition, school closures have decreased adolescents’ access to learning, increased time spent on household chores, and affected future job aspirations. The impacts are particularly large for girls and for adolescents from more vulnerable households. Policy makers need to consider policies that facilitate school return, targeting girls and the most vulnerable. They also need creative school-based programming to address the likely long-run physical and mental health effects of COVID-19 on young people.}, language = {en}, author = {Baird, Sarah and Seager, Jennifer and Sabarwal, Shwetlena and Guglielmi, Silvia and Sultan, Maheen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VBAB3NLH 2405685:4FAR45UM}, pages = {10}, } @techreport{barrett_governance_2020, title = {Governance of student data}, url = {https://www.unicef.org/globalinsight/reports/governance-student-data}, language = {en}, institution = {UNICEF}, author = {Barrett, Lindsey}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ECCMIU3S 2339240:FE4N2WXW 2405685:WTEUYXE2 2405685:ZNQ632HM}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {11}, } @misc{basic_education_coalition_pivot_2020, title = {Pivot {Stories}: {BEC} {Members} {Continue} to {Meet} {New} {Learner} {Needs} during {COVID}-19}, shorttitle = {{NEW} {Pivot} {Stories}}, abstract = {The Basic Education Coalition (BEC) developed this document to highlight how international education programs are adapting to meet new learner needs that have emerged due to the COVID-19 crisis. This new, updated version of the document includes even more examples of adaptations from implementers.}, language = {en-US}, urldate = {2020-06-09}, journal = {Basic Education Coalition}, author = {{Basic Education Coalition}}, year = {2020}, note = {Library Catalog: www.basiced.org KerkoCite.ItemAlsoKnownAs: 2339240:ME2JCZPL 2405685:9Q82QQ6V 4803016:F598T32Q}, } @article{basilaia_transition_2020, title = {Transition to online education in schools during a {SARS}-{CoV}-2 {Coronavirus} ({COVID}-19) pandemic in {Georgia}}, volume = {5}, doi = {10.29333/pr/7937}, abstract = {The situation in general education in Georgia has changed in the spring semester of 2020, when the first case of coronavirus COVID-19 infection was detected rising to 211 local and more than 1,5 million infection cases worldwide by the Apr. 8. 2020. Georgia became one of 188 countries worldwide that has suspended the education process. The paper studies the capacities ofthe country and its population to continue the education process atthe schools in the online form of distance learning, study reviews the different available platforms and indicates the ones that were used by the support of the government, such as online portal, TV School and Microsoft teams for public schools and the alternatives like Zoom, Slack and Google Meet, EduPage platform that can be used for online education and live communication and gives examples of their usage. Authors made a case study, where the Google Meet platform was implemented for online education in a private school with 950 students, shows the usage statistics generated by the system for the first week of the online education process. Results confirm that the quick transition to the online form of education went successful and gained experience can be used in the future. The experience and studies can be useful for other countries that have not found the ways of transition yet. The lesson learned from the pandemic of 2020 will force a generation of new laws, regulations, platforms and solutions for future cases, when the countries, government and population will be more prepared than today.}, number = {4}, journal = {Pedagogical Research}, author = {Basilaia, Giorgi and Kvavadze, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/pr/7937 2405685:ANG2XXWV}, pages = {1--9}, } @misc{battaile_what_2020, title = {What does {Tanzania}’s move to lower-middle income status mean?}, url = {https://blogs.worldbank.org/africacan/what-does-tanzanias-move-lower-middle-income-status-mean}, abstract = {On July 1, 2020, the World Bank announced that the Tanzanian economy had been upgraded from low to lower-middle income status. So, what does that mean? Below, we answer some of the most frequently asked questions about this global exercise and what it means for Tanzania.}, language = {en}, urldate = {2020-11-23}, journal = {World Bank Blogs}, author = {Battaile, William G.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7TC53AV8 2405685:5Q2EN93I}, } @article{bbc_coronavirus_2020, chapter = {Africa}, title = {Coronavirus: {John} {Magufuli} declares {Tanzania} free of {Covid}-19}, shorttitle = {Coronavirus}, url = {https://www.bbc.com/news/world-africa-52966016}, abstract = {President John Magufuli says prayers have helped eliminate the deadly virus from the country.}, language = {en-GB}, urldate = {2021-01-22}, journal = {BBC News}, author = {{BBC}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GIYAXEL4 2405685:VC4LV73V}, } @misc{belafi_modelling_2020, title = {Modelling the learning process \#1: {What} is a pedagogical production function—and how does it help us understand student learning?}, shorttitle = {Modelling the learning process \#1}, url = {https://riseprogramme.org/blog/modelling-the-learning-process-1}, language = {en}, urldate = {2022-08-25}, journal = {RISE Programme}, author = {Belafi, Carmen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JHUWT24H 2405685:7CJZQMXU}, } @techreport{bertoni_escasez_2020, title = {Escasez de docentes en {Latinoamérica}: ¿{Cómo} se puede medir y que políticas están implementando los países para resolverlo?}, shorttitle = {Escasez de docentes en {Latinoamérica}}, url = {https://publications.iadb.org/es/escasez-de-docentes-en-latinoamerica-como-se-puede-medir-y-que-politicas-estan-implementando-los}, urldate = {2021-03-16}, institution = {Inter-American Development Bank}, author = {Bertoni, Eleonora and Elacqua, Gregory and Marotta, Luana and Martínez, Matias and Méndez, Carolina and Montalva, Veronica and Olsen, Anne Sofie and Santos, Humberto and Soares, Sammara}, month = mar, year = {2020}, doi = {10.18235/0002224}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0002224 2405685:HA9QB4D8}, } @misc{beteille_supporting_2020, title = {Supporting teachers during the {COVID}-19 (coronavirus) pandemic}, url = {https://blogs.worldbank.org/education/supporting-teachers-during-covid-19-coronavirus-pandemic}, abstract = {Supporting teachers during the COVID-19 (coronavirus) pandemic}, language = {en}, urldate = {2020-06-09}, author = {Beteille, Tara}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:PEZZZHCF 2405685:LBXLM7JX}, } @techreport{beteille_three_2020, title = {Three {Principles} to {Support} {Teacher} {Effectiveness} {During} {COVID}-19}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33775}, language = {en}, urldate = {2020-06-03}, institution = {World Bank}, author = {Beteille, Tara and Ding, Elaine and Molina, Ezequiel and Pushparatnam, Adelle and Wilichowski, Tracy}, month = may, year = {2020}, doi = {10.1596/33775}, note = {shortDOI: 10/ghgng2 KerkoCite.ItemAlsoKnownAs: 10.1596/33775 10/ghgng2 2339240:4L2A2MJZ 2405685:EVVG746M 2405685:YUAST7F4}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{beteille_ready_2020, title = {Ready to {Learn}: {Before} {School}, in {School}, and beyond {School} in {South} {Asia}}, isbn = {978-1-4648-1327-6}, shorttitle = {Ready to {Learn}}, url = {https://eric.ed.gov/?id=ED604408}, abstract = {Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors, private nonprofit and for-profit entities, in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.}, language = {en}, urldate = {2020-12-01}, publisher = {World Bank Publications}, author = {Béteille, Tara and Tognatta, Namrata and Riboud, Michelle and Nomura, Shinsaku and Ghorpade, Yashodhan}, year = {2020}, note = {ISSN: ISSN- Publication Title: World Bank KerkoCite.ItemAlsoKnownAs: 2339240:RW9HJMPG 2405685:T5TAZCDZ}, keywords = {21st Century Skills, Access to Education, Administrator Role, Barriers, Child Development, Child Health, Early Childhood Education, Educational Attainment, Educational Equity (Finance), Educational Finance, Educational Policy, Educational Quality, Elementary Secondary Education, Equal Education, Faculty Development, Foreign Countries, Gender Bias, Global Approach, Governance, Government Role, Higher Education, Inservice Teacher Education, Job Skills, Nutrition, Parenting Skills, Preschool Education, Preservice Teacher Education, Principals, Private Schools, Public Education, Public Policy, Readiness, Skill Development, Teacher Competencies, Teacher Qualifications, Teacher Salaries, Technology Integration, Technology Uses in Education}, } @techreport{bettinger_does_2020, address = {Cambridge, MA}, type = {Working {Paper}}, title = {Does {EdTech} {Substitute} for {Traditional} {Learning}? {Experimental} {Estimates} of the {Educational} {Production} {Function}}, shorttitle = {Does {EdTech} {Substitute} for {Traditional} {Learning}?}, url = {http://www.nber.org/papers/w26967.pdf}, abstract = {Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning. Results show production is concave in CAL. Moving from zero to a low level of CAL, the marginal rate of technical substitution (MRTS) of CAL for traditional learning is greater than one. Moving from a lower to a higher level of CAL, production remains on the same or a lower isoquant and the MRTS is equal to or less than one. The estimates are consistent with the general form of a Cobb-Douglas production function and imply that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide and its continued substitution for traditional learning.}, language = {en}, number = {w26967}, urldate = {2020-06-22}, institution = {National Bureau of Economic Research}, author = {Bettinger, Eric and Fairlie, Robert and Kapuza, Anastasia and Kardanova, Elena and Loyalka, Prashant and Zakharov, Andrey}, month = apr, year = {2020}, doi = {10.3386/w26967}, note = {shortDOI: 10/ghgk6x KerkoCite.ItemAlsoKnownAs: 10.3386/w26967 10/ghgk6x 2339240:CKF9HN4H 2339240:S4QWMRBY 2339240:TRKM9BLZ 2339240:XS952L7F 2405685:2CA8JM36 2405685:QNXAXD73 2405685:YBNVX46E 2405685:YMGYAZPV}, pages = {w26967}, } @techreport{bhardwaj_edtech_2020, address = {Jakarta}, title = {{EdTech} in {Indonesia}: {Ready} for {Take}-off?}, url = {https://documents1.worldbank.org/curated/en/535881589465343528/pdf/EdTech-in-Indonesia-Ready-for-Take-off.pdf}, urldate = {2021-05-24}, institution = {World Bank Group}, author = {Bhardwaj, Riaz and Yarrow, Noah and Calì, Massimiliano}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4B3EHJHR 2405685:LZVIGAX3}, } @article{bhaumik_e-readiness_2020, title = {E-readiness of senior secondary school learners to online learning transition amid {COVID}-19 lockdown}, volume = {15}, doi = {10.5281/zenodo.3891822}, abstract = {In the backdrop of recent COVID-19 lockdown, the school learners across the country have had the opportunity to experience online mode of learning. This study attempts to find out e-readiness of senior secondary school learners for transition to online learning along with their views on this mode of learning transaction. Quantitative descriptive survey method was used for the purpose of this study. A questionnaire comprising 20 Likert-type items covering four dimensions, viz. access, digital literacy and e-readiness, delivery of online learning, and online load, was administered on a 100-student sample from different schools of Delhi using non-probability sampling. Access to online learning and online load on learners were found to be high. The study also revealed that only 35.2\% learners found online classes as effective as face-to-face classes. The delivery of online learning by teachers and digital skills of learners were found lacking. The geographical scope of the study is limited to National Capital Region of Delhi which has better smartphone penetration and internet access as compared to other states in India. The study concludes that online pedagogy and digital skills of teachers and learners need to be strengthened for a possible roadmap ahead. The study may provide useful insights into the challenges of online learning and areas for further improvement. Keywords:}, number = {1}, journal = {Asian Journal of Distance Education}, author = {Bhaumik, Rikisha and Priyadarshini, Anita}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891822 2405685:MX6XWGUS}, keywords = {covid-19, digital access, e-readiness, online delivery, online learning}, pages = {244--256}, } @misc{bhi_bolo_2020, title = {Bolo {Bhi}’s {Analysis} of the {Personal} {Data} {Protection} {Bill} 2020}, url = {https://bolobhi.org/bolo-bhis-analysis-of-the-personal-data-protection-bill-2020-3/}, abstract = {On April 10, 2020, the Ministry of Information and Technology and Telecommunications (MOITT) invited input from stakeholders on a draft Personal Data Protection Bill 2020 via email by May 15, 2020. Putting up a draft seeking stakeholder input is certainly a good step towards transparency and a collaborative, consultative process, unlike the approach adopted with …}, language = {en-US}, urldate = {2022-06-14}, journal = {Bolo Bhi}, author = {Bhi, Bolo}, year = {2020}, note = {Section: Blog KerkoCite.ItemAlsoKnownAs: 2339240:67LEIICC 2405685:PRJMUGBG}, } @techreport{biswas_tv-based_2020, address = {Washington, D.C.}, type = {Working {Paper}}, title = {{TV}-{Based} {Learning} in {Bangladesh}: {Is} it {Reaching} {Students}?}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {{TV}-{Based} {Learning} in {Bangladesh}}, url = {https://openknowledge.worldbank.org/handle/10986/34138}, abstract = {Is TV-based learning during COVID-19 school closures in Bangladesh reaching students? Most students (86 percent) within our sample of more than 2,000 Grade 9 stipend recipients are aware of government provided TV-based learning programs; yet only half of the students with access to these programs choose to access them. Also, very few students (21 percent) have access to government provided online learning programs, and among those that do, only about 2 percent choose to access them. There is a perceptible decline in the time students spend studying at home after school closures. This may be linked to the fact that 1 in 2 parents claim they are unable to help their children with new topics. Despite lower education, mothers are significantly more likely to be involved in the child’s education compared to fathers. Most students (90 percent) claim they have a supportive environment at home for studying. This is true for both boys and girls. Finally, nearly 65 percent of households in our sample report declines in income and 28 percent had to decrease the amount of food consumed within the household in the previous week.}, language = {English}, institution = {World Bank}, author = {Biswas, Kumar and Asaduzzaman, T.M. and Evans, David and Fehrler, Sebastian and Ramachandran, Deepika and Sabarwal, Shwetlana}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/34138 2339240:C5IHCNQD 2339240:IM47JZ2Z 2339240:M56ICKNT 2339240:SVXNVHB3 2405685:2NGQ3V9V 2405685:5SKQVXG9 2405685:F8Y2BXPY 2405685:HCD7DA27 2405685:XQXHTGSI 2534379:EBH9X23R}, keywords = {Access to Education, Distance Learning, Education, Online Learning, School Closure, Secondary Education, \_\_\_working\_potential\_duplicate}, } @techreport{blasko_educational_2020, title = {Educational inequalities in {Europe} and physical school closures during {Covid}-19}, url = {https://ec.europa.eu/jrc/en/research/crosscutting-activities/fairness.}, author = {Blaskó, Zsuzsa and Schnepf, Sylke V}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3MPSDT4N}, pages = {1--5}, } @article{blau_digital_2020, title = {Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: {The} role of {ICT} coordinators’ leadership experience, students’ collaboration skills, and sustainability}, volume = {36}, doi = {10.1111/jcal.12436}, number = {5}, journal = {Journal of Computer Assisted Learning}, author = {Blau, I. and Shamir-Inbal, T. and Hadad, S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12436 2405685:JZRM5WNP}, pages = {672--687}, } @article{bock_displaced_2020, title = {Displaced and dismayed: how {ICTs} are helping refugees and migrants, and how we can do better}, shorttitle = {Displaced and dismayed}, doi = {10.1080/02681102.2020.1727827}, journal = {Information Technology for Development}, author = {Bock, Joseph G. and Haque, Ziaul and McMahon, Kevin A.}, year = {2020}, note = {shortDOI: 10/ggsp4w KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2020.1727827 10/ggsp4w 2339240:JE8AC55J 2405685:QQ5VHJDF}, keywords = {Google Scholar/ "education technology" refugees, RER theme\_pedagogies and modalities}, pages = {1--22}, } @article{borsari_education_2020, title = {Education {Reform} through a {Systems} {Approach} for {Sustainable} {Development}}, url = {http://link-springer-com-443.webvpn.fjmu.edu.cn/referenceworkentry/10.1007/978-3-319-69902-8_4-1}, doi = {10.1007/978-3-319-69902-8_4-1}, abstract = {Change/s in education; Study program; Systemic approach Educational reform The process of changing public education in order to empower all learners, and to adapt it to the changes occurring in...}, language = {en}, urldate = {2021-01-06}, journal = {Quality Education}, author = {Borsari, Bruno and Mora, Cristhian}, year = {2020}, note = {Publisher: Springer, Cham KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-69902-8\_4-1 2339240:3HYUJCHY 2405685:86EMS57I}, pages = {1--10}, } @techreport{bourgault_womens_2020, address = {Washington D.C.}, title = {Women's access to cash transfers in light of {COVID}-19: {The} case of {Pakistan}}, url = {https://www.cgdev.org/sites/default/files/womens-access-cash-transfers-light-covid-19.pdf}, institution = {Center for Global Development}, author = {Bourgault, Shelby and O'Donnell, Megan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9SLGDAR6 2405685:XIAZWDYL}, } @book{boyd_legislating_2020, title = {Legislating gender and sexuality in {Africa}: {Human} rights, society, and the state}, isbn = {978-0-299-32740-8}, shorttitle = {Legislating {Gender} and {Sexuality} in {Africa}}, abstract = {In recent decades, a more formalized and forceful shift has emerged in the legislative realm when it comes to gender and sexual justice in Africa. This rigorous, timely volume brings together leading and rising scholars across disciplines to evaluate these ideological struggles and reconsider the modern history of human rights on the continent. Broad in geographic coverage and topical in scope, chapters investigate such subjects as marriage legislation in Mali, family violence experienced by West African refugees, sex education in Uganda, and statutes criminalizing homosexuality in Senegal. These case studies highlight the nuances and contradictions in the varied ways key actors make arguments for or against rights. They also explore how individual countries draft and implement laws that attempt to address the underlying problems. Legislating Gender and Sexuality in Africa details how legal efforts in the continent can often be moralizing enterprises, illuminating how these processes are closely tied to notions of ethics, personhood, and citizenship. The contributors provide new appraisals of recent events, with fresh arguments about the relationships between local and global fights for rights. This interdisciplinary approach will appeal to scholars in African studies, anthropology, history, and gender studies.}, language = {en}, publisher = {University of Wisconsin Pres}, author = {Boyd, Lydia and Burrill, Emily}, year = {2020}, note = {Google-Books-ID: Cp7eDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:EYJ99ERE 2405685:448SI79U}, keywords = {History / Africa / General, Political Science / Human Rights, Social Science / Gender Studies}, } @article{bozkurt_emergency_2020, title = {Emergency remote teaching in a time of global crisis due to {CoronaVirus} pandemic}, volume = {15}, url = {http://www.asianjde.org}, doi = {10.5281/zenodo.3778083}, abstract = {At the end of the day, the lesson learnt was so simple... With online and offline connections, the world is a global village (McLuhan, 1962) and a butterfly flapping its wings in Asia can cause a hurricane all around the world (Lorenz, 1972). Currently, it seems that the global education system is in the middle of this hurricane. These times, where we are all witnessing developments warily, are certainly interesting and strange, but the hope is that lessons will have been learned once things hopefully return to normal. Though there were early warnings to be prepared (White, Ramirez, Smith, \& Plonowski, 2010) and already ongoing interruptions to education (Briggs, 2018; GCPEA, 2018), this is the first crisis to occur on the global scale in the digital knowledge age, and there will be socio-cultural, economic, and political consequences in the wake of this crisis. In other words, the educational landscape will feel the rush of air from the butterfly’s flapping wings to the full extent.}, number = {1}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, A and Sharma, R C}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3778083 2405685:IDTPIWRX}, keywords = {\& Sharma, 15(1), A., Bozkurt, R. C. (2020). Emergency remote teaching in a time, i-vi. https://doi.org/10.5281/zenodo.3778083}, pages = {2020--2020}, } @misc{brck_brck_2020, title = {{BRCK} {\textbar} {KioKit}}, url = {https://www.brck.com/education/}, language = {en-US}, urldate = {2020-06-11}, author = {BRCK}, year = {2020}, note = {Library Catalog: www.brck.com KerkoCite.ItemAlsoKnownAs: 2405685:TRVYGXS9}, } @misc{bridge_international_bridge_2020, title = {Bridge {International} {\textbar} {Liberian} {Education} {Advancement} {Program} ({LEAP})}, url = {https://www.bridgeinternationalacademies.com/teaching/government-teachers/liberian-education-advancement-program-leap/}, abstract = {Delivering transformation at scale is more effective if achieved through the local Ministry of Education. The Liberian Education Advancement Programme …}, language = {en-GB}, urldate = {2020-06-26}, journal = {Bridge International Academies}, author = {Bridge International}, year = {2020}, note = {Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:5UXWYA4U}, } @misc{bridge_international_academies_bridge_2020, title = {Bridge {International} {Academies}- {Home} {Learning}}, url = {https://www.bridgeinternationalacademies.com/home-learning/}, abstract = {If your child is at one of our schools, then their lessons will have been interrupted because schools are temporarily closed. Please access the weekly class specific lesson plan for your child so they can continue learning at home.}, language = {en-GB}, journal = {Bridge International Academies}, author = {Bridge International Academies}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QDKNLHUR 2405685:HP935QSJ}, } @misc{british_council_connecting_2020, title = {Connecting {Classrooms} through {Global} {Learning}}, url = {https://connecting-classrooms.britishcouncil.org/}, author = {British Council}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JLPFY3DT 2405685:H4WV2NL5}, } @misc{broadband_commission_moments_2020, title = {In moments of crisis, {Broadband} {Commissioners} come together to offer immediate support to communities worldwide}, url = {http://bbnewsletter.itu.int/covid19/}, urldate = {2020-06-04}, author = {Broadband Commission}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:8UAYJE3V}, } @techreport{buchel_relative_2020, address = {Switzerland}, title = {The relative effectiveness of teachers and learning software: {Evidence} from a field experiment in {El} {Salvador}}, url = {https://ideas.repec.org/p/bss/wpaper/36.html}, abstract = {This study provides novel evidence on the relative effectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students’ mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the effectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly qualified teachers.}, language = {en}, number = {36}, institution = {University of Bern}, author = {Buchel, Konstantin and Jakob, Martina and Kuhnhanss, Christoph and Steffen, Daniel and Brunetti, Aymo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QBLAB2G4 2339240:URIKLIDV 2405685:CTWU7VNK 2405685:F2XBIBS4}, keywords = {Quality: H, Relevance: H, computer-assisted learning, primary education, productivity in education, teacher content knowledge, ⛔ No DOI found}, pages = {43}, } @misc{bullard_releasing_2020, title = {Releasing the potential of teachers in the {COVID} response in low-income countries}, url = {https://www.globalpartnership.org/blog/releasing-potential-teachers-covid-response-low-income-countries}, abstract = {How can teachers in low income countries be involved to support learning and student well-being during the COVID-19 crisis? Drawing lessons from past disease outbreaks and from current examples of the COVID-19 education response, we look at tools and practices to help teachers continue doing their work during the crisis.}, language = {en}, urldate = {2020-06-03}, journal = {Global Partnership for Education}, author = {Bullard, Katy and Sonnenberg, Krystyna}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2339240:GHTHVSQC 2405685:43SE8ETE 2405685:L3UPU6TB}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{burgess_leveraging_2020, title = {Leveraging community partnerships to engage digitally foreign learners in response to {COVID}-19}, volume = {6}, issn = {2379-4690}, url = {https://scholarworks.uvm.edu/mgreview/vol6/iss2/10}, abstract = {This practitioner perspective discusses how creating and leveraging community partnerships in response to COVID-19 enhanced remote learning with science curriculum in an urban middle school with digitally foreign learners. The term digitally foreign learners was coined by the authors to contextualize the experiences of students with limited digital learning both at home and in school as a result of the digital divide. By developing a partnership with the nonprofit organization, I AM not the MEdia, Inc., along with parents and an external educator, the authors describe how a classroom blog site was created that enhanced remote learning engagement with students and families in a high poverty community. Strategies for addressing technology inequities and engaging digitally foreign learners through digital curriculum is provided.}, number = {2}, journal = {Middle Grades Review}, author = {Burgess, W Keith and Anderson, Jimmeka L}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T2AMHYLK 2405685:QHB7XQU2 2405685:V9PDIVXY}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {1--9}, } @misc{burns_school_2020, title = {School, interrupted: 4 options for distance education to continue teaching during {COVID}-19}, shorttitle = {School, interrupted}, url = {https://www.globalpartnership.org/blog/school-interrupted-4-options-distance-education-continue-teaching-during-covid-19}, abstract = {Take a look at the four most common distance technology for contractors, donors and educators who find themselves needing to explore distance-learning options, with a particular focus on sub-Saharan Africa.}, language = {en}, urldate = {2020-06-02}, journal = {Global Partnership for Education}, author = {Burns, Mary}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:PSW9X5JE 2405685:XQH95TTX}, } @techreport{butcher_public-private_2020, title = {Public-{Private} {Virtual}-{School} {Partnerships} and {Federal} {Flexibility} for {Schools} during {COVID}-19 {POLICY} {BRIEF}}, abstract = {The coronavirus has altered the daily lives of families around the world. In the United States, one of the most significant changes for millions of families is that most K-12 pupils have become homeschool or virtual-school students for the foreseeable future. As of March 25, state and local officials in every state have closed some or all brick-and-mortar K-12 schools for at least two weeks, affecting approximately 55 million students. 1 More announcements about extended closures may be coming: Kansas Governor Laura Kelly was the first to close schools in the state for the remainder of the school year. 2 Educators in Kansas are turning to online instruction, as are schools around the country, facing the choice of providing virtual courses or forgoing schoolwork entirely, perhaps until the fall. Making effective partnerships with existing online schools and virtual content providers will be critical for students in the coming weeks. Furthermore, policymakers should afford district and charter schools more flexibility with existing resources so that schools can direct taxpayer spending to areas of need. Finally, the US Department of Education has issued guidance that removes regulatory barriers to schools attempting to provide online course material. Schools and districts should not be allowed to cite rules and point to obstacles that prevent any attempts at offering virtual instruction. The pandemic offers an opportunity to see just how quickly, and how extensively , public and private educators can expand virtual instruction-which may change the way society considers all of education in the future.}, number = {7039939967}, author = {Butcher, Jonathan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YXMFHBYJ}, keywords = {internet, online education, schools, virtual schools}, } @misc{cable_worldwide_2020, title = {Worldwide {Mobile} {Data} {Pricing} {League} {\textbar} {Cost} of {1GB} in 230 countries}, url = {https://www.cable.co.uk/mobiles/worldwide-data-pricing/}, abstract = {Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.}, language = {en}, urldate = {2020-07-15}, journal = {Cable}, author = {Cable}, year = {2020}, note = {Library Catalog: www.cable.co.uk EdTechHub.ItemAlsoKnownAs: 2405685:EQ83VI56}, keywords = {auto\_merged}, } @misc{cable_worldwide_2020, title = {Worldwide {Mobile} {Data} {Pricing} {League} {\textbar} {Cost} of {1GB} in 230 countries}, url = {https://www.cable.co.uk/mobiles/worldwide-data-pricing/}, abstract = {Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.}, language = {en}, urldate = {2020-07-15}, journal = {Cable}, author = {Cable}, year = {2020}, note = {Library Catalog: www.cable.co.uk EdTechHub.ItemAlsoKnownAs: 2405685:EQ83VI56}, } @techreport{cambridge_assessment_learning_2020, address = {Cambridge, UK}, title = {The {Learning} {Passport}: {Curriculum} {Framework} ({Maths}, {Science}, {Literacy})}, url = {https://www.learningpassport.org/media/331/file/Curriculum%20Framework%20(Maths,%20Science,%20Literacy).pdf}, institution = {Cambridge Assessment}, author = {Cambridge Assessment}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5LQ3SB6L 2405685:XZU6VIBY}, } @misc{carballo_asi_2020, title = {Así consumíamos medios en {El} {Salvador} antes de la {COVID}-19}, url = {https://uca.edu.sv/wp-content/uploads/2020/12/investigacion-uca-asi-consumiamos-medios-en-el-salvador-antes-de-la-covid-19.pdf}, urldate = {2021-12-20}, author = {Carballo, Willian and Marroquín, Amparo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TTIIHASA 2405685:DM8MX37B}, } @article{cardoso_mother_2020, title = {Mother tongue and literature teaching in smart cities: {How} technology is reshaping the frontiers of education}, volume = {3}, shorttitle = {Mother tongue and literature teaching in smart cities}, number = {1}, journal = {European Journal of Literature, Language and Linguistics Studies}, author = {Cardoso, Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NFXRJ3R9 4042040:GE4Q3AIM}, keywords = {⛔ No DOI found}, } @article{carter_sustaining_2020, title = {Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in {Ghana}}, volume = {76}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059319306066}, doi = {10.1016/j.ijedudev.2020.102195}, language = {en}, urldate = {2022-06-10}, journal = {International Journal of Educational Development}, author = {Carter, Emma and Sabates, Ricardo and Rose, Pauline and Akyeampong, Kwame}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2020.102195 2405685:33WA88FB 4042040:WYSMDT3V}, pages = {102--195}, } @techreport{carvalho_planning_2020, title = {Planning for {School} {Reopening} and {Recovery} {After} {COVID}-19}, url = {https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf}, language = {en}, institution = {Center for Global Development}, author = {Carvalho, Shelby and Rossiter, Jack and Angrist, Noam and Hares, Susannah and Silverman, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M8UVBAGZ 2534379:B8KTQJNJ}, keywords = {⛔ No DOI found}, pages = {26}, } @techreport{carvalho_planning_2020, title = {Planning for {School} {Reopening} and {Recovery} {After} {COVID}-19: {An} {Evidence} {Kit} for {Policymakers}}, url = {https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf}, institution = {Center for Global Development}, author = {Carvalho, Shelby and Rossiter, Jack and Angrist, Noam and Hares, Susannah and Silverman, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJTHTYJL 2405685:U3VEH3WA}, } @article{castleman_can_2020, title = {Can {Text} {Message} {Nudges} {Improve} {Academic} {Outcomes} in {College}? {Evidence} from a {West} {Virginia} {Initiative}}, volume = {43}, issn = {0162-5748}, doi = {10.1353/rhe.2020.0015}, abstract = {Although socioeconomic disparities in college enrollment have declined, gaps in college completion persist by income and geography. We investigate a text messaging campaign in West Virginia, which addressed informational barriers and behavioral obstacles to college persistence by providing college students with simplified information, encouragement, and access to individualized advising. Using descriptive and matching methods, we find participating students were more likely to remain enrolled throughout their first year of college, and completed more course credits with suggestive evidence of improved academic performance. This evidence suggests colleges play an important role communicating information about academic expectations, support resources, and norms.}, number = {4}, journal = {The Review of Higher Education}, author = {Castleman, Benjamin and Meyer, Katharine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/rhe.2020.0015 2339240:NE7RSPVL 2339240:PR9DQ5AV 2405685:F5XK6CZS 2405685:MDMWTG3D 2405685:Z6KKY8ZV 2534379:LIY4MNF5}, pages = {1125--1165}, } @article{cavanaugh_understanding_2020, title = {Understanding the professional learning and support needs of educators during the initial weeks of pandemic school closures through search terms and content use}, volume = {28}, abstract = {Beginning in February and March of 2020, school closures impacted at least 90\% of the world’s population of students, according to UNESCO estimates. As educators swiftly shifted to teaching online, they sought information to guide their initial planning and teaching in new environments with new tools. Analysis of educators’ search terms and their use of support content during this period indicates the needs felt by educators globally and informs content and professional development support for preservice educators. The authors compared the volume of searches, frequency of search terms, and patterns of content use during this period to the previous year by educators using an education support website. Re- sults show that site use multiplied six times in volume, use of video increased by 30 times, and among the search terms and content topics used during and prior to this period, focus nar- rowed to digital and distance learning. Implications of these findings are that professional development providers can meet educators’ needs with video and a focus on the specific teaching practices that educators are learning as they transi- tion to distance teaching at an entry level. Keyword}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Cavanaugh, Catherine and DeWeese, Abraham}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q4TPK4NA}, keywords = {Communicable Diseases, Disease Control, Distance Education, Educational Needs, Educational Technology, Faculty Development, Online Courses, Online Searching, Teaching Methods, Technology Uses in Education, Video Technology, Web Sites, ⛔ No DOI found}, pages = {233--238}, } @misc{cdc_schools_2020, title = {Schools during the {COVID}-19 pandemic}, url = {https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/Schools-Decision-Tree.pdf}, urldate = {2020-06-09}, author = {CDC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EL3Q4EWG 2405685:JF8USRX9}, } @misc{central_intelligence_agency_africa_2020, title = {Africa: {Tanzania} — {The} {World} {Factbook} - {Central} {Intelligence} {Agency}}, url = {https://www.cia.gov/library/publications/the-world-factbook/geos/tz.html}, urldate = {2020-11-17}, journal = {Central Intelligence Agency World Factbook website}, author = {{Central Intelligence Agency}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z4U5EGRC 2405685:AHC3I8EU}, } @misc{central_intelligence_agency_nigeria_2020, title = {Nigeria {\textbar} {The} {World} {Factbook}}, url = {https://www.cia.gov/library/publications/the-world-factbook/geos/ni.html}, urldate = {2020-07-07}, author = {Central Intelligence Agency}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IKLLIDHR}, } @misc{central_square_foundation_central_2020, title = {Central {Square} {Foundation} website}, url = {http://www.centralsquarefoundation.org/}, language = {en-US}, urldate = {2020-03-30}, author = {Central Square Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QIVEAKXH 2405685:X7JIWUSI X7JIWUSI}, } @misc{centre_for_education_innovations_know_2020, title = {Know {Zone}}, url = {https://educationinnovations.org/program/know-zone}, urldate = {2020-03-30}, author = {Centre for Education Innovations}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9FGJK6X4 2405685:WKPMZUF2 WKPMZUF2}, } @misc{cepeda_innovation_2020, title = {Innovation {Fund} {Graduate}: {OS} {City}}, url = {https://www.unicef.org/innovation/fundgraduate/OSCity}, author = {Cepeda, Jesús}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ADXJ746T 2405685:XR7QK32D}, } @techreport{chakera_eastern_2020, address = {Nairobi}, title = {Eastern and {Southern} {Africa} {Region} {Working} {Paper} – {Structured} {Pedagogy}: {For} {Real}-{Time} {Equitable} {Improvements} in {Learning} {Outcomes}}, url = {https://www.unicef.org/esa/media/7511/file/ESA-Structured-Pedagogy-2020.pdf}, urldate = {2022-08-26}, institution = {UNICEF}, author = {Chakera, Shiraz and Haffner, Deborah and Harrop, Elizabeth}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YS3W9WNF 2405685:ZD6CSNLA}, } @techreport{chama_cha_mapinduzi_summary_2020, title = {Summary of the {CCM} election manifesto 2020-2025}, language = {en}, institution = {Chama Cha Mapinduzi}, author = {{Chama Cha Mapinduzi}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:57RB5IHS 2405685:GNKMD77U}, pages = {14}, } @techreport{chebib_education_2020, address = {London}, title = {Education for all in the time of {COVID}-19: how {EdTech} can be part of the solution}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf}, urldate = {2021-05-10}, institution = {GSMA}, author = {Chebib, Kinda}, collaborator = {Sharma, Akanksha and Ajadi, Sam}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RNC6E62B 2534378:D86AH99M}, } @article{cherner_deconstructing_2020, title = {Deconstructing {EdTech} frameworks based on their creators, features, and usefulness}, volume = {0}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2020.1773852}, doi = {10.1080/17439884.2020.1773852}, abstract = {Several theoretical frameworks have been released in recent years to inform how educational technology (edtech) can be used in the classroom. These frameworks range from providing a holistic view of the role edtech plays in education at a macrolevel to analyzing how edtech is used by students and teachers. With a growing number of them now available, researchers have yet to systemically collect and analyze a set of these frameworks, which can result in edtech not being used effectively by practitioners and researchers alike. In response, this study employed a content analysis methodology to analyze nine frameworks designed for using edtech. This study will report its findings regarding the creators of these frameworks, features used to draw attention to the frameworks, and which frameworks key stakeholders may find most useful. To conclude, implications for contextualizing these frameworks within the EdTech Ecosystem will be offered along with critical considerations for practitioners and researchers to use when selecting edtech frameworks for their work.}, number = {0}, urldate = {2020-12-07}, journal = {Learning, Media and Technology}, author = {Cherner, Todd and Mitchell, Chyrstine}, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2020.1773852 zotzenLib.CopiedFrom: 2339240:3IXTKVWF KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2020.1773852 2339240:3IXTKVWF 2339240:N7T4DBJN 2339240:U79BIBXS 2405685:XB6U7UD3}, keywords = {Critical Media Literacy, EdTech, Frameworks}, pages = {1--26}, } @article{children_responding_2020, title = {Responding to emergencies}, url = {https://www.mercatus.org/system/files/butcher-virtual-schools-covid-19-mercatus-v1.pdf}, author = {Children, Save the}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y6ENJJ9G}, keywords = {⛔ No DOI found}, } @misc{cho_urban_2020, title = {“{Urban} slum education”: a case study of children’s experience in {Jakarta}}, shorttitle = {“{Urban} slum education”}, url = {https://cies2020.org/portfolio/urban-slum-education-a-case-study-of-childrens-experience-in-jakarta/}, language = {en-US}, urldate = {2021-10-25}, publisher = {Comparative International \& Education Society (CIES)}, author = {Cho, InJung}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JN7XPSE6 2405685:8ZA4AQCK}, } @misc{chopra_learningneverstops_2020, title = {\#{LearningNeverStops}(?): {A} teacher and refugee student’s reflections on {Covid}-19 school closures in {Lebanon} {\textbar} {INEE}}, url = {https://inee.org/blog/learningneverstops-teacher-and-refugee-students-reflections-covid-19-school-closures-lebanon}, urldate = {2020-09-16}, journal = {Inter-agency Network for Educatio in Emergencies}, author = {Chopra, Vidur and Talhouk, Joumana}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3WENPKKT 2405685:UBDIW8HL}, } @incollection{chowdhury_challenges_2020, address = {Singapore}, title = {Challenges and {Developments} in the {Higher} {Education} {System} of {Bangladesh}: {Keys} to {Way} {Forward}}, isbn = {9789811333095}, shorttitle = {Challenges and {Developments} in the {Higher} {Education} {System} of {Bangladesh}}, url = {http://link.springer.com/10.1007/978-981-13-3309-5_57-1}, language = {en}, urldate = {2021-06-09}, booktitle = {Handbook of {Education} {Systems} in {South} {Asia}}, publisher = {Springer Singapore}, author = {Chowdhury, Mahfuzul Hoque and Absar, Mir Mohammed Nurul and Quader, Syed Manzur}, editor = {Sarangapani, Padma M. and Pappu, Rekha}, year = {2020}, doi = {10.1007/978-981-13-3309-5_57-1}, note = {Series Title: Global Education Systems KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-13-3309-5\_57-1 2339240:GB9KNSCS 2405685:WA9WN3R2}, pages = {1--32}, } @misc{chowdhury_how_2020, title = {How {BRAC} is supporting {Bangladesh} to continue education in a pandemic}, url = {http://blog.brac.net/how-bangladesh-is-continuing-education-in-a-pandemic/}, author = {Chowdhury, Zaian and Islam, Rubab and Saltmarsh, Sarah-Jane}, year = {2020}, note = {Library Catalog: blog.brac.net Section: Learning KerkoCite.ItemAlsoKnownAs: 2339240:62DZHUDL 2339240:YPXY5VS5 2405685:8CMZMYMX 2405685:JGHI5FAV}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{christensen_preparing_2020, title = {Preparing {K}-12 {Schools} for a {Pandemic} before {It} {Occurs}}, volume = {28}, issn = {1059-7069}, url = {https://www.learntechlib.org/primary/p/216257/}, abstract = {While almost all K-12 schools closed for the COVID-19 pandemic with little or no preparation, one school began to prepare 12 years ago for a time such as this. In 2006, the school leadership team began to consider what would happen to teaching and learning in the event of a large-scale pandemic causing the buildings to be closed. The school implemented a Distance Learning Day (DLD) in fall 2007 and continued it for one day each of five years. This paper describes the rationale, implementation, and outcomes of the endeavor, as well as its impact on students, teachers and parents. Implications for professional development are also included for those seeking to replicate this approach.}, language = {en}, number = {2}, urldate = {2021-06-08}, journal = {Journal of Technology and Teacher Education}, author = {Christensen, Rhonda and Alexander, Curby}, year = {2020}, note = {Publisher: Association for the Advancement of Computing in Education KerkoCite.ItemAlsoKnownAs: 2339240:5N58U7UC 2405685:HQ37QHA6 2405685:W4832TDB}, keywords = {COVID-19, Communicable Diseases, Distance Education, Educational Benefits, Electronic Learning, Elementary Secondary Education, Emergency Programs, Instructional Design, Pandemics, Parent Attitudes, Planning, Program Effectiveness, Program Implementation, School Closing, Student Attitudes, Teacher Attitudes, Teacher Education, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {261--272}, } @misc{cia_factsheet_east_2020, title = {East {Asia}/{Southeast} {Asia}: {Mongolia}}, url = {https://www.cia.gov/library/publications/the-world-factbook/geos/mg.html}, urldate = {2020-08-31}, author = {CIA Factsheet}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:53JGPC58 2405685:EGCM4TPH}, } @unpublished{cilliers_can_2020, title = {Can {Virtual} {Replace} {In}-person {Coaching}? {Experimental} {Evidence} on {Teacher} {Professional} {Development} and {Student} {Learning} in {South} {Africa}}, url = {https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf}, abstract = {We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.}, language = {en}, author = {Cilliers, J and Fleischz, B and Kotzex, J and Mohohlwanex, N and Taylor, S and Thulare, T}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HJFGEEK2 2339240:GR5IIJ86 2339240:S43VPLWI 2405685:AHNDT3T8 2405685:BYWDN798 2405685:PZ94P8BE 2405685:QGPR3S5E 2405685:ZT5C342T 2534378:SLV36H9G}, keywords = {Important, Read, ⛔ No DOI found}, } @article{combs_success_2020, title = {Success plan for the online learning experience: {Student} engagement, teacher accessibility, \& relationships}, volume = {6}, abstract = {Online teaching in the time of COVID-19 is a new and sometimes scary experience for even the most seasoned educator. It is certainly apparent that many students are struggling to make this instantaneous adjustment. Teachers have a duty to mitigate this stress as they continue to provide relevant instruction. Based on my experience, this can be achieved by fostering student engagement, staying highly assessible, and maintaining the relationships that were formed face-to-face in the conventional classroom.}, number = {2}, journal = {Middle Grades Review}, author = {Combs, Ruchelle}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4JKWXJN7}, keywords = {⛔ No DOI found}, pages = {1--5}, } @misc{common_good_ethics_2020, title = {Ethics {Kit} {\textbar} {Methods} \& tools for ethics in the design process}, url = {https://ethicskit.org/index.html}, urldate = {2021-07-22}, author = {Common Good and Co-Op Digital and Hyper Island and Open Data Institute and PLOT}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XG7GYLB3 2405685:IBMLUJ27}, } @misc{commonwealth_network_sectors_2020, title = {Sectors}, url = {https://www.commonwealthofnations.org/sectors/}, language = {en-US}, urldate = {2022-10-20}, journal = {Commonwealth of Nations}, author = {Commonwealth Network}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:78A99CPJ 2405685:G3PJPAXV}, } @techreport{commonwealth_of_learning_col_2020, title = {{COL} in the {Commonwealth}: {Sierra} {Leone}}, url = {http://oasis.col.org/bitstream/handle/11599/3546/2018-2020_Africa_Sierra_Leone_Country_Highlights.pdf?sequence=1&isAllowed=y}, urldate = {2020-06-25}, author = {Commonwealth of Learning}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I3SFDGVA}, } @article{crompton_mobile_2020, title = {Mobile learning and pedagogical opportunities: {A} configurative systematic review of {PreK}-12 research using the {SAMR} framework}, volume = {156}, url = {https://doi.org/10.1016/j.compedu.2020.103945}, doi = {10.1016/j.compedu.2020.103945}, abstract = {Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18 years) learning. Technology use was coded using the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. This framework was empirically extended and presented in this study. The data revealed unique findings, including the concerning discovery that while mobile technologies can and were used to transform learning in 54\% of the studies, 46\% of the time devices were used to replicate activities that can be conducted without technology. This has larger implications on school integration of mobile devices and whether these devices are being used to redefine learning to provide the most benefit to PK-12 students.}, number = {June}, journal = {Computers and Education}, author = {Crompton, Helen and Burke, Diane}, year = {2020}, note = {Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103945 2405685:3U7PETF4}, keywords = {Mlearning, Mobile learning, SAMR, Systematic review, Technology integration}, pages = {103945--103945}, } @techreport{cullinane_covid-19_2020, title = {{COVID}-19 and {Social} {Mobility} {Impact} {Brief} \#1: {School} {Shutdown}}, url = {https://www.suttontrust.com/wp-content/uploads/2020/04/COVID-19-Impact-Brief-School-Shutdown.pdf}, language = {en}, institution = {The Sutton Trust}, author = {Cullinane, Carl and Montacute, Rebecca}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PKDLTFQW 2405685:GXJ74TC7}, pages = {11}, } @misc{curious_learning_what_2020, title = {What {We} {Do}}, url = {https://www.curiouslearning.org/what-we-do-2}, language = {en-US}, urldate = {2020-06-03}, journal = {Curious Learning}, author = {{Curious Learning}}, year = {2020}, note = {Library Catalog: www.curiouslearning.org KerkoCite.ItemAlsoKnownAs: 2339240:UGX3SC9A 2405685:ZE6R7MS9 4803016:MUTMGXEM}, } @article{daniel_education_2020, title = {Education and the {COVID}-19 pandemic}, volume = {49}, issn = {0033-1538, 1573-9090}, url = {https://link.springer.com/10.1007/s11125-020-09464-3}, doi = {10.1007/s11125-020-09464-3}, abstract = {The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.}, language = {en}, number = {1-2}, urldate = {2021-08-05}, journal = {PROSPECTS}, author = {Daniel, Sir John}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09464-3 10/ghvnth 2339240:NPJUBXW8 2405685:ZF3A2VIK}, pages = {91--96}, } @misc{darakht-e_danesh_darakht-e_2020, title = {Darakht-e {Danesh} {Online} {Library}}, url = {https://www.darakhtdanesh.org/en}, abstract = {The Darakht-e Danesh Online Library for Educators is a repository of open educational resources for teachers, teacher trainers, school administrators, literacy workers and others involved in furthering education in Afghanistan.}, language = {en}, urldate = {2020-06-03}, author = {{Darakht-e Danesh}}, year = {2020}, note = {Library Catalog: www.darakhtdanesh.org KerkoCite.ItemAlsoKnownAs: 2339240:T65HPCDE 2405685:7827QLJQ 4803016:3AEZNBWX}, } @misc{darkwa_ghana_2020, title = {Ghana: {Mobile} {Phone} and {Digital} {Devices} in the {Classroom} - {Learning} {Tool} or {Distraction}}, shorttitle = {Ghana}, url = {https://allafrica.com/stories/202003030201.html}, abstract = {Globally, mobile technology use has increased over the years and the use of it has become an integral part in the average persons' communicative lifestyle. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. People today are more connected than ever.}, language = {en}, urldate = {2020-06-23}, author = {Darkwa, O.K.}, year = {2020}, note = {Library Catalog: allafrica.com Section: News KerkoCite.ItemAlsoKnownAs: 2405685:YJSNC4HL}, } @techreport{das_assessment_2020, title = {Assessment of {Distance} {Learning} {Initiative} of the {Government} of {Bangladesh} during {COVID}-19 {Pandemic}}, institution = {a2i}, author = {Das, H}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QP4P29MJ 2405685:BV6K34UF}, } @techreport{datareportal_digital_2020, title = {Digital 2020: {Kenya}}, url = {https://datareportal.com/reports/digital-2020-kenya}, abstract = {All the data, statistics, and trends you need to understand digital use in Kenya in 2020, including the latest reported figures for the number of internet users, social media users, and mobile connections, and key indicators for ecommerce use.}, language = {en-GB}, urldate = {2020-07-01}, author = {DataReportal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RA7W42A7 2405685:R7MPW7JK 2405685:UUAD5BMZ}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{datareportal_digital_2020, title = {Digital 2020: {Kenya} – {DataReportal} – {Global} {Digital} {Insights}}, url = {https://datareportal.com/reports/digital-2020-kenya}, urldate = {2021-09-03}, author = {DataReportal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4V2NMAF 2405685:I6DECA4T}, } @misc{davis_mitigating_2020, title = {Mitigating {COVID}-19 impacts and getting education systems up and running again: {Lessons} from {Sierra} {Leone}}, shorttitle = {Mitigating {COVID}-19 impacts and getting education systems up and running again}, url = {https://www.globalpartnership.org/blog/mitigating-covid-19-impacts-and-getting-education-systems-and-running-again-lessons-sierra}, abstract = {Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic.}, language = {en}, urldate = {2020-08-18}, journal = {Global Partnership for Education}, author = {Davis, Edward and Berry, Chris}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NIUY9YWK 2405685:CVJKIQ8D}, } @misc{demographic_dividend_demographic_2020, title = {Demographic {Dividend} {Country} {Highlights} - {Ghana}}, url = {https://demographicdividend.org/country_highlights/ghana/}, urldate = {2020-12-12}, journal = {Demographic Dividend}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R4C4R2I4 2405685:J78H735M}, } @misc{demographic_dividend_ghana_2020, title = {Ghana}, url = {https://demographicdividend.org/country_highlights/ghana/}, urldate = {2020-06-23}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:32AEHJ8S}, } @misc{demographic_dividend_rwanda_2020, title = {Rwanda}, url = {https://demographicdividend.org/country_highlights/rwanda/}, urldate = {2020-08-17}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GG2FQKI 2405685:XBV4W92Y}, } @misc{demographic_dividend_tanzania_2020, title = {Tanzania}, url = {https://demographicdividend.org/country_highlights/tanzania}, author = {Demographic Dividend}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3JZQAWZ6 2405685:EUDMQ6I9}, } @techreport{department_of_elementary_and_secondary_education_government_of_azad_government_of_the_state_of_jammu_and_kashmir_ajk_2020, title = {{AJ}\&{K} {Education} {Policy} (2021-2030)}, author = {Department of Elementary {and} Secondary Education, Government of Azad government of the state of Jammu {and} Kashmir}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SKLICSCG 2405685:KFNTR7AS}, } @techreport{dfid_education_2020, title = {Education {Programme} {For} {Results} ({EP4R}) {Annual} {Review} 2020}, urldate = {2020-01-30}, institution = {Department for International Development (DFID)}, author = {DFID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WZ8LAWC2 2405685:B5QJSBLA}, } @techreport{di_pietro_likely_2020, address = {Luxembourg}, type = {{JRC} {Technical} {Report}}, title = {The likely impact of {COVID}-19 on education: {Reflections} based on the existing literature and recent international datasets.}, shorttitle = {The likely impact of {COVID}-19 on education}, url = {https://publications.jrc.ec.europa.eu/repository/handle/JRC121071}, abstract = {In order to reduce the spread of COVID-19, most countries around the world have decided to temporarily close educational institutions. However, learning has not stopped but is now fully taking place online as schools and universities provide remote schooling. Using existing literature and evidence from recent international data (Eurostat, PISA, ICILS, PIRLS, TALIS), this report attempts to gain a better understanding of how the COVID-19 crisis may affect students’ learning. It looks at the different direct and indirect ways through which the virus and the measures adopted to contain it may impact children’s achievement. ‘Conservative’ estimates for a few selected EU countries consistently indicate that, on average, students will suffer a learning loss. It is also suggested that COVID-19 will not affect students equally, will influence negatively both cognitive and non-cognitive skills acquisition, and may have important long-term consequences in addition to the short-term ones.}, language = {eng}, number = {JRC121071}, urldate = {2021-05-24}, institution = {European Commission}, author = {Di Pietro, Giorgio and Biagi, Federico and Dinis Mota Da Costa, Patricia and Karpinski, Zbigniew and Mazza, Jacapo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LU67HXXC 2534379:4KKZAUC8}, pages = {1--50}, } @misc{diawara_covid_2020, title = {{COVID} 19: how {Senegal} intends to ensure \#{LearningNeverStops}}, shorttitle = {{COVID} 19}, url = {https://gemreportunesco.wordpress.com/2020/04/03/covid-19-how-senegal-intends-to-ensure-learningneverstops/}, abstract = {English / Français By Rokhaya Fall Diawara and Tidiane Sall, UNESCO The spread of COVID-19 is a growing worry for Africa. Among the 47 African countries that have closed their schools and universit…}, language = {en}, urldate = {2020-06-22}, journal = {World Education Blog}, author = {Diawara, Rokhaya Fall and Sall, Tidiane}, year = {2020}, note = {Library Catalog: gemreportunesco.wordpress.com KerkoCite.ItemAlsoKnownAs: 2339240:WWF5SBZZ 2405685:ZIMQRDE5}, } @misc{digistem_digistem_2020, title = {Digistem {\textbar} {Home}}, url = {https://digistem.co/}, language = {en-US}, urldate = {2020-07-07}, author = {Digistem}, year = {2020}, note = {Library Catalog: digistem.co KerkoCite.ItemAlsoKnownAs: 2405685:3IUSL3ST}, } @misc{diksha_diksha_2020, title = {{DIKSHA} - {Platform} for {School} {Education} – {Apps} on {Google} {Play}}, url = {https://play.google.com/store/apps/details?id=in.gov.diksha.app&hl=en_GB}, abstract = {The DIKSHA platform offers teachers, students and parents engaging learning material relevant to the prescribed school curriculum. Teachers have access to aids like lesson plans, worksheets and activities, to create enjoyable classroom experiences. Students understand concepts, revise lessons and do practice exercises. Parents can follow classroom activities and clear doubts outside school hours. App highlights • Explore interactive material created by teachers and the best Indian content creators for teachers and students in India. By India, for India! • Scan QR codes from textbooks and find additional learning material associated with the topic • Store and share content offline, even without Internet connectivity • Find lessons and worksheets relevant to what is taught in the school classroom • Experience the app in English, Hindi, Tamil, Telugu, Marathi, Kannada, Assamese, Bengali, Gujarati, Urdu with additional Indian languages coming soon! • Supports multiple content formats like Video, PDF, HTML, ePub, H5P, Quizzes - and more formats coming soon! Advantages for teachers • Find interactive and engaging teaching material to make your class interesting • See and share best practices with other teachers to explain difficult concepts to students • Join courses to further your professional development and earn badges and certificates on completion • View your teaching history across your career as a school teacher • Receive official announcements from the state department • Conduct digital assessments to check your students’ understanding of a topic that you have taught Advantages for students and parents • Scan QR codes in your textbook for easy access to the associated lessons on the platform • Revise lessons that you learnt in class • Find additional material around topics that are difficult to understand • Practice solving problems and get immediate feedback on whether the answer is correct or not. Want to create content for DIKSHA? • Help teachers deliver concepts in an easy and engaging manner • Help students learn better in and outside class. • Get involved in providing students with high quality learning material, irrespective of where they study • If you wish to be a part of this movement, visit the VidyaDaan portal using vdn.diksha.gov.in This initiative is supported by the Ministry of Human Resources Development (MHRD) and led by the National Council Of Educational Research And Training (NCERT) in India.}, language = {en}, urldate = {2020-09-29}, author = {DIKSHA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U4NQE4PI 2405685:7777ZCJE}, } @misc{directorate_of_science_technology_and_innovation_education_2020, title = {Education {Innovation} {Challenge} {Data} {Dashboard}}, url = {https://www.eic.hcdincubator.dsti.gov.sl/}, urldate = {2020-12-17}, author = {Directorate of Science, Technology {and} Innovation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LCWW38H4 2405685:AIPAAXUL}, } @misc{directorate_of_science_technology__innovation_sierra_leone_dsti_2020, title = {{DSTI} {\textbar} {Home}}, url = {https://www.dsti.gov.sl/}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T64PHUNV}, } @misc{donnelly_is_2020, title = {Is the {COVID}-19 slide in education real?}, url = {https://blogs.worldbank.org/education/covid-19-slide-education-real}, abstract = {Emerging pieces of evidence of an actual COVID-19 learning loss and of its likely implications for the future of the generation currently in school show that it is essential to mitigate the long-term effects of the pandemic as much as possible.}, language = {en}, urldate = {2022-08-25}, journal = {World Bank Blogs}, author = {Donnelly, Robin and Patrinos, Harry A.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2NVGV5TV 2339240:8UU6ZPPE 2405685:XTUDMFSZ}, } @techreport{dreesen_promising_2020, title = {Promising practices for equitable remote learning: {Emerging} lessons from {COVID}-19 education responses in 127 countries}, shorttitle = {Promising practices for equitable remote learning}, url = {https://www.unicef-irc.org/publications/pdf/IRB%202020-10.pdf}, language = {en}, institution = {UNICEF}, author = {Dreesen, Thomas and Akseer, Spogmai and Brossard, Matt and Dewan, Pragya and Giraldo, Juan-Pablo and Kamei, Akito and Mizunoya, Suguru and Ortiz, Javier Santiago}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9MHDW5NY 2339240:FJBQM3KU 2339240:GVM9MG8J 2339240:KXY5ZIUM 2339240:L64HD637 2339240:NNP5XW8Q 2339240:S9X82R99 2339240:UGNM6BJX 2339240:ZTPISV5S 2405685:4BDVYXZK 2405685:4YGQW7GT 2405685:9B3AYRVL 2405685:DE4UMT97 2405685:GIRLDY3C 2405685:MGEDRZ5M 2405685:P246GT26 2405685:PXHHCWS6 2405685:RIGJ57SP 2405685:UAUZXJ9H 2405685:V4TS384A 2405685:ZH65IS2I 2534378:7B4RE4XL 2534379:72F2RW7Y}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {10}, } @misc{dsti_dsti_2020, title = {{DSTI} {Education} {Data} {Hub}}, url = {https://educationdatahub.dsti.gov.sl/education}, urldate = {2020-12-04}, author = {DSTI}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IYNCGEPI 2405685:88RPBVJU}, } @techreport{dsti_education_2020, title = {Education {Innovation} {Challenge} - {Reflection} \& {Learning} {Summit} {Report}}, url = {https://www.dsti.gov.sl/wp-content/uploads/2020/12/THE-HUMAN-CAPITAL-DEVELOPMENT-INDEX-EDUCATION-INNOVATION-CHALLENGE-REFLECTION-AND-LEARNING-SUMMIT-final1.pdf}, author = {DSTI}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M28U3MQY 2405685:YNNFWZLA}, } @article{dube_rural_2020, title = {Rural online learning in the context of {COVID} 19 in {South} {Africa}: {Evoking} an inclusive education approach}, volume = {10}, shorttitle = {Rural online learning in the context of {COVID} 19 in {South} {Africa}}, doi = {10.17583/remie.2020.5607}, number = {2}, journal = {Multidisciplinary Journal of Educational Research}, author = {Dube, Bekithemba}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17583/remie.2020.5607 2405685:3WDFJS6L 2405685:Q3ZJJZH3}, pages = {135--157}, } @techreport{duflo_experimental_2020, address = {Cambridge, MA}, title = {Experimental {Evidence} on {Alternative} {Policies} to {Increase} {Learning} at {Scale}}, url = {http://www.nber.org/papers/w27298.pdf}, language = {en}, number = {w27298}, urldate = {2023-10-09}, institution = {National Bureau of Economic Research}, author = {Duflo, Annie and Kiessel, Jessica and Lucas, Adrienne}, month = jun, year = {2020}, doi = {10.3386/w27298}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 2405685:3SSITSBR}, pages = {w27298}, } @techreport{duflo_external_2020, address = {Cambridge, MA}, title = {External {Validity}: {Four} {Models} of {Improving} {Student} {Achievement}}, shorttitle = {External {Validity}}, url = {http://www.nber.org/papers/w27298.pdf}, abstract = {Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in specific settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost effectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.}, language = {en}, number = {w27298}, urldate = {2020-08-28}, institution = {National Bureau of Economic Research}, author = {Duflo, Annie and Kiessel, Jessica and Lucas, Adrienne}, month = jun, year = {2020}, doi = {10.3386/w27298}, note = {shortDOI: 10/ghgnd9 KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 10/ghgnd9 2405685:YXBSPAQ7}, keywords = {C:Ghana}, pages = {w27298}, } @article{dyment_online_2020, title = {Online initial teacher education: a systematic review of the literature}, volume = {48}, url = {https://doi.org/10.1080/1359866X.2019.1631254}, doi = {10.1080/1359866X.2019.1631254}, abstract = {This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.}, number = {3}, journal = {Asia-Pacific Journal of Teacher Education}, author = {Dyment, Janet E and Downing, Jillian Jane}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2019.1631254 2405685:PQW9NJSC}, keywords = {Online, blended, initial teacher education, pre-service, systematic review, teacher education}, pages = {316--333}, } @misc{edify_edify_2020, title = {Edify {\textbar} {Liberia}}, url = {https://www.edify.org/liberia/}, abstract = {Edify began operations in 2013. We have impacted 74,248 students with a Christ-centered education.}, language = {en-US}, urldate = {2020-05-08}, journal = {Edify}, author = {Edify}, year = {2020}, note = {Library Catalog: www.edify.org KerkoCite.ItemAlsoKnownAs: 2339240:AGTSY5V3 2405685:67383EA7}, } @misc{edobest_edo_2020, title = {Edo {State} {Universal} {Basic} {Education} {Board} – {Education} for all!}, url = {http://subeb.edostate.gov.ng/}, language = {en-US}, urldate = {2020-07-07}, author = {EdoBEST}, year = {2020}, note = {Library Catalog: subeb.edostate.gov.ng KerkoCite.ItemAlsoKnownAs: 2405685:VRER57XS}, } @misc{edtech_core_team_innovation_2020, title = {Innovation {Ecosystem} {Knowledge} {Pack}}, url = {https://pubdocs.worldbank.org/en/466031598013786493/World-Bank-EdTech-Innovation-Ecosystems-Knowledge-Pack-July17.pdf}, urldate = {2022-12-29}, publisher = {World Bank}, author = {{EdTech Core Team} and Applebaum, Hallie Rocklin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XQZHPSRK}, } @misc{edtech_hub_edtech_2020, title = {{EdTech} companies in {Sub}-{Saharan} {Africa}}, shorttitle = {{EdTech} companies in {Sub}-{Saharan} {Africa} (see https}, url = {https://airtable.com}, abstract = {Explore the "EdTech companies in Sub-Saharan Africa (see https://tabsoft.co/338AGht for visuals)" view on Airtable.}, urldate = {2020-08-28}, journal = {Airtable}, author = {{EdTech Hub}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J7JR8C2K 2405685:64SY5VBN}, } @misc{edtech_hub_edtech_2020, title = {{EdTech} {Interventions} {Database}}, url = {https://edtechhub.org/database}, author = {EdTech Hub}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3P7HKD8E 2405685:38GA4ZAF}, } @misc{edtech_tulna_edtech_2020, title = {{EdTech} {Tulna} {Standards}}, url = {https://edtechtulna.org/standards/}, abstract = {The EdTech Tulna standards define a set of expectations for the design of EdTech products}, language = {en-US}, urldate = {2021-07-22}, author = {EdTech Tulna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:578BVEVC 2405685:TZ2LIWKC}, } @misc{education_development_center_audio_2020, title = {Audio {Now}!: {Responding} to {COVID}-19}, url = {https://www.edc.org/audio-now}, language = {EN}, urldate = {2020-04-12}, author = {Education Development Center}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q5CZT734 2405685:UFMKDU84 Q5CZT734}, } @techreport{education_development_center_learning_2020, title = {Learning at {Home} in {Times} of {Crisis} {Using} {Radio}}, url = {https://www.edc.org/sites/default/files/WB-IAI.pdf}, language = {EN}, author = {Education Development Center}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EWN34YG4 2405685:JR56L8PR}, } @misc{education_development_center_edc_somalia_2020, title = {Somalia {Interactive} {Radio} {Instruction} {Program}}, url = {https://www.edc.org/somalia-interactive-radio-instruction-program}, abstract = {The Somali Interactive Radio Instruction Program (SIRIP) advances stabilization in Somalia by delivering education in a precarious situation and by giving children the capabilities they will need to actively participate in society.}, language = {en}, urldate = {2023-06-22}, author = {{Education Development Center (EDC)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DHLUF4HU 2339240:JLI4JBIF 2405685:DEYIMTWC 2405685:GXF6PCDZ}, keywords = {⛔ No DOI found}, } @misc{education_development_center_inc_zambia_2020, title = {Zambia {QUESTT} {IRI}}, url = {https://www.edc.org/zambia-questt-iri}, abstract = {As Zambia’s out-of-school orphan population soared to 800,000 in 2000, the United States Agency for International Development (USAID) supported the creation of the Taonga Market Interactive Radio Instruction (IRI) program to help the Zambian Ministry of Education provide those orphans and other vulnerable children with a quality education using IRI.}, language = {en}, urldate = {2023-06-22}, publisher = {Airbel Impact Lab}, author = {{Education Development Center, Inc.}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:53AKZDX7 2405685:R6B69K5W}, } @misc{education_endowment_foundation_teaching_2020, title = {Teaching and {Learning} {Toolkit}}, url = {https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit}, abstract = {An accessible summary of the international evidence on teaching 5-16 year-olds}, language = {en}, urldate = {2020-08-04}, author = {{Education Endowment Foundation}}, year = {2020}, note = {Library Catalog: educationendowmentfoundation.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:JFQH43A7 2405685:QBGJWSD6 2405685:YBHMG6AV}, keywords = {C:England}, } @misc{education_trust_covid-19_2020, title = {{COVID}-19 education equity guide: {Digital} access}, url = {https://edtrust.org/resource/covid-19-education-equity-guide-digital-access/}, author = {Education Trust}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HUV6IV79 2405685:BDGVTJQV}, } @techreport{education_workforce_initiative_innovative_2020, title = {Innovative {Education} {Workforce} {Analysis} for {More} {Equitable} {Education}: {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf}, urldate = {2020-12-16}, institution = {Education Commission}, author = {Education Workforce Initiative}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XCXZB356 2405685:67AH3BDQ}, } @misc{eduhub_bangladesh__2020, title = {ঘরে বসেই শিক্ষা}, url = {https://www.eduhub.gov.bd/}, abstract = {ঘরে বসেই শিক্ষা}, language = {en}, urldate = {2020-08-18}, journal = {LearnFromHome}, author = {EduHub Bangladesh}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8GSQEBBW 2405685:5FBPQTZ8}, } @misc{ehren_trust_2020, title = {Trust, {Accountability} and {Capacity} in {Education} {System} {Reform} {\textbar} {Taylor} \& {Francis} {Group}}, url = {https://www.taylorfrancis.com/https://www.taylorfrancis.com/books/edit/10.4324/9780429344855/trust-accountability-capacity-education-system-reform-melanie-ehren-jacqueline-baxter}, abstract = {This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building}, language = {en}, urldate = {2021-04-20}, journal = {Taylor \& Francis}, author = {Ehren, Melanie and Baxter, Jacqueline}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M9ZRQLZM 2405685:X6A6WE6Y}, } @article{eisenbach_covid-19_2020, title = {{COVID}-19, middle level teacher candidates, and colloquialisms: {Navigating} emergency remote field experiences}, volume = {6}, url = {https://scholarworks.uvm.edu/mgreview/vol6/iss2/2}, abstract = {COVID-19 challenged teacher educators and teacher candidates in ways we could have never imagined. Colloquialisms regarding the move from educator preparation to practice shifted from common truths to dynamic considerations in light of the pandemic and transition to emergency remote teaching and learning. In this essay, we share our experiences working with middle level teacher candidates during the COVID-19 pandemic. We identify the ways in which our teacher candidates rose to the challenge and demonstrated critical thinking, creativity and compassion beyond our prior expectations of rising middle level educators amidst a time of unprecedented change and uncertainty.}, number = {2}, journal = {Middle Grades Review}, author = {Eisenbach, Brooke and Greathouse, Paula and Acquaviva, Caroline}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RZQ44CB7}, keywords = {Altruism, Communicable Diseases, Computer Mediated Communication, Cooperation, Creativity, Critical Thinking, Disease Control, Educational Technology, Interpersonal Relationship, Middle School Teachers, Preservice Teacher Education, Preservice Teachers, Seminars, Teacher Educators, Technology Uses in Education, ⛔ No DOI found}, pages = {1--6}, } @techreport{el_zayat_k-12_2020, address = {Washington, D.C.}, title = {K-12 {Egyptian} {Knowledge} {Bank} {Study} {Portal} and {New} {Form} of {Assessment}}, url = {http://documents.worldbank.org/curated/en/191341599145436193/Egypt-K-12-Egyptian-Knowledge-Bank-Study-Portal-and-New-Form-of-Assessment}, institution = {World Bank Group}, author = {El Zayat, Nelly}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:38YYF6X4 2405685:4WL5PMDG}, } @article{elliott_challenging_2020, title = {Challenging taken-for-granted ideas in early childhood education: {A} critique of {Bronfenbrenner}’s {Ecological} {Systems} {Theory} in the age of post-humanism}, shorttitle = {Challenging taken-for-granted ideas in early childhood education}, doi = {10.1007/978-3-319-67286-1_60}, journal = {Research handbook on childhoodnature: Assemblages of childhood and nature research}, author = {Elliott, Sue and Davis, Julie M.}, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67286-1\_60 2339240:ITFV4TMX 2405685:2P57VJJA}, pages = {1119--1154}, } @misc{eneza_education_eneza_2020, title = {Eneza {Education} website}, url = {https://enezaeducation.com/}, abstract = {Eneza Education is an ed-tech company that provides curriculum aligned revision material in all subjects for primary and secondary learners on any device. Our virtual tutor provides access to curriculum-aligned ... Read More}, language = {en-GB}, urldate = {2020-03-31}, journal = {Eneza Education}, author = {Eneza Education}, year = {2020}, note = {Library Catalog: enezaeducation.com KerkoCite.ItemAlsoKnownAs: 2339240:2QPSLBJJ 2339240:RD26XAND 2405685:F7NUAKLP 2405685:G3VV5CDE 2405685:TVH3H85F 2405685:ZLDW66I8 ZLDW66I8}, } @misc{epathshala_epathshala_2020, title = {{ePathshala} {\textbar} {Learning} {On} {The} {Go}}, url = {https://epathshala.nic.in/index.php?ln=en}, urldate = {2020-09-29}, author = {ePathshala}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:55H8UIBN 2405685:VKSIPS8X}, } @techreport{ergul_staying_2020, title = {Staying {Tuned} {Radio} {Programming} for {Sustained} {Behaviour} {Change} and {Accountability} in {Cox}’s {Bazar}, {Bangladesh}}, url = {https://www.unicef.org/bangladesh/media/4421/file/Case%20Study%203_CXB%20C4D.pdf.pdf}, institution = {UNICEF}, author = {Ergül, H}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GJPSTJEE 2405685:DUQRTVUY}, } @article{ersin_boosting_2020, title = {Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the {COVID}-19 outbreak}, volume = {2}, doi = {10.46451/ijts.2020.09.09}, abstract = {The Coronavirus (COVID-19) outbreak has caused disruptions in education in Turkey, as it has in many parts of the world. Faculties of Education that require practice teaching (practicum) are affected as well; due to the shutdown, pre-service English language teachers (PTs) are deprived of the field experience and actual classroom teaching practices in authentic school settings. Practicum constitutes an important part of teacher education and during practicum, “cooperating” teachers (i.e. teachers at practicum schools) and university instructors as teaching practice supervisors play crucial roles in equipping PTs with necessary theoretical and practical skills. The present study took place in the English Language Education program of a competitive state university in Turkey. At the university, all theory-oriented courses moved to synchronous platforms without much difficulty with almost full attendance of the students. As for the practicum, Turkish Higher Education Council let the universities decide for themselves. As researchers working at two different universities, Bahçeşehir University and Marmara University, Istanbul, Turkey, we designed an alternative practice to meet the needs of PTs and maintain the quality of the practicum: “e-practicum” under the supervision of the university supervisor who acted as the “e-mentor”. The aim was to increase PTs’ teaching competence and prepare them for online teaching. A virtual classroom consisting of twenty-five PTs was formed and six PTs performed microteaching to their peers who acted as students by using Zoom. After the e-practicum sessions, peers gave detailed feedback to the teacher PTs. The university supervisor provided e-mentoring right after each session. Then, each teacher PT reflected on e-practicum experience and e-mentoring. The findings revealed that PTs found the e-practicum useful because it helped them overcome online teaching fears.}, number = {2}, journal = {International Journal of TESOL Studies}, author = {Ersin, Pinar and Atay, Derin and Mede, Enisa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46451/ijts.2020.09.09 2405685:NNH6YCCT}, keywords = {address, atatürk eğitim fakültesi ek, bina, corresponding author, d blok, e-mentoring, e-practicum, english language teacher education, göztepe kampüsü, marmara ünivesitesi, ofis, pre-service teachers}, pages = {112--124}, } @article{espino-diaz_analyzing_2020, title = {Analyzing the {Impact} of {COVID}-19 on {Education} {Professionals}. {Toward} a {Paradigm} {Shift}: {ICT} and {Neuroeducation} as a {Binomial} of {Action}}, volume = {12}, doi = {10.3390/su12145646}, abstract = {This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.}, number = {14}, journal = {Sustainability}, author = {Espino-Díaz, Luis and Fernandez-Caminero, Gemma and Hernandez-Lloret, Carmen-Maria and Gonzalez-Gonzalez, Hugo and Alvarez-Castillo, Jose-Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su12145646 2405685:MFYX8XWV}, keywords = {covid-19, ict, neuroeducation, stress, teachers}, pages = {5646--5646}, } @techreport{estrada_digital_2020, title = {Digital {Skills} in {Latin} {American} {Teachers}}, url = {https://www.caf.com/en/knowledge/views/2020/09/digital-skills-in-latin-american-teachers/}, abstract = {We are a development bank with 20 shareholder countries - in Latin America, the Caribbean, Spain and Portugal- as well as 13 private banks}, language = {en}, urldate = {2022-09-01}, institution = {Development Bank of Latin America}, author = {Estrada, Ricardo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5B5XGSK6 2405685:99ZG5953}, } @book{european_commission_practical_2020, address = {LU}, title = {Practical guidance note 9: stopping school related gender based violence}, isbn = {978-92-76-25178-1}, shorttitle = {Practical guidance note 9}, url = {https://data.europa.eu/doi/10.2841/432102}, abstract = {This guidance note provides information and programming advice about how to stop school-related, gender-based violence (SRGBV).}, language = {eng}, urldate = {2022-02-01}, publisher = {Publications Office of the European Union}, author = {{European Commission}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GTRY8AQ9 2405685:S2BEWWXE}, } @misc{evans_virtual_2020, title = {Virtual teacher coaching may not be the solution we hoped for}, url = {https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped}, abstract = {How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.}, language = {en}, urldate = {2020-12-08}, journal = {Center For Global Development}, author = {Evans, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YKPDEQ24 2405685:N7TJTQLU}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{evans_getting_2020, type = {Text/{HTML}}, title = {Getting {Education} {Right} : {State} and {Municipal} {Success} in {Reform} for {Universal} {Literacy} in {Brazil}}, shorttitle = {Getting {Education} {Right}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/444581593599662264/Getting-Education-Right-State-and-Municipal-Success-in-Reform-for-Universal-Literacy-in-Brazil}, abstract = {Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil (English)}, language = {en}, urldate = {2022-05-31}, author = {Evans, David K. and Loureiro, Andre}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5LIIM8SG 2405685:JJ2EQYR6 4656463:L9C7VA6G}, } @article{evans_education_2020, title = {Education in {Africa}: {What} {Are} {We} {Learning}?}, url = {https://www.cgdev.org/sites/default/files/education-africa-what-are-we-learning.pdf}, abstract = {Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).}, language = {en}, author = {Evans, David and Acosta, Amina Mendez}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I9QLRLND 2405685:BUVF2SY4}, keywords = {⛔ No DOI found}, pages = {101}, } @techreport{evans_gender_2020, address = {Washington D.C.}, title = {Gender gaps in education: {The} long view}, url = {https://www.cgdev.org/sites/default/files/gender-gaps-education-long-view-revised-march-2020.pdf}, abstract = {Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.}, language = {en}, institution = {Centre for Global Development}, author = {Evans, David and Akmal, Maryam and Jakiela, Pamela}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BQ8UTLGC 2405685:JWT48RW7}, pages = {56}, } @techreport{evans_how_2020, title = {How big are effect sizes in international education studies?}, url = {https://www.cgdev.org/publication/how-big-are-effect-sizes-international-education-studies}, abstract = {In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries.}, language = {en}, urldate = {2021-02-18}, institution = {Center for Global Development}, author = {Evans, David and Yuan, Fei}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XIF4HX7N 2405685:E288WQPR}, } @article{fackler_science_2020, title = {Science {Teacher} {Education} in the {Time} of {COVID}-19 : {A} {Document} {Analysis}}, volume = {24}, number = {3}, author = {Fackler, Ayca K and Sexton, Chelsea M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UT4S46W2}, pages = {5--13}, } @article{fairlie_schooling_2020, title = {Schooling and {Covid}-19: lessons from recent research on {EdTech}}, volume = {5}, shorttitle = {Schooling and {Covid}-19}, doi = {10.1038/s41539-020-00072-6}, number = {1}, journal = {npj Science of Learning}, author = {Fairlie, Robert and Loyalka, Prashant}, year = {2020}, note = {Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41539-020-00072-6 2339240:GIZL5DCW 2405685:2NLL9Q46}, pages = {1--2}, } @techreport{family_educational_services_foundation_covid_2020, title = {{COVID} {Response} {Report}}, url = {https://www.fesf.org.pk/wp-content/uploads/2020/09/Covid-Response-Report.pdf}, institution = {FESF}, author = {Family Educational Services Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SNSFBSVW 2405685:DZCDPXUX}, } @article{farhana_secondary_2020, title = {Secondary {Education} {During} {Lockdown} {Situation} {Due} to {Covid}-19 {Pandemic} in {Bangladesh}: {Teachers}’ {Response} on {Online} {Classes}}, shorttitle = {Secondary {Education} {During} {Lockdown} {Situation} {Due} to {Covid}-19 {Pandemic} in {Bangladesh}}, url = {https://iiste.org/Journals/index.php/JEP/article/view/53383}, doi = {10.7176/jep/11-20-11}, abstract = {Online classes started in many secondary schools one month after the compulsory closure of all education institutions in Bangladesh. This study explores the current scenario as well as challenges of adaptation of online classes in secondary education in terms of teachers’ experience. The study followed sequential exploratory mixed-method approach. Five secondary teachers were interviewed and 54 secondary teachers from 17 districts in Bangladesh were surveyed over telephone, Google forms and by email. The quantitative data was analyzed with Microsoft Excel and the thematic analysis approach had been followed for the qualitative one. The findings revealed that a good number of teachers have started teaching online by using social media platforms despite of not having any training or experience. Very few respondent teachers were found to take online examination; instead they are trying to assess the students from the feedback of given home works and home assignments. Teachers are facing numerous challenges like deficit of digital equipment, lack of expertise, unfamiliarity with the LMS, proficiency in assessment technique etc. The paper concludes with few recommendations such as providing proper devices to the teachers and students to participate in online class; facilitate rigorous training to enhance technology-based skills and capacities of the teachers so as to get the expected outcome.}, language = {en}, urldate = {2021-05-19}, journal = {Journal of Education and Practice}, author = {Farhana, Z and Tanni, S and Shabnam, S and Chowdhury, S}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.7176/jep/11-20-11 10/gj37h6 2339240:L9JH4WCG 2405685:3E5UXJXJ}, } @techreport{fcdo_every_2020, title = {Every girl goes to school, stays safe, and learns: {Five} years of global action}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/986027/FCDO-Girls-Education-Action-Plan.pdf}, language = {en}, author = {FCDO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SEHUS9XR 2405685:FAX6KDZJ}, pages = {24}, } @misc{federal_ministry_of_education_nigeria_education_2020, title = {Education {Coordinated} {COVID}-19 {Response} {Strategy}}, url = {https://education.gov.ng/education-coordinated-covid-19-response-strategy/}, language = {en-US}, urldate = {2020-07-07}, author = {Federal Ministry of Education (Nigeria)}, year = {2020}, note = {Library Catalog: education.gov.ng EdTechHub.ItemAlsoKnownAs: 2405685:PV3S5LIY}, } @article{feizi_online_2020, title = {Online {Teaching} of {Rural} {Multi}-{Grade} {Classes} in the {Context} of {COVID}-19: {Proposing} a {Holistic} {Approach}}, volume = {1}, shorttitle = {Online {Teaching} of {Rural} {Multi}-{Grade} {Classes} in the {Context} of {COVID}-19}, doi = {10.47175/rielsj.v1i3.134}, number = {3}, journal = {Randwick International of Education and Linguistics Science Journal}, author = {Feizi, Farokh and Bakhtiarvand, Morteza}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.47175/rielsj.v1i3.134 2405685:ZT856EJP}, pages = {246--252}, } @article{fennell_education_2020, title = {Education and {Disability} in the {Global} {South}: {New} {Perspectives} from {Africa} and {Asia}}, volume = {21}, issn = {1945-2829}, shorttitle = {Education and {Disability} in the {Global} {South}}, url = {https://doi.org/10.1080/19452829.2020.1827518}, doi = {10.1080/19452829.2020.1827518}, number = {4}, urldate = {2020-12-10}, journal = {Journal of Human Development and Capabilities}, author = {Fennell, Shailaja}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19452829.2020.1827518 2339240:P8HDH8RQ 2405685:JXEIT6NT}, pages = {399--401}, } @article{ferri_online_2020, title = {Online learning and emergency remote teaching: opportunities and challenges in emergency situations}, volume = {10}, url = {https://www.mdpi.com/2075-4698/10/4/86}, doi = {10.3390/soc10040086}, number = {4}, urldate = {2021-10-25}, journal = {Societies}, author = {Ferri, Fernando and Grifoni, Patrizia and Guzzo, Tiziana}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/soc10040086 2339240:637UZCID 2405685:MPIBM9Y9}, pages = {86}, } @article{feruzi_application_2020, title = {Application of {EdTech} in {Tanzania}: {Effectiveness} of radio and television in teaching and learning amid {COVID}-19 pandemic}, volume = {7}, shorttitle = {Application of {EdTech} in {Tanzania}}, url = {https://ijaers.com/detail/application-of-edtech-in-tanzania-effectiveness-of-radio-and-television-in-teaching-and-learning-amid-covid-19-pandemic/}, doi = {10.22161/ijaers.78.35}, abstract = {On March 2020 school and university going students experienced termination of classes. The statement declared by the Tanzania prime minister honourable Kassim Majaliwa required all primary and secondary schools to postpone learning for a month and one day later universities were also asked to suspend studies and other activities. It was necessary to do so because of the novel coronavirus disease 2019 named by World Health Organisation as COVID-19 a pandemic that had spread and hit more than 150 countries. This paper intended to attain two major objectives, one was to explore the effectiveness of radio and television in handling teaching and learning process as an alternative adopted to ensure that students continue to be engaged in learning. Second, to examine the capabilities of the country through the Ministry of Education, Science and Technology to continue teaching and learning during the time of classroom disruption. The authors made a case study where radio and television platforms were adopted for teaching and learning. The results show that the transition from classroom teaching and learning to teaching and learning through radio and television stations platform was not effective. Similarly, the study shows that the government has demonstrated incompetence in running and monitoring the programme mostly in terms of programme preparation and implementation. However, this experience has built a solid foundation for the future cases, when the country, facilitators, students and parents will be more arranged than now.}, language = {en}, number = {8}, urldate = {2020-11-18}, journal = {International Journal of Advanced Engineering Research and Science}, author = {Feruzi, Sadiki M. and Li, Yang}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.22161/ijaers.78.35 2339240:59RLSTL2 2405685:ZTLKNHUW}, pages = {314--323}, } @article{fessehatsion_exploring_2020, title = {Exploring {Teachers}’ {Retention} and {Attrition} in {Middle} and {Secondary} {Schools} in {Eritrea}: {Perspectives} of {Currently} {Serving} {Teachers}.}, volume = {7}, doi = {10.46328/ijres.1532}, number = {1}, journal = {International Journal of Research in Education and Science}, author = {Fessehatsion, Petros Woldu and Peng, Pai}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46328/ijres.1532 2339240:LW47MWEI 2405685:8R8GNGA9}, pages = {227}, } @misc{fhi360_innovation_2020, title = {Innovation for {Education}, the {Mentoring} {Community} of {Practice} ({MCOP})}, url = {https://www.fhi360.org/projects/innovation-education-mentoring-community-practice-mcop}, abstract = {The rapid expansion of basic education in Rwanda has strained the delivery of quality education while increasing the demand for effective teachers. The shift to instruction in English has also resulted in an urgent need to improve the English-language proficiency of teachers. The Government of Rwanda is addressing these needs by providing English and pedagogical support to basic education teachers through a school-based mentoring initiative, called the Innovation for Education, the Mentoring Community of Practice (MCOP) project.}, urldate = {2020-08-17}, author = {FHI360}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FGIBZMQP 2405685:G6SFW4L8}, } @misc{fhi360_mentorship_2020, title = {Mentorship {Community} of {Practice}}, url = {https://www.fhi360.org/projects/mentorship-community-practice}, abstract = {The Rwanda Mentorship Community of Practice (MCOP) initiative, funded by the U.S. Agency for International Development, aims to strengthen the quality of basic education and to support teacher professional development across Rwanda. The overall objective of MCOP is to improve pedagogical and subject knowledge, particularly for early-grade reading, through the effective use of technologies in in-service professional development.}, urldate = {2020-08-17}, author = {FHI360}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4VDFAJSL 2405685:6S2NXAUD}, } @misc{fhi360_rwanda_2020, title = {Rwanda {Education} {Commons} ({REC})}, url = {https://www.fhi360.org/projects/rwanda-education-commons-rec}, abstract = {The Rwanda Education Commons (REC) is expanding access to quality education by using information and communication technology (ICT) to supplement teaching and learning. By improving collaborative use of these tools among education stakeholders, the REC is building a professional learning community.}, urldate = {2020-08-17}, author = {FHI360}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CM36IMAB 2405685:I9DZXPN7}, } @techreport{field_independent_2020, title = {Independent {Reporting} {Mechanism} ({IRM}): {Sierra} {Leone} {Design} {Report} 2019–2021}, url = {https://www.opengovpartnership.org/documents/sierra-leone-design-report-2019-2021/}, institution = {Open Government Partnership}, author = {Field, Tracey-Lynn}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8XF8TYGA 2405685:YMJMKLLJ}, } @misc{flexisaf_flexisaf_2020, title = {{FlexiSAF} {\textbar} {Home}}, url = {https://flexisaf.com/}, language = {en-US}, urldate = {2020-07-07}, author = {FlexiSAF}, year = {2020}, note = {Library Catalog: flexisaf.com EdTechHub.ItemAlsoKnownAs: 2405685:WY6X4G89}, } @misc{foreign_commonwealth_and_development_office_punjab_2020, title = {Punjab {Education} {Support} {Programme} {II}}, url = {https://devtracker.fcdo.gov.uk/projects/GB-1-202697}, urldate = {2021-02-13}, author = {Foreign, Commonwealth {and} Development Office}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFMWSHV4 2405685:FZVY4UK9}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @article{frederick_model_2020, title = {A model of distance special education support services amidst {COVID}-19}, url = {https://doi.org/10.1007/s40617-020-00476-1%0A}, doi = {10.31234/osf.io/q362v}, abstract = {The COVID-19 pandemic has significantly impacted the everyday life of many individuals across the globe. The school closures across the majority of the United States have presented administrators, educators, and behavior analysts with the unprecedented task of deciding how best to teach and support our students, especially those accessing special education services. The current paper describes the steps our program took, in light of school closures, to advocate for and ultimately create and implement a model that allows special education students to access the behavior analytic educational supports they had received on campus (e.g., BCBA and paraprofessional support) in a novel and remote manner. We share details regarding the advocacy and collaboration process as well as the distance special education support model itself in hopes that similar processes and models can be implemented across geographical locations to assist special education students in accessing their educational and behavioral supports in a meaningful way throughout current and future school closures.}, journal = {Behavioural Analysis in Practice}, author = {Frederick, Janice and Raabe, Ginger and Rogers, Valerie and Pizzica, Jessica}, year = {2020}, note = {Publisher: Behavior Analysis in Practice KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/q362v 2405685:I96LI4KA}, keywords = {Applied behavior analysis, California Department of, applied behavior analysis, california department of education, covid-19, nonpublic agency, special education}, pages = {1--9}, } @misc{freedom_house_freedom_2020, title = {Freedom on the net, 2020: {Pakistan}}, url = {https://freedomhouse.org/country/pakistan/freedom-net/2020}, author = {Freedom House}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GWU75H3S 2405685:2A4TR49Z}, } @article{fujita_transforming_2020, title = {Transforming online teaching and learning: {Towards} learning design informed by information science and learning sciences}, volume = {121}, doi = {10.1108/ILS-04-2020-0124}, abstract = {Purpose: The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach: Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings: Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value: This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.}, number = {7}, journal = {Information and Learning Science}, author = {Fujita, Nobuko}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0124 2405685:3L25JPLI}, keywords = {Higher education, Information science, Instructional design, Learning design, Learning sciences, Online learning, Online teaching, e-Learning}, pages = {503--511}, } @misc{g3ict_ict_2020, title = {{ICT} for {All}: {Digital} {Inclusion} {Portal} development}, url = {https://buyict4all.org/}, urldate = {2020-06-08}, journal = {Buys ICT 4 All}, author = {G3ict}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VHIZ736Z}, } @misc{gallup_pakistan_rapid_2020, title = {Rapid {Assessment} of {Teleschool} {Initiative}}, url = {https://gallup.com.pk/wp/wp-content/uploads/2020/08/Report-on-Teleschool-Initiative-Gallup-Pakistan.pdf}, urldate = {2022-04-25}, author = {{Gallup Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N78TQP48 2405685:7HLZX6H6}, } @techreport{ganimian_realizing_2020, title = {Realizing the {Promise}: {How} can education technology improve learning for all?}, url = {https://www.brookings.edu/wp-content/uploads/2020/08/edtech_playbook_full_v2.pdf}, urldate = {2021-03-05}, institution = {Brookings Institute}, author = {Ganimian, Alejandro and Vegas, Emiliana and Hess, Frederick}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7X83Z4CV 2339240:DHMLUGWV 2405685:34UPDHPI 2405685:B2SCXFMG}, } @article{garbe_covid-19_2020, title = {{COVID}-19 and remote learning : {Experiences} of parents with children during the pandemic}, volume = {4}, abstract = {In the spring of 2020, schools across the globe closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic. This physical closure led to a rapid shift to remote learning which placed more responsibility for learning on parents and guardians. As one of the major stakeholders in the education process, experiences of parents with their children during remote learning are worth examining to inform future policy decision making. This study aimed to investigate parents’ experiences and struggles during school closure using an online survey. Thematic coding was conducted to analyze parental responses regarding their greatest educational struggle experienced during the COVID school closure. The results indicate parents agreed with the school closure policy and were generally satisfied with the level of support provided by school districts whilst describing some areas of struggle. Parents described having difficulties with balancing responsibilities, learner motivation, accessibility, and learning outcomes. The results of the study suggest some important implications and recommendations for educators and policymakers.}, number = {3}, journal = {American Journal of Qualitative Research}, author = {Garbe, Amber and Ogurlu, Uzeyir and Logan, Nikki and Cook, Perry}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GYISCX83}, keywords = {covid-19, pandemic, parents, remote learning, ⛔ No DOI found}, pages = {45--65}, } @techreport{gem_global_2020, title = {Global education monitoring report 2020: gender report, {A} new generation: 25 years of efforts for gender equality in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000374514}, urldate = {2021-01-28}, institution = {UNESCO Digital Library}, author = {GEM}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T9FQGUVH 2405685:9IQGIS9H}, } @misc{gess_lessons_2020, title = {Lessons from {Girls}’ {Education} {South} {Sudan} ({GESS})}, url = {https://girlseducationsouthsudan.org/wp-content/uploads/2020/05/How-To-CM-FINAL-1.pdf}, urldate = {2022-02-02}, author = {{GESS}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FEZBZJAV 2405685:HKWLWKCL}, } @book{geven_learning_2020, title = {Learning {Losses} in {Pakistan} {Due} to {COVID}-19 {School} {Closures}}, url = {http://hdl.handle.net/10986/34659}, language = {en}, urldate = {2021-02-08}, publisher = {World Bank, Washington, DC}, author = {Geven, Koen and Hasan, Amer}, month = oct, year = {2020}, doi = {10.1596/34659}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/34659 2339240:I42PDVQZ 2405685:SAS5H5FB}, } @techreport{ghana_education_services_covid-19_2020, title = {{COVID}-19 {Coordinated} {Education} {Response} {Plan} for {Ghana}}, language = {en}, author = {Ghana Education Services}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QG5XKF5H}, } @misc{ghana_ministry_of_education_minister_2020, title = {Minister for {Education}, {US} {Ambassador} launch {Ghana} {Learning} {Radio} {Reading} {Program}}, url = {https://moe.gov.gh/minister-for-education-us-ambassador-launch-ghana-learning-radio-reading-program/}, abstract = {The Minister for Education, Dr. Matthew Opoku Prempeh, together with the   U.S. Ambassador to Ghana Stephanie S. Sullivan has launched the Ghana Learning Radio reading program. The radio program, which was developed in response to the closure of basic schools across the country due to the COVID-19 global pandemic, aims to engage parents, guardians/ caregivers, […]}, language = {en-US}, urldate = {2021-10-11}, journal = {Ghana Ministry of Education}, author = {{Ghana Ministry of Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KLVIMWR4 2405685:4QKCHTC8}, } @misc{girls_education_challenge_quality_2020, title = {Quality {Teaching} {Framework}: {A} focus on marginalised girls}, url = {https://girlseducationchallenge.org/media/01xjmzkd/gec-qtf-december-2020.pdf}, urldate = {2022-01-03}, author = {{Girls' Education Challenge}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QF4GDTET 2405685:HB35YWRV}, } @techreport{glennie_strategies_2020, title = {Strategies for supporting inclusive innovation: insights from {South}-{East} {Asia}}, shorttitle = {Strategies for supporting inclusive innovation}, url = {https://www.nesta.org.uk/report/supporting-inclusive-innovation-se-asia/}, abstract = {This report looks at how policymakers can support inclusive forms of innovation, drawing on insights from strategies and practices in South-East Asia.}, language = {en}, urldate = {2020-03-30}, author = {Glennie, Alex and Stanley, Isaac and Ollard, Juliet and Klingler-Vidra, Robyn}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5B68U762 2405685:H7ELG8HI}, } @techreport{global_coalition_to_prevent_education_from_attack_education_2020, title = {Education {Under} {Attack} 2020}, url = {https://protectingeducation.org/publication/education-under-attack-2020/}, institution = {GCPEA}, author = {Global Coalition to Prevent Education from Attack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ASHLGUJH 2405685:5BAE3KIL}, } @techreport{global_education_monitoring_report_global_2020, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-08-06}, institution = {UNESCO}, author = {Global Education Monitoring Report}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M685R5MY 2405685:49QZEUVL}, } @misc{global_education_monitoring_report_hereducationourfuture_2020, title = {\#{HerEducationOurFuture}: keeping girls in the picture during and after the {COVID}-19 crisis;the latest facts on gender equality in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000372963}, author = {Global Education Monitoring Report}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F5Q5ZSMJ 2405685:6UQH3SFW}, } @techreport{global_education_monitoring_report_team_act_2020, title = {Act now: reduce the impact of {COVID}-19 on the cost of achieving {SDG} 4 - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000374163}, urldate = {2022-09-10}, author = {{Global Education Monitoring Report Team}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8RIQDU72 2405685:JV6DRXNX}, } @techreport{global_education_monitoring_report_team_teaching_2020, title = {Teaching at the right level: from concern with exclusion to challenges of implementation}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373668}, urldate = {2022-08-26}, author = {Global Education Monitoring Report Team and Pratham Resource Centre (India)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WWQQ6KGY 2405685:QVPEH4RJ}, } @techreport{global_online_learning_alliance_accelerated_2020, title = {Accelerated recovery: {Improving} outcomes with blended learning}, url = {https://brains.global/download-the-gola-report/}, urldate = {2020-07-21}, author = {Global Online Learning Alliance}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2AF98WJ2}, } @techreport{global_online_learning_alliance_school_2020, title = {School re-openings and policies for resilient education, post covid-19}, author = {Global Online Learning Alliance}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YXLETYUF}, } @misc{global_partnership_for_education_cover_2020, title = {Cover {Note} for {COVID}-19 {Accelerated} {Funding} {Request}}, url = {https://www.globalpartnership.org/content/cover-note-covid-19-coronavirus-accelerated-funding-request}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6J3QVH7N 2405685:76CTU2H2}, } @techreport{global_partnership_for_education_cover_2020, title = {Cover note for {COVID}-19 accelerated funding request}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-COVID-19-AFF-Request-Tanzania-Mainland.pdf}, urldate = {2021-02-10}, institution = {Global Partnership for Education}, author = {{Global Partnership for Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SC59K4ZJ 2405685:WBAZV7WY}, } @misc{global_partnership_for_education_education_2020, title = {Education in {Madagascar}}, url = {https://www.globalpartnership.org/where-we-work/madagascar}, abstract = {See education data for Madagascar and learn about GPE programs, grants, results and progress.}, language = {en}, urldate = {2020-06-30}, author = {{Global Partnership for Education}}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:R6YB53TI 2405685:ZZXJ6FCV}, } @misc{global_partnership_for_education_education_2020, title = {Education in {Tanzania}}, url = {https://www.globalpartnership.org/where-we-work/tanzania}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJIAJ4F2 2405685:N4Z4I5X6}, } @misc{global_partnership_for_education_education_2020, title = {Education in {Yemen}}, url = {https://www.globalpartnership.org/where-we-work/yemen}, abstract = {See education data for Yemen and learn about GPE programs, grants, results and progress.}, language = {en}, urldate = {2020-06-01}, author = {{Global Partnership for Education}}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2339240:26KW8YWN 2405685:FBLWX9MK 4803016:BZ2NFKYX}, } @techreport{global_partnership_for_education_ghana_2020, title = {Ghana {COVID}-19 {Accelerated} {Funding} {Application} {Form}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-04-COVID-accelerated-funding-Ghana%20Updated%20Proposal%20May%205%202020%20final.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X4EJC59Z 2405685:7DBZ64LJ}, } @misc{global_partnership_for_education_global_2020, title = {Global {Partnership} for {Education} provides \$68 million in grants for education response to {COVID}-19 (coronavirus)}, url = {https://www.globalpartnership.org/news/global-partnership-education-provides68-million-grants-education-response-covid-19}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEZDGE4T 2405685:CYHEM8QR}, } @techreport{global_partnership_for_education_grant_2020, title = {Grant request to finance {Rwanda} {COVID}-19 education response from {COVID}-19 accelerated funding window under the {GPE} fund}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-11- Rwanda-COVID-19-Application_0.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LFVAFBW8 2405685:YT65AH7X}, } @misc{global_partnership_for_education_kenya_2020, title = {{KENYA} {GPE} {COVID} 19 {Learning} {Continuity} in {Basic} {Education} {Project}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/COVID-19%20AFF%20Request%20Kenya%20updated.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AQPAEQP5 2405685:GR8UTH9R}, } @techreport{global_partnership_for_education_programa_2020, title = {Programa de {Educação} em {Emergência} 2020-2021 financiado pela {Parceria} {Global} da {Educação}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-18-COVID-19%20AFF%20Request%20Mozambique.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PNVVS63J 2405685:WKLCL6TG}, } @techreport{global_partnership_for_education_proposal_2020, title = {Proposal for {GPE} {Accelerated} {Funding} for {COVID}-19 {Response} ({Malawi})}, url = {). Proposal for GPE Accelerated Funding for COVID-19 Response (Malawi). https://www.globalpartnership.org/sites/default/files/document/file/2020-05-CO VID-19%20AFF%20Request%20Malawi_0.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FJXR8BZE 2405685:64GPW6ZN}, } @techreport{global_partnership_for_education_zambia_2020, title = {Zambia {COVID}-19 {Accelerated} {Funding} {Application} {Form}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-04-CO VID-accelerated-funding-Zambia-Proposal-April-29-final%20.pdf}, author = {Global Partnership for Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V3C72JI3 2405685:QZAE7YL8}, } @techreport{global_school_leaders_review_2020, title = {A review of {Empirical} {Research} on {School} {Leadership} in the {Global} {South}}, url = {https://static1.squarespace.com/static/58af429103596eb1eb5acace/t/5f20710484df25368418907b/1595961610688/GSL+Evidence+Review+Report.pdf}, urldate = {2020-08-11}, author = {Global School Leaders}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:R5CJNHL6}, keywords = {C:Low- and middle-income countries}, } @article{gomez_covid-19_2020, title = {A {COVID}-19 intervention: {Using} digital escape rooms to provide professional development to alternative certification educators}, volume = {28}, abstract = {Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put in place due to the outbreak of COVID-19. These challenges are daunting and difficult for many in our education system. Fortunately, a numerous amount of our educators are resilient, creative, and determined to overcome these new challenges. Using their prior experiences and wis- dom, these educators can adapt and change to our new edu- cational environment. However, one group of educators have faced these challenges without the benefit of educational ex- periences. Alternative certification teachers, in just their first year of teaching, with no prior educational experience, have been thrust into this new post COVID-19 landscape. Using a digital escape room as a model, the author provided these inexperienced educators with professional development in problem-based learning designed to help these teachers navi- gate this new educational landscape.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Gómez, Miguel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HPKW94V7}, keywords = {Alternative Teacher Certification, Beginning Teachers, Communicable Diseases, Disease Control, Educational Technology, Elementary Secondary Education, Faculty Development, Problem Based Learning, Problem Solving, Puzzles, Technology Uses in Education, ⛔ No DOI found}, pages = {425--432}, } @misc{google_future_2020, title = {Future {Press} {Release}}, url = {https://designsprintkit.withgoogle.com/methodology/phase2-define/future-press-release}, urldate = {2021-07-22}, journal = {Design Sprints with Google}, author = {{Google}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UR6N3MU9 2405685:WY7I3VD2}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, keywords = {auto\_merged}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, } @techreport{gorgen_international_2020, title = {An international review of plans for school reopening}, url = {https://docs.edtechhub.org/lib/MWNVG7LR}, institution = {Education Development Trust}, author = {Gorgen, Kristine and McAleavy, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWNVG7LR}, } @techreport{government_of_balochistan_balochistan_2020, title = {Balochistan {Education} {Sector} {Plan}: 2020-2025}, author = {Government of Balochistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:947UDH9X 2405685:SRM9NI8K}, } @techreport{government_of_bangladesh_covid-19_2020, title = {{COVID}-19 {Response} and {Recovery} {Plan}}, url = {https://mopme.gov.bd/sites/default/files/files/mopme.portal.gov.bd/notices/c56bd6a7_75e3_4435_bad9_efff2f714192/COVID%2019%20Response%20and%20Recovery%20Plan_Govt.pdf}, language = {en}, urldate = {2020-06-10}, author = {Government of Bangladesh}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEYGY974 2405685:6W2B7V7U}, } @techreport{government_of_malawi_social_2020, title = {The {Social} {Cash} {Transfer} {Programme} ({SCTP})}, url = {https://www.unicef.org/malawi/reports/social-cash-transfer-programme-sctp}, urldate = {2023-06-22}, author = {{Government of Malawi} and {UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4N4VCSLX 2405685:FU7VWMA2}, } @techreport{government_of_nigeria_education_2020, title = {Education {Sector} {COVID}-19 {Contingency} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/nigeria-education-sector-covid-19-contingency-plan.pdf}, urldate = {2020-06-09}, author = {Government of Nigeria}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PPD5DFDT 2405685:IW38WHBC}, } @techreport{government_of_pakistan_pakistan_2020, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, institution = {Government of Pakistan (MoFEPT)}, author = {Government of Pakistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7CFRWWI5 2405685:V97Q5URV}, } @techreport{government_of_pakistan_pakistan_2020, title = {Pakistan {Social} \& {Living} {Standards} {Measurement} {Survey} (2018-19)}, institution = {Pakistan Bureau of Statistics}, author = {Government of Pakistan}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:N87HBJZQ}, } @techreport{government_of_pakistan_pakistan_2020, title = {Pakistan {Social} \& {Living} {Standards} {Measurement} {Survey} ({PSLM}) 2018-19 {National} /{Provincial} ({Social} {Report})}, url = {https://www.pbs.gov.pk/sites/default/files//pslm/publications/pslm2018-19/pslm_report_2018-19_national_provincial.pdf}, institution = {Government of Pakistan}, author = {Government of Pakistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P766PQMH 2405685:N25LPVRM}, } @techreport{government_of_pakistan_report_2020, title = {Report on {First} {Biannual} {Monitoring} on the {Implementation} of {National} {Finance} {Commission} {Award}}, url = {https://www.finance.gov.pk/7_nfc.html}, urldate = {2023-06-13}, author = {{Government of Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ANWF9DJP 2405685:VYT93HPK 4656463:2HHZI3V2}, } @techreport{government_of_pakistan_pakistan_bureau_of_statistics_government_of_pakistan_pakistan_2020, address = {Islamabad, Pakistan}, title = {Pakistan {Social} \& {Living} {Standards} {Measurement} {Survey} 2018–19}, language = {en}, author = {{Government of Pakistan. Pakistan Bureau of Statistics, Government of Pakistan} and {Ministry of Planning Development \& Special Initiatives}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BD7K9LQT}, keywords = {auto\_merged}, pages = {40}, } @misc{government_of_rwanda_towards_2020, title = {Towards {Integration} of {EMIS} in {Rwanda}}, url = {https://www.mineduc.gov.rw/fileadmin/user_upload/Mineduc/Publications/REPORTS/TOWARDS_INTEGRATION_OF_EMIS_IN_Rwanda.pdf}, urldate = {2022-04-07}, author = {{Government of Rwanda}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AXY7UV8N 2405685:TPKDXBD7 4656463:5Y7LNDYF}, } @techreport{government_of_somalia_somalia_2020, title = {Somalia {Education} {Sector} {COVID}-19 {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/somalia-education-sector_covid-19_response-plan_final_2020-04-22.pdf}, urldate = {2020-06-09}, author = {Government of Somalia}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TENR663S 2405685:GWQA5D9F}, } @misc{government_of_tanzania_presidents_2020, title = {President's {Office} - {Regional} {Administration} and {Local} {Government} {Fee} {Free} {Basic} {Education} - {Capitation} {Grants} {Disbursed} to {Secondary} {Schools} 2019/2020}, url = {https://www.tamisemi.go.tz/storage/app/media/uploaded-files/secondaryschools-capitation-grants-2019-2020.pdf}, urldate = {2022-06-01}, author = {{Government of Tanzania}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FUHFWG2Q 2405685:A573Z6PA 4656463:28772ES7}, } @techreport{government_of_tanzania_pre-primary_2020, title = {Pre-{Primary}, {Primary}, {Secondary}, {Adult} and {Non}-{Formal} {Education} {Statistics} 2020}, url = {https://www.tamisemi.go.tz/storage/app/media/uploaded-files/BEST%202020%20Regional%20Data_Final.pdf}, author = {Government of Tanzania, PO-RALG}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RBNKN8L7 2405685:96IJHXRC}, } @misc{government_of_the_punjab_taleem_2020, title = {Taleem {Ghar}}, url = {https://taleemghar.punjab.gov.pk/}, urldate = {2020-07-21}, author = {{Government of the Punjab}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LDT5HH25}, keywords = {auto\_merged}, } @misc{government_of_the_punjab_taleem_2020, title = {Taleem {Ghar}}, url = {https://taleemghar.punjab.gov.pk/}, urldate = {2020-06-11}, author = {Government of the Punjab}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UIR53SVS}, } @misc{gpe_bangladesh_2020, title = {Bangladesh {Education} {Sector} {Analysis}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-10-Bangladesh-ESA.pdf}, urldate = {2021-04-26}, author = {GPE}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PU356S5T 2405685:C7TES4HM}, } @misc{gpe_putting_2020, title = {Putting girls’ education first in {Kenya} {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/blog/putting-girls-education-first-kenya}, abstract = {With support from the Global Partnership for Education, the Government of Kenya is making strides in ensuring that all girls – including those living in the poorest and most remote areas of the country - have access to quality education.}, language = {en}, urldate = {2021-09-06}, author = {GPE}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8VTDHUWJ 2405685:FJVZRG7R}, } @techreport{gpe_summative_2020, title = {Summative {Evaluation} of {GPE}’s {Country}-{Level} {Support} to {Education}: {Bangladesh}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-01-21-GPE-Bangladesh-CLE_0.pdf}, language = {en}, number = {Batch 5, Country 15 : Bangladesh}, institution = {Global Partnership for Education}, author = {GPE}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VBSUZLDH 2405685:EHB63PAS}, pages = {194}, } @techreport{graham_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) {Final} {Technical} {Report}}, institution = {Charlie Goldsmiths Associates}, author = {Graham, Hannah and Kawa, Muniru and Lee, Philip and Malyon, Stephanie and Hayward, Harry and Conteh, Sheriff and Chandia, Gloria}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M68LGCE7 2405685:FTT9TD2Y}, } @article{greenhow_social_2020, title = {Social distancing meet social media: {Digital} tools for connecting students, teachers, and citizens in an emergency}, volume = {121}, doi = {10.1108/ILS-04-2020-0134}, abstract = {Purpose: In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency. Design/methodology/approach: This paper summarizes insights from literature reviews of over a decade of research and recent case studies on the benefits of teaching with social media in K-12 education. Findings: The authors highlight three affordances of social media for fostering active learning, community building and civic participation and describe how social media can be used in conjunction with conventional learning management systems. Furthermore, the authors argue that the unprecedented health crisis that is faced today requires the participation of responsible citizens of all ages; K-12 public education is on the front lines of preparing informed and active citizens and the integration of social media as part of remote education plans can help. Practical implications: The paper includes instructional guidelines for K-12 teachers and instructional designers in various settings who seek to integrate social media as part of their strategy for teaching students at a distance and facilitating their civic participation. Originality/value: This paper fulfills an identified need for evidence-based and pragmatic approaches to K-12 online teaching and learning using technologies already widely in use (i.e. social media).}, number = {5}, journal = {Information and Learning Science}, author = {Greenhow, Christine and Chapman, Amy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0134 2405685:6G6Y4E84}, keywords = {Active learning, COVID-19 pandemic, Civic participation, Community building, Distance education, K-12 education, Social media}, pages = {341--352}, } @techreport{gsma_connected_2020, title = {Connected {Women}: {The} {Mobile} {Gender} {Gap} {Report}}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/05/GSMA-The-Mobile-Gender-Gap-Report-2020.pdf}, urldate = {2020-07-07}, author = {GSMA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HSWBYY55 2405685:5LYAKGS7 2405685:IYH24VKQ}, } @misc{gsma_gsma_2020, title = {{GSMA} {Mobile} {Connectivity} {Index}}, url = {https://www.mobileconnectivityindex.com/}, abstract = {The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions}, urldate = {2020-07-31}, journal = {GSMA Mobile Connectivity Index}, author = {GSMA}, year = {2020}, note = {Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2339240:QCSFDGJW 2405685:K2NX5DRH}, } @techreport{gsma_pakistan_2020, title = {Pakistan: progressing towards a fully fledged digital economy}, url = {https://www.gsma.com/asia-pacific/wp-content/uploads/2020/06/24253-Pakistan-report-updates-LR.pdf}, author = {GSMA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3J92Y492 2405685:MARF7FEW}, } @techreport{gsma_reform_2020, title = {Reform {Policy} to {Boost} {Kenya}’s {Mobile} {Connectivity} {Says} {GSMA}}, url = {https://www.gsma.com/newsroom/press-release/reform-policy-to-boost-kenyas-mobile-connectivity-says-gsma/}, abstract = {48 Per Cent of the Population of Kenya Remains Unconnected to Mobile Networks   Nairobi: Kenya is making excellent progress to achieve its target of universal broadband coverage by 2030 and there is an opportunity for the government to accelerate the country’s digital transformation with more supportive policies. This was the key finding of a […]}, language = {en-GB}, urldate = {2020-07-01}, author = {GSMA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2MCWFLYY}, } @article{gudmundsdottir_we_2020, title = {“{We} {Always} {Make} {It} {Work}”: {Teachers}’ agency in the time of crisis}, volume = {28}, abstract = {As of mid-April 2020, 1.5 billion learners were affected by school closures across 191 countries due to the COVID-19 pandemic (UNESCO, 2020). During the weeks of school closures, teachers were expected to become online teach- ers overnight. As teacher educators, we were curious about teachers’ readiness for online practice. In the Teachers’ Read- iness Online (TRIO) survey (Gudmundsdottir \& Hathaway, 2020), distributed internationally, we collected perspectives from 1186 teachers about their experiences related to online teaching in the early weeks of COVID-19 school closures. In this paper, we present preliminary data from Norwegian and US teachers related to previous experiences with online teaching and elaborations on readiness. We examined data for evidence of pedagogical, ethical, attitudinal, and technical (PEAT) dimensions (Dicte, 2019) to determine how teachers’ agency was activated in the times of the COVID-19 pandem- ic. Findings highlight that despite teachers’ inexperience and unpreparedness for online teaching, they were moderately prepared to use various digital tools and willing to make on- line learning work for them and their students.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Gudmundsdottir, Greta Björk and Hathoway, Dawn and Hathaway, Dawn M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:535SZ7GG}, keywords = {Communicable Diseases, Computer Assisted Instruction, Crisis Management, Disease Control, Educational Technology, Elementary School Teachers, Foreign Countries, Online Courses, Professional Autonomy, Public Health, Readiness, Secondary School Teachers, Teacher Attitudes, Teacher Empowerment, Teaching Experience, Teaching Methods, ⛔ No DOI found}, pages = {239--250}, } @techreport{gustafsson_revised_2020, title = {A revised {PIRLS} 2011 to 2016 trend for {South} {Africa} and the importance of analysing the underlying microdata}, url = {https://ideas.repec.org/p/sza/wpaper/wpapers337.html}, abstract = {Given South Africa’s weak performance in international testing programmes, there is a strong interest in gauging improvements within these programmes. The finding that South Africa saw no progress between 2011 and 2016 in the Progress in International Reading Literacy Study (PIRLS) programme, which tests Grade 4 reading competencies, was inconsistent with considerable progress seen in a couple of other testing programmes. Moreover, an earlier PIRLS average score for Grade 4 from 2006 suggested that the 2011 mean score used to determine the flat 2011 to 2016 flat trend was problematic. The current paper uses the underlying microdata for PIRLS 2011 and 2016, which are publicly available, to examine the trend. It is clear that the 2011 mean score used by the international PIRLS analysts to arrive at the flat trend cannot be correct. It should be considerably lower. It should be noted that the 2011 mean for South Africa involved an unusual process. South Africa was the only country for which an original mean on an easier scale, prePIRLS, had to be recalibrated to the main PIRLS scale. This was because South Africa was the only country participating in the easier prePIRLS in 2011 and in some form of PIRLS in 2016. There was clearly something wrong with the 2011 recalibration. In correspondence, the International Association for the Evaluation of Educational Achievement (IEA), the body that conducts PIRLS globally, acknowledged, in part on the basis of a preliminary version of the current paper, that the originally published 2011 to 2016 South Africa trend should now not be considered reliable. They also confirmed that the classical score gains for South Africa reflected in the paper are correct. The method used in the paper is essentially to examine classical score gains between 2011 and 2016 with respect to common items, and then to recalibrate that to the main PIRLS scale. As an additional verification, the paper checks that gains remain after one controls for socio-economic status. The paper concludes that South Africa in fact saw a large gain between 2011 and 2016, equal to around 0.05 standard deviations a year. This is a fast rate of improvement by international standards. Of the 43 countries with 2011 to 2016 trends in PIRLS, South Africa displayed the third-steepest improvement, after Morocco and Oman.}, language = {en}, number = {02/2020}, urldate = {2022-05-31}, institution = {Stellenbosch University, Department of Economics}, author = {Gustafsson, Martin}, year = {2020}, note = {Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:M897T2X3 2405685:CJKTEYJ9 4656463:USBN9LDL}, keywords = {PIRLS, South Africa, international testing systems, reading}, } @inproceedings{ha_increasing_2020, title = {Increasing children's knowledge of pattern detection and skip counting using a tablet-based math activity}, booktitle = {{ICLS} 2020 {Proceedings}}, author = {Ha, Cheyeon and Hou, Xinying and Nguyen, Anh Huy and Uchidiuno, Judith Odili}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8WRM2HKL 2405685:UZA78MBC}, keywords = {⛔ No DOI found}, } @article{hall_education_2020, title = {Education in precarious times: {A} comparative study across six countries to identify design priorities for mobile learning in a pandemic}, url = {https://www.emerald.com/insight/2398-5348.htm%0A}, doi = {10.1108/ILS-04-2020-0089}, abstract = {Purpose: This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach: The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings: A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies. Originality/value: A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.}, journal = {Information and Learning Science}, author = {Hall, Tony and Connolly, Cornelia and Ó Grádaigh, Seán and Burden, Kevin and Kearney, Matthew and Schuck, Sandy and Bottema, Jeroen and Cazemier, Gerton and Hustinx, Wouter and Evens, Marie and Koenraad, Ton and Makridou, Eria and Kosmas, Panagiotis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0089 2405685:XEWUJWT9}, keywords = {COVID-19, Comparative, Education, Learning, Mobile, Remote, Study}, pages = {1--10}, } @techreport{hallgarten_what_2020, title = {What can be learnt from {China}’s recent experiences with {Covid}-19 and school closures that can inform other countries’ education technology-enabled responses?}, url = {https://docs.edtechhub.org/lib/FY4BHGH3}, urldate = {2020-11-25}, institution = {Education Development Trust}, author = {Hallgarten, Joe and Fitzpatrick, Rachael}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FY4BHGH3}, } @techreport{hamarneh_jordan_2020, title = {Jordan {Response} {Plan} for the {Syria} {Crisis} 2020-2022}, language = {en}, institution = {UNHCR}, author = {Hamarneh, Maisa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E5MW5S7K}, keywords = {⛔ No DOI found}, } @article{han_flipped_2020, title = {Flipped {Classroom} in {Teacher} {Education}: {A} {Scoping} {Review}}, volume = {5}, issn = {2504-284X}, shorttitle = {Flipped {Classroom} in {Teacher} {Education}}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2020.601593}, doi = {10.3389/feduc.2020.601593}, abstract = {Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance. The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). Based on our synthesis, we discuss current trends and future development in the research field, FC's pedagogical value added in teacher education, and potential knowledge gaps in the research literature.}, urldate = {2022-10-10}, journal = {Frontiers in Education}, author = {Han, Han and Røkenes, Fredrik Mørk}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.601593 2339240:W8E46PU5 2405685:RI5RBXB3}, } @techreport{hankivsky_beyond_2020, type = {Policy {Brief}}, title = {Beyond sex and gender analysis: an intersectional view of the {COVID}-19 pandemic outbreak and response}, url = {https://www.qmul.ac.uk/media/global-policy-institute/Policy-brief-COVID-19-and-intersectionality.pdf}, urldate = {2021-02-27}, author = {Hankivsky, Olena and Kapilashrami, Anuj}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J9PZ8T42 2405685:GBDYQGPC}, } @techreport{hanushek_economic_2020, title = {The economic impacts of learning losses}, url = {https://www.oecd.org/education/The-economic-impacts-of-coronavirus-covid-19-learning-losses.pdf}, language = {en}, institution = {OECD}, author = {Hanushek, Eric A and Woessmann, Ludger}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DXRUZTPT 2405685:QERCBESG}, } @misc{hares_cgd_2020, title = {{CGD} - {COVID} education policy tracking}, url = {https://docs.google.com/spreadsheets/d/1ndHgP53atJ5J-EtxgWcpSfYG8LdzHpUsnb6mWybErYg/edit?usp=embed_facebook}, abstract = {School closure tracker- Global Country,Code,Region,Income Group,School Closures,As of,Date,Number of confirmed cases at time of closure,Planned Reopening,Planned Length of Closure (Weeks),Closure extended?,Planned re-opening 2,Details of closure,Reopening process started (Y/N/School year ended)...}, language = {en-GB}, urldate = {2020-08-03}, journal = {Google Docs}, author = {Hares, Susannah and Crawfurd, Lee}, year = {2020}, note = {Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:NCH33XSB 2405685:PC49BJ36}, } @misc{harpo_jot--dot_2020, title = {Jot-{A}-{Dot} {Pocket} {Brailler}}, url = {https://int.harpo.com.pl/jot-a-dot/}, abstract = {The new way to Braille is to Jot a Dot – a portable brailling device for everyone! Why Jot-A-Dot? – Pocket-sized mechanical device – means brailling a note, on paper, anywhere!; Direct six key Braille entry – for fast \& accurate Braille; – Read your Braille as you write – simply turn Jot-A-Dot over; – Inbuilt … Read more}, language = {en}, urldate = {2022-06-26}, journal = {HARPO}, author = {Harpo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W2R6VZZM 2405685:HPGTS756}, } @misc{hartenberger-toby_lessons_2020, title = {Lessons {Learned} about {Remote} {Learning} from {Liberia}’s {Ebola} {Crisis}}, url = {https://www.edc.org/blog/lessons-learned-about-remote-learning-liberias-ebola-crisis}, urldate = {2020-05-08}, author = {Hartenberger-Toby, Lisa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PFSHLTH7 2405685:V64VBUXT}, } @article{hartshorne_preservice_2020, title = {Preservice and {Inservice} {Professional} {Development} {During} the {COVID}-19 {Pandemic}}, volume = {28}, abstract = {The global COVID-19 pandemic has changed our lives in countless ways. This has included the move to emergency remote learning for PreK-12 and post-secondary education around the world. While school districts and post-secondary education institutions originally anticipated relatively brief closures, the impact of COVID-19 resulted in extensive periods of emergency remote teaching and learning. Many K-12 school districts and institutions of higher education had to teach online for almost all of the spring semester (2020); they have also added contingency plans for future remote instruction in the summer and for the 2020-2021 academic year. As we move beyond the survival phase of remote teaching and learning, it is critical now to transition to a thriving phase of remote teaching, learning, and teacher education.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Hartshorne, Richard and Baumgartner, Emily and Kaplan-rakowski, Regina and Mouza, Chrystalla and Ferdig, Richard}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CDDAGUYD}, keywords = {⛔ No DOI found}, pages = {137--147}, } @techreport{hasler_principles_2020, title = {Principles for {Digital} {Development} in {Education} - amendments, tenets, questions}, url = {https://docs.opendeved.net/lib/PDXPLXA5}, abstract = {Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development \& Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ...}, language = {en}, urldate = {2020-12-11}, author = {Haßler, Björn}, year = {2020}, doi = {10.5281/zenodo.4516583}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4516583 2129771:PDXPLXA5 2405685:KTBEJXS7 2486141:2QQKXZ5U}, keywords = {\_DOILIVE, \_zenodoODE, dode\_eth-src-dode}, } @techreport{hasler_teacher_2020, type = {Preprint}, title = {Teacher professional development in sub-{Saharan} {Africa}: {Equity} and scale [preprint]}, url = {https://docs.opendeved.net/lib/WMYNLNVK}, abstract = {This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.}, author = {Haßler, Björn and Bennett, Gemma and Damani, Kalifa}, year = {2020}, note = {EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TI6VMAWR 2405685:TRRZUHFS 2486141:HFLTMIZV}, keywords = {C:sub-Saharan Africa, \_yl:t, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @incollection{hasler_appendix_2020, address = {Bonn, Germany}, title = {Appendix 2. {Methodology} for the {Interviews} and {Structured} {Community} {Review}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/75QW3PXV}, abstract = {This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843385}, doi = {10.5281/zenodo.4290640}, note = {ConceptDOI: 10.5281/zenodo.3843384 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843385 10.5281/zenodo.4290640 2129771:75QW3PXV 2405685:L94YJ5L9}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:aa2}, } @incollection{hasler_chapter_2020, address = {Bonn, Germany}, title = {Chapter 02. {Research} {Design}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://docs.opendeved.net/lib/RJW8K8UD}, abstract = {This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.}, language = {German}, booktitle = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa}: {A} {Systematic} {Review} of the {Research} {Landscape}}, publisher = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, doi = {10.5281/zenodo.3843344}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3843344 2129771:RJW8K8UD 2405685:668NNBDZ}, keywords = {Author:Haßler, AuthorFirst:Haßler, Björn-CV-OECS, \_yl:a2}, } @techreport{hasler_technical_2020, address = {Bonn, Germany}, title = {Technical and {Vocational} {Education} and {Training} in {Sub}-{Saharan} {Africa} {A} {Systematic} {Review} of the {Research} {Landscape}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, language = {German}, urldate = {2018-12-08}, institution = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Haseloff, Gesine and Adam, Taskeen and Akoojee, S. and Allier-Gagneur, Zoé and Ayika, S. and Bahloul, K. and Kigwilu, P. Changilwa and Costa, D. Da and Damani, Kalifa and Gordon, Rebecca and Idris, A. and Iseje, Fatuma and Jjuuko, Robert and Kagambèga, Assèta and Khalayleh, Abdullah and Konayuma, Gabriel and Kunwufine, Deodonne and Langat, Kipkirui and Lyimo, N. and Marsden, Melissa and Maseko, Vusi and McBurnie, Chris and Orji, C. and Powell, Lesley and Schaffer, Jens and Simui, J. and Stock, Inka and Tamene, E. and Watson, Joseph and Winkler, Enno}, year = {2020}, note = {EdTechHub.Source: 2129771:ZEDIHF57 doi:10.5281/zenodo.3572897 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3572897 2129771:6T8PJSXH 2129771:ZEDIHF57 2249382:MJH3TPY8 2317526:3VEFAZHH 2317526:D2LPMDJM 2317526:K5A3S7E5 2317526:XAXNF68P 2339240:RBJPBT76 2339240:UPENDI6T 2405685:FR3BLS9E 2405685:VK4LFJNF}, keywords = {Reviewed, \_not\_EdTechHub, \_yl:a, \_zenodoOTHER, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{hasler_oer4schools_2020, title = {The {OER4Schools} professional development programme: {Outcomes} of a sustained trial in sub-{Saharan} {Africa}}, volume = {5}, issn = {2504-284X}, shorttitle = {{OER4Schools} 2010-2014}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full}, doi = {10.3389/feduc.2020.00146}, abstract = {Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.}, language = {English}, number = {146}, journal = {Frontiers in Education}, author = {Haßler, Björn and Hennessy, Sara and Hoffmann, R and Makonga, Abel}, year = {2020}, note = {HHH3A shortDOI: 10/ghgn5x KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.00146 10/ghgn5x 2129771:6KN48Q7A 2339240:A5GQ37WB 2339240:B8J5VSFY 2405685:BG6WTIJK 2405685:BNF58PFR 2405685:KLUBUEJY 2405685:V7S2E5AQ 2405685:VHZVRENG 2534378:M3FT5RN4}, keywords = {Author:Haßler, C: Zambia, Culturally responsive pedagogy (CRP), Design-based implementation research, Interactive Pedagogy, Learner-centred pedagogy, School leadership, Sustainable Development Goal (SDG) 4, Teacher Profesisonal Development, Zambia, \_\_\_working\_potential\_duplicate, \_yl:b, dode\_eth-src-dode, dode\_eth-trf2-dode, school improvement, sub-Saharan Africa}, } @incollection{hassan_local_2020, title = {The local politics of resource distribution}, url = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780198815693.001.0001/oxfordhb-9780198815693-e-35}, booktitle = {The {Oxford} {Handbook} of {Kenyan} {Politics}}, author = {Hassan, Mai}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QB8LSB25 2405685:3IF99AEE}, } @techreport{hawkins_reimagining_2020, title = {Reimagining {Human} {Connections} : {Technology} and {Innovation} in {Education} at the {World} {Bank}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/829491606860379513/reimagining-human-connections-technology-and-innovation-in-education-at-the-world-bank}, language = {en}, institution = {World Bank}, author = {Hawkins, Robert and Trucano, Michael and Cobo, Cristóbal and Twinomugisha, Alex and Ciarrusta, Iñaki Sánchez}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UWVBF4AK 2405685:VDXHYAP8}, keywords = {⛔ No DOI found}, } @misc{hear_her_voice_hear_2020, title = {Hear her voice: {COVID}-19 stories: {Girls}' lives under lockdown}, url = {https://voices.girleffect.org/}, author = {Hear Her Voice}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SALFM9KK 2405685:NDHDTUTC}, } @techreport{hedger_advice_2020, title = {Advice, {Money}, {Results}}, url = {https://wagner.nyu.edu/advice-money-results/about}, urldate = {2022-11-12}, institution = {NYU Wagner}, author = {Hedger, Edward and Manning, Nick and Schick, Allen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6DPSXZPA 2405685:UDS636PJ 4656463:YY6I7ZS6}, } @misc{hedger_beyond_2020, title = {Beyond {Doctrine}: {Refocusing} {PFM} for {Vital} {Public} {Objectives}}, shorttitle = {Beyond {Doctrine}}, url = {https://blog-pfm.imf.org/en/pfmblog/2020/07/beyond-doctrine-refocusing-pfm-for-vital-public-objectives}, language = {ENG}, urldate = {2022-10-04}, journal = {PFM}, author = {Hedger, Edward and Manning, Nick and Schick, Allen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZKIA8PZE 2405685:6HQJLUEC 4656463:K2RLBS5X 4656463:KFXIT8ZC}, } @misc{hedger_problems_2020, type = {{NYU}}, title = {Problems and proposals summary: {Advice}, {Money}, {Results}}, url = {https://wagner.nyu.edu/advice-money-results/problems-proposals-summary}, urldate = {2022-10-04}, author = {Hedger, Edward and Schick, Allen and Manning, Nick}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q9HZ2QJQ 2405685:AJYDHHXC 4656463:BA6GWKQ9}, } @article{heinrich_potential_2020, title = {The potential and prerequisites of effective tablet integration in rural {Kenya}}, volume = {51}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12870}, doi = {10.1111/bjet.12870}, abstract = {This study investigates how pedagogical, cultural and institutional factors interact with technical knowledge in educational technology integration and how they relate to equitable and effective technology use in low-resource settings. In the context of a one-to-one tablet initiative in rural Kenya, we explore how these factors constrain or support access to technology, instructor capacity, student engagement and student learning, as well as their implications for reducing educational and digital divides. We employ a mixed methods, such as a quasi-experimental (prepost, nonequivalent control group) research design that draws on data from classroom observations, teacher interviews, student surveys and focus groups, and assessments of student academic performance to generate evidence on classroom practices and student learning in schools with access to tablets, while also highlighting core challenges to successful technology integration. Our findings contribute to the identification of prerequisites and supporting factors for successful educational technology integration, as well as policy levers and school-based strategies that are likely to increase equitable access to quality learning experiences in schools in low-resource contexts. Practitioner Notes What is already known about this topic A lack of funding, planning and infrastructure hinder information and communication technology (ICT) integration. Procurement of educational technology and infrastructure improvement efforts has reduced digital divides, but learning divides persist in implementation. Insufficient teacher technology expertise and professional development constrain teacher's effective use of educational technology in classrooms. What this paper adds We employ mixed methods—triangulating the student assessment data with data from student surveys and focus groups, teacher interviews and classroom observations—to identify how pedagogical, cultural and institutional factors interact with technical knowledge in ICT integration in ways that support or constrain student learning in low-resource contexts. We find that more attention is needed for cultural factors that interact with pedagogical and technical skills to ensure that the classroom instructors' attention is equitability distributed in ways that discourage in-class “tracking” and differential access to quality learning experiences, such as some teachers' disregard of “slow learners” in the classroom. In low-resource contexts, providing even basic levels of infrastructure (eg, a consistent power source) and access to general technical knowledge requires more creative and concerted efforts from school leadership and instructors, such as the offer of tutorials and reading clubs outside of the class to expand access and improve the use of devices. Implications for practice and/or policy We find that device sharing can have positive effects on peer-to-peer learning, which suggests that policymakers in Kenya should weigh the benefits of achieving one-to-one device access against the potential advantages of alternative investments, such as expanding professional development on the integration and use of currently available devices. Increasing opportunities for peer-to-peer learning and exchange (among teachers and students) and building shared capacities for ICT integration can help reduce technical issues and lost instructional time.}, language = {en}, number = {2}, urldate = {2021-05-22}, journal = {British Journal of Educational Technology}, author = {Heinrich, Carolyn J. and Darling-Aduana, Jennifer and Martin, Caroline}, year = {2020}, note = {\_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12870 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12870 2339240:UC5WF5M2 2405685:BE8XWFCU}, pages = {498--514}, } @misc{higgins_cochrane_2020, type = {Available from www.training.cochrane.org/handbook.}, title = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}}, url = {/handbook/current}, language = {en}, urldate = {2020-12-10}, journal = {Cochrane}, author = {Higgins, JPT and Thomas, J and Chandler, J and Cumpston, M and Li, T and Paige, M. J and Welch, V. A}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ZJMLSGD 2405685:H9AFXBCY}, } @techreport{higher_education_council_hec_2020, title = {{HEC} {Recognised} {National} {Research} {Journals} of {Social} {Sciences}}, url = {https://www.hec.gov.pk/english/services/faculty/journals/Documents/Social%20Sciences/Most%20Updated_List%20of%20Social%20Sciences%20Journals%20updated%20%20July%2007,%202020.pdf}, institution = {Higher Education Council}, author = {Higher Education Council}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HTZGFVYA 2405685:6S5P68YW}, } @article{hill_what_2020, title = {What kind of educator does the world need today? {Reimagining} teacher education in post-pandemic {Canada}}, volume = {00}, doi = {10.1080/02607476.2020.1797439}, abstract = {Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotional wellness, connection, ‘being apart together,’ engagement, and support for vulnerable students and those with exceptionalities, are currently the most important considerations. The pandemic has highlighted the need to dismantle racism and systemic inequities within our educational systems; to prioritise mental health and wellness in schools; to broaden and decolonise mainstream conceptions of teaching and learning as well as access to education; to build caring reciprocal relationships with the natural world; and to recognise teachers as researchers and community leaders. It is these issues that frame our vision of teacher education in the post-pandemic era. Inspired by the scholarship of Michelle Tanaka and Gregory Cajete, we ask ourselves and our students, what kind of educator does the world need today, and what kind of world are we going to leave for the children?.}, number = {00}, journal = {Journal of Education for Teaching}, author = {Hill, Cher and Rosehart, Paula and St. Helene, Janice and Sadhra, Sarine}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1797439 2405685:XBARI5ZY}, keywords = {Pandemic pedagogies, anti-racism and equity, decolonising education, trauma-sensitive teaching, wholistic teaching and learning}, pages = {1--11}, } @misc{hodges_difference_2020, title = {The {Difference} {Between} {Emergency} {Remote} {Teaching} and {Online} {Learning} {\textbar} {EDUCAUSE}}, url = {https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning}, author = {Hodges, Charles and Moore, Stephanie and Lockee, Barb and Trust, Torrey and Bond, Aaron}, year = {2020}, note = {Publication Title: EDUCAUSE Review KerkoCite.ItemAlsoKnownAs: 2405685:7FE2C6Q7 2405685:VD6ZSLC9}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{holmes_coronavirus_2020, title = {Coronavirus has highlighted the {UK}'s digital divide}, url = {https://www.cchpr.landecon.cam.ac.uk/Research/Start-Year/2017/building_better_opportunities_new_horizons/digital_divide/presentation_slides/at_download/file}, institution = {Cambridge Centre for Housing \& Planning Research}, author = {Holmes, H. and Burgess, G.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CTY9BP66 2405685:8X42PQR2}, } @misc{hopper_maslows_2020, title = {Maslow's {Hierarchy} of {Needs} {Explained}}, url = {https://www.thoughtco.com/maslows-hierarchy-of-needs-4582571}, abstract = {Maslow's hierarchy of needs theory puts forward that people are motivated by five basic categories of needs.}, language = {en}, urldate = {2022-11-17}, journal = {ThoughtCo}, author = {Hopper, Elizabeth}, year = {2020}, note = {Section: ThoughtCo KerkoCite.ItemAlsoKnownAs: 2339240:TCAFPM4Z 2405685:2226Y3Z9}, } @article{hu_comparing_2020, title = {Comparing {Computer}-{Assisted} and {Teacher}-{Implemented} {Visual} {Matching} {Instruction} for {Children} with {ASD} and/or {Other} {DD}}, volume = {50}, issn = {1573-3432}, url = {https://doi.org/10.1007/s10803-019-03978-2}, doi = {10.1007/s10803-019-03978-2}, abstract = {This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.}, language = {en}, number = {7}, urldate = {2021-03-04}, journal = {Journal of Autism and Developmental Disorders}, author = {Hu, Xiaoyi and Lee, Gabrielle T. and Tsai, Yu-Ting and Yang, Yang and Cai, Su}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10803-019-03978-2 2339240:8ADGXQEL 2405685:EMBV8RTX}, pages = {2540--2555}, } @article{huang_disrupted_2020, title = {Disrupted classes, undisrupted learning during {COVID}-19 outbreak in {China}: {Application} of open educational practices and resources}, volume = {7}, url = {https://doi.org/10.1186/s40561-020-00125-8%0A(2020)}, doi = {10.1186/s40561-020-00125-8}, abstract = {With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.}, number = {19}, journal = {Smart Learning Environments}, author = {Huang, Ronghuai and Tlili, Ahmed and Chang, Ting Wen and Zhang, Xiangling and Nascimbeni, Fabio and Burgos, Daniel}, year = {2020}, note = {Publisher: Smart Learning Environments KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-020-00125-8 2405685:JW4NMFD6}, keywords = {Coronavirus (COVID-19), Distance education, Online education, Open education, Open educational practices (OEP), Open educational resources (OER)}, pages = {1--15}, } @book{hughes_youth_2020, title = {Youth {Transitions}: {Creating} {Pathways} to {Success}}, isbn = {978-1-912610-04-4}, shorttitle = {Youth {Transitions}}, url = {https://eric.ed.gov/?id=ED607277}, abstract = {Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and -- in some countries -- an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.}, language = {en}, urldate = {2020-12-01}, publisher = {Education Development Trust}, author = {Hughes, Deirdre and Smith, Graeme}, year = {2020}, note = {Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2339240:L5AZMEAV 2405685:KWZK6FAG}, keywords = {21st Century Skills, COVID-19, Career Development, Career Education, Economic Climate, Education Work Relationship, Educational Policy, Employers, Foreign Countries, Job Skills, Labor Market, Pandemics, Public Policy, Social Change, Technology Uses in Education, Vocational Education, Youth Employment}, } @misc{humanitarian_insight_global_2020, title = {Global {Humanitarian} {Overview} 2020}, url = {https://hum-insight.info/}, urldate = {2020-05-29}, author = {{Humanitarian InSight}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D73AFUL9 2405685:ELFTXJUU 4803016:7W4WSYYK}, } @misc{humanity_and_inclusion_guidance_2020, title = {Guidance {Note} 1: {Inclusive} {Digital} {Learning}}, url = {https://inee.org/resources/guidance-note-1-inclusive-digital-learning}, urldate = {2020-06-08}, journal = {INEE}, author = {Humanity {and} Inclusion}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:DZ2RH5VK}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{humanity_and_inclusion_guidance_2020, title = {Guidance note 1, inclusive digital learning}, url = {https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%201%20Inclusive%20Digital%20Learning%20ENGLISH.pdf}, urldate = {2020-08-06}, author = {Humanity {and} Inclusion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GDU3CF3D 2405685:VTPHEH8I}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{hundred_dot_2020, title = {Dot {Mini} - {Access} anything. {Anywhere}.}, url = {https://hundred.org/en/innovations/dot-mini-access-anything-anywhere#2579f4d9}, abstract = {Dot Mini is the first smart media device for the visually impaired. It combines innovative technology, software and design, for experiencing content like never before. Access books, magazines, audio, and even movies. Dot Incorporation strives to be a pioneer in accessible and affordable innovations for the vision impaired and the deafblind to lead independent, fulfilling lives.}, urldate = {2022-06-26}, author = {HundrED}, year = {2020}, note = {Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:KT5V2JBC 2405685:HP7DVFAT}, } @misc{hundred_kiwix_2020, title = {Kiwix}, url = {https://hundred.org/en/innovations/kiwix#2579f4d9}, abstract = {Kiwix brings internet content to people without internet access. Wikipedia, MOOCs, books from the Gutenberg Library or even TED talks: these and a thousand more can be made available offline and accessed on smartphones, computers and hotspots, even where there is no connectivity. Kiwix is free to use and distribute, and has more than 3 million users in 200 countries and territories.}, urldate = {2022-06-25}, author = {HundrED}, year = {2020}, note = {Section: innovation KerkoCite.ItemAlsoKnownAs: 2339240:9M8AI7WC 2405685:U5PW66IU}, } @misc{iadb_education_2020, title = {Education {Policy} {Brief} {Latin} {America} and the {Caribbean} \#2: {Four} {Key} {Elements} to {Make} {Hybrid} {Education} a {Reality} {\textbar} {Publications}}, url = {https://publications.iadb.org/publications/english/document/Education-Policy-Brief-Latin-America-and-the-Caribbean-2-Four-Key-Elements-to-Make-Hybrid-Education-a-Reality.pdf}, urldate = {2021-12-21}, author = {{IADB}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LNU6BJMX 2405685:HZVZWDEK}, } @article{iannizzotto_remote_2020, title = {Remote eye-tracking for cognitive telerehabilitation and interactive school tasks in times of {COVID}-19}, volume = {11}, doi = {10.3390/info11060296}, abstract = {In the attempt to mitigate the effects of COVID-19 lockdown, most countries have recently authorized and promoted the adoption of e-learning and remote teaching technologies, often with the support of teleconferencing platforms. Unfortunately, not all students can benefit from the adoption of such a surrogate of their usual school. We were asked to devise a way to allow a community of children affected by the Rett genetic syndrome, and thus unable to communicate verbally, in writing or by gestures, to actively participate in remote rehabilitation and special education sessions by exploiting eye-gaze tracking. As not all subjects can access commercial eye-tracking devices, we investigated new ways to facilitate the access to eye gaze-based interaction for this specific case. The adopted communication platform is a videoconferencing software, so all we had at our disposal was a live video stream of the child. As a solution to the problem, we developed a software (named SWYG) that only runs at the "operator" side of the communication, at the side of the videoconferencing software, and does not require to install other software in the child's computer. The preliminary results obtained are very promising and the software is ready to be deployed on a larger base. While this paper is being written, several children are finally able to communicate with their caregivers from home, without relying on expensive and cumbersome devices.}, number = {6}, journal = {Information (Switzerland)}, author = {Iannizzotto, Giancarlo and Nucita, Andrea and Fabio, Rosa Angela and Caprì, Tindara and Bello, Lucia Lo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/info11060296 2405685:8EIPHM8H}, keywords = {COVID-19, Remote interactive education, Telerehabilitation, Video conferencing, Video-based eye-gaze tracking}, pages = {1--9}, } @techreport{iasc_global_education_cluster_safe_2020, title = {Safe {Back} to {School}: {A} {Practitioner}’s {Guide}}, url = {https://inee.org/resources/safe-back-school-practitioners-guide}, urldate = {2020-08-18}, institution = {INEE}, author = {IASC Global Education Cluster and Child Protection Global Protection Cluster}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TT35QG9N 2405685:CAWF597M}, } @techreport{idris_impact_2020, address = {Birmingham}, title = {Impact of {COVID}-19 on child labour in {South} {Asia}}, url = {https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15448/819_Impact_of_COVID-19_on_Child_Labour_in_South%20Asia.pdf?sequence=1&isAllowed=y}, institution = {University of Birmingham}, author = {Idris, Iffat}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJ4HLYNA 2405685:BEQQ6H6S}, } @misc{iica_at_2020, title = {At least 77 million rural inhabitants in {Latin} {America} and the {Caribbean} have no access to high-quality internet services}, url = {https://iica.int/en/press/news/least-77-million-rural-inhabitants-latin-america-and-caribbean-have-no-access-high}, abstract = {IICA-BID-MICROSOFT DOCUMENT “RURAL CONNECTIVITY IN LATIN AMERICA AND THE CARIBBEAN – A BRIDGE TOWARDS SUSTAINABLE DEVELOPMENT IN TIMES OF THE PANDEMIC” The study focused on 24 countries throughout all of Latin America and the Caribbean. Average rural connectivity is approximately half of connectivity levels in urban areas. Limitations in available information about the status of rural connectivity and obsolete regulatory frameworks have hindered the implementation of policies to accelerate rural digital inclusion.}, language = {en}, urldate = {2022-06-06}, journal = {IICA.INT}, author = {IICA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R32EM3RN 2405685:CQKCWYN9}, } @article{iivari_digital_2020, title = {Digital transformation of everyday life – how {COVID}-19 pandemic transformed the basic education of the young generation and why information management research should care?}, volume = {55}, shorttitle = {Digital transformation of everyday life – {How} {COVID}-19 pandemic transformed the basic education of the young generation and why information management research should care?}, url = {https://reader.elsevier.com/reader/sd/pii/S0268401220310264?token=3D6F4793B60EF8BBAC8A344ACB15897D9CDB050925DF70505A9D1CF291D866757F330FEA71740278C0F72CCF1228207A&originRegion=eu-west-1&originCreation=20210805183717}, doi = {10.1016/j.ijinfomgt.2020.102183}, language = {en}, urldate = {2021-08-05}, journal = {International Journal of Information Management}, author = {Iivari, Netta and Sharma, Sumita and Ventä-Olkkonen, Leena}, year = {2020}, doi = {10.1016/j.ijinfomgt.2020.102183}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2020.102183 2339240:862JJKVQ 2405685:DA28K3HJ}, pages = {102183}, } @techreport{imagine_worldwide_child-directed_2020, title = {Child-directed {Tablet}-based {Learning}: {Project} {Launch}, {Monitoring}, and {Improvement} {Toolkit}}, author = {Imagine Worldwide}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MJ592UKH}, } @techreport{imagine_worldwide_child-directed_2020, title = {Child-directed {Tablet}-based {Learning}: {Project} {Preparation} {Toolkit}}, author = {Imagine Worldwide}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T7BK22I4}, } @techreport{imagine_worldwide_child-directed_2020, title = {Child-directed {Tablet}-based {Learning}: {Toolkits} for project design, preparation, and implementation}, author = {{Imagine Worldwide}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PNMXVDQ2 2405685:A4NNJNSJ 2405685:GBIY52AG}, } @techreport{imc_worldwide_baseline_2020, title = {Baseline {Evaluation} {Report}}, url = {https://rescue.app.box.com/s/bb6unkcf2avfup16mtzu0b3a0ovt2tsl}, language = {en-US}, urldate = {2023-06-22}, author = {{IMC Worldwide} and {International Rescue Committee (IRC)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VW7X6QVP 2405685:BA9FG9NP}, } @misc{innocenti_promising_2020, title = {Promising {Practices} for {Equitable} {Remote} {Learning}. {Emerging} lessons from {COVID}-19 education responses in 127 countries}, url = {https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html}, abstract = {The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled stud}, language = {en}, urldate = {2022-06-06}, journal = {UNICEF-IRC}, author = {Innocenti, UNICEF Office of Research-}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IAWWZH62 2405685:4X5SBU6U}, } @misc{innovations_for_poverty_action_recovr_2020, title = {{RECOVR} {Ghana}: {Tracking} the {Effects} of the {COVID}-19 {Pandemic}. {Innovations} for {Poverty} {Action}.}, url = {https://www.poverty-action.org/recovr-study/recovr-ghana-tracking-effects-covid-19-pandemic}, urldate = {2020-05-12}, journal = {Poverty Action}, author = {{Innovations for Poverty Action}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YRW2WNJF 2405685:PNGSGGIP}, } @techreport{instat_madagascar_impact_2020, type = {Principaux résultats de l'enquête réalisée auprès des ménages}, title = {Impact du {COVID}-19: {Sur} les conditions de vie des ménages enquête à haute fréquence par téléphone auprès des ménages ({EHTM})}, url = {https://www.instat.mg/wp-content/uploads/INSTAT_COVID_13-07-2020.pdf}, language = {EN}, number = {Vague 01}, urldate = {2020-09-11}, institution = {Ministère de l'Économie et des Finances}, author = {{instat: Madagascar}}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:2BXG8MNT}, pages = {38}, } @techreport{institute_of_ethical_ai_in_education_developing_2020, title = {Developing a {Shared} {Vision} of {Ethical} {AI} in {Education}: {An} invitation to participate}, url = {https://www.buckingham.ac.uk/wp-content/uploads/2020/09/Developing-a-Shared-Vision-of-Ethical-AI-in-Education-An-Invitation-to-Participate.pdf}, institution = {The University of Buckingham}, author = {{Institute of Ethical AI in Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LPQ8V5KC}, } @techreport{institute_of_ethical_ai_in_education_interim_2020, title = {Interim {Report}: {Towards} a {Shared} {Vision} of {Ethical} {AI} in {Education}}, url = {https://www.buckingham.ac.uk/wp-content/uploads/2020/02/The-Institute-for-Ethical-AI-in-Educations-Interim-Report-Towards-a-Shared-Vision-of-Ethical-AI-in-Education.pdf}, institution = {University of Buckingham}, author = {{Institute of Ethical AI in Education}}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:LGKE7AG2}, } @misc{instituto_ayrton_senna_acelera_2020, title = {Acelera {Brasil}}, url = {https://www.institutoayrtonsenna.org.br/pt-br/como-atuamos/acelera.html}, abstract = {Solução educacional desenvolvida para garantir que alunos com atraso escolar tenham a chance de recuperar o aprendizado e desenvolver suas competências.}, language = {pt-BR}, urldate = {2020-08-30}, journal = {Instituto Ayrton Senna}, author = {Instituto Ayrton Senna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:67R8B78H 2405685:NXFDVUHQ}, } @misc{inter-agency_network_for_education_in_emergencies_distance_2020, title = {Distance {Learning} during {COVID}-19}, url = {https://www.youtube.com/watch?v=MAkh-haxiYk&feature=youtu.be}, abstract = {The third webinar of the INEE COVID-19 webinar series focused on providing distance learning in low-resource and low tech environments. The webinar highlighted the challenges currently facing EiE practitioners in the face of the school closures and restricted movement associated with COVID-19. EiE actors shared guidance and recommendations for continuing learning along with practical examples. More information about this webinar and INEE's COVID-19 response can be found on the INEE website: https://inee.org/collections/coronavi...}, urldate = {2020-04-11}, author = {{Inter-Agency Network for Education in Emergencies}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H4HXTLS5 2405685:M9VJIUJC}, } @misc{inter-agency_network_for_education_in_emergencies_inee_coronavirus_2020, title = {Coronavirus ({COVID}-19) {Resources} {\textbar} {INEE}}, url = {https://inee.org/covid-19/resources}, urldate = {2020-05-29}, author = {{Inter-agency Network for Education in Emergencies (INEE).}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NH7Z3RSH 2405685:HHMLYB2R 4803016:PT2WIUFL}, } @misc{internet_world_stats_internet_2020, title = {Internet {World} {Stats} - {Usage} and {Population} {Statistics}}, url = {https://www.internetworldstats.com/}, urldate = {2020-09-14}, author = {Internet World Stats}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KBW2E6FN}, } @article{ipa_innovations_2020, title = {Innovations for {Poverty} {Action}}, url = {https://www.poverty-action.org/sites/default/files/presentation/IPA-Ghana-RECOVR-Survey-Webinar-July-2-2020-Presentation.pdf}, language = {en}, author = {{IPA}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XBCLFVL6 2405685:5Z5LJ7DD}, pages = {32}, } @article{iqbal_role_2020, title = {Role of technology in science classrooms: an exploratory study of {Pakistan}}, volume = {12}, issn = {1753-5255}, shorttitle = {Role of technology in science classrooms}, doi = {10.1504/IJTEL.2020.106281}, abstract = {Knowledge of science has its own demanding place in the current competitive world. Students have shown lack of interest and sufficient knowledge about the science subjects including Physics, Chemistry, and Biology. Multimedia audio-visual aids play important role in enhancing the classroom learning. Even though, these multimedia audio-visual aids are not being fully utilised in Pakistani education system. This study was conducted to illustrate the importance of using multimedia audio-visual aids in the classrooms especially during teaching physics, chemistry and biology at secondary schools of Pakistan. The researchers employed purposive sampling technique for this study and the sample size was 240 students. Primary data was collected by using observation method and conducting interviews. Collected data were analysed by using both quantitative and qualitative data analyse methods and presented in a descriptive way. Findings revealed that using multimedia audio-visual aids in the classrooms is an effective strategy that makes students active, maintains a high level of interest in the lesson and encourages students to participate in the classrooms and thus leads towards better learning.}, language = {English}, number = {2}, journal = {International Journal of Technology Enhanced Learning}, author = {Iqbal, Zeeshan and Sami, Aisha}, year = {2020}, note = {Place: Geneva Publisher: Inderscience Enterprises Ltd WOS:000525177900001 KerkoCite.ItemAlsoKnownAs: 10.1504/IJTEL.2020.106281 2339240:XRQJE3NP 2405685:8LC4DI2T}, keywords = {Pakistan, audio-visual aids, education, secondary schools, technology}, pages = {115--126}, } @article{isaacs_baseline_2020, title = {Baseline {Situational} {Analysis} on {Open} {Distance} {Learning} ({ODL}) in {Southern} {African} {Development} {Community} ({SADC}) {Member} {States}}, language = {en}, author = {Isaacs, Shafika and Mohee, Romeela}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VAR65TK9 2405685:7G4LE65V}, keywords = {⛔ No DOI found}, pages = {102}, } @techreport{islam_after_2020, title = {After {School} {Tutoring}: {Evidence} from a {Randomized} {Control} {Trial}}, url = {https://issuu.com/monashbusinessschool/docs/ummul_ruthbah_-_after_school_tutoring__bangladesh_}, institution = {Monash Business School}, author = {Islam, Asad and Ruthbah, Ummul}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6UF6IMYI 2339240:9E58WXYL 2405685:CDI2BBT7 2405685:WJ9E799P 2405685:ZWZGL8M9 2534379:Q8FJ88QY}, } @misc{itte_covid-19_2020, title = {{COVID}-19 a global crisis for teaching and learning {\textbar} {Teachers} {Task} {Force} for {Education} 2030}, url = {https://teachertaskforce.org/knowledge-hub/covid-19-global-crisis-teaching-and-learning}, author = {{ITTE}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UVZXSWQB}, } @techreport{itu_guidelines_2020, title = {Guidelines for industry on {Child} {Online} {Protection}}, url = {https://www.itu-cop-guidelines.com/industry}, author = {{ITU}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AAZGWDQM 2405685:XMM48N2Q}, } @techreport{itu_guidelines_2020, title = {Guidelines for parents and educators on {Child} {Online} {Protection}}, url = {https://www.itu-cop-guidelines.com/parentsandeducators}, author = {{ITU}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TJFAUIPT 2405685:TMFNVJVN}, } @article{itu_how_2020, title = {How broadband, digitization and {ICT} regulation impact the global economy {Global} econometric modelling}, language = {en}, author = {ITU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9DDP5SW6 2405685:46DEBCB8}, keywords = {⛔ No DOI found}, pages = {60}, } @misc{iwf_face_2020, title = {Face the facts: {Internet} {Watch} {Foundation} {Annual} {Report} 2020}, url = {https://www.iwf.org.uk/about-us/who-we-are/annual-report-2020/}, abstract = {The latest data and statistics on what the Internet Watch Foundation (IWF) are doing globally to tackle child sexual abuse images and videos online.}, language = {en-gb}, urldate = {2022-04-25}, author = {{IWF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B9PGUWKJ 2405685:5HFR942H}, } @techreport{jacobs_foundation_2020_2020, title = {2020 {EdTech} {Ecosystem}: {Ghana} and {Cote} {D}'ivoire}, shorttitle = {2020 {EdTech} {Ecosystem}}, url = {https://jacobsfoundation.org/app/uploads/2021/04/EdTech-Ecosystem-2020-Ghana-and-Cote-dIvoire.pdf}, language = {English}, institution = {Jacobs Foundation and Chrysalis}, author = {{Jacobs Foundation}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:83UDVRBX 2405685:LVJMBCWE}, pages = {118}, } @inproceedings{jacques_pk-12_2020, title = {{PK}-12 educators’ requests for teaching during a pandemic}, abstract = {In the spring of 2020, districts across America needed to quickly transition to distance learning in response to the COVID-19 pandemic. Many educators turned to social media for help addressing this change. This study examined posts from a public Facebook group whose purpose was to support teachers during this pandemic to learn what help educators were seeking for emergency distance learning. Findings indicated that most sought resources or activities to support student learning, followed by how to conduct distance education, followed by requests for technical support.}, booktitle = {{EdMedia} + {Innovate} {Learning} 2020}, author = {Jacques, Lorraine A and Shrubb, Richard G}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:86LDD3IX}, keywords = {⛔ No DOI found}, pages = {56--60}, } @article{jalli_lack_2020, title = {Lack of internet access in {Southeast} {Asia} poses challenges for students to study online amid {COVID}-19 pandemic}, url = {http://theconversation.com/lack-of-internet-access-in-southeast-asia-poses-challenges-for-students-to-study-online-amid-covid-19-pandemic-133787}, abstract = {In Southeast Asia like in many other developing regions, a large segment of the population don't have access to the Internet and electronic devices.}, language = {en}, urldate = {2020-03-30}, journal = {The Conversation}, author = {Jalli, Nuurrianti}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XFH8JWUR 2405685:QX3R6SC8}, } @article{jansen_data_2020, title = {Data or bread? {A} policy analysis of student experiences of learning under lockdown}, volume = {26}, number = {1}, journal = {Southern African Review of Education}, author = {Jansen, J.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VTN5WEHF 2405685:EIV33BLC}, keywords = {⛔ No DOI found}, pages = {167--181}, } @misc{jelimo_impact_2020, title = {Impact of {Covid}-19 on the right to education {In} {Kenya}}, url = {https://www.right-to-education.org/blog/impact-covid-19-right-education-kenya}, abstract = {On March 15, 2020, the Kenyan government abruptly closed all schools and colleges nationwide in response to COVID-19, disrupting nearly17 million learners countrywide. The closure of institutions not only affected learners and teachers but it also brought forth numerous economic and social issues, including interrupted and loss of learning, education exclusion, homelessness, nutrition and economic crisis, childcare challenges and increase in teenage pregnancy cases, financial cost implication to households, and sexual exploitation among others.}, language = {en}, urldate = {2021-07-08}, journal = {Right to Education Initiative}, author = {Jelimo, Catherine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ECQGDC2K 2405685:Y863GBYM}, } @article{jordan_covid-19_2020, title = {Covid-19 school closures in low- and middle-income countries: {Emergent} perspectives on the role of educational technology}, volume = {7}, url = {https://jl4d.org/index.php/ejl4d/article/view/433}, number = {3}, journal = {Journal of Learning for Development}, author = {Jordan, Katy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2BDLYTUP 2339240:DFHS5PI3 2339240:JTUAX3R7 2339240:V7VSHKVT 2405685:AVYK5T2I 2405685:BVFLF8QP 2405685:J7AK3RMI 2405685:JV429XI7}, keywords = {COVID-19, \_\_\_working\_potential\_duplicate, digital divide, education in emergencies. education systems, educational technology, ⛔ No DOI found}, pages = {399--415}, } @article{joyce_bridging_2020, title = {Bridging the {Gap} {Between} {Research} and {Practice}: {Predicting} {What} {Will} {Work} {Locally}}, volume = {57}, issn = {0002-8312, 1935-1011}, shorttitle = {Bridging the {Gap} {Between} {Research} and {Practice}}, url = {https://doi.org/10.3102/0002831219866687}, doi = {10.3102/0002831219866687}, abstract = {This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (?It worked?) but provide little basis for local effectiveness predictions (?It will work here?), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalization (?It works?) is unrealistic and urge focusing research efforts directly on how to build local effectiveness predictions. We outline various kinds of information that can improve predictions and encourage using methods better equipped for acquiring that information. We compare our proposal with others advocating a better mix of methods, like implementation science, improvement science, and practice-based evidence.}, language = {en}, number = {3}, urldate = {2020-01-07}, journal = {American Educational Research Journal}, author = {Joyce, Kathryn E. and Cartwright, Nancy}, month = jun, year = {2020}, note = {shortDOI: 10/gghbrt KerkoCite.ItemAlsoKnownAs: 10.3102/0002831219866687 10/gghbrt 2339240:648ANDQ6 2339240:FS7FMAJQ 2339240:MNUSLKYW 2405685:GWCE2WB6 2405685:Q3QL9WD9 2405685:ZS4AFWAV}, pages = {1045--1082}, } @article{kadirire_zim_2020, chapter = {News}, title = {Zim tops {Cambridge} {International} exam entries}, url = {https://dailynews.co.zw/zim-tops-cambridge-international-exam-entries/}, abstract = {ZIMBABWE is delivering the highest number of Cambridge International examinations entries in sub-Saharan Africa and the 10th most entries each year globally, reflecting the growth of Cambridge International qualifications in the country.}, language = {en-GB}, urldate = {2020-06-27}, journal = {Daily News (Zimbabwe)}, author = {Kadirire, Helen}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FAKP8C8J}, } @techreport{kaffenberger_womens_2020, address = {Oxford}, title = {Women's {Education} {May} {Be} {Even} {Better} {Than} {We} {Thought}: {Estimating} the {Gains} from {Education} {When} {Schooling} {Ain}'t {Learning}}, url = {https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-049_Kaffenberger_Pritchett.pdf}, institution = {University of Oxford}, author = {Kaffenberger, Michelle and Pritchett, Lant}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BRHFIQNK 2405685:6L4NU2QP}, } @misc{kale_our_2020, title = {Our {Journey} of {Remoulding} {Data} {Collection} - {From} {Paper} to {KoboToolbox} to {Avni}}, url = {https://avniproject.org/blog/shelter-journey-remoulding-data-collection-paper-kobotoolbox-avni/}, abstract = {Smita Kale, Monitoring and Evaluation Manager at Shelter Associates, shares about their journey of moving from Paper based data collection to digital systems, first using KoboToolbox and then to Avni.}, language = {en}, urldate = {2022-07-08}, author = {Kale, Smita}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K8MU3H94 2486141:LNJNWFR6}, } @techreport{kallon_kelly_country-level_2020, title = {Country-level research review: {Sierra} {Leone}}, author = {Kallon Kelly, Christiana and Koomar, Saalim and Kreimeia, Adam and McBurnie, Chris and Mitchell, Joel and Myers, Christina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:746WTJF3 2405685:HNVAP5QB}, keywords = {dode\_eth-src-eth}, } @article{kalloo_responding_2020, title = {Responding to the {COVID}-19 pandemic in {Trinidad} and {Tobago}: {Challenges} and opportunities for teacher education}, volume = {00}, url = {https://doi.org/10.1080/02607476.2020.1800407}, doi = {10.1080/02607476.2020.1800407}, abstract = {Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.}, number = {00}, journal = {Journal of Education for Teaching}, author = {Kalloo, Rowena Constance and Mitchell, Beular and Kamalodeen, Vimala Judy}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2405685:3XSGDCJY}, keywords = {COVID-19, Teacher education, inequities, online education}, pages = {1--11}, } @article{kara_revisiting_2020, title = {Revisiting online learner engagement: exploring the role of learner characteristics in an emergency period}, volume = {54}, issn = {1539-1523}, shorttitle = {Revisiting online learner engagement}, url = {https://doi.org/10.1080/15391523.2021.1891997}, doi = {10.1080/15391523.2021.1891997}, abstract = {This study aims to investigate the influence of learners’ characteristics on their engagement during online education due to the COVID-19 pandemic. The investigated learner characteristics included digital literacy, self-directed learning, motivation for learning, and perceived stress. The data were collected from the undergraduate learners and the proposed moderated mediation model was tested. The findings showed that all learner characteristics are significant predictors of online learner engagement. Besides, self-directed learning and motivation significantly mediate the relationship between digital literacy and engagement while perceived stress significantly moderates the relationship of digital literacy with self-directed learning, but not with motivation for learning.}, number = {sup1}, urldate = {2022-09-21}, journal = {Journal of Research on Technology in Education}, author = {Kara, Mehmet}, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/15391523.2021.1891997 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1891997 2339240:UXFFHB4H 2405685:RHGR3FCW}, keywords = {COVID-19, Online learning, digital literacy, engagement, motivation, self-directed learning, stress}, pages = {S236--S252}, } @misc{karamperidou_time_2020, title = {Time to {Teach}: {Teacher} attendance and time on task in {Eastern} and {Southern} {Africa}}, url = {https://www.unicef-irc.org/time-to-teach}, urldate = {2022-01-25}, author = {Karamperidou, Despina and Brossard, Mathieu and Peirolo, Silvia and Richardson, Dominic}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2X5YIVVB 2405685:IASB3RWX 4556019:46I4AY4L}, } @misc{kardefelt-winther_encryption_2020, title = {Encryption, {Privacy} and {Children}’s {Right} to {Protection} from {Harm}}, url = {https://www.unicef-irc.org/publications/pdf/Encryption_privacy_and_children%E2%80%99s_right_to_protection_from_harm.pdf}, urldate = {2022-06-15}, publisher = {UNICEF Office of Research - Innocenti}, author = {Kardefelt-Winther, Daniel and Day, Emma and Berman and Witting, Sabine K. and Bose, Anjan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GKML7FZI 2405685:AHDNP3MN}, } @techreport{katende_no_2020, address = {London}, title = {No time to lose: {An} urgent call for access to quality education for {Rohingya} {Children} in {Cox}'s {Bazar}}, url = {https://www.rescue.org/sites/default/files/document/5151/ircaccesstoeducationrohingyav4.pdf}, institution = {International Rescue Committee}, author = {Katende, Stephen and Gerhardt, Laurence and Skinner, Marcus}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M6NCUIHG 2405685:TER3PKT7}, } @techreport{kawa_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) {Pilot} {Phase}: {Inception} {Report}}, institution = {Charlie Goldsmiths Associates}, author = {Kawa, Muniru and Graham, Hannah and Lee, Philip and Murray, Tobias and Malyon, Stephanie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EPHMUJLL 2405685:F8XG7GDF}, } @incollection{kaye_educational_2020, edition = {1}, title = {Educational {Technology} to {Improve} {Capacity} – {Integrating} {Adaptive} {Education} {Programmes} in {Public} {School} in {Kenya}}, isbn = {978-0-429-34485-5}, url = {https://www.taylorfrancis.com/books/9781000330823/chapters/10.4324/9780429344855-9}, language = {en}, urldate = {2021-04-08}, booktitle = {Trust, {Accountability} and {Capacity} in {Education} {System} {Reform}}, publisher = {Routledge}, author = {Kaye, Tom}, editor = {Ehren, Melanie and Baxter, Jacqueline}, collaborator = {Ehren, Melanie and Baxter, Jacqueline}, year = {2020}, doi = {10.4324/9780429344855-9}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9780429344855-9 2339240:RNZEPJMP 2405685:E3KY9MK5 2405685:TUJB4RK6}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {182--200}, } @article{kelley_appeal_2020, title = {An appeal for practical social justice in the {COVID}-19 global response in low-income and middle-income countries}, volume = {8}, url = {http://dx.doi.org/10.1016/S2214-109X(20)30249-7}, doi = {10.1016/S2214-109X(20)30249-7}, number = {7}, journal = {The Lancet Global Health}, author = {Kelley, Maureen and Ferrand, Rashida A and Muraya, Kui and Chigudu, Simukai and Molyneux, Sassy and Pai, Madhukar and Barasa, Edwine}, year = {2020}, note = {Publisher: The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0 license KerkoCite.ItemAlsoKnownAs: 10.1016/S2214-109X(20)30249-7 2405685:NRW34U6Q}, pages = {888--889}, } @techreport{kemp_digital_2020, title = {Digital 2020: {Global} {Digital} {Overview}}, url = {https://datareportal.com/reports/digital-2020-kenya}, institution = {Datareportal}, author = {Kemp, Simon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BXE5MMI9}, } @misc{kenya_institute_of_curriculum_development_edu_2020, title = {Edu {TV} {Channel} 2020}, url = {https://kicd.ac.ke/our-services/educational-media/kicd-edu-channel-line-up/}, urldate = {2020-07-01}, author = {Kenya Institute of Curriculum Development}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YHVC78I8}, } @misc{kenya_institute_of_curriculum_development_radio_2020, title = {Radio {Timetable} 2020}, url = {https://kicd.ac.ke/our-services/educational-media/kicd-radio-timetable-2018/}, urldate = {2020-07-01}, author = {Kenya Institute of Curriculum Development}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JZ33S642}, } @misc{kenya_national_bureau_of_statistics_survey_2020, title = {Survey {Report} on {Socio} {Economic} {Impact} of {COVID}-19 on {Households}}, url = {https://www.knbs.or.ke/?wpdmpro=survey-report-on-socio-economic-impact-of-covid-19-on-households}, language = {en-US}, urldate = {2020-07-01}, author = {Kenya National Bureau of Statistics}, year = {2020}, note = {Library Catalog: www.knbs.or.ke KerkoCite.ItemAlsoKnownAs: 2405685:AKVS9VZQ}, } @misc{kenya_revenue_authority_draft_2020, title = {Draft {Value} {Added} {Tax} ({Digital} {Marketplace} {Supply}) {Regulations}, 2020}, url = {https://www.kra.go.ke/en/media-center/public-notices/842-draft-value-added-tax-digital-marketplace-supply-regulations,-2020}, urldate = {2020-07-01}, author = {Kenya Revenue Authority}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YBK5DGSK}, } @misc{kenya_vision_2030_basic_2020, title = {Basic {Education} {Infrastructure}}, url = {http://vision2030.go.ke/project/develop-and-rehabilitate-school-infrastructure/}, urldate = {2020-07-01}, author = {Kenya Vision 2030}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:L3RGF298}, } @misc{khan_academy_khan_2020, title = {Khan {Academy}: {Free} {Online} {Courses}, {Lessons} \& {Practice}}, url = {https://www.khanacademy.org/}, abstract = {You can learn anything. Expert-created content and resources for every course and level. Always free.}, language = {en}, urldate = {2020-03-30}, journal = {Khan Academy}, author = {Khan Academy}, year = {2020}, note = {Library Catalog: www.khanacademy.org KerkoCite.ItemAlsoKnownAs: 2339240:KSMVBM3C 2405685:APNQYVP9 APNQYVP9}, } @misc{kicd_kicd_2020, title = {{KICD} on {Twitter}: "{Let}'s engage. {For} rich discussions on education matters. https://t.co/{qb1ooAc7ZF}" / {Twitter}}, shorttitle = {{KICD} on {Twitter}}, url = {https://twitter.com/kicdkenya/status/1239908378001969153}, language = {en-GB}, urldate = {2020-03-30}, author = {KICD}, year = {2020}, note = {Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2339240:XYZKJPMD 2405685:LXJ9TXTW LXJ9TXTW}, } @misc{kokutse_universities_2020, title = {Universities to reopen in mid-{June} to final-year students}, url = {https://www.universityworldnews.com/post.php?story=2020060112235883}, urldate = {2020-06-23}, author = {Kokutse, F.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7SFM7CXW}, } @misc{kolibri_kolibri_2020, title = {Kolibri : {A} {Free}, {Open} {Source} {Education} for {All} {\textbar} {Learning} {Equality}}, url = {https://learningequality.org/kolibri/}, urldate = {2020-06-02}, author = {{Kolibri}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LVPZ49SD 2405685:GD6I3IXB 4803016:4AEYLZW3}, } @misc{kytabu_company_ltd_kytabu_2020, title = {Kytabu – {African} {Schools} {Online}}, url = {https://kytabu.africa/}, urldate = {2020-07-01}, author = {Kytabu Company Ltd}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PKHN3M8P}, } @techreport{laboratoria_laboratoria_2020, title = {Laboratoria: {Reporte} de {Impacto} 2020.pdf}, url = {https://f.hubspotusercontent20.net/hubfs/2994420/Laboratoria_Reporte%20de%20Impacto_2020.pdf?hsCtaTracking=c8ac5b5d-c512-4d2d-b2ed-9584e8eb40e9%7Ccc881523-57ea-49a2-ad62-f014a5dc22a5}, urldate = {2022-01-19}, author = {{Laboratoria}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KFQW887T 2405685:K24JWGNP}, } @techreport{lamba_education_2020, title = {Education continuity during the {Coronavirus} crisis: {Sierra} {Leone} and {Liberia} {Rising} {Academy} {Network} on air}, url = {https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf}, urldate = {2021-10-11}, institution = {Rising Academy Network}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YUCXSRDK 2405685:U7GMEU2U}, } @techreport{lamba_sierra_2020, title = {Sierra {Leone} and {Liberia}: {Rising} {Academy} {Network} on air}, url = {https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf}, urldate = {2020-06-09}, institution = {World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BRFU9F86 2405685:93KUAPNF 2405685:9APBFG2P 2405685:CXIWGJLQ 2405685:STZ89LHX 2534378:UQINHJH2}, } @misc{lamba_sierra_2020, title = {Sierra {Leone} and {Liberia}: {Rising} {Academy} {Network} on air}, language = {en}, author = {Lamba, Keya and Reimers, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XVKVLR6R 2405685:QV99MR4Q}, } @techreport{langthaler_digitalization_2020, type = {Research {Report}}, title = {Digitalization, education and skills development in the global {South}: {An} assessment of the debate with a focus on {Sub}-{Saharan} {Africa}}, copyright = {http://www.econstor.eu/dspace/Nutzungsbedingungen}, shorttitle = {Digitalization, education and skills development in the global {South}}, url = {https://www.econstor.eu/handle/10419/228970}, abstract = {The COVID-19 pandemic has intensified discussions about the digital revolution. Digitalization of ever-more sectors of society appears to be the only possible answer to the requirements of physical distancing. The education sector stands out as one example. Yet, the pandemic has also brought to light the pitfalls of accelerated digitalization in terms of rising inequality and exclusion. In development policy, digitalization has been commonly referred to as a major opportunity for economic development. Much lower used to be the attention paid to risks such as the digital divide. Human capabilities rank as one of the key preconditions to reap the benefits of digitalization. Digitalization of education and training systems appears to be the order of the day. Yet, there is lack of consistent strategies to do so without deepening existing patterns of inequality and exclusion, in particular in the Global South. This Briefing Paper will initially analyse the lessons of experience from the COVID-19 pandemic and its impact on the education and TVET (Technical and vocational education and training) sector. It will then reflect on the framing of the debates on digitalization in education. The academic discussion will be summarised from two perspectives, first with regard to the skills required for a digitalized economy and second analysing the impact of digitalization on education systems, mainly in Sub-Saharan Africa. The Paper will subsequently comment on current trends in digitalization policies for the education sector as well as in development cooperation. Conclusions will outline a few recommendations at the policy level.}, language = {eng}, number = {28}, urldate = {2021-05-22}, institution = {ÖFSE Briefing Paper}, author = {Langthaler, Margarita and Bazafkan, Homa}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5P9GGHH9 2405685:9XUC9BUA}, } @techreport{lauren_unhcr_regional_2020, title = {Regional {Bureau} for {West} \& {Central} {Africa} {Education} {Newsletter}}, url = {https://data2.unhcr.org/en/documents/download/76898}, language = {en}, author = {{Lauren UNHCR}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R5QDHII8 2405685:JW4X8CRL}, keywords = {⛔ No DOI found}, pages = {6}, } @techreport{le_nestour_phone_2020, address = {Washington D.C.}, title = {Phone survey on the {Covid} crisis in {Senegal}}, url = {https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0}, institution = {Centre for Global Development}, author = {Le Nestour, Alexis and Mbaye, Samba and Moscoviz, Laura}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JI4BZP8Q 2405685:S2URQ3PU}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{learning_equality_kolibri_2020, title = {Kolibri}, url = {https://learningequality.org/kolibri/}, language = {en}, urldate = {2020-07-02}, author = {Learning equality}, year = {2020}, note = {Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:F4AYTSCU}, } @misc{learning_equality_kolibri_2020, title = {Kolibri : {A} {Free}, {Open} {Source} {Education} for {All}}, shorttitle = {Kolibri}, url = {https://learningequality.org/kolibri/}, language = {en}, urldate = {2020-06-01}, journal = {Learning equality}, author = {Learning equality}, year = {2020}, note = {Library Catalog: learningequality.org KerkoCite.ItemAlsoKnownAs: 2405685:KDX549QC}, } @misc{learning_equality_kolibri_2020, title = {Kolibri {Content} {Library} {Catalog}}, url = {https://catalog.learningequality.org/#/public?keywords=teacher&page=1&query_id=7auctc}, urldate = {2020-07-02}, author = {Learning equality}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y6QNKVLE}, } @article{lee_enhancing_2020, title = {Enhancing early numeracy skills with a tablet-based math game intervention: a study in {Tanzania}}, volume = {68}, issn = {1556-6501}, shorttitle = {Enhancing early numeracy skills with a tablet-based math game intervention}, url = {https://doi.org/10.1007/s11423-020-09808-y}, doi = {10.1007/s11423-020-09808-y}, abstract = {The study presents results of a tablet-based math game intervention to enhance early numeracy skills of children in Tanzania. Standard level 1 children (n = 122), attending a rural primary school, were randomly allocated to either intervention or control group. The intervention group participated in a daily intervention session for 46 days. Children’s performances in number identification, quantity discrimination, addition, subtraction, and missing number tasks were measured before and after the intervention with randomly selected children from both groups (treatment = 30, control = 31). Score gains in the intervention group were substantially greater than those in the control group. In particular, statistically significant effects of the intervention were identified in quantity discrimination, addition, and subtraction tasks. Item-level analyses using Item Response Theory showed that addition and subtraction items involving regrouping and most missing number items were too difficult even after the intervention. The study also identified which games were played the most or least during the sessions from play-log data and analyzed associations between children’s test performances and gameplays.}, language = {en}, urldate = {2020-11-18}, journal = {Educational Technology Research and Development}, author = {Lee, Hye Kyung and Choi, Ahram}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-020-09808-y 2339240:XJE4Z4AB 2405685:4HCX9ZIQ}, pages = {3567--3585}, } @article{lefstein_relocating_2020, title = {Relocating {Research} on {Teacher} {Learning}: {Toward} {Pedagogically} {Productive} {Talk}}, volume = {49}, issn = {0013-189X, 1935-102X}, shorttitle = {Relocating {Research} on {Teacher} {Learning}}, url = {http://journals.sagepub.com/doi/10.3102/0013189X20922998}, doi = {10.3102/0013189X20922998}, abstract = {Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for “pedagogically productive” teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena.}, language = {en}, number = {5}, urldate = {2023-05-19}, journal = {Educational Researcher}, author = {Lefstein, Adam and Vedder-Weiss, Dana and Segal, Aliza}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X20922998 2405685:YQ9ZBFKH}, pages = {360--368}, } @techreport{lego_foundation_distance_2020, title = {Distance {Learning} {A} guide to playful distance learning – online and offline}, url = {https://teachertaskforce.org/sites/default/files/2020-10/distance_learning_guide.pdf}, language = {EN}, urldate = {2020-11-04}, author = {{Lego Foundation}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5MI3FHD6}, } @techreport{leh_wi_lan_leh_2020, title = {Leh {Wi} {Lan}: 12th {Quarterly} {Report}}, url = {https://webcache.googleusercontent.com/search?q=cache:pvl0sZQvvpAJ:https://mbsse.gov.sl/wp-content/uploads/2020/07/Quarterly-Report-12-April-2020.pdf+&cd=1&hl=en&ct=clnk&gl=uk}, urldate = {2020-12-16}, author = {Leh Wi Lan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5RCQFTGZ 2405685:ID2XMAX7}, } @misc{li_covid-19_2020, title = {The {COVID}-19 pandemic has changed education forever. {This} is how}, url = {https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/}, language = {en}, journal = {World Economic Forum}, author = {Li, Cathy and Lalani, Farah}, year = {2020}, note = {Library Catalog: www.weforum.org KerkoCite.ItemAlsoKnownAs: 2405685:EU7VTJWV}, } @misc{liberman_are_2020, title = {Are students still learning during {COVID}-19? {Formative} assessment can provide the answer}, shorttitle = {Are students still learning during {COVID}-19?}, url = {https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-assessment-can-provide-answer}, abstract = {As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.}, language = {en}, journal = {World Bank Blogs}, author = {Liberman, Julia and Levin, Victoria and Luna-Bazaldua, Diego}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JDX9HQKE}, } @misc{lindsey_why_2020, title = {Why {COVID}-19 has increased the urgency to reach women with mobile technology}, url = {https://www.gsma.com/mobilefordevelopment/blog/why-covid-19-has-increased-the-urgency-to-reach-women-with-mobile-technology/}, journal = {GSMA}, author = {Lindsey, D.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4MIJ7NMT 2405685:JS9VAPW4}, } @article{loredo_alisis_2020, title = {Análisis comparativo de las prácticas educativas implementadas en {Chile} y {México} durante la pandemia de {COVID}-19}, volume = {9}, copyright = {Derechos de autor 2022 Guayana Moderna}, url = {https://revistasenlinea.saber.ucab.edu.ve/index.php/guayanamoderna/article/view/5423}, abstract = {Resumen El actual contexto de pandemia ha llevado a que los Sistemas Educativos implementen diversas herramientas para garantizar el derecho constitucional a la educación. A través de un estudio comparativo, realizado en colaboración por estudiantes de Chile y México se buscó establecer las diferencias y similitudes existentes entre ambos sistemas, incluyendo en éstas las medidas tomadas por los gobiernos de ambos países para abordar la nueva realidad de la educación a distancia, así como la situación actual en la cual se encuentran los maestros de educación básica de diversos establecimientos. Esta investigación se realizó a través de encuestas dirigidas a los docentes, y por medio del análisis de documentos e información relacionada a la organización de los sistemas educativos de Chile y México; por último, se compararon las propuestas y medidas decretadas por los mismos para su implementación en el desarrollo e impartición de las clases. Los principales resultados obtenidos en la investigación dan muestra de que las medidas implementadas por ambos países no logran resguardar el aseguramiento de la calidad, y que así mismo faltan herramientas para un correcto desarrollo de las clases virtuales. De igual forma, se presentan y analizan los resultados de las encuestas realizadas, en donde los maestros expresan su sentir acerca de los desafíos y la exigencia de la situación actual.Palabras Clave: Sistema Educativo, Educación Básica, México, Chile, Pandemia, Maestros}, language = {es}, number = {9}, urldate = {2022-06-07}, journal = {Guayana Moderna}, author = {Loredo, Karla Fabiola Arizmendi and Hidalgo, Mariana Fernández and Rivadeneira, Scott Núñez}, year = {2020}, note = {Number: 9 KerkoCite.ItemAlsoKnownAs: 2339240:6X3HHCPW 2405685:ZELUQ57S}, keywords = {⛔ No DOI found}, pages = {39--59}, } @misc{luna-bazaldua_moving_2020, title = {Moving high-stakes exams online: {Five} points to consider}, url = {https://blogs.worldbank.org/education/moving-high-stakes-exams-online-five-points-consider}, journal = {World Bank Blogs}, author = {Luna-Bazaldua, Diego and LIBERMAN, JULIA and LEVIN, VICTORIA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TX23DWVR 2405685:MYE3HI6U}, } @techreport{ma_impact_2020, address = {Rural Education Action Program (REAP)}, type = {Working {Paper}}, title = {The impact of computer assisted learning on rural {Taiwanese} children: evidence from a randomized experiment}, url = {https://fsi.stanford.edu/publication/impact-computer-assisted-learning-rural-taiwanese-children-evidence-randomized}, abstract = {The effectiveness of educational technology (EdTech) in improving the outcomes of poor, marginalized students has primarily been documented by studies conducted in developing countries; however, relevant research involving randomized studies in developed country contexts is relatively scarce. The objective of the current study is to examine whether an in-school computer assisted learning (CAL) intervention can improve the math performance (the primary outcome) and academic attitudes (secondary outcomes) of rural students in Taiwan, including a marginalized subgroup of rural students called Xinzhumin. We also seek to identify which factors are associated with the effectiveness of the intervention. In order to achieve this, we conducted a randomized control trial involving 1,840 sixth-grade students at 95 schools in four relatively poor counties and municipalities of Taiwan during the spring semester of 2019. According to the ITT analysis, the O-CAL intervention had no significant ITT impacts on the primary outcome of student math performance as well as on most secondary outcomes of the overall treatment group (who on average used the software for only about one quarter of the protocol’s minimum required time of 30 minutes per week, indicating that compliance was low). However, the LATE analysis revealed significant improvements in the math performance of the 30\% most active students in the treatment group (who used the software for about two thirds of the minimum required time). Effect sizes of active users overall (0.16 SD-0.22 SD) increased in accordance with increases in usage and were larger for active Xinzhumin users specifically (0.21 SD-0.35 SD). A wide range of student-level and (in particular) teacher-level characteristics were associated with the low compliance to the intervention, which are findings that may help inform educational policymakers and administrators of the potential challenges of introducing school-based interventions that depend heavily on teacher adoption and integration.}, institution = {Stanford University}, author = {Ma, Yue and Abbey, Cody and Hu, Derek and Hung, Weiting and Zhang, Xinwu and Chang, Chiayuan and Wu, Chyi-In and Rozelle, Scott}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5H8LVEW 2405685:KKFYX9TA}, } @techreport{ma_isolating_2020, address = {Cambridge, MA}, title = {Isolating the “{Tech}” from {EdTech}: {Experimental} {Evidence} on {Computer} {Assisted} {Learning} in {China}}, shorttitle = {Isolating the “{Tech}” from {EdTech}}, url = {http://www.nber.org/papers/w26953.pdf}, abstract = {EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the “Tech” in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world.}, language = {en}, number = {w26953}, urldate = {2021-04-06}, institution = {National Bureau of Economic Research}, author = {Ma, Yue and Fairlie, Robert and Loyalka, Prashant and Rozelle, Scott}, month = apr, year = {2020}, doi = {10.3386/w26953}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w26953 2339240:TNXB4CGW 2405685:K9L5U52U}, pages = {w26953}, } @article{macintyre_language_2020, title = {Language teachers’ coping strategies during the {Covid}-19 conversion to online teaching: {Correlations} with stress, wellbeing and negative emotions}, volume = {94}, issn = {0346251X}, shorttitle = {Language teachers’ coping strategies during the {Covid}-19 conversion to online teaching}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0346251X20307120}, doi = {10.1016/j.system.2020.102352}, abstract = {Teaching often is listed as one of the most stressful professions and being a language teacher triggers its own unique challenges. Responses to the Covid-19 pandemic have created a long list of new stressors for teachers to deal with, including problems caused by the emergency conversion to online language teaching. This article examines the stress and coping responses of an international sample of over 600 language teachers who responded to an online survey in April 2020. The survey measured stressors and 14 coping strategies grouped into two types, approach and avoidant. Substantial levels of stress were reported by teachers. Correlations show that positive psychological outcomes (wellbeing, health, happiness, resilience, and growth during trauma) correlated positively with approach coping and negatively with avoidant coping. Avoidant coping, however, consistently correlated (rs between 0.42 and 0.54) only with the negative outcomes (stress, anxiety, anger, sadness, and loneliness). In addition, ANOVA showed that although approach coping was consistently used across stress groups, avoidant coping increased as stress increased suggesting that there may be a cost to using avoidant coping strategies. Stepwise regression analyses using the 14 specific coping strategies showed a complex pattern of coping. Suggestions for avoiding avoidance coping strategies are offered.}, language = {en}, urldate = {2021-08-05}, journal = {System}, author = {MacIntyre, Peter D. and Gregersen, Tammy and Mercer, Sarah}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2020.102352 10/ghjhmj 2339240:V2S3FPTD 2405685:W6X4BQZR}, pages = {102352}, } @techreport{mackintosh_education_2020, title = {Education {Workforce} {Costed} {Options} {Paper}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/5-EW-Costed-Options-Paper.pdf}, institution = {Education Workforce Initiative}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MFY7NTHI 2405685:WDD9BHP5}, keywords = {⛔ No DOI found}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Management} in {Sierra} {Leone}}, language = {en}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:28FQ3DS8 2405685:QEWLRFDX}, pages = {32}, } @techreport{mackintosh_education_2020, title = {Education {Workforce} {Recruitment} and {Matching} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf}, institution = {Education Workforce Initiative}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2JR2FXVK 2339240:8YVNU64V 2405685:KZBP674C 2405685:Q8T7NH3C 4556019:S8AD6237}, keywords = {\_yl:b, ⛔ No DOI found}, } @techreport{mackintosh_education_2020, address = {New York, NY}, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Spatial} {Analysis} in {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf}, language = {en}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XF3I7T7Y 2339240:Q42KZNBD 2339240:V7GZZAMR 2405685:2HRVB9KF 2405685:4AGUYJZJ 2405685:B5LNLGZL 2405685:FS263PV6 4042040:ZQNXW7RV 4556019:S386467K}, keywords = {\_yl:a, ⛔ No DOI found}, pages = {31}, } @article{magana_disruptive_2020, title = {Disruptive {Classroom} {Technologies}}, url = {https://doi.org/10.1093/acrefore/9780190264093.013.423}, doi = {10.1093/acrefore/9780190264093.013.423}, author = {Magana, Sonny}, year = {2020}, note = {zotzenLib.CopiedFrom: 2339240:58NPCVHW KerkoCite.ItemAlsoKnownAs: 10.1093/acrefore/9780190264093.013.423 2339240:58NPCVHW 2405685:A5IDQ77C}, } @misc{mahzumi_roles_2020, title = {Roles and responsibilities government ({Unpublished})}, author = {Mahzumi, Abdellahi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EMGYP7ZF 2405685:46R9MWR6}, } @article{mailizar_secondary_2020, title = {Secondary school mathematics teachers' views on e-learning implementation barriers during the {COVID}-19 pandemic: {The} case of {Indonesia}}, volume = {16}, doi = {10.29333/EJMSTE/8240}, abstract = {School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers' demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers' backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices.}, number = {7}, journal = {Eurasia Journal of Mathematics, Science and Technology Education}, author = {{Mailizar} and Almanthari, Abdulsalam and Maulina, Suci and Bruce, Sandra}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/8240 2405685:5YW3B8IU}, keywords = {Barrier to e-Learning, E-Learning in mathematics education, E-learning during COVID-19, E-learning in Indonesia}, pages = {1--9}, } @techreport{malala_fund_girls_2020, title = {Girls education and {Covid}-19 in {Nigeria}}, url = {https://assets.ctfassets.net/0oan5gk9rgbh/4SoYwXYgLMiIWPqvdikb0W/4d2ebc3b8289b2beaae33867d79af698/Nigeria_Report_22.pdf}, urldate = {2021-04-29}, institution = {Malala Fund}, author = {Malala Fund}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CC3NV8D 2339240:TBE7GTSU 2405685:C5KMZW6E 2405685:SSJU4RC4}, } @techreport{malala_fund_girls_2020, title = {Girls' education and {COVID}-19 in {Pakistan}}, url = {https://malala.org/newsroom/archive/girls-education-and-covid-19-in-pakistan}, abstract = {In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.}, urldate = {2020-12-08}, institution = {Malala Fund}, author = {Malala Fund}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DG6S3PKT 2339240:K7LBRSIU 2405685:53NXWVMN 2405685:AYKYWR8J}, } @techreport{malala_fund_girls_2020, title = {Girls' education and {Covid}-19: {What} past shocks can teach us about mitigating the impact of pandemics}, url = {https://downloads.ctfassets.net/0oan5gk9rgbh/6TMYLYAcUpjhQpXLDgmdIa/3e1c12d8d827985ef2b4e815a3a6da1f/COVID19_GirlsEducation_corrected_071420.pdf}, urldate = {2021-04-29}, institution = {Malala Fund}, author = {{Malala Fund}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B5WCBUTR 2339240:K9YNLWDM 2405685:DGZ4BYNX 2405685:HUFCXEYU}, } @misc{malawi_minister_of_education_statement_2020, title = {Statement by {Minister} of {Education}, {Hon}. {Agnes} {Nyalonje}, on {Re}-{Opening} of {Schools}, {Colleges}, {Universities} and {International} {Schools} on 27 {August}, 2020 in {Lilongwe} {\textbar} {United} {Nations} in {Malawi}}, url = {https://malawi.un.org/en/89077-statement-minister-education-hon-agnes-nyalonje-re-opening-schools-colleges-universities-and, https://malawi.un.org/en/89077-statement-minister-education-hon-agnes-nyalonje-re-opening-schools-colleges-universities-and}, abstract = {I have called for this press briefing to announce to the nation that Schools, Colleges, Universities and International Schools will re-open on 7th Sept 2020}, language = {en}, urldate = {2022-11-21}, author = {Malawi Minister of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4W98RSH 2405685:2YPQERK7}, } @techreport{malawi_ministry_of_education_national_2020, title = {National education sector investment plan 2020-2030}, url = {https://www.unicef.org/malawi/media/4561/file/National%20education%20sector%20investment%20plan%20.pdf}, urldate = {2022-10-30}, author = {Malawi Ministry of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6CF6ZTGI 2405685:UTJ8A7W5}, } @misc{malik_challenges_2020, title = {Challenges and opportunities for {Pakistan} education systems in the {COVID}-19 response}, url = {https://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response}, author = {Malik, Rabea}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8DAJPUL3 2405685:7A6LXPAQ}, } @misc{malik_impact_2020, title = {The impact of {COVID}-19 on education in {Pakistan}}, url = {http://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response}, abstract = {This blog was written by Rabea Malik, Assistant Professor at the School of Education, Lahore University of Management Sciences (LUMS) and Research Fellow at the Institute of Development and Economic Alternatives (IDEAS) in Pakistan. This blog is part of a series from the REAL Centre reflecting on the impacts of the current COVID-19 pandemic on research work on international education and development.}, language = {en}, urldate = {2022-05-17}, journal = {Cambridge University Press \& Assessment}, author = {Malik, Rabea}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEMR2YGI 2405685:NX4IMX9M}, } @article{mamun_instructional_2020, title = {Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments}, volume = {144}, doi = {10.1016/j.compedu.2019.103695}, journal = {Computers \& Education}, author = {Mamun, Md Abdullah A I and Lawrie, Gwendolyn and Wright, Tony}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103695 2405685:9A7GZE7G}, } @misc{markham_data_2020, title = {Data {Availability} and {Transparency} {Bill} 2020 [and] {Data} {Availability} and {Transparency} ({Consequential} {Amendments}) {Bill} 2020}, language = {en}, author = {Markham, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TTBXMDVP 2405685:TCQ5KVQ2}, pages = {35}, } @article{martin_systematic_2020, title = {A systematic review of research on online teaching and learning from 2009 to 2018}, volume = {159}, url = {https://doi.org/10.1016/j.compedu.2020.104009}, doi = {10.1016/j.compedu.2020.104009}, abstract = {Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.}, number = {April}, journal = {Computers and Education}, author = {Martin, Florence and Sun, Ting and Westine, Carl D}, year = {2020}, note = {Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.104009 2405685:YNIKISWQ}, keywords = {Distance education, Online Learning Research, Research Themes, Systematic Review, online teaching and learning}, pages = {104009--104009}, } @misc{mashininga_ministers_2020, title = {Ministers to promote zero-rated access to online content}, url = {https://www.universityworldnews.com/post.php?story=20200512085259585}, abstract = {African information and communications technology ministers have agreed to promote the zero rating of access to educational content to support univers...}, urldate = {2020-12-08}, journal = {University World News}, author = {Mashininga, Kudzai}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EQJA2TG4 2405685:YXTGH2F7}, } @article{masterson_exploration_2020, title = {An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: {Lessons} for a pandemic}, volume = {15}, doi = {10.3991/ijet.v15i14.13297}, abstract = {This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.}, number = {14}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Masterson, Mary}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v15i14.13297 2405685:DF9SH9L4}, keywords = {c ulture, digital technologies, online collaborative learning}, pages = {83--96}, } @article{maulucci_evolution_2020, title = {Evolution in the {Digital} {Age} : {Implementation} of {5E} and {NGSS} in the {Virtual} {Biology} {Classroom}}, volume = {24}, number = {3}, author = {Maulucci, Marcy E and Guffey, Sarah K}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PA6YJGL5}, pages = {45--52}, } @misc{mavis_education_mavis_2020, title = {Mavis {Education} {\textbar} {Home}}, url = {http://maviseducation.com/}, abstract = {Mavis Talking Books™ \& Mavis Education Model™ Provide quality basic education to millions of children and adult learners in Africa Everyone Learning. Everywhere a Classroom™ Mavis Talking Books™The simplest, most exciting, engaging and interactive educational technology for improving performance in:Basic Education (formal and informal)Language learning (domestic and foreign)The Mavis Talking Book™ has two components which […]}, language = {en-US}, urldate = {2020-07-07}, journal = {Mavis Education}, author = {Mavis Education}, year = {2020}, note = {Library Catalog: maviseducation.com EdTechHub.ItemAlsoKnownAs: 2405685:3ALTGRM6}, } @misc{mawdoo3__2020, title = {موضوع، أكبر موقع عربي بالعالم}, url = {https://mawdoo3.com/الصفحة_الرئيسية}, abstract = {موضوع، أكبر موقع عربي بالعالم}, language = {en}, urldate = {2020-06-30}, journal = {موضوع}, author = {Mawdoo3}, year = {2020}, note = {Library Catalog: mawdoo3.com KerkoCite.ItemAlsoKnownAs: 2405685:7MSJZ6KF}, } @article{mbogo_leadership_2020, title = {Leadership {Roles} in {Managing} {Education} in {Crises}: {The} {Case} of {Kenya} {During} {Covid}-19 {Pandemic}}, shorttitle = {{LEADERSHIP} {ROLES} {IN} {MANAGING} {EDUCATION} {IN} {CRISES}}, url = {https://core.ac.uk/reader/328006450}, doi = {10.46827/ejes.v7i9.3250}, abstract = {Covid-19, a disease caused by a novel coronavirus (SARS-CoV-2) was first reported in Wuhan, China, in December 2019 and in Kenya in March 2020. In Kenya, the Covid-19 pandemic has brought to light some unknown talents among the stakeholders at different levels. The economic sector has had manufacturing potential for goods, and from mass media reports, this has been demonstrated through production of Personal Protective Equipment (PPEs), ventilators and innovations in technology in the creation of apps such as the Linda App for contact tracing and Gumzo, a video conferencing app. Similarly, the education sector has also demonstrated potential for adaptation in some situations. For example, after all institutions of learning were closed to prevent the spread of coronavirus in March 2020, many universities have continued learning through Online, Distance and E-learning (ODEL) platforms, and some have even conducted virtual graduations. Others like Kenyatta University have reported innovations such as development of ventilators and modified testing swabs for Covid-19. This is admirable despite numerous limitations of internet accessibilities and other shortcomings. This remarkable achievement has been possible due to semi-autonomy in the university education sector, where Senates are given the right and power, by the Education Act, to make autonomous decisions for their universities which are regulated and monitored using the standards and regulations set by the Commission of University Education (CUE). However, other levels of the education sector do not have this autonomy and have had to depend on the ministry of education for guidance. On 8th July 2020, the ministry of education announced the result of a consultative meeting with stakeholders, to postpone the reopening of schools to January 2021. This was due to the rising cases of corona virus infections in May and June, steeping the infection curve, expected to reach the peak by November and to have flattened by January 2021 (Magoha, 2020). However, what surprised many was the additional and unforeseen announcement that all basic education students (apart from standard 8 and form 4 examination candidates whose details were not clarified) will repeat their current class levels in 2021. The pronouncement caused anxiety and has attracted mixed reactions from various stakeholders. The purpose of this paper is therefore to explain the leadership decisions made by the ministry of education analyze their impact on basic education and propose possible ways for educational leaders and administrators, community leaders and volunteers to facilitate home-based education during the Covid-19 pandemic. This should be done with a goal for progression and promotion of students to the next class level when the 2020 syllabus is eventually covered. The study method utilized desktop literature research where interactions with educational leaders, scholars and practitioners were used to investigate threats and opportunities in managing education during crises.  Article visualizations}, urldate = {2021-05-22}, author = {Mbogo, Rosemary Wahu}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v7i9.3250 2339240:ALRQA5KP 2405685:XI3FCQ8A}, } @techreport{mcaleavy_what_2020, title = {What does the research suggest is best practice in pedagogy for remote teaching?}, url = {https://docs.edtechhub.org/lib/89I7MWHD}, language = {en}, author = {McAleavy, Tony and Gorgen, Kristine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:89I7MWHD 2405685:XHIZKSIA}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {26}, } @article{mcburnie_is_2020, title = {Is there {Learning} {Continuity} during the {COVID}-19 {Pandemic}? {A} {Synthesis} of the {Emerging} {Evidence}}, volume = {7}, url = {https://jl4d.org/index.php/ejl4d/article/view/461}, abstract = {Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.}, number = {3}, journal = {Journal of Learning for Development}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Tom}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WFEBLP79}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, pages = {485--493}, } @misc{mcclain-nhlapo_inclusive_2020, type = {{UKFIET}: {The} education and development forum}, title = {An inclusive response to {COVID}-19: {Education} for children with disabilities}, shorttitle = {An inclusive response to {COVID}-19}, url = {https://www.ukfiet.org/2020/an-inclusive-response-to-covid-19-education-for-children-with-disabilities/}, abstract = {This blog was written by Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank and originally published on the Global Partnership for Education website on 11 May 2020. What if the ongoing COVID-19 pandemic served as an opportunity to re-think how emergency education planning can be inclusive of children with disabilities? Isn’t this global crisis presenting a […]}, language = {en-GB}, urldate = {2021-03-16}, journal = {An inclusive response to COVID-19: Education for children with disabilities}, author = {McClain-Nhlapo, Charlotte}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4R2MH3TN 2405685:Y7SN7MBF}, } @techreport{mcgeown_guidance_2020, title = {Guidance {Note} 2: {Teacher} {Resources}}, url = {https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%202%20Teachers%20External%20ENGLISH.pdf}, urldate = {2020-06-01}, institution = {Humanity and Inclusion}, author = {McGeown, Julia and Boisseau, Sandra and Bohan-Jacquot, Sandrine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LEYPBIJF}, } @inproceedings{mcreynolds_toward_2020, address = {New York, NY, USA}, series = {L@{S} '20}, title = {Toward learning at scale in developing countries: {Lessons} from the {Global} {Learning} {XPRIZE} {Field} {Study}}, isbn = {978-1-4503-7951-9}, shorttitle = {Toward {Learning} at {Scale} in {Developing} {Countries}}, url = {https://doi.org/10.1145/3386527.3405920}, doi = {10.1145/3386527.3405920}, abstract = {Advances in education technology are enabling tremendous advances in learning at scale. However, they typically assume resources taken for granted in developed countries, including reliable electricity, high-bandwidth Internet access, fast WiFi, powerful computers, sophisticated sensors, and expert technical support to keep it all working. This paper examines these assumptions in the context of a massive test of learning at scale in a developing country. We examine each assumption, how it was broken, and some workarounds used in a 15-month-long independent controlled evaluation of pre- to posttest learning and social-emotional gains by over 2,000 children in 168 villages in Tanzania. We analyze those gains to characterize who gained how much, using test score data, social-emotional measures, and detailed logs from RoboTutor. We quantify the relative impact of pretest scores, literate aspirations, treatment, and usage on learning gains.}, urldate = {2020-11-18}, booktitle = {Proceedings of the {Seventh} {ACM} {Conference} on {Learning} @ {Scale}}, publisher = {Association for Computing Machinery}, author = {McReynolds, Andrew A. and Naderzad, Sheba P. and Goswami, Mononito and Mostow, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3386527.3405920 2339240:FMZ89DXQ 2405685:S5UUCPQH}, keywords = {developing countries, global learning xprize, literacy, numeracy, social-emotional, tablet tutors, unesco.}, pages = {175--183}, } @misc{mendez_acosta_covid-19_2020, title = {{COVID}-19 and girls' education: {What} we know so far and what we expect}, shorttitle = {{COVID}-19 and {Girls}' {Education}}, url = {https://www.cgdev.org/blog/covid-19-and-girls-education-what-we-know-so-far-and-what-we-expect-happen}, abstract = {The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.}, language = {en}, urldate = {2021-04-29}, journal = {Center For Global Development}, author = {Mendez Acosta, Amina and Evans, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPZEAVRY 2339240:XFPY5RQ4 2405685:668CLBBY 2405685:CHW8VVL7}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{mendez_acosta_covid-19_2020, title = {{COVID}-19 and {Girls}' {Education}: {What} {We} {Know} {So} {Far} and {What} {We} {Expect}}, shorttitle = {{COVID}-19 and {Girls}' {Education}}, url = {https://www.cgdev.org/blog/covid-19-and-girls-education-what-we-know-so-far-and-what-we-expect-happen}, abstract = {The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.}, language = {en}, urldate = {2022-08-12}, journal = {Center for Global Development {\textbar} Ideas to Action}, author = {Mendez Acosta, Amina and Evans, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RZDR5ASV 2405685:F537Z8XE}, } @misc{microsoft_rural_2020, title = {Rural {Broadband} {Access} \& {Connectivity}}, url = {https://www.microsoft.com/en-us/corporate-responsibility/airband}, abstract = {See how Microsoft works to make rural broadband access a reality. Learn more about our partners and actions in delivering rural broadband connectivity.}, language = {en-us}, urldate = {2020-06-09}, journal = {Microsoft CSR}, author = {Microsoft}, year = {2020}, note = {Library Catalog: www.microsoft.com KerkoCite.ItemAlsoKnownAs: 2405685:B2C9UCII}, } @misc{miks_keeping_2020, title = {Keeping the world's children learning through {COVID}-19}, url = {https://www.unicef.org/coronavirus/keeping-worlds-children-learning-through-covid-19}, journal = {Keeping the world's children learning through COVID-19}, author = {Miks, Jason and McIlwaine, John}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6SVCPPQF 2405685:PE2NGUCL}, } @misc{mindspark_mindspark_2020, title = {Mindspark website}, url = {https://www.mindspark.in/Mindspark/Login/en?mindspark%2Flogin%2Fen=}, urldate = {2020-03-31}, author = {Mindspark}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JSIQGGR5 2405685:6FVXAKXR 6FVXAKXR}, } @misc{mineducyt_enlaces_2020, title = {Enlaces con la educación}, url = {https://enlaces.mined.gob.sv/index.php}, urldate = {2021-12-20}, author = {{MINEDUCYT}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TR5IFIM5 2405685:R9TXA9VB}, } @techreport{ministry_of_basic_and_secondary_education_the_gambia_education_2020, title = {Education {Sector} {Coronavirus} ({COVID}-19) {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/gambia_education_sector_covid-19_strategy.pdf}, urldate = {2020-06-09}, author = {Ministry of Basic {and} Secondary Education (The Gambia)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PD58EICE 2405685:XXB3XQBU}, } @techreport{ministry_of_basic_and_senior_secondary_education_sierra_leone_covid-19_2020, title = {{COVID}-19 {Education} {Emergency} {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra-leone-covid19-education-response-plan-pdf.pdf}, urldate = {2020-06-25}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XV46GE39}, } @misc{ministry_of_basic_and_senior_secondary_education_sierra_leone_emis_2020, title = {{EMIS} {\textbar} {Education} {Management} {Information} {System}}, url = {https://mbsse.gov.sl/emis/}, language = {en-US}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {Library Catalog: mbsse.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:WDHKTX4J}, } @misc{ministry_of_basic_and_senior_secondary_education_sierra_leone_leh_2020, title = {Leh {Wi} {Lan}: {Improving} {The} {Quality} {Of} {Secondary} {Education} {In} {Sierra} {Leone}}, url = {http://www.education.gov.sl/LeWeLearn_Page/LeWeLearn_index.aspx}, urldate = {2020-06-25}, author = {Ministry of Basic {and} Senior Secondary Education (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y7RFFB9I}, } @misc{ministry_of_communications_and_digital_economy_nigeria_ministry_2020, title = {Ministry of {Communications} and {Digital} {Economy} {\textbar} {Home}}, url = {https://www.commtech.gov.ng/}, abstract = {Ministry of Communications and Digital Economy, MCT, MOC, FMOC, FMCDE, FMOCDE, MCDE, MOCDE, Federal Ministry of Communications and Digital Economy}, language = {en-gb}, urldate = {2020-07-07}, author = {Ministry of Communications {and} Digital Economy (Nigeria)}, year = {2020}, note = {Library Catalog: www.commtech.gov.ng EdTechHub.ItemAlsoKnownAs: 2405685:YT9YM6T3}, } @misc{ministry_of_digital_economy_and_entrepreneurship__2020, title = {وزارة الاقتصاد الرقمي والريادة}, url = {https://www.modee.gov.jo/}, urldate = {2020-06-30}, author = {Ministry of Digital Economy {and} Entrepreneurship}, year = {2020}, note = {Library Catalog: www.modee.gov.jo KerkoCite.ItemAlsoKnownAs: 2405685:VN33TDKN}, } @techreport{ministry_of_education_education_2020, address = {Dhaka}, title = {Education sector plan ({ESP}) for {Bangladesh} {Fiscal} years 2020/21-2024/25}, url = {https://planipolis.iiep.unesco.org/en/2020/education-sector-plan-esp-bangladesh-fiscal-years-202021-202425-7052}, institution = {Ministry of Education}, author = {Ministry of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WE7ZPX8W 2405685:WRBA628Y}, } @techreport{ministry_of_education_afghanistan_alternate_2020, title = {Alternate {Education} {Service} {Delivery} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/afghanistan_moe_covid-19_alternative_learning_plan_-_eng.pdf}, urldate = {2020-06-09}, author = {Ministry of Education (Afghanistan)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PYWCWDEX 2405685:TWFWHL6J}, } @techreport{ministry_of_education_and_federal_training_pakistan_national_2020, title = {National {Education} {Response} and {Resilience} {Plan} for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, urldate = {2020-06-11}, author = {Ministry of Education {and} Federal Training (Pakistan)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZQTKQQ97}, } @misc{ministry_of_education_and_higher_education_lebanon_digital_2020, title = {Digital {Learning} {Initiative}}, url = {https://dl.crdp.org/?fbclid=IwAR1pC1BY2YrWrp2pFUM9e2OAqL7l12QThpW1A601O8aQkmG8saDwx156wwY}, urldate = {2020-09-30}, author = {Ministry of Education {and} Higher Education (Lebanon) and Center for Educational Research {and} Development}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7SQ7RIPC 2405685:42F353PN}, } @techreport{ministry_of_education_and_sports_uganda_framework_2020, title = {Framework for {Provision} of {Continued} {Learning} {During} the {COVID}-19 {Lockdown} in {Uganda}}, url = {http://www.education.go.ug/wp-content/uploads/2020/04/Final-version-of-the-framework-17.4.20.pdf}, urldate = {2020-06-09}, author = {Ministry of Education {and} Sports (Uganda)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GZHSRZN 2405685:RK5DHDES}, } @techreport{ministry_of_education_ghana_covid-19_2020, title = {{COVID}-19 {Coordinated} {Education} {Response} {Plan} for {Ghana}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/education-response-plan-to-covid-19-in-ghana-april-2020-1.pdf}, language = {en}, author = {Ministry of Education, Ghana}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:3VYAHJUP}, pages = {11}, } @misc{ministry_of_education_heritage__arts_ministry_2020, title = {Ministry {Initiates} {Supplementary} {Radio} {Programmes}}, url = {http://www.education.gov.fj/2020/04/06/ministry-initiates-supplementary-radio-programmes/}, language = {en-AU}, urldate = {2022-06-25}, author = {{Ministry of Education, Heritage \& Arts}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L77JT96K 2405685:9KNX3EA5}, } @misc{ministry_of_education_jordan_queen_2020, title = {Queen {Rania} {Center} for {Education} and {Information} {Technology} {Center}}, url = {http://www.moe.gov.jo/ar/node/61}, urldate = {2020-06-30}, author = {Ministry of Education, Jordan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2DDPUBXB}, } @misc{ministry_of_education_jordan_education_2020, title = {The {Education} {System} in {Jordan}}, url = {http://www.moe.gov.jo/ar/node/15782}, urldate = {2020-06-30}, author = {Ministry of Education, Jordan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9V5ILBCT}, } @misc{ministry_of_education_jordan__2020, title = {منصة درسك للتعلم عن بعد}, url = {https://darsak.gov.jo/}, abstract = {منصة درسك للتعلم عن بعد}, language = {en}, urldate = {2020-06-30}, author = {{Ministry of Education, Jordan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S3U7WSMY 2405685:C7JWXFS3 2405685:DMACDZKT}, } @misc{ministry_of_education_jordan__2020, title = {مهارات التعليم عن بعد}, url = {http://teachers.gov.jo/}, abstract = {مهارات التعليم عن بعد}, language = {en}, urldate = {2020-06-30}, author = {{Ministry of Education, Jordan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C652QYKF 2405685:7KCHZZWX 2405685:RQYJKW5X}, } @techreport{ministry_of_education_kenya_kenya_2020, title = {Kenya {GPE} {COVID}-19 {Learning} {Continuity} in {Basic} {Education}: {Stakeholder} {Engagement} {Plan}}, url = {https://www.education.go.ke/images/GPE_PRIEDE/Stakeholder_Engagement_Plan_SEP_KENYA_GPE_COVID_19_LEARNING_CONTINUITY_IN_BASIC_EDUCATION_PROJECT_P174059_Disclose.pdf}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RUEZ2X4Q}, } @misc{ministry_of_education_liberia_teach_2020, title = {Teach by {Radio} {\textbar} {Ministry} of {Education} ({Liberia})}, url = {https://moe-liberia.org/teach-by-radio/}, language = {en-US}, urldate = {2020-06-26}, author = {Ministry of Education (Liberia)}, year = {2020}, note = {Library Catalog: moe-liberia.org EdTechHub.ItemAlsoKnownAs: 2405685:9VWX4BDW}, } @misc{ministry_of_education_republic_of_kenya_kenya_2020, title = {Kenya {Basic} {Education} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2021-04-14}, author = {Ministry of Education, Republic of Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MPFJDKIH 2405685:GIYEVTKA}, } @misc{ministry_of_education_republic_of_kenya_kenya_2020, title = {Kenya {Basic} {Education} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2021-04-14}, author = {Ministry of Education, Republic of Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MPFJDKIH 2405685:GIYEVTKA}, } @techreport{ministry_of_education_rwanda_keeping_2020, title = {Keeping the {Doors} {Open} for {Learning}: {Response} {Plan} of {Ministry} of {Education} to the {COVID}-19 {Outbreak}}, url = {https://mineduc.gov.rw/fileadmin/Documents/Report/Education_Sector_COVID_Plan_Rwanda.pdf}, urldate = {2020-06-09}, author = {Ministry of Education (Rwanda)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DUZJ6SC7 2405685:BXUJTESS}, } @techreport{ministry_of_education_science_and_technology_gpe_2020, type = {Accelerated {Grant} {Application}}, title = {{GPE} {Covid}-19 {Education} {Response} {Support} {Programme} ({CESP})}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020%2009%20COVID-19%20AFF%20Request%20Tanazania%20Mainland%20-%20Verified.pdf}, language = {EN}, urldate = {2020-11-23}, institution = {The United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BPCM4852 2405685:WJ86MK5X}, } @techreport{ministry_of_education_science_and_technology_national_2020, title = {National {Framework} for {Teachers} {Continuous} {Professional} {Development}}, url = {https://www.tie.go.tz/uploads/documents/sw/1670495875-National%20Framework%20for%20Teachers%20Professional%20Development%202020.pdf}, institution = {United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PX8LX2HD 2405685:HWT67YS2 2405685:MUSAVHQ9}, } @misc{ministry_of_education_singapore_educational_2020, title = {Educational {Technology} {Plan} 2020-2030}, url = {http://www.moe.gov.sg/education-in-sg/educational-technology-journey/edtech-plan}, abstract = {Gain insights on the strategic focus of our Educational Technology (EdTech) Plan.}, language = {en}, urldate = {2022-12-09}, author = {Ministry of Education Singapore}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQTZTXE6 2405685:89NRG6ZI}, } @techreport{ministry_of_federal_education_and_professional_training_pakistan_2020, title = {Pakistan {National} {Education} {Response} {Resilience} {Plan} ({K}-12) for {Covid}-19}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan_national_education_response_resilience_plan_covid-19.pdf}, urldate = {2020-07-20}, institution = {Government of Pakistan}, author = {{Ministry of Federal Education and Professional Training}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GYU8A9SI}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{ministry_of_federal_education_and_professional_training_government_of_pakistan_pakistan_2020, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {Covid}-19}, author = {{Ministry of Federal Education and Professional Training Government of Pakistan}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FMYLKR2F}, } @techreport{ministry_of_federal_education_and_professional_training_pakistan_pakistan_2020, title = {Pakistan {National} {Education} {Response} and {Reslience} {Plan} for {COVID}-19}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan_national_education_response_resilience_plan_covid-19.pdf}, urldate = {2020-06-09}, author = {Ministry of Federal Education {and} Professional Training (Pakistan)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6CB3A2XS 2405685:TK8CF5YV}, } @techreport{ministry_of_general_education_zambia_education_2020, title = {Education {Contingency} {Plan} for {Novel} {Coronavirus} ({COVID}-19)}, url = {https://www.moge.gov.zm/download/development_plans/MoGE-Novel-Coronavirus-COVID-19-response-and-recovery-plan-2020-Final.pdf}, urldate = {2020-06-09}, author = {Ministry of General Education (Zambia)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:324MYZ5P 2405685:GR2URAXT}, } @misc{ministry_of_ict_postal_and_courier_services_zimbabwe_ministry_2020, title = {Ministry of {ICT} {Postal} \& {Courier} {Services} {\textbar} {Home}}, url = {http://www.ictministry.gov.zw/}, urldate = {2020-06-27}, author = {Ministry of ICT, Postal {and} Courier Services (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:R5F8CX6A}, } @misc{ministry_of_information_and_communications_sierra_leone_ministry_2020, title = {Ministry of {Information} and {Communications} {\textbar} {Home}}, url = {https://mic.gov.sl/}, urldate = {2020-06-25}, author = {Ministry of Information {and} Communications (Sierra Leone)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:MV5RWXEF}, } @misc{ministry_of_information_publicity_and_broadcasting_services_zimbabwe_ministry_2020, title = {Ministry of {Information}, {Publicity} and {Broadcasting} {Services} {\textbar} {Home}}, url = {http://www.zim.gov.zw/index.php/en/my-government/government-ministries/information,-publicity-and-broadcasting-services}, urldate = {2020-06-27}, author = {Ministry of Information, Publicity {and} Broadcasting Services (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:V3SUPSUJ}, } @techreport{ministry_of_primary_and_mass_education_covid-19_2020, address = {Dhaka}, title = {{COVID}-19 {Response} and {Recovery} {Plan}}, url = {https://mopme.gov.bd/site/notices/9fca7342-6a60-49a5-9eb8-500d15c51904/CO VID-19-Response-and-Recovery-Plan-of-Ministry-of-Primary-and-Mass-Ed}, institution = {Government of People's Republic of Bangladesh}, author = {{Ministry of Primary and Mass Education}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:433RGDYT 2339240:6Q5BVEZA 2339240:GJLEVTTL 2405685:52CDSLIM 2405685:8KHDLPVL 2405685:SV9HP48X}, } @misc{ministry_of_primary_and_secondary_education_zimbabwe_centre_2020, title = {Centre of {Education}, {Research}, {Innovation} and {Development}}, url = {http://mopse.co.zw/department/centre-education-research-innovation-and-development}, urldate = {2020-06-27}, author = {Ministry of Primary {and} Secondary Education (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:Q66947BV}, } @misc{ministry_of_primary_and_secondary_education_zimbabwe_curriculum_2020, title = {Curriculum {Development} and {Technical} {Services} {Department}}, url = {http://mopse.co.zw/department/curriculum-development-and-technical-services-department}, urldate = {2020-06-27}, author = {Ministry of Primary {and} Secondary Education (Zimbabwe)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FVAC729F}, } @misc{mitchell_why_2020, title = {Why {COVID}-19 is an {EdTech} opportunity for {Latin} {America}}, url = {https://www.weforum.org/agenda/2020/09/what-covid-19-means-for-edtech-latin-america/}, abstract = {The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference.}, language = {en}, urldate = {2022-04-19}, journal = {World Economic Forum}, author = {Mitchell}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TXI22394 2405685:F3H5ND3U}, } @article{mo_institutions_2020, title = {Institutions, implementation, and program effectiveness: evidence from a randomized evaluation of computer-assisted learning in rural {China}}, volume = {146}, shorttitle = {Institutions, implementation, and program effectiveness}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0304387820300626}, doi = {10.1016/j.jdeveco.2020.102487}, abstract = {There is limited evidence on the degree to which differences in implementation among institutions matter for program effectiveness. To examine this question, we conducted an experiment in rural China in which public schools were randomly assigned to one of three treatments: a computer-assisted learning program (CAL) implemented by a government agency, the same program implemented by an NGO, and a pure control. Results show that compared to the pure control condition and unlike the NGO program, the government program did not improve student achievement. Analyzing impacts along the causal chain, we find that government officials were more likely to substitute CAL for regular instruction (contrary to protocol) and less likely to directly monitor program progress. Correlational analyses suggest that these differences in program implementation were responsible for the lack of impacts.}, language = {en}, number = {102487}, urldate = {2020-08-20}, journal = {Journal of Development Economics}, author = {Mo, Di and Bai, Yu and Shi, Yaojiang and Abbey, Cody and Zhang, Linxiu and Rozelle, Scott and Loyalka, Prashant}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102487 2339240:DGJ5AP6N 2405685:E6237AQC}, } @misc{mobile_classroom_mobile_2020, title = {Mobile {Classroom} {\textbar} {Home}}, url = {https://www.mobileclassroom.com.ng/}, abstract = {Mobile classroom application is bridging the gap between students and learning by giving them the opportunity to take classes online from anywhere in Nigeria...}, language = {en}, urldate = {2020-07-07}, author = {Mobile Classroom}, year = {2020}, note = {Library Catalog: www.mobileclassroom.com.ng EdTechHub.ItemAlsoKnownAs: 2405685:M5VAHKWM}, } @techreport{mofept_pakistan_2020, address = {Islamabad}, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, institution = {Ministry of Federal Education and Professional Training}, author = {MoFEPT}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K63QDJHM 2405685:3UQAWDYI}, } @techreport{mofept_pakistan_2020, address = {Islamabad}, title = {Pakistan {National} {Education} {Response} and {Resilience} {Plan} ({K}-12) for {COVID}-19}, url = {http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf}, institution = {Ministry of Federal Education and Professional Training}, author = {MoFEPT}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K63QDJHM 2405685:3UQAWDYI}, } @techreport{moghli_education_2020, address = {Beirut}, title = {Education under {Covid}-19 lockdown: {Reflections} from teachers, students \& parents}, url = {https://lebanesestudies.com/education-under-covid-19-lockdown-reflections-from-teachers-students-parents/}, language = {en}, author = {Moghli, Mai Abu and Shuayb, Maha}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:72A4MY3C 2405685:JNDEFESX 2405685:M3WCABWI}, pages = {1--29}, } @misc{mohammed_what_2020, title = {What {COVID}-19 reveals about educational inequality in {Ghana}}, url = {https://www.aljazeera.com/indepth/features/covid-19-reveals-educational-inequality-ghana-200407100729985.html}, urldate = {2020-06-23}, author = {Mohammed, W.F.}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FFLSKVXF}, } @misc{momin_dearth_2020, title = {Dearth of research in {Bangladeshi} universities}, url = {https://www.theindependentbd.com/post/235357}, author = {Momin, S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X9NZ9GIQ 2405685:B5DNCPYF}, } @misc{moore_access_2020, title = {Access to digital learning during {COVID}-19 closures: compounding educational inequality?}, shorttitle = {Access to digital learning during {COVID}-19 closures}, url = {https://www.younglives.org.uk/content/access-digital-learning-during-covid-19-closures-compounding-educational-inequality}, abstract = {This blog was origially published as a guest blog on the UKFIET forum The COVID-19 global pandemic has led to children across the world seeing their schools closed down – the latest UNESCO estimates suggest that over 87\% of the world’s student population is currently unable to attend school or university. This is certainly true for children and young people in countries covered by the Young Lives study, with all schools in India, Ethiopia and Peru and schools in some parts of Vietnam, currently closed.}, language = {en}, urldate = {2020-08-05}, author = {Moore, Rhiannon and Marshall, Lydia}, year = {2020}, note = {Library Catalog: www.younglives.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:E5TCVMHM 2405685:HMR72IPB}, } @article{moorhouse_adaptations_2020, title = {Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the {COVID}-19 pandemic}, volume = {00}, url = {https://doi.org/10.1080/02607476.2020.1755205}, doi = {10.1080/02607476.2020.1755205}, abstract = {This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies.}, number = {00}, journal = {Journal of Education for Teaching}, author = {Moorhouse, Benjamin Luke}, year = {2020}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1755205 2405685:KL65EJ4F}, keywords = {COVID-19 pandemic, Initial teacher education, adapting to online teaching, synchronous online teaching}, pages = {1--3}, } @techreport{mopme_annual_2020, title = {Annual {Primary} {School} {Census} 2019 ({Draft})}, url = {https://mopme.portal.gov.bd/sites/default/files/files/mopme.portal.gov.bd/publications/4a81eee1_4fff_4c20_ab68_282c1db70caa/2.10.1%20APSC%20(2).pdf}, language = {en}, urldate = {2021-04-04}, author = {MoPME and Directorate of Primary Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HALFYWI8 2405685:LEVHI9LQ}, pages = {222}, } @techreport{moran_evaluation_2020, title = {Evaluation of the {Sida}-supported {Education} {Program} for {Results} ({EPforR}) 2014–2021, {Tanzania}}, url = {https://cdn.sida.se/publications/files/sida62337en-evaluation-of-the-sida-supported-education-program-for-results-epforr-20142021-tanzania.pdf}, institution = {Sida}, author = {Moran, Greg and Connal, Criana and Kirama, Stephen and Leung, Yvonne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2EUL79EI 2405685:B2PJZSBY}, } @misc{morin_what_2020, title = {What {Is} {Universal} {Design} for {Learning} ({UDL})?}, url = {https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works}, abstract = {Universal Design for Learning (UDL) is a teaching approach to help all learners be successful. Learn how it benefits kids with learning and attention issues.}, language = {en}, urldate = {2020-08-15}, journal = {Understood}, author = {Morin, Amanda}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5RVK7RQA 2405685:L8J8Y26T}, } @misc{mott_macdonald_transforming_2020, title = {Transforming teacher education and learning}, url = {https://www.mottmac.com/en-US/article/13183/transforming-teacher-education-and-learning}, urldate = {2020-07-03}, author = {Mott MacDonald}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UHRZC5H2}, } @techreport{mtebe_conducting_2020, title = {Conducting value for money analysis in digitising education systems in {Tanzania} (inception report)}, institution = {PO-RALG}, author = {Mtebe, Joel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RW75LGCQ 2405685:5498ABMY}, } @article{mulenga_prospective_2020, title = {Prospective teachers' online learning mathematics activities in the age of {COVID}-19: {A} cluster analysis approach}, volume = {16}, doi = {10.29333/EJMSTE/8345}, abstract = {The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1.8 million infections globally by 13th April, 2020. Zambia became one of the many countries globally that has prematurely closed all schools. This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic. Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering. Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future. The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV.}, number = {9}, journal = {Eurasia Journal of Mathematics, Science and Technology Education}, author = {Mulenga, Eddie M and Marbán, José M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/8345 2405685:XS6UDPHU}, keywords = {COVID-19, Mathematics education, Online learning, Prospective teachers, Virtual teaching, Zambia}, pages = {1--9}, } @misc{mundy_equity-focused_2020, title = {Equity-{Focused} {Approaches} to {Learning} {Loss} during {COVID}-19}, url = {https://www.cgdev.org/blog/equity-focused-approaches-learning-loss-during-covid-19}, abstract = {Even in the best-resourced and highest-performing education systems, most COVID responses in education will end up by privileging better-off children. In developing countries, where far fewer children have access to secondary education, and where learning opportunities are heavily defined by quality education in the early years, COVID presents an especially stark equity challenge.}, language = {EN}, author = {Mundy, Karen and Hares, Susannah}, year = {2020}, note = {Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:ADUFI2B5 2339240:LP3AE2HY 2339240:PMKBKUFC 2405685:6XDWQ7A4 2405685:72SGDFR3 2405685:INAZVHPJ 2405685:RR6F4GN6}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{mundy_managing_2020, title = {Managing {Education} {Systems} {During} {COVID}-19: {An} {Open} {Letter} to {A} {Minister} of {Education}}, shorttitle = {Managing {Education} {Systems} {During} {COVID}-19}, url = {https://www.cgdev.org/blog/managing-education-systems-during-covid-19-open-letter-minister-education}, abstract = {The job of an education minister is now to “make sense of the mess”—to turn a series of interrelated challenges into a series of organized and prioritized problems and then into a strategy for action.}, language = {en}, urldate = {2020-03-30}, journal = {Center For Global Development}, author = {Mundy, Karen and Hares, Susannah}, year = {2020}, note = {Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:6YSRN7RQ 2405685:RFENY758 RFENY758}, } @misc{munoz-najar_peru_2020, title = {Peru: {Aprendo} en casa}, url = {https://oecdedutoday.com/wp-content/uploads/2020/09/Peru-Aprendo-en-Casa.pdf}, urldate = {2021-12-22}, author = {Munoz-Najar, Alberto}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:474WB6NJ 2405685:UUKZMAEV}, } @article{munoz-najar_type_2020, title = {Type of intervention: {Public}-private partnership (led by the government) {Website}: http://subeb.edostate.gov.ng/home-school/}, language = {en}, author = {Munoz-Najar, Alberto and Osa Oviawe, Joan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LVI7NZUK 2405685:3SMIXA38}, keywords = {⛔ No DOI found}, pages = {6}, } @article{munyan-penney_covid-19_2020, title = {Covid-19 {Response}: {Diagnostic} {Assessment}}, url = {http://edreformnow.org/wp-content/uploads/2020/05/COVID-19-Response-Diagnostic-Assessment.pdf}, language = {en}, author = {Munyan-Penney, Nicholas and Barone, Charles}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZWVTN8DU 2405685:PZQYCR5N}, keywords = {⛔ No DOI found}, pages = {6}, } @article{mwale_higher_2020, title = {Higher education and programme delivery in the context of {COVID}-19 and institutional closures: student responses to the adoption of e-{Learning} at a public university in {Zambia}}, shorttitle = {Higher education and programme delivery in the context of {COVID}-19 and institutional closures}, journal = {Ndimande-HlongwaN. RamrathanL. MkhizeN. SmitJ. A.(Eds.), Technology-based Teaching and Learning in Higher Education during the Time of COVID-19}, author = {Mwale, Nelly and Chita, Joseph}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3UPL6GJE}, keywords = {⛔ No DOI found}, pages = {9--33}, } @article{nahar_interactive_2020, title = {An interactive math braille learning application to assist blind students in {Bangladesh}}, url = {https://www.tandfonline.com/doi/abs/10.1080/10400435.2020.1734112?needAccess=true&journalCode=uaty20}, doi = {10.1080/10400435.2020.1734112}, abstract = {Due to the lack of affordable assistive tools for learning mathematics, blind students in Bangladesh still use outdated learning tools like Tailor Frame. Therefore, demand for a low-cost technological tool is there that will help the blind students to learn math braille and calculate numbers more easily. To provide an effective and affordable assistive tool, this study begins with a needs assessment study to identify the basic needs of blind students in learning math braille and solving mathematical calculations. Afterward, a mobile phone based interactive assistive application is proposed to improve the learning facilities of math braille using Nemeth code for blind students in Bangladesh. Interfaces of the application are designed based on their needs. Besides, interaction methods (such as, hearing \& touching) of blind students with the physical world were another criterion in designing very interactive interfaces that provide self-learning facilities. The interfaces are evaluated by the teachers, experts, and end users in order to identify the usability. The evaluation shows a promising result toward the acceptability of the designed application. Therefore, this application can be helpful for the blind students to learn math braille using Nemeth Code.}, journal = {Assistive Technology}, author = {Nahar, L and Sulaiman, R and Jafaar, A}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2020.1734112 10/gkm64j 2339240:9H367DU5 2405685:9SMEBFMC}, } @techreport{nape_recovery_2020, title = {Recovery of {Learning} {Loss} {Created} {Due} to {COVID}-19 {Crisis}: {Analysis} of {Bangla} {Learning} {Outcomes} and {Identification} of {Content}}, url = {http://www.nape.gov.bd/sites/default/files/files/nape.portal.gov.bd/publications/3d2deccf_d55a_433f_beab_ecc9cf55d518/2020-11-02-12-46-c27db007beb2fe9f541d9a4208034d1c.pdf}, author = {NAPE and Room to Read}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6BFW7CPF 2405685:3WDEFT65}, } @article{nasson_stop_2020, title = {Stop thinking about tomorrow: {Even} in the era of {COVID}-19 {History} is teaching past and present reflections on teaching {History} during {COVID}-19}, shorttitle = {Stop thinking about tomorrow}, number = {24}, journal = {Yesterday and Today}, author = {Nasson, L.}, year = {2020}, note = {Publisher: The South African Society for History Teaching (SASHT) KerkoCite.ItemAlsoKnownAs: 2405685:EN39RVFT}, keywords = {⛔ No DOI found}, pages = {219--225}, } @misc{national_assembly_of_pakistan_ict_2020, title = {The {ICT} {Rights} of {Persons} with {Disability} {Act} 2020}, url = {http://www.na.gov.pk/uploads/documents/1578658292_632.pdf}, author = {National Assembly of Pakistan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7RMWHTD5 2405685:BDY9AXTY}, } @misc{national_council_of_educational_research_and_training_textbook_2020, title = {Textbook}, url = {www.ncert.nic.in/NCERTS/textbook/textbook.htm}, author = {National Council of Educational Research {and} Training}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YH6ILVRW 2405685:JUTWVE3Q}, } @misc{national_planning_commission_malawi_2020, title = {Malawi {Vision} 2063 {Document}}, url = {https://malawi.un.org/sites/default/files/2021-01/MW2063-%20Malawi%20Vision%202063%20Document.pdf}, urldate = {2022-12-09}, author = {National Planning Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M39XQECB 2405685:IYB8C7VR}, } @misc{national_portal_of_india_diksha_2020, title = {{DIKSHA}}, url = {www.india.gov.in/spotlight/diksha-national-digital-infrastructure-teachers}, urldate = {2020-03-30}, author = {National Portal of India}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XU82DGFU 2405685:5RN6C3TX 5RN6C3TX}, } @misc{national_statistical_office_malawi_2020, title = {Malawi - {Fifth} {Integrated} {Household} {Survey} 2019-2020}, url = {https://microdata.worldbank.org/index.php/catalog/3818/related-materials}, urldate = {2022-10-31}, author = {National Statistical Office}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WQNKCSRI 2405685:KWDWZ5RP}, } @misc{national_universities_commision_national_2020, title = {National {Universities} {Commission} {\textbar} {Open} {Distance} \& e-{Learning}}, url = {https://www.nuc.edu.ng/project/open-and-distance-education/}, urldate = {2020-07-07}, author = {National Universities Commision}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:L2JPYP3U}, } @article{nations_policy_2020, title = {Policy brief: {Education} during {COVID}-19 and beyond}, url = {https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf}, author = {Nations, United}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IQQZWATH}, keywords = {⛔ No DOI found}, } @misc{ncc_nigerian_2020, title = {Nigerian {Communications} {Commission} {\textbar} {Home}}, url = {https://www.ncc.gov.ng/}, urldate = {2020-07-07}, author = {NCC}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QY3BG457}, } @misc{ndaruhutse_smart_2020, title = {Smart buys: system reform, local-level buy-in and reaching the most marginalised}, shorttitle = {Smart buys}, url = {https://www.ukfiet.org/2020/smart-buys-system-reform-local-level-buy-in-and-reaching-the-most-marginalised/}, abstract = {This blog was written by Susy Ndaruhutse, Chair of the Board of Trustees, UKFIET. Earlier this month, I listened with interest to representatives of the Global Education Evidence Advisory Panel (GEEAP) presenting a summary of the findings and recommendations from their latest report Cost-Effective Approaches to Improve Global Learning: What does recent evidence tell us […]}, language = {en-GB}, urldate = {2020-12-08}, journal = {The Education and Development Forum (UKFIET)}, author = {Ndaruhutse, Susy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S3CPGUIH 2405685:BSJGIH79}, } @article{ndume_enriching_2020, title = {Enriching performance of mathematics in secondary schools using mobile learning}, volume = {16}, abstract = {To date, there has been limited understanding of how mobile learning could positively motivate teaching and learning in secondary education in Tanzania. More precisely, such an understanding could contribute significantly towards rescuing the poor performance in Mathematics that has been a typical feature characterizing the subject in Tanzania over the years. This paper reports on a study that aimed at exploring the methodology that could be adopted in Mobile Learning in order to improve performance in Mathematics in secondary schools in Tanzania. A cohort research design which involved students and teachers sampled from 10 private and public secondary schools in Ilala Municipality in Dar es Salaam region, was conducted over a period of four months. Questionnaires and documentary review were used as the instruments of data collection. Data were analyzed using the Statistical Package for Social Sciences (SPSS) software. Results showed that the majority of participants accept the concept of using Mobile learning in education. The results also indicate that the use of technology had no adverse impact on the culture. Moreover, preliminary results on the mobile learning model showed that students’ understanding of Mathematics considerably improved.}, language = {en}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Ndume, Vitalis A and Songoro, Marietha and Kisanga, Dalton H}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2NFAS9NU 2405685:XNEI7RKG}, keywords = {⛔ No DOI found}, pages = {223--241}, } @misc{ndungu_out_2020, title = {Out of 47.6 million {Kenyans}, 35.7 million are under the age of 35}, url = {https://citizentv.co.ke/news/out-of-47-6-million-kenyans-35-7-million-are-under-the-age-of-35-323822/}, abstract = {Kenya is a country of the youth according to the 2019 Census results which shows that 75\% of the  47.6 million population is under the age of 35.}, language = {en-US}, urldate = {2020-07-01}, journal = {Citizen Digital}, author = {Ndungu, Tonny}, year = {2020}, note = {Library Catalog: citizentv.co.ke Section: news KerkoCite.ItemAlsoKnownAs: 2405685:73QJMNDY}, } @techreport{new_classrooms_solving_2020, title = {Solving the {Iceberg} {Problem}: {Addressing} {Learning} {Loss} in {Middle} {School} {Math} through {Tailored} {Acceleration}}, url = {https://newclassrooms.org/solving-the-iceberg-problem}, language = {en-US}, urldate = {2022-08-26}, institution = {New Classrooms}, author = {New Classrooms}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U9PM6NW8 2405685:BA2KMH4V}, } @misc{ngutuku_voices_2020, title = {The voices of children and youth in {Tanzania}'s {COVID}-19 response}, url = {https://blogs.lse.ac.uk/africaatlse/2020/10/15/voices-children-youth-tanzanias-covid19-response-education/}, abstract = {Rapid research into COVID-19's effects on young people reveals severe anxiety about the virus as it relates to economic livelihoods and the community.}, language = {"en-US"}, urldate = {2021-01-22}, journal = {Africa at LSE}, author = {Ngutuku, Elizabeth}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ULLR648B 2405685:ZH84J8YI}, } @misc{nitda_nitda_2020, title = {{NITDA} {\textbar} e-{Learning} {Facilities}}, url = {https://nitda.gov.ng/e-learning-facilities/}, urldate = {2020-07-07}, author = {NITDA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5EPQAVFL}, } @article{nunez_cepal_2020, title = {{CEPAL} - {SECRETARIA} {TECNICA} {DEL} {ELAC} (*)}, language = {es}, author = {Núñez, Georgina and Jordán, Valeria and Rojas, Fernando}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C3REYAYA 2405685:DSL9X4VX}, keywords = {⛔ No DOI found}, pages = {36}, } @techreport{odi__unicef_universal_2020, address = {London, UK/ New York}, title = {Universal child benefits: {Policy} issues and options}, url = {https://www.unicef.org/sites/default/files/2020-07/UCB-ODI-UNICEF-Report-2020.pdf}, institution = {Overseas Development Institute/ United Nations Children's Fund}, author = {ODI \& UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2IESFPQB 2405685:WUGIBXUX}, } @techreport{oecd_creditor_2020, title = {Creditor {Reporting} {System} ({CRS})}, url = {https://stats.oecd.org/Index.aspx?DataSetCode=crs1}, urldate = {2021-03-10}, institution = {Organisation for Economic Cooperation and Development (OECD)}, author = {OECD}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2M8XI4TR 2405685:A8SUQKJN}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{oecd_oecd_2020, title = {{OECD} {Digital} {Economy} {Outlook} 2020}, url = {https://www.oecd-ilibrary.org/sites/3b6a594d-en/index.html?itemId=/content/component/3b6a594d-en}, urldate = {2022-06-15}, author = {OECD}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2SVTCF5V 2405685:YEBSH72B}, } @article{oecd_pisa_2020, title = {{PISA} 2021 {ICT} {Framework}}, url = {https://www.oecd.org/pisa/sitedocument/PISA-2021-ICT-framework.pdf}, author = {OECD}, year = {2020}, note = {zotzenLib.CopiedFrom: 2339240:9V4N7QF4 KerkoCite.ItemAlsoKnownAs: 2339240:9V4N7QF4 2405685:5M3PZ5A9}, keywords = {⛔ No DOI found}, } @techreport{oecd_strengthening_2020, title = {Strengthening online learning when schools are closed: {The} role of families and teachers in supporting students during the {COVID}-19 crisis}, url = {https://read.oecd-ilibrary.org/view/?ref=136_136615-o13x4bkowa&title=Strengthening-online-learning-when-schools-are-closed}, author = {{OECD}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DYKBSIJT 2405685:C489QCHG}, } @misc{ogero_fttx_2020, title = {{FTTx} {Deployment}}, url = {https://www.ogero.gov.lb/dep.php?id=4}, urldate = {2020-09-30}, author = {OGERO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RGSD7UV8 2405685:46ANSAXN}, } @misc{ole_nepal_e-pustakalaya_2020, title = {E-{Pustakalaya} {\textbar} {Home}}, url = {https://www.pustakalaya.org/en/?lang=en}, urldate = {2020-06-11}, author = {OLE Nepal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LRSJY9G6}, } @misc{onebillion_onebillion_2020, title = {onebillion: {COVID}-19 {UPDATE}: {How} we can keep children learning}, url = {https://onebillion.org/news/2020/03/30/covid-19-update-how-we-can-keep-children-learning/}, urldate = {2023-06-22}, author = {onebillion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JEYRECE4 2405685:LKVB55XR}, } @misc{onebillion_onecourse_2020, title = {Onecourse – one app for reading and numeracy}, url = {https://onebillion.org/onecourse/app/}, urldate = {2020-03-30}, author = {Onebillion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D22UZRYK 2405685:2QMRIDCA}, } @misc{onebillion_onetab_2020, title = {onetab}, url = {https://onebillion.org/onetab/}, urldate = {2021-07-23}, author = {onebillion}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:63XVIAX4 2405685:II2Z2MLN}, } @misc{open_learning_exchange_open_2020, title = {Open {Learning} {Exchange}}, url = {https://www.ole.org/}, language = {en-US}, urldate = {2020-06-30}, author = {{Open Learning Exchange}}, year = {2020}, note = {Library Catalog: www.ole.org KerkoCite.ItemAlsoKnownAs: 2405685:JF264N4L}, } @misc{open_school_bc_open_2020, title = {Open {School} {BC} {Home} {Page}}, url = {https://www.openschool.bc.ca/}, urldate = {2020-04-02}, author = {Open School BC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FB7UPPB9 2405685:SYAV3ETQ SYAV3ETQ}, } @misc{openemis_openemis_2020, title = {{OpenEMIS}}, copyright = {Copyleft 2020 OpenEMIS. (GNU General Public License V3.0)}, journal = {OpenEMIS}, author = {OpenEMIS}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SDRM4HY9 2405685:PR8GHPEC}, } @misc{opportunity_education_foundation_opportunity_2020, title = {Opportunity {Education}}, url = {https://www.opportunityeducation.org/tz}, author = {Opportunity Education Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DYSII6N2 2405685:MYJMZAPQ}, } @misc{orange_sierra_leone_orange_2020, title = {Orange {Education} {Portal}}, url = {/personal/1/101/orange-education-2986.html}, language = {en\_US}, urldate = {2020-06-25}, author = {Orange Sierra Leone}, year = {2020}, note = {Library Catalog: www.orange.sl KerkoCite.ItemAlsoKnownAs: 2405685:YV3WDQAQ}, } @misc{othman_disability_2020, title = {Disability, computer and school data in {Zanzibar} ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NX2DISED 2405685:4C2J8V4D}, } @misc{othman_gis_2020, title = {{GIS} data of schools in {Zanzibar} ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RB88SJ7J 2405685:565IY627}, } @misc{othman_number_2020, title = {Number of {Computers} by {District} 2018 ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CXDZH729 2405685:73RNJ3SS}, } @misc{othman_school_2020, title = {School data {Zanzibar}, per district and grade ({Unpublished})}, publisher = {EMIS Department MoEVT Zanzibar}, author = {Othman, Othman S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9M3JLUFK 2405685:2ULSUIS3}, } @techreport{outhred_prospective_2020, title = {Prospective evaluation of {GPE}’s country-level support to education}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-02-gpe-country-level-prospective-evaluation-Year-2–Nigeria.pdf}, language = {en}, author = {Outhred, Rachel and Turner, Fergal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QZX9EWFT}, } @misc{oxfam_kenya_2020, title = {Kenya: extreme inequality in numbers}, shorttitle = {Kenya}, url = {https://www.oxfam.org/en/kenya-extreme-inequality-numbers}, language = {en}, urldate = {2020-07-01}, journal = {Oxfam International}, author = {Oxfam}, year = {2020}, note = {Library Catalog: www.oxfam.org KerkoCite.ItemAlsoKnownAs: 2405685:BLVRKMF2}, } @article{pacheco_new_2020, title = {The "new normal" in education}, url = {https://link.springer.com/article/10.1007/s11125-020-09521-x#citeas}, doi = {10.1007/s11125-020-09521-x}, journal = {PROSPECTS}, author = {Pacheco, Jose Augusto}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09521-x 2339240:G9YV4MWK 2405685:VULUEXJE}, } @misc{parentpowered_ready4k_2020, title = {{Ready4K}}, url = {https://ready4k.parentpowered.com/}, urldate = {2021-04-06}, author = {ParentPowered}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HGUC9MU7 2405685:V6PFRQLX}, } @techreport{parliament_of_ghana_2020_2020, title = {2020 {Formula} for sharing the {DACF}. 2020}, url = {http://ir.parliament.gh/bitstream/handle/123456789/1642/2020_03_18_09_41_18.pdf?sequence=1&isAllowed=y}, urldate = {2022-06-06}, institution = {Government of the Republic of Ghana}, author = {{Parliament of Ghana}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BDXUM8GH 2405685:2A4ASLHF 4656463:W7S6ELIP}, } @techreport{parliament_of_kenya_report_2020, title = {Report of the {Standing} {Committee} on {Finance} and {Budget} on the {Third} {Basis} for allocating among the counties the share of national revenue}, url = {https://s3-eu-west-1.amazonaws.com/s3.sourceafrica.net/documents/120047/Report-of-the-Standing-Committee-Finance-on-the.pdf}, urldate = {2022-04-07}, author = {{Parliament of Kenya}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UIDS46VR 2405685:HQLH7WZB 4656463:IHB44RJV}, } @article{peel_beginners_2020, title = {A {Beginner}'s {Guide} to {Applied} {Educational} {Research} using {Thematic} {Analysis}}, volume = {25}, url = {https://scholarworks.umass.edu/pare/vol25/iss1/2/}, doi = {10.7275/ryr5-k983}, language = {en}, urldate = {2021-03-12}, journal = {Practical Assessment, Research \& Evaluation}, author = {Peel, Karen L.}, year = {2020}, note = {Publisher: University of Massachusetts Amherst KerkoCite.ItemAlsoKnownAs: 10.7275/RYR5-K983 10.7275/ryr5-k983 2339240:B4RF2Y4H 2405685:2N6FJTMH}, } @misc{pellini_education_2020, type = {{UKFIET}: {The} education and development forum}, title = {Education during the {COVID}-19 crisis: {Opportunities} and constraints of using {EdTech} in low-income countries}, shorttitle = {Education during the {COVID}-19 crisis}, url = {https://www.ukfiet.org/2020/education-during-the-covid-19-crisis-opportunities-and-constraints-of-using-edtech-in-low-income-countries/}, language = {en-GB}, urldate = {2020-06-03}, author = {Pellini, Arnaldo and David, Raluca and Katy, Jordan and Phillips, Toby}, year = {2020}, note = {Library Catalog: www.ukfiet.org EdTechHub.ItemAlsoKnownAs: 2405685:HJLBXYCD}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{perry_teacher_2020, type = {Rapid {Review}}, title = {Teacher {Education} {Modality} {Rapid} {Review}, {Modes}, {Affordances} and {Evidence} on {Remote} and {Blended} {Initial} and {Continuing} {Teacher} {Education}}, url = {https://www.stem.org.uk/sites/default/files/pages/downloads/Teacher%20Education%20Modality%20Rapid%20Review%20-%20UoB%20CUREE.pdf}, language = {en}, institution = {STEM Learning, University of Birmingham}, author = {Perry, Dr Thomas and Findon, Dr Madeleine and Braim, Dr Benjamin and Davison, Dr Ian and Whatmore, Dr Tracy and Cottle, Dan and Anbreen, Noshaba and Cordingley, Philippa and Crisp, Bart}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SHWIGDZU 2405685:FVDRXMPR}, } @techreport{phillips_digital_2020, title = {Digital technology governance: developing countries’ priorities and concerns}, url = {https://www.bsg.ox.ac.uk/sites/default/files/2020-06/final_digital-tech-gov-21may20_0.pdf}, language = {en}, author = {Phillips, Toby and Kira, Beatriz and Tartakowsky, Andrea and Dolan, Jonathan and Natih, Putu}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JLPVD2VU 2405685:FTX9VQI3}, pages = {41}, } @techreport{piper_structured_2020, title = {Structured {Pedagogy} {Literature} {Review}}, url = {https://scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/lessons/qRcSj0b2yqminRXJh7cSd_2tkJc-0blC}, author = {Piper, Ben and Dubeck, Margaret M.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RADU25XK 2405685:VJFUGPYI}, } @misc{pmiu_programme_2020, title = {Programme {Monitoring} \& {Implementation} {Unit}}, url = {https://open.punjab.gov.pk/schools/}, urldate = {2020-12-21}, author = {PMIU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:65XCV2TN 2405685:SFR256YQ}, } @misc{pradhan_mantri_e-vidya_initiative_for_digital_education_pm_2020, title = {{PM} {E} {Vidya} {Program} {\textbar} {Online} [{Digital} {Learning}] for {Students} {\textbar} {Portal} {\textbar} {Courses} {List}, {Registration}}, url = {https://www.hindiyojana.in/pm-e-vidya/}, abstract = {[New] Complete details of Pradhan Mantri E Vidya Yojana. New Initiative for Digital learning in India. Details of Courses, Registration process.}, language = {en-US}, urldate = {2020-09-30}, journal = {Hindi Yojana}, author = {{Pradhan Mantri e-Vidya Initiative for Digital Education}}, year = {2020}, note = {Section: Central Govt KerkoCite.ItemAlsoKnownAs: 2339240:GRI4Z8RK 2405685:YJWCEUCF}, } @misc{privacy_international_schools_2020, title = {Schools and {Covid}-19}, url = {http://privacyinternational.org/news-analysis/3709/schools-and-covid-19}, abstract = {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.}, language = {en-GB}, urldate = {2020-12-10}, journal = {Privacy International}, author = {Privacy International}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6LNSLD2D 2405685:4GJ5GUKG}, } @techreport{qazilbash_digital_2020, title = {Digital \& {Innovative} {Learning} in {Pakistan}: {The} domestic {K12} products and services industry overview and enterprise directory}, author = {Qazilbash, Zulfiqar and Javeed, Khadija}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ZWIVV9S 2405685:ZIB5JSI9}, } @article{quak_political_2020, title = {The political economy of the primary education system in {Tanzania}}, url = {https://assets.publishing.service.gov.uk/media/5e3c286740f0b6090b845d04/710_Political_Economy_Analysis_Primary_Education_System_Tanzania.pdf}, language = {en}, journal = {K4D Helpdesk Report}, author = {Quak, Evert-jan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DAKVCZMC 2405685:SYVKPWX9}, keywords = {⛔ No DOI found}, pages = {21}, } @misc{queen_rania_foundation_edraak_2020, title = {Edraak}, url = {https://www.edraak.org/en/}, abstract = {Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).}, language = {en}, urldate = {2020-06-30}, journal = {Edraak}, author = {Queen Rania Foundation}, year = {2020}, note = {Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:MSEG8TIY}, } @misc{queen_rania_foundation_karim_2020, title = {Karim and {Jana}}, url = {https://karimandjana.com/site/}, urldate = {2020-06-30}, author = {Queen Rania Foundation}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CWY8BD2E}, } @misc{queen_rania_foundation_realization_2020, title = {Realization {School} learning}, url = {https://www.edraak.org/k12/}, abstract = {Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).}, language = {en}, urldate = {2020-06-30}, journal = {Edraak}, author = {Queen Rania Foundation}, year = {2020}, note = {Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:6WWXGGJ2}, } @misc{queen_rania_foundation__2020, title = {أكاديمية الملكة رانيا لتدريب المعلمين}, url = {https://qrta.edu.jo/}, language = {en}, urldate = {2020-06-30}, author = {Queen Rania Foundation}, year = {2020}, note = {Library Catalog: qrta.edu.jo KerkoCite.ItemAlsoKnownAs: 2405685:33LKZ8PU}, } @misc{radio_television_malaysia_tv_2020, title = {{TV} {Okey}}, url = {http://okey.rtm.gov.my/}, urldate = {2022-06-25}, author = {Radio Television Malaysia}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WCI6MJUB 2405685:2G4GDTSI}, } @techreport{rafaeli_girl-focused_2020, address = {Brighton, UK}, type = {{K4D} {Helpdesk} {Report}}, title = {Girl-focused life skills interventions at a distance}, language = {en}, number = {806}, institution = {Institute of Development Studies}, author = {Rafaeli, Tal}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M7CX7E4R 2405685:HQGB6ICQ}, } @techreport{raftree_covid-19_2020, title = {{COVID}-19: {A} spotlight on child data governance gaps}, url = {https://www.unicef.org/globalinsight/reports/covid-19-spotlight-child-data-governance-gaps}, language = {en}, institution = {UNICEF}, author = {Raftree, Linda and Byrne, Jasmina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:44UFDWU4 2405685:977L3Z8B}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {8}, } @misc{raftree_covid-19_2020, title = {{COVID}-19: {A} spotlight on child data governance gaps}, shorttitle = {{COVID}-19}, author = {Raftree, Linda and Day, Emma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C2MRJPP3 2405685:TV2FJKIG}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{rahim_mobile_2020, title = {Mobile phone technologies in coping with the challenges and opportunities of {CPEC} by the youth of rural mountainous areas of {Gilgit}-{Baltistan}, {Pakistan}}, doi = {10.1155/2020/5816803}, abstract = {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.}, journal = {Mobile Information Systems}, author = {Rahim, Sabit and Qutoshi, Sadruddin Bahadur and Sahar, Gul and Jabeen, Gul and Ali, Imran}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2405685:S26GG6U4}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {1--9}, } @misc{rahman_covid-19_2020, title = {{COVID}-19 boosts digitization of higher education in {Bangladesh}}, url = {https://blogs.worldbank.org/endpovertyinsouthasia/covid-19-boosts-digitization-higher-education-bangladesh}, author = {Rahman, M and ul-Aziz, M and Ahmed, S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YMV5DY38 2405685:F66HV332}, } @article{rana_ict_2020, title = {{ICT} integration in teaching and learning activities in higher education: a case study of {Nepal}'s teacher education}, volume = {8}, url = {https://files.eric.ed.gov/fulltext/EJ1239982.pdf}, doi = {10.17220/mojet.2020.01.003}, abstract = {This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.}, language = {English}, number = {1}, journal = {Malaysian Online Journal of Educational Technology}, author = {Rana, Kesh and Rana, Karna}, year = {2020}, note = {Publisher: University of Malaya Faculty of Education, Kuala Lumpur 50603 Malaysia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396845922?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17220/mojet.2020.01.003 2405685:7QTWPNA2 2534378:2HFCURH3 2534378:7EF9ZFLB 2534378:9RI575FJ}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Policy, Foreign Countries, Higher Education, Information Technology, Nepal, Postsecondary Education, Preservice Teacher Education, Program Implementation, Sustainability, Technology Integration, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095751, \_\_finaldtb}, pages = {36--47}, } @article{rapanta_online_2020, title = {Online university teaching during and after the {Covid}-19 {Crisis}: {Refocusing} teacher presence and learning activity}, url = {https://doi.org/10.1007/s42438-020-00155-y}, doi = {10.1007/s42438-020-00155-y}, abstract = {The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.}, journal = {Postdigital Science and Education}, author = {Rapanta, Chrysi and Botturi, Luca and Goodyear, Peter and Guàrdia, Lourdes and Koole, Marguerite}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s42438-020-00155-y 2405685:E3Q5247V}, keywords = {Covid-19, Emergency situation, Higher education, Instructional design, Online teaching, Pedagogical content knowledge}, pages = {1--23}, } @techreport{read_lindsay_covid-19_2020, type = {Background paper prepared for the {Save} {Our} {Future} white paper {Averting} an {Education} {Catastrophe} for the {World}'s {Children}.}, title = {{COVID}-19 and {Options} for {Financing} {Education}}, url = {https://saveourfuture.world/wp-content/uploads/2020/12/COVID-19-and-Options-for-Financing-Education_SOF_BP7.pdf}, institution = {Save Our Future}, author = {{Read, Lindsay}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BVEIXCBA 2405685:78YVW3BC}, } @article{read_understanding_2020, title = {Understanding the impact of {OER} courses in relation to student socioeconomic status and employment}, volume = {3}, url = {https://www.ijoer.org/understanding-the-impact-of-oer-courses-in-relation-to-student-socioeconomic-status-and-employment}, doi = {10.18278/ijoer.3.1.5}, number = {1}, journal = {International Journal of Open Educational Resources}, author = {Read, K and Tang, H and Dhamika, A and Bodily, B}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.18278/ijoer.3.1.5 2405685:QH8J7VBV}, } @techreport{read_covid-19_2020, title = {{COVID}-19 and options for financing education}, url = {https://saveourfuture.world/white-paper/}, urldate = {2021-05-05}, institution = {Save Our Future}, author = {Read, Lindsay}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E9UXAI3F 2405685:EWQEBEM5}, } @book{reimers_educating_2020, address = {Singapore}, series = {{SpringerBriefs} in {Education}}, title = {Educating {Students} to {Improve} the {World}}, isbn = {9789811538865 9789811538872}, url = {http://link.springer.com/10.1007/978-981-15-3887-2}, language = {en}, urldate = {2020-08-28}, publisher = {Springer Singapore}, author = {Reimers, Fernando M.}, year = {2020}, doi = {10.1007/978-981-15-3887-2}, note = {shortDOI: 10/ghgnd6 KerkoCite.ItemAlsoKnownAs: 10/ghgnd6 2405685:EIJXQKZ4}, } @techreport{reimers_framework_2020, title = {A framework to guide an education response to the {COVID}-19 pandemic of 2020}, url = {https://teachertaskforce.org/sites/default/files/2020-04/A%20framework%20to%20guide%20an%20education%20response%20to%20the%20COVID-19%20Pandemic%20of%202020.pdf}, institution = {OECD}, author = {Reimers, Fernando M. and Schleicher, Andreas}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QJU8B4R3 2405685:LC9WU54Z}, } @techreport{republic_of_malawi_national_2020, title = {National {COVID}-19 {Preparedness} and {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/national-covid-19-preparedness-and-response-plan_08-04-2020_final-version.pdf}, urldate = {2020-06-09}, author = {Republic of Malawi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ISTURV3 2405685:46BPCHFP}, } @techreport{republic_of_sierra_leone_education_2020, title = {Education {Sector} {Analysis}. {Assessing} the enabling environment for gender equality}, institution = {UNICEF, IIEP - UNESCO}, author = {Republic of Sierra Leone}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X5MR76ZW 2405685:29U93GQF}, } @misc{rich_teaching_2020, title = {Teaching literacy to youth in {Dadaab}}, url = {https://e-limu.org/teaching-literacy-youth-dadaab/}, abstract = {According to what statistics you use, Dadaab refugee camp is the fifth or sixth biggest city in Kenya. In the middle of 2017, its population was 250,000 and Norwegian Refugee Council (an international humanitarian organisation that focuses on displaced people) was running…}, journal = {eLimu}, author = {Rich, Sam}, year = {2020}, note = {Library Catalog: e-limu.org KerkoCite.ItemAlsoKnownAs: 2339240:BML382C2 2405685:CCU7TETF}, } @techreport{richmond_repurposing_2020, title = {Repurposing {Established} {Radio} and {Audio} {Series} to {Address} the {COVID}-19 {Educational} {Crises}}, url = {https://www.edc.org/sites/default/files/Repurposing-Established-Radio-Audio-Series.pdf}, language = {EN}, institution = {Education Development Center}, author = {Richmond, Simon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCF8ZXBF 2405685:HFI98LDE 2405685:YLLNE9VA}, pages = {9}, } @misc{rising_academy_network_rising_2020, title = {Rising {Academies} - {Rising} {On} {Air}}, url = {http://www.risingacademies.com/on-air}, language = {EN}, urldate = {2020-04-08}, author = {Rising Academy Network}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCT7W2GQ 2405685:F3L6UE82 KCT7W2GQ}, } @techreport{rodriguez-segura_educational_2020, type = {Working {Paper}}, title = {Educational {Technology} in {Developing} {Countries}: {A} {Systematic} {Review}}, url = {https://curry.virginia.edu/sites/default/files/uploads/epw/72_Edtech_in_Developing_Countries.pdf}, number = {72}, urldate = {2020-08-10}, institution = {University of Virginia}, author = {Rodriguez-Segura, Daniel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3NFUQ2N5 2339240:7X8NJI23 2339240:AAP9R7UD 2339240:TY3PYSTX 2405685:5IRBQ464 2405685:5J25FLQT 2405685:RQ4ND4UQ 2405685:RVLBVG3I 2405685:YLEQ3IT6}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {1--75}, } @unpublished{rodriguez-segura_educational_2020, type = {{EdPolicyWorks} working paper}, title = {Educational {Technology} in {Developing} {Countries}: {A} {Systematic} {Review}}, shorttitle = {Educational technology in developing countries}, author = {Rodriguez-Segura, Daniel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QBIAAP8T 2405685:N327X4KZ 2405685:V6JIZBHW}, keywords = {C:Low- and middle-income countries, \_\_\_working\_potential\_duplicate}, } @misc{romadhoni_what_2020, title = {What is {Data} {Lifecycle} {Management}? {And} {What} phases would it pass through?}, url = {https://medium.com/jagoanhosting/what-is-data-lifecycle-management-and-what-phases-would-it-pass-through-94dbd207ff54}, urldate = {2022-06-14}, author = {Romadhoni, Firmansyah}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PRVJTTQ8 2405685:6VPAJ7AJ}, } @article{roman_supporting_2020, title = {Supporting the mental health of teachers in {COVID}-19 through trauma-informed educational practices and adaptive formative assessment tools}, volume = {28}, abstract = {To address the emotional and mental health needs of teachers during the COVID-19 pandemic, existing instructional technology tools can be rapidly adapted to support trauma- informed educational practices. In this action research and practice brief, the instructional strategies and communication tools used to support the mental health needs of preservice teachers within an instructional technology course are de- tailed. Preliminary outcomes indicate that although preser- vice teachers are effective in using instructional technology tools to articulate the status of their health and well-being, not all preservice teachers chose to engage in course activi- ties, highlighting that the most vulnerable preservice educa- tors need additional support during COVID-19 teaching and learning. Implications for preservice and in-service educa- tion are discussed. Keywords}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Roman, Tiffany}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3XH37Y6D}, keywords = {At Risk Students, College Faculty, Communicable Diseases, Coping, Disease Control, Educational Technology, Formative Evaluation, Health Needs, Mental Health, Online Courses, Preservice Teachers, Stress Variables, Teaching Methods, Technology Uses in Education, Well Being, ⛔ No DOI found}, pages = {473--481}, } @techreport{rose_transformative_2020, title = {Transformative political leadership to promote 12 years of quality education for all girls}, url = {https://www.edu-links.org/sites/default/files/media/file/26-EN-REPORT-Political-leadership-LNGB-Feb-2020-SINGLE-PAGES.pdf}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Rose, Pauline and Gordon, Rebecca and Marston, Lauren and Zubairi, Asma and Downing, Phoebe}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BB5MPD63 2405685:HLZ56W9C}, } @techreport{rossignoli_teachers_2020, title = {Teachers {Learning} {Together}: {Large}-scale approaches to teacher communities of practice}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/7c/7c40a2f7-4fa2-41d6-a21e-6f3635b1a72a.pdf}, urldate = {2020-05-25}, institution = {Education Development Trust}, author = {Rossignoli, Serena and Amenya, Donvan and Kamana, Dieudonne and Tiganescu, Andrea and Kudenko, Irina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KJU6N64C 2405685:WFJZTGQZ}, keywords = {C:Kenya / Rwanda}, } @misc{rossiter_link_2020, title = {Link it, open it, use it: changing how education data are used to generate ideas}, url = {https://www.cgdev.org/publication/link-it-open-it-use-it-changing-how-education-data-are-used-generate-ideas}, language = {en}, publisher = {Center for Global Development}, author = {Rossiter, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TI93K3JQ 2405685:5C7QHDNJ 8836279:4T7GVVU4 8836279:9WYHNMFV 8836279:EZC3PBDB 8836279:HPLJT6V2 8836279:YLSJNHSD}, } @techreport{rossiter_link_2020, type = {Note}, title = {Link {It}, {Open} {It}, {Use} {It}: {Changing} {How} {Education} {Data} {Are} {Used} to {Generate} {Ideas}}, language = {en}, institution = {Center for Global Development}, author = {Rossiter, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YXBCLR9K 2405685:5M7N4NGE 4656463:5SQLXUEG}, pages = {17}, } @techreport{rossiter_link_2020, type = {Note}, title = {Link {It}, {Open} {It}, {Use} {It}: {Changing} {How} {Education} {Data} {Are} {Used} to {Generate} {Ideas}}, language = {en}, institution = {Center for Global Development}, author = {Rossiter, Jack}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YXBCLR9K 2405685:5M7N4NGE 4656463:5SQLXUEG}, pages = {17}, } @misc{roya_news__2020, title = {الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل}, shorttitle = {الرزاز}, url = {https://royanews.tv/news/202006?1578398972}, abstract = {الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال ....}, language = {en}, urldate = {2020-06-30}, journal = {رؤيا الأخباري}, author = {Roya News}, year = {2020}, note = {Library Catalog: royanews.tv KerkoCite.ItemAlsoKnownAs: 2405685:HU525652}, } @techreport{royal_government_of_bhutan_covid-19_2020, title = {{COVID}-19 {Response} {Plan}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/bhutan_covid-19_response_plan_guidelines-for-curriculum-implementation.pdf}, urldate = {2020-06-09}, author = {Royal Government of Bhutan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9B2N535D 2405685:B65CL3D5}, } @techreport{ruddle_equip-tanzania_2020, title = {{EQUIP}-{Tanzania} {Impact} {Evaluation}: {Endline} qualitative evaluation report}, language = {en}, institution = {Oxford Policy Management}, author = {Ruddle, Nicola and Jagmag, Mehjabeen and Casey, Kelly and Medardi, Deogardius and Sutoris, Peter}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPKRDKSH 2405685:E4DI9VVW}, pages = {140}, } @techreport{ruddle_equip-tanzania_2020, title = {{EQUIP}-{Tanzania} impact evaluation}, language = {en}, institution = {Oxford Policy Management}, author = {Ruddle, Nicola and Rawle, Georgina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3DXCE65T 2405685:E6MXPUT8}, keywords = {⛔ No DOI found}, } @misc{ruzivo_digital_learning_ruzivo_2020, title = {Ruzivo {Digital} {Learning} {\textbar} {Home}}, url = {https://www.ruzivodigitallearning.co.zw/}, urldate = {2020-06-27}, author = {Ruzivo Digital Learning}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:KV2YSXB4}, } @techreport{rwanda_ministry_of_education_keeping_2020, title = {Keeping the {Doors} {Open} for {Learning}: {Response} {Plan} of {Ministry} of {Education} to the {COVID}-19 {Outbreak}}, url = {https://mineduc.gov.rw/fileadmin/Documents/Report/Education_Sector_COVID_Plan _Rwanda.pdf}, author = {Rwanda Ministry of Education}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I8LIGBS7 2405685:XMEHJILZ}, } @misc{rwanda_polytechnic_elearning-_2020, title = {Elearning- {Rwanda} {Polytechnic}}, url = {https://elearning.rp.ac.rw/}, urldate = {2020-09-30}, author = {Rwanda Polytechnic}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4PPBR9V3 2405685:4LP8M7TA}, } @article{ryan_intrinsic_2020, title = {Intrinsic and extrinsic motivation from a self-determination theory perspective: {Definitions}, theory, practices, and future directions}, volume = {61}, doi = {10.1016/j.cedpsych.2020.101860}, journal = {Contemporary Educational Psychology}, author = {Ryan, Richard M. and Deci, Edward L.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2020.101860 2339240:H7GQ3NBI 2405685:HGBR3JY8}, pages = {101860}, } @article{sabates_assessing_2020, title = {Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in {Tanzania}}, volume = {13}, url = {https://www.tandfonline.com/doi/abs/10.1080/19439342.2020.1844782}, doi = {10.1080/19439342.2020.1844782}, number = {1}, journal = {Journal of Development Effectiveness}, author = {Sabates, Ricardo and Rose, Pauline and Alcott, Benjamin and Delprato, Marcos}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:ZWKGJ4FV 2405685:YPU8GIXB}, pages = {28--46}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, copyright = {Atribución-NoComercial-SinDerivadas 3.0 Chile}, shorttitle = {{COVID}-19}, url = {http://repositorio.ucm.cl/handle/ucm/repositorio.ucm.cl/handle/ucm/3186}, abstract = {La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.}, language = {es}, urldate = {2022-06-06}, journal = {Avances en Psicología Latinoamericana, 38(2), 1-17}, author = {Salas, Gonzalo and Santander, Priscilla and Precht Gandarillas, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {Accepted: 2020-11-12T13:39:51Z KerkoCite.ItemAlsoKnownAs: 2339240:CWNC5UZI 2405685:QUGY7FQY}, keywords = {⛔ No DOI found}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, copyright = {Atribución-NoComercial-SinDerivadas 3.0 Chile}, shorttitle = {{COVID}-19}, url = {http://repositorio.ucm.cl/handle/ucm/repositorio.ucm.cl/handle/ucm/3186}, abstract = {La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.}, language = {es}, urldate = {2022-06-06}, journal = {Avances en Psicología Latinoamericana, 38(2), 1-17}, author = {Salas, Gonzalo and Santander, Priscilla and Precht Gandarillas, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {Accepted: 2020-11-12T13:39:51Z KerkoCite.ItemAlsoKnownAs: 2339240:CWNC5UZI 2405685:QUGY7FQY}, keywords = {⛔ No DOI found}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, volume = {38}, abstract = {The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries.}, language = {es}, journal = {Avances en Psicología Latinoamericana}, author = {Salas, Gonzalo and Santander, Priscilla and Precht, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNZKS2PJ 2405685:CUWC2WFF}, keywords = {⛔ No DOI found}, pages = {17}, } @article{salas_covid-19_2020, title = {{COVID}-19: impacto psicosocial en la escuela en {Chile}. {Desigualdades} y desafíos para {Latinoamérica}}, volume = {38}, abstract = {The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries.}, language = {es}, journal = {Avances en Psicología Latinoamericana}, author = {Salas, Gonzalo and Santander, Priscilla and Precht, Andrea and Scholten, Hernán and Moretti, Renato and López-López, Wilson}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNZKS2PJ 2405685:CUWC2WFF}, keywords = {⛔ No DOI found}, pages = {17}, } @misc{salcab_salcab_2020, title = {{SALCAB} {\textbar} {Home}}, url = {https://www.salcab.sl/}, urldate = {2020-06-25}, author = {SALCAB}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:7LEIDSTB}, } @misc{sangwan_coronavirus_2020, title = {Coronavirus: {Edtech} unicorn {BYJU}’{S} free offer sees 150\% jump in new students}, shorttitle = {Coronavirus}, url = {https://yourstory.com/2020/04/edtech-unicorn-byjus-students-free-access-coronavirus}, abstract = {The initiative to support students to learn from home during coronavirus outbreak receives overwhelming response from metros and non-metros, BYJU'S said.}, language = {en}, urldate = {2020-06-10}, author = {Sangwan, Sujata}, year = {2020}, note = {Library Catalog: yourstory.com Section: Edtech KerkoCite.ItemAlsoKnownAs: 2339240:VRC6PFJK 2405685:JRCPS8TT}, } @techreport{save_our_future_averting_2020, title = {Averting an {Education} {Catastrophe} for the {World}’s {Children}}, url = {https://saveourfuture.world/white-paper/}, abstract = {Education faces a triple threat: 90\% of children in the world have had their education interrupted due to COVID-19. This...}, language = {en-GB}, urldate = {2020-12-02}, institution = {Save Our Future}, author = {{Save Our Future}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4AULX344 2339240:RENP5KKC 2339240:YMVZHQGD 2405685:CKAHAT9D 2405685:Q49R84ZM 2405685:T95RE4K7}, } @techreport{save_the_children_protect_2020, title = {Protect a generation: {The} impact of {Covid19} on children’s lives}, url = {https://resourcecentre.savethechildren.net/node/18218/pdf/vr59-01_protect_a_generation_report_en_0.pdf}, institution = {Save the Children}, author = {Save the Children}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EHFLZK6Q 2405685:QDUHFQZC}, } @techreport{sayed_teacher_2020, title = {Teacher professional development and curriculum: {Enhancing} teacher professionalism in {Africa} by {Education} {International} - {Issuu}}, shorttitle = {Teacher professional development and curriculum}, url = {https://issuu.com/educationinternational/docs/2020_ei-osf_research_enhancingteachingprofessionaf}, language = {en}, urldate = {2022-11-01}, institution = {Education International Research}, author = {Sayed, Yusuf and Bulgrin, Eva}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E4BGMVNV 2405685:8ZAX7AE9}, } @misc{schoolgate_schoolgate_2020, title = {{SchoolGate} {\textbar} {Home}}, url = {https://schoolgate.ng/}, urldate = {2020-07-07}, author = {SchoolGate}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:MPKF37CS}, } @article{schryen_knowledge_2020, title = {A {Knowledge} {Development} {Perspective} on {Literature} {Reviews}: {Validation} of a {New} {Typology} in the {IS} {Field}}, volume = {46}, issn = {1529-3181}, shorttitle = {A {Knowledge} {Development} {Perspective} on {Literature} {Reviews}}, url = {https://ris.uni-paderborn.de/record/11946}, abstract = {Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.}, language = {eng}, urldate = {2024-01-18}, journal = {Communications of the AIS}, author = {Schryen, Guido and Wagner, Gerit and Benlian, Alexander and Paré, Guy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8}, keywords = {⛔ No DOI found}, pages = {134--168}, } @article{schwartz_opportunities_2020, title = {Opportunities and challenges in using online learning to maintain continuity of instruction in {K}-12 schools in emergencies}, url = {https://www.researchgate.net/publication/340915460}, abstract = {Distance learning provides a way to continue instruction in emergencies and can support social distancing. As we have seen with the COVID-19 pandemic, prolonged school closures can occur with little warning. Lessons learned from prior prolonged school closures can inform much-needed planning for future ones. In the 2017 hurricane season, more than 1,000 schools in the United States experienced closures lasting 10 or more days. Yet, despite the rapid expansion of online instruction, little is known about schools’ use of it in public health and other emergencies. METHODS: In 2017-2018, we conducted 13 focus groups and 11 interviews with school practitioners to identify promising practices, barriers, and facilitators for distance learning in emergencies. RESULTS: We found few examples of use of distance learning during emergency school closures in 2017. While there are significant barriers to offering distance learning in an emergency, schools that already offer online learning prior to an emergency are best equipped to continue instruction during closures for some types of emergencies. CONCLUSIONS: Additional efforts could enhance preparedness for distance learning in K–12 schools in the framework of all-hazards preparedness.}, number = {April}, author = {Schwartz, H and Ahmed, F and Leschitz, J T and Uzicain, A and Uscher-Pines, L}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IZCKM5AZ}, keywords = {Blended Learning, Disasters, Distance Learning, Hurricanes, Influenza}, pages = {1--22}, } @inproceedings{schwartz_moving_2020, title = {Moving online : {Creating} effective tasks for analysis of teaching evidence}, abstract = {The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos.}, booktitle = {{EdMedia} + {Innovate} {Learning} 2020 {Online}}, author = {Schwartz, Jonathan and Mahiko, Joy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B5JLRT4F}, keywords = {⛔ No DOI found}, pages = {92--97}, } @article{schweik_world_2020, title = {World librarians: {A} socio-technical system providing library search services to offline schools and libraries in {Malawi}}, volume = {20}, shorttitle = {World librarians}, doi = {10.1016/j.wdp.2020.100234}, journal = {World Development Perspectives}, author = {Schweik, Charles M. and Meyer, Carl and Chinkondenji, Pempho and Smith, Jeremy and Mchenga, Promise}, year = {2020}, note = {Publisher: Elsevier shortDOI: 10/ghgn56 KerkoCite.ItemAlsoKnownAs: 10/ghgn56 2405685:C2FTH5HS}, pages = {100234}, } @inproceedings{semingson_virtual_2020, title = {“{Virtual} {Nagging}”: {Comprehension}-based external regulation and success support for online learners}, abstract = {Recent research and literature champions the power of nudge emails to coax students to make positive choices for their learning (Cavanagh \& Eastham, 2019). This roundtable session and paper n expands on this concept more broadly and provides a comprehensive overview on the literature of external regulation for helping online learners to stay organized, focused, motivated, and “on top of” readings and assignments within an online course. As literacy teacher educators, we encourage the use of comprehension-focused overviews to help students fully understand the scope of tasks at the course level and the module level. Due to the challenging nature of distance and the need to stay on track with the pace of distance learning, instructors need to be able to communicate and support students in a variety of ways using language-based virtual outreach. We deem this as “virtual nagging” due to our experiences with virtual communications outreach in an all online master’s level literacy teacher education program. We provide key}, booktitle = {{SITE} 2020}, author = {Semingson, Peggy and Owens, Dana and Kerns, William}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DNTWWN8Q}, keywords = {Distance/Flexible Education, Instructional Design, ⛔ No DOI found}, pages = {2096--2100}, } @misc{sengeh_education_2020, title = {Education service transformation in {Sierra} {Leone}: {Where} policy meets the people}, url = {https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people}, author = {Sengeh, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y5AL4GBH 2405685:CL5T3HVF}, } @misc{sengeh_transforming_2020, title = {Transforming education service delivery in {Sierra} {Leone}: from evidence to action}, shorttitle = {Transforming education service delivery in {Sierra} {Leone}}, url = {https://www.globalpartnership.org/blog/transforming-education-service-delivery-sierra-leone-evidence-action}, abstract = {Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.}, language = {en}, urldate = {2020-12-17}, journal = {Global Partnership for Education}, author = {Sengeh, David Moinina and May-Wilson, Hannah}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BFQBRATB 2405685:PS758V8V}, } @article{senjam_assistive_2020, title = {Assistive technology for students with visual disability in schools for the blind in {Delhi}}, volume = {15}, issn = {1748-3107}, url = {https://doi.org/10.1080/17483107.2019.1604829}, doi = {10.1080/17483107.2019.1604829}, abstract = {Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8\%. Of the total, 27.6\% students had best corrected visual acuity {\textless}6/18 to 1/60, and the rest had {\textless}1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98\%), Braille slate and stylus (99.2\%), handheld audio recorders (77.6\%) and screen readers (77.2\%). Good awareness was reported for abacus (88.8\%), walking long canes (94.4\%) and smart cane (89.6\%), audible balls (96\%), Braille chess (82.8\%) and talking watch (98\%). Among the students with {\textless}6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8\% (typoscope) to 43.6\% (video magnifiers). Braille technology was used for reading by 96.4\% (books) and for writing by 96.8\% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55\% (screen readers). The use of math and science learning devices was poor ({\textless}20\%). Walking canes were used by 59\% of students whereas 87.2\% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living.}, number = {6}, urldate = {2021-03-04}, journal = {Disability and Rehabilitation: Assistive Technology}, author = {Senjam, Suraj Singh and Foster, Allen and Bascaran, Covadonga and Vashist, Praveen and Gupta, Vivek}, year = {2020}, pmid = {31012740}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/17483107.2019.1604829 KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2019.1604829 2339240:4RW4RDTW 2405685:W56E2AD8}, keywords = {Assistive technology, awareness, blind schools, utilization, visual disability}, pages = {663--669}, } @misc{sesame_workshop_sisimpur_2020, title = {Sisimpur {\textbar} {Sesame} {Workshop}}, url = {https://www.sesameworkshop.org/what-we-do/shows/sisimpur}, urldate = {2020-06-09}, author = {{Sesame Workshop}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KVF62JP5 2405685:VI6BNSHZ 4803016:IRMRT8SQ}, } @article{shamim_miah_e-learning_2020, title = {E-{Learning} in {Bangladesh}: {A} {Study} of {Teachers}’ {Behavioral} {Orientation} and {Affective} {Alignment} in the {Post}-{New} {Normal}}, volume = {2}, issn = {26410230}, shorttitle = {E-{Learning} in {Bangladesh}}, url = {http://learning-gate.com/index.php/2641-0230/article/view/79}, doi = {10.33094/26410230.2020.21.16.35}, abstract = {This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment.}, language = {en}, number = {1}, urldate = {2021-05-19}, journal = {Contemporary Research in Education and English Language Teaching}, author = {Shamim Miah, A.S.M and Rasel Kabir, Md and Sultana, Sarmin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.33094/26410230.2020.21.16.35 10/gj37h5 2339240:A7RYDPHH 2405685:KVRAQU2P}, pages = {16--35}, } @article{shettima_significance_2020, title = {Significance of {Radio} and {Television} {Learning} {Programmes} on the {Academic} {Achievement} of {Learners} during {COVID}-19 {Lockdown} in {Maiduguri}, {Borno} {State}, {Nigeria}}, volume = {8}, issn = {2467-8562}, url = {https://seahipaj.org/journals-ci/sept-2020/IJIISTR/full/IJIISTR-S-6-2020.pdf}, abstract = {This study examines the significance of Radio and Television learning programmes on the academic achievement of learners during the COVID-19 lockdown in Maiduguri, Borno State, Nigeria. There are three research questions and one null hypothesis formulated for the study. Using Krejcie and Morgan (1970) statistical table, a population of 217 respondents were drawn from a sample size 500 as the sample for the study. The research questions were answered using percentages and the null hypothesis was tested using Chi-Square (X2) at 5\% level of significance. The findings of research questions one show that, Radio and Television Learning programmes have significant impact on the academic achievement of learners (X2=16.43; P{\textgreater}0.05). Similarly, analysis of research question two shows that, learners have interest in listening or viewing on the Radio and Television learning programmes (X2=23.41; P{\textgreater}0.05). Furthermore, findings of research question three indicated that Radio and Television learning programmes were up to educational standard which are easily understood by the learners (X2=38.16; P{\textgreater}0.05). In conclusion, Radio and Television learning programmes have impacted positively on the academic achievement of learners in nursery, primary and secondary schools. These educational learning programmes may help in mitigating idleness and non-study of learners during the COVID-19 lockdown in the country.}, language = {en}, number = {3}, journal = {International Journal of Innovative Information Systems \& Technology Research}, author = {Shettima, Y and Makinta, A W and Tomsu, S M}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KC9UHJS 2405685:H6DXAQZY}, keywords = {⛔ No DOI found}, pages = {54--60}, } @inproceedings{shin_guessing_2020, address = {New York, NY, USA}, series = {{CHI} {EA} '20}, title = {Guessing or solving? {Exploring} the use of motion features from educational game logs}, isbn = {978-1-4503-6819-3}, shorttitle = {Guessing or {Solving}?}, url = {https://doi.org/10.1145/3334480.3383005}, doi = {10.1145/3334480.3383005}, abstract = {A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p{\textless}0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier.}, urldate = {2021-01-05}, booktitle = {Extended {Abstracts} of the 2020 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems}}, publisher = {Association for Computing Machinery}, author = {Shin, Hyunjin and Kim, Bugeun and Gweon, Gahgene}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3334480.3383005 2339240:9GZ5Q6U8 2405685:723DJXQU}, keywords = {educational game, guessing behavior, learning analytics, motion features, touch log}, pages = {1--8}, } @article{shraim_use_2020, title = {The use of technology to continue learning in {Palestine} disrupted with {COVID}-19}, volume = {15}, url = {https://zenodo.org/record/4292589#.YIqV4ehKg1I}, doi = {10.5281/zenodo.4292589}, abstract = {This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning.}, language = {eng}, number = {2}, urldate = {2021-04-29}, journal = {Asian Journal of Distance Education}, author = {Shraim, Khitam and Crompton, Helen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4292589 2339240:9KLRL9AJ 2405685:5RN8D4UA 2405685:6HK5A9NC}, keywords = {Online learning, technology, COVID-19, pandemic, emergency remote teaching, covid-19, emergency remote teaching, online learning, pandemic, technology, ⛔ No DOI found}, pages = {1--20}, } @article{shukia_fee-free_2020, title = {Fee-free basic education policy implementation in {Tanzania}: {A} ‘phenomenon’ worth rethinking}, volume = {27}, copyright = {Copyright (c)}, issn = {0856-6739}, shorttitle = {Fee-free {Basic} {Education} {Policy} {Implementation} in {Tanzania}}, url = {https://www.ajol.info/index.php/huria/article/view/204346}, abstract = {This paper is based on a study that employed qualitative research methods to examine the implementation of the fee-free basic education policy in Tanzania. The study reveals that, the policy is misapprehended, and causing confusion and dissonance among key implementers including heads of schools and parents, and it is threatening the quality delivery of education. However, there is no doubt that the implementation of the fee-free education policy has significantly promoted access to basic education for children from various socio-economic backgrounds. Thus, this paper argues that the implementation of the fee-free basic education policy, albeit commendable, it is not a panacea to achieving equitable access and quality education delivery for all. Hence, the policy and its implementation is a ‘phenomenon’ worth rethinking for Tanzania to realise equitable and quality universal basic education.}, language = {en}, number = {1}, urldate = {2022-11-13}, journal = {Huria: Journal of the Open University of Tanzania}, author = {Shukia, Richard}, year = {2020}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:6RMCK4LX 2405685:PNIU3NYC 4656463:7B2HMMKG}, keywords = {Fee-free education policy, basic education, policy implementation and Tanzania, ⛔ No DOI found}, } @techreport{siddiquee_understanding_2020, address = {Dhaka}, type = {Working {Paper}}, title = {Understanding the first and second digital divides in rural {Bangladesh}: internet access, online skills, and usage}, url = {https://bigd.bracu.ac.bd/wp-content/uploads/2021/03/Understanding-the-First-and-Second-Digital-Divides-in-Rural-Bangladesh_working-paper.pdf}, number = {59}, urldate = {2021-10-25}, institution = {BRAC Institute of Governance and Development (BIGD)}, author = {Siddiquee, Muhammad Shahadat Hossain and Islam, Md. Saiful}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H7E4MIUY 2405685:82R7AZNN}, } @article{sims_identifying_2020, title = {Identifying the characteristics of effective teacher professional development: a critical review}, volume = {32}, doi = {10.1080/09243453.2020.1772841}, language = {en}, number = {2}, journal = {School Effectiveness and School Improvement}, author = {Sims, Sam and Fletcher-Wood, Harry}, year = {2020}, note = {shortDOI: 10/ggx3rh KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2020.1772841 10/ggx3rh 2339240:683SAV2H 2339240:TS2ZKNQM 2405685:2BSDHIUH 2405685:JACJHJ5B 2405685:SELJQ32Y 2405685:VNCBV2AS 2534378:N5BNKDUA}, keywords = {De-prioritise, \_\_\_working\_potential\_duplicate, ⚠️ Invalid DOI}, pages = {22}, } @techreport{singal_background_2020, title = {Background paper for the {Inclusion} and {Education}: {Role} of non-government organisations as providers of and advocates for inclusive education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373684}, urldate = {2021-03-16}, author = {Singal, N}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RJP6SHZW 2405685:7IK2C6NW}, } @techreport{singh_rapid_2020, title = {Rapid {Review} of {Assistive} {Technologies} for {Persons} with {Disability} in {India}}, url = {https://www.gov.uk/research-for-development-outputs/rapid-review-of-assistive-technologies-for-persons-with-disability-in-india}, abstract = {The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response}, language = {en}, urldate = {2020-12-10}, institution = {Amaltas Consulting Private Ltd}, author = {Singh, Suneeta and Tomar, Manika and Mahendra, Vaishali S}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VYF37XAM 2405685:MZX67MYD}, } @article{sintema_effect_2020, title = {Effect of {COVID}-19 on the performance of grade 12 students: {Implications} for {STEM} education}, volume = {16}, doi = {10.29333/EJMSTE/7893}, abstract = {With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-a-vis mathematics, science and design and technology subjects. An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia. The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed. Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID-19 effects on the general performance of students in their subject areas. Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country.}, number = {7}, journal = {Eurasia Journal of Mathematics, Science and Technology Education}, author = {Sintema, Edgar John}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/7893 2405685:K39RXN35}, keywords = {COVID-19, Mathematics education, STEM subjects, Zambia}, pages = {1--6}, } @misc{siyavula_our_2020, title = {Our {Work}}, url = {https://www.siyavulaeducation.com/work-oer.html}, urldate = {2020-08-18}, author = {Siyavula}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZW9VCC9E 2405685:VIRNTJP9}, } @misc{skoll_foundation_learning_2020, title = {Learning without {Schools}? {Education}, {Relief}, and {Government} {Partnerships} during {COVID}-19}, shorttitle = {Webinar}, url = {https://www.youtube.com/watch?v=skZuZ8sSLjI}, abstract = {Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies}, language = {EN}, urldate = {2020-04-06}, author = {Skoll Foundation}, year = {2020}, note = {EdTechHub.Source: 2129771:X8MZMPUI KerkoCite.ItemAlsoKnownAs: 2129771:X8MZMPUI 2339240:7WIWVAEE 2405685:MIE53XIS}, } @misc{slade_hacking_2020, title = {Hacking {Tangerine} for {Covid}-19: more than just data collection}, url = {https://shared.rti.org/content/hacking-tangerine-covid-19-more-just-data-collection}, urldate = {2022-07-01}, author = {Slade, Timothy}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JBKIQHF5 2486141:5DNFKXTP}, } @techreport{social_impact_early_2020, title = {Early {Grade} {Reading} {Evaluation} in {Ghana}: {Unprecedented} {Results} and {Policy} {Impacts}}, url = {https://2ed20v44ucst1ujckp24w1ks-wpengine.netdna-ssl.com/wp-content/uploads/2020/03/Ghana-EGRA-1-Pager-V2.pdf}, urldate = {2020-06-29}, author = {Social Impact}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QH4KTW9X}, } @techreport{soon-shiong_using_2020, address = {Oxford}, title = {Using digital technologies to re-imagine cash transfers during the {Covid}-19 crisis}, url = {https://www.bsg.ox.ac.uk/sites/default/files/2020-05/using_digital_technologies_to_re_imagine_cash_transfers_during_the_covid_19_crisis_0.pdf}, number = {Paper 2}, institution = {University of Oxford}, author = {Soon-Shiong, Nika and Qhotsokoane, Tebello and Phillips, Toby}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XN8NAIVK 2405685:MCN3V6ZZ}, } @techreport{south_sudan_education_cluster_south_2020, title = {South {Sudan} {COVID} 19 {Preparedness} and {Response} {Plan} 2020}, url = {https://inee.org/system/files/resources/SSEC_COVID%2019%20Prep%20%20Response%20Strategy%20-%20April%202020.pdf}, urldate = {2020-06-09}, author = {South Sudan Education Cluster}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ED3495VC 2405685:6WWWVH6V}, } @article{spaull_race_2020, title = {The {Race} between {Teacher} {Wages} and the {Budget}}, language = {en}, journal = {Research on Socioeconomic Policy (RESEP) Stellenbosch University}, author = {Spaull, Nic and Lilenstein, Adaiah and Carel, David}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXU7ZM9N 2405685:8799HNXM 4656463:XQTA5NKP}, keywords = {⛔ No DOI found}, } @techreport{spence_rapid_2020, type = {Rapid {Evidence} {Review}}, title = {A {Rapid} {Evidence} {Assessment} of the effectiveness of educational interventions to support children and young people with vision impairment}, url = {https://assets.publishing.service.gov.uk/media/5ed6321bd3bf7f4606f1e15b/DFID-AT_Report.pdf}, number = {134}, author = {Spence, A}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8EVJPNUI 2405685:YDMCRHI6}, } @techreport{state_department_of_early_learning_and_basic_education_kenya_kenya_2020, title = {Kenya {Basic} {Education} {COVID}-19 {Emergency} {Response} {Plan}}, url = {https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf}, urldate = {2020-07-01}, author = {State Department of Early Learning {and} Basic Education, Kenya}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:REVZSN4B}, } @techreport{steinmetz_mobile_2020, address = {Washington, D.C.}, title = {Mobile {Distance} \& {Hybrid} {Education} {Solutions}}, url = {https://documents1.worldbank.org/curated/en/099005004142234286/pdf/P1742520b4f05a02609fe50bf0f92f57053.pdf}, urldate = {2022-06-25}, institution = {World Bank Group}, author = {Steinmetz, Marisa Giulia Kyra Solveigh Carolin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:87G5SZHC 2405685:L5HM7Q3W}, } @article{stumpf_gender-inclusive_2020, title = {Gender-inclusive {HCI} research and design: {A} conceptual review}, volume = {13}, issn = {1551-3955, 1551-3963}, shorttitle = {Gender-{Inclusive} {HCI} {Research} and {Design}}, url = {https://www.nowpublishers.com/article/Details/HCI-056}, doi = {10.1561/1100000056}, abstract = {Gender-Inclusive HCI Research and Design: A Conceptual Review}, language = {English}, number = {1}, urldate = {2021-04-29}, journal = {Foundations and Trends® in Human–Computer Interaction}, author = {Stumpf, Simone and Peters, Anicia and Bardzell, Shaowen and Burnett, Margaret and Busse, Daniela and Cauchard, Jessica and Churchill, Elizabeth}, year = {2020}, note = {Publisher: Now Publishers, Inc. KerkoCite.ItemAlsoKnownAs: 10.1561/1100000056 2339240:2TSP92PG 2405685:QH4WY97J}, pages = {1--69}, } @techreport{sukhbaatar_contexts_2020, address = {Hungary}, title = {Contexts of {School} and {Pastoralist} {Family} {Communication} in {Rural} {Mongolia}: {An} {Ecological} {Model}}, language = {en}, number = {PhD Dissertation}, institution = {University of Szeged}, author = {Sukhbaatar, Batdulam}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ST2DQJ3J 2405685:RPCLXRBV}, pages = {170}, } @misc{surf_white_2020, title = {White paper {Online} proctoring. {Questions} and answers about remote proctoring. {\textbar} {SURF}.nl}, url = {https://www.surf.nl/en/white-paper-online-proctoring-questions-and-answers-about-remote-proctoring}, abstract = {Online proctoring (or invigilation) offers opportunities for international and flexible education.}, language = {en}, urldate = {2022-03-01}, journal = {SURF}, author = {{SURF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VS3SPUUD 2405685:S74MUBA2}, } @incollection{suri_ethical_2020, address = {Wiesbaden}, title = {Ethical {Considerations} of {Conducting} {Systematic} {Reviews} in {Educational} {Research}}, isbn = {978-3-658-27602-7}, url = {https://doi.org/10.1007/978-3-658-27602-7_3}, abstract = {Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.}, language = {en}, urldate = {2021-06-08}, booktitle = {Systematic {Reviews} in {Educational} {Research}: {Methodology}, {Perspectives} and {Application}}, publisher = {Springer Fachmedien}, author = {Suri, Harsh}, editor = {Zawacki-Richter, Olaf and Kerres, Michael and Bedenlier, Svenja and Bond, Melissa and Buntins, Katja}, year = {2020}, doi = {10.1007/978-3-658-27602-7_3}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7\_3 2339240:DDKKD44X 2405685:BJ7HJNYK 2405685:JETVW5EF 2405685:UE5QR8M6}, pages = {41--54}, } @misc{sydow_mobile_2020, title = {Mobile {Minute}: {Global} {Classrooms} {Rely} on {Education} {Apps} {As} {Remote} {Learning} {Accelerates}}, shorttitle = {Mobile {Minute}}, url = {https://www.appannie.com/en/insights/mobile-minute/education-apps-grow-remote-learning-coronavirus/}, language = {en}, journal = {App Annie}, author = {Sydow, Lexi}, year = {2020}, note = {Library Catalog: www.appannie.com KerkoCite.ItemAlsoKnownAs: 2339240:H445R5CL 2405685:B8X54Z7D}, } @techreport{szabo_global_2020, title = {The {Global} {Girlhood} {Report} 2020: {How} {COVID}-19 is putting progress in peril}, shorttitle = {The {Global} {Girlhood} {Report} 2020}, url = {https://resourcecentre.savethechildren.net/node/18201/pdf/global_girlhood_report_2020_africa_version_2.pdf}, language = {en}, urldate = {2020-12-02}, institution = {Save The Children}, author = {Szabo, Gabrielle and Edwards, Jess}, year = {2020}, note = {zotzenLib.CopiedFrom: 2339240:IAJRKWHS KerkoCite.ItemAlsoKnownAs: 2339240:IAJRKWHS 2405685:3WY5JKH3 2405685:GI2SM8DU}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{szente_live_2020, title = {Live virtual sessions with toddlers and preschoolers amid {COVID}-19: {Implications} for early childhood teacher education}, volume = {28}, abstract = {This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida. Reflections resulted in three themes such as 1) Implementing digital sessions with young children; 2) Establishing and maintaining home-based child engagement through technology; and 3) Ensuring family involvement/engagement through technology. Implications and recommendations are provided for early childhood teacher education programs and in-service professional development opportunities to ensure that teachers are better prepared for teaching and learning in an online environment.}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Szente, Judit}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QBMYTTSJ}, keywords = {Access to Computers, Communicable Diseases, Disease Control, Distance Education, Early Childhood Teachers, Educational Technology, Faculty Development, Family Involvement, Online Courses, Preschool Children, Preservice Teacher Education, Technological Literacy, Toddlers, ⛔ No DOI found}, pages = {373--380}, } @article{taftaf_supporting_2020, title = {Supporting {Refugee} {Distance} {Education}: {A} {Review} of the {Literature}}, volume = {34}, shorttitle = {Supporting {Refugee} {Distance} {Education}}, doi = {10.1080/08923647.2020.1691411}, abstract = {The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.}, number = {1}, journal = {American Journal of Distance Education}, author = {Taftaf, Randa and Williams, Christy}, year = {2020}, note = {shortDOI: 10/ggtbqz KerkoCite.ItemAlsoKnownAs: 10.1080/08923647.2020.1691411 10/ggtbqz 2339240:657SIDHS 2405685:UNCYZZY6}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_pedagogies and modalities}, pages = {5--18}, } @article{tang_qualitative_2020, title = {A qualitative inquiry of {K}-12 teachers experience with open educational practices}, volume = {21}, doi = {10.19173/irrodl.v21i3.4750}, number = {3}, journal = {International Review of Research in Open and Distributed Learning}, author = {Tang, Hengtao}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v21i3.4750 2405685:EEV3GZ4F}, pages = {211--229}, } @misc{tanzania_communications_regulatory_authority_quarterly_2020, title = {Quarterly {Communication} {Statistics} {January}-{March} 2020}, url = {https://www.tcra.go.tz/statistic_document/8/march}, author = {Tanzania Communications Regulatory Authority}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NLKYN8IL 2405685:S3VMTZDL}, } @techreport{taulo_unlock_2020, title = {Unlock {Education} for {All}: {Focus} on {Children} {Furthest} {Behind}}, url = {https://saveourfuture.world/wp-content/uploads/2020/10/Unlock-Education-for-All-Focus-on-the-Furthest-Behind_SOF_BP5-1.pdf}, institution = {Save Our Future}, author = {Taulo, Wongani Grace and Bergmann, Jessica and Dreesen, Thomas and Nugroho, Dita}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PH8HEKCC 2405685:3KBXL6BB}, } @misc{teaching_at_the_right_level_teaching_2020, title = {Teaching at the {Right} {Level}: {Evidence}}, url = {https://www.teachingattherightlevel.org/evidence/}, abstract = {Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...}, language = {en-ZA}, urldate = {2020-07-31}, journal = {Teaching at the Right Level}, author = {Teaching at the Right Level}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNYRTKAL 2405685:9A8QL94P}, } @misc{teaching_service_commission_national_2020, title = {National {Policy} on {Teacher} {Management}}, url = {https://tsc.gov.sl/wp-content/uploads/2020/10/Teacher-Management-Policy-for-Sierra-Leone.pdf}, language = {en}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QRKTWTKL 2339240:SMJ7WD8H 2405685:HE9FKMPG 2405685:K33VF78D}, } @misc{teaching_service_commission_sierra_2020, title = {Sierra {Leone} {Education} {Attendance} {Monitoring} {System}}, url = {https://sleams.org/}, urldate = {2020-12-17}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CLIEEVEU 2405685:XV88ZYD7}, } @techreport{teaching_service_commission_teacher_2020, title = {Teacher {Management} {Policy} for {Sierra} {Leone}}, url = {https://tsc.gov.sl/policies/}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2339240:QSY3I4ZA 2405685:M6F97ARN 2405685:RFT2PNDX 4556019:49UIZ3SU}, keywords = {\_C:Sierra Leone SLE}, } @misc{telone_telone_2020, title = {{TelOne} {\textbar} {Home}}, url = {https://www.telone.co.zw/News/Details/telone-launches-digital-education-platform-}, urldate = {2020-06-27}, author = {TelOne}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:CBSKL2WY}, } @misc{terry_factors_2020, title = {Factors {That} {Affect} {Grade} {Nine} {Students} in {Rawalpindi}, {Pakistan}}, url = {https://eric.ed.gov/?id=ED603620}, abstract = {In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale questionnaire to assess the relationships among school experiences and video gaming and texting. Questions about video gaming and texting appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Two schools in Rawalpindi, Pakistan, were the focus for data collection and analysis. Complete data sets were obtained for 205 grade 9 students (95 males and 110 females), based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept. This report includes the 35 correlations assessed as moderate, fair, or good in strength, separated by gender and collated into 11 tables. The researchers recommend that school professionals advise parents and students of the potentially harmful effects of excessively playing video games and texting.}, language = {en}, urldate = {2020-12-01}, author = {Terry, Marion and Malik, Amjad and Chohan, Bushra}, year = {2020}, note = {ISSN: EISSN- Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:YJZAA2FL 2405685:C9ETASW6}, keywords = {Academic Achievement, Adolescents, Correlation, Extracurricular Activities, Foreign Countries, Gender Differences, Grade 9, Handheld Devices, High School Students, Leisure Time, Parent Child Relationship, Peer Relationship, Self Concept, Student Behavior, Telecommunications, Video Games}, } @misc{tessa_about_2020, title = {About us}, url = {http://www.tessafrica.net/about-us}, urldate = {2020-06-26}, author = {TESSA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:46UZDFF4}, } @article{the_citizen_education_2020, title = {Education {PS} dismissal draws mixed reactions}, url = {https://www.thecitizen.co.tz/tanzania/news/-education-ps-dismissal-draws-mixed-reactions-2717554}, abstract = {Education stakeholders were yesterday shocked over the drastic steps taken against former deputy permanent secretary (PS) in the ministry of Education, Dr Ave Maria Semakafu, after announcing...}, language = {en}, urldate = {2021-01-20}, journal = {The Citizen}, author = {{The Citizen}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5JI6JBW 2405685:72YESR3V}, } @article{the_economist_how_2020, title = {How covid-19 is interrupting children’s education}, issn = {0013-0613}, url = {https://www.economist.com/international/2020/03/19/how-covid-19-is-interrupting-childrens-education}, abstract = {Almost a billion children have seen their schools close}, urldate = {2020-03-30}, journal = {The Economist}, author = {The Economist}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XDKMUTEZ 2405685:9WE5ZGTX}, } @misc{the_edtech_hub_edtech_2020, title = {{EdTech} {Hub} {Strategy}: {Mitigating} the impact of {COVID}-19 on equitable education access and learning}, url = {https://docs.google.com/document/d/1g1-8MqV9KBjd0W5mPtorHH0M3uuuiV-SZBe_pH6b81Y/edit}, author = {The EdTech Hub}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z9NRHELL 2405685:ID5A529H}, } @techreport{the_institute_of_ethical_ai_in_education_developing_2020, title = {Developing a {Shared} {Vision} of {Ethical} {AI} in {Education}: {An} invitation to participate}, institution = {University of Buckingham}, author = {The Institute of Ethical AI in Education}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:WVH49MCW}, } @misc{the_national_treasury_and_planning_national_2020, title = {The {National} {Treasury} and {Planning} (@{KeTreasury})}, url = {https://twitter.com/ketreasury}, language = {en}, urldate = {2020-07-01}, journal = {Twitter}, author = {The National Treasury {and} Planning}, year = {2020}, note = {Library Catalog: twitter.com KerkoCite.ItemAlsoKnownAs: 2405685:X4JIFPPY}, } @misc{the_open_university_tessa_2020, title = {{TESSA}}, url = {http://www.open.ac.uk/about/international-development/projects-and-programmes/tessa-teacher-education-sub-saharan-africa}, urldate = {2020-06-28}, author = {The Open University}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UI76E623}, } @misc{the_presidential_delivery_unit_malawi_2020, title = {Malawi {ICT} and {Digitalization} {Policy} {Roadmap} 2022-2026 ({Draft})}, url = {https://www.intgovforum.org/en/filedepot_download/258/21450}, urldate = {2022-12-10}, author = {The Presidential Delivery Unit}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M7X7ND37 2405685:VAIVNKWI}, } @article{thompson_inclusive_2020, title = {Inclusive considerations for optimal online learning in times of disasters and crises}, volume = {121}, doi = {10.1108/ILS-04-2020-0083}, abstract = {Purpose: Special submission format guidelines indicate to insert placeholder and upload full abstract. Design/methodology/approach: Special submission format guidelines indicate to insert placeholder and upload full abstract. Findings: Special submission format guidelines indicate to insert placeholder and upload full abstract. Research limitations/implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Practical implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Social implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Originality/value: Special submission format guidelines indicate to insert placeholder and upload full abstract.}, number = {7}, journal = {Information and Learning Science}, author = {Thompson, Kim M and Copeland, Clayton}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0083 2405685:348CQHBQ}, keywords = {Course design, Diversity, Equity, Evidence-based practice, Inclusion, Inclusive pedagogy, Learning environment, Universal design for learning, pedagogy}, pages = {481--486}, } @article{trikoilis_potential_2020, title = {The potential of research for professional development in isolated settings during the {COVID}-19 crisis and beyond}, volume = {28}, abstract = {The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of educa- tion. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challeng- ing tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development op- portunities, which is frequently the only type of professional development offered to teachers in many countries. Thus, many teachers lack guidance on how to resolve many online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Trikoilis, Dionysios and Papanastasiou, Elena}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PD2DN9DB}, keywords = {Access to Education, Communicable Diseases, Disease Control, Educational Research, Educational Technology, Faculty Development, Foreign Countries, Online Courses, Professional Isolation, Rural Areas, Technology Uses in Education, ⛔ No DOI found}, pages = {295--300}, } @article{trust_should_2020, title = {Should teachers be trained in emergency remote teaching? {Lessons} learned from the {COVID}-19 pandemic}, volume = {28}, abstract = {In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a mat- ter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure con- tinuity of learning for students at a distance. To learn more about educators’ experiences during this crisis, we designed and distributed an online survey that received 325 responses from K-12 educators between April 4 and May 10, 2020. In this article, we share initial insights from the survey and pro- vide recommendations for how to better prepare and support educators for teaching remotely in times of need. RATIONALE}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Trust, Torrey and Whalen, Jeromie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MEIKQJP5}, keywords = {Barriers, Communicable Diseases, Disease Control, Distance Education, Educational Technology, Elementary School Teachers, Faculty Development, Online Courses, Secondary School Teachers, Teacher Attitudes, Teacher Competencies, Technological Literacy, ⛔ No DOI found}, pages = {189--199}, } @misc{turner_1_2020, title = {1 {Billion} {More} {Phones} {Than} {People} {In} {The} {World}!}, url = {https://www.bankmycell.com/blog/how-many-phones-are-in-the-world}, language = {en-US}, urldate = {2020-06-11}, author = {Turner, Ash}, year = {2020}, note = {Library Catalog: www.bankmycell.com Section: Research KerkoCite.ItemAlsoKnownAs: 2405685:XKDR8EQX}, } @techreport{tutunji_jusoors_2020, title = {Jusoor’s {WhatsApp}-{Assisted} {Learning} {Programme}: {Sprint} {Review} 1.}, url = {https://docs.edtechhub.org/lib/NBWSSFLK}, author = {Tutunji, Suha and Boujikian, Michèle and Carter, Alice and Atkinson, Grace}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G5RD3H5K 2405685:NBWSSFLK}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{twaweza_what_2020, title = {What is {Twaweza}?}, url = {https://www.twaweza.org/go/what-is-twaweza}, urldate = {2020-07-08}, author = {Twaweza}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CQSPERCD}, } @techreport{ubongo_akili_2020, title = {Akili {Impact} {Report} 2016-2020 {DRAFT}}, author = {Ubongo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:88QFCGMK 2405685:MFVTZYGZ}, } @misc{ubongo_results_2020, title = {Results - {Ubongo} {Learning}}, url = {https://www.ubongo.org/results/}, abstract = {Research shows that watching Ubongo's edutainment leads to significantly improved learning outcomes for kids and positive behavioural change for caregivers. We are committed to measuring the impact of our content to ensure we are preparing kids for success in school and life.}, author = {{Ubongo}}, year = {2020}, note = {Library Catalog: www.ubongo.org KerkoCite.ItemAlsoKnownAs: 2339240:9V36SNBP 2405685:WUIZRFE3 4803016:XQUJYE3J}, } @misc{ubongo_ubongo_2020, title = {Ubongo {Kids}}, url = {https://ubongokids.com/}, language = {en-US}, urldate = {2020-03-30}, author = {Ubongo}, year = {2020}, note = {Library Catalog: ubongokids.com KerkoCite.ItemAlsoKnownAs: 2339240:44562VH7 2405685:VZ7JWBG6 VZ7JWBG6}, } @misc{uis_sdg_2020, title = {{SDG}: 4.1.4 – {Completion} rate (primary, lower secondary, upper secondary)}, url = {http://tcg.uis.unesco.org/4-1-4-completion-rate-primary-lower-secondary-upper-secondary/}, language = {en-US}, urldate = {2020-01-14}, journal = {Technical Cooperation Group on the Indicators for SDG 4}, author = {UIS}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4Z75KDRA 2405685:X8AB9A6A X8AB9A6A}, } @techreport{un_policy_2020, title = {Policy brief: {Education} during {COVID}-19 and beyond}, shorttitle = {{UNSDG} {\textbar} {Policy} {Brief}}, url = {https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond}, abstract = {The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l}, language = {en}, urldate = {2020-12-10}, institution = {United Nations}, author = {UN}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9PDCVQXN 2405685:L6KY3B3W}, } @misc{un_joint_programme_on_girls_education_jpge_fact_2020, title = {Fact {Sheet}: {UN} {Joint} {Programme} on {Girls} {Education} ({JPGE})}, url = {https://malawi.un.org/sites/default/files/2020-05/Fact%20Sheet%20-%20JPGE%20updated%2030%20December%202019.pdf}, urldate = {2022-01-03}, publisher = {UNDP, UNFPA, and UNICEF}, author = {{UN Joint Programme on Girls Education (JPGE)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IVKJ8F9X 2405685:9H7TFIZX}, } @misc{un_women_women_2020, title = {Women in {Science}, {Technology}, {Engineering} and {Mathematics} ({STEM}) in the {Latin} {America} and the {Caribbean} {Region}}, url = {https://lac.unwomen.org//digiteca/publicaciones/2020/09/mujeres-en-ciencia-tecnologia-ingenieria-y-matematicas-en-america-latina-y-el-caribe}, abstract = {Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region}, language = {en}, urldate = {2021-12-13}, journal = {UN Women {\textbar} Americas and the Caribbean}, author = {UN Women}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PRITE9MT 2405685:8JK9L2YK}, } @misc{unctad_summary_2020, title = {Summary of {Adoption} of {E}-{Commerce} {Legislation} {Worldwide}}, url = {https://unctad.org/en/Pages/DTL/STI_and_ICTs/ICT4D-Legislation/eCom-Global-Legislation.aspx}, urldate = {2020-08-06}, author = {UNCTAD}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KQ2TC86G 2405685:4PRYV8RM}, } @misc{undp_human_2020, title = {Human {Development} {Reports}}, url = {http://hdr.undp.org/en/countries/profiles/KEN}, urldate = {2020-07-01}, author = {UNDP}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7TS3DJI9}, } @techreport{undp_socio-economic_2020, title = {The {Socio}-{Economic} {Implications} of the {COVID}-19 {Pandemic}: {Ideas} for {Policy} {Action}}, url = {https://www.sdg16hub.org/system/files/2021-02/undp-rblac-Socio-Economic-Implication-Volumen1-EN.pdf#page=167}, language = {en}, institution = {UNDP Latin America and the Caribbean}, author = {{UNDP}}, collaborator = {{López-Calva, Luis Felipe \& Marcela Meléndez}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AE944BBK 2405685:KIBI9Y5X}, pages = {291}, } @techreport{undp_socio-economic_2020, title = {The {Socio}-{Economic} {Implications} of the {COVID}-19 {Pandemic}: {Ideas} for {Policy} {Action}}, url = {https://www.sdg16hub.org/system/files/2021-02/undp-rblac-Socio-Economic-Implication-Volumen1-EN.pdf#page=167}, language = {en}, institution = {UNDP Latin America and the Caribbean}, author = {{UNDP}}, collaborator = {López-Calva, Luis Felipe and Meléndez, Marcela}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AE944BBK 2405685:KIBI9Y5X}, pages = {291}, } @misc{unesco_school_2020, title = {School closures caused by {Coronavirus} ({Covid}-19)}, url = {https://en.unesco.org/covid19/educationresponse}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PK3V4ZMD}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{unesco_addressing_2020, title = {Addressing the gender dimensions of school closures - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373379}, number = {31}, urldate = {2020-08-05}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:THX9GCHN 2405685:TWLA4AP2}, } @misc{unesco_artificial_2020, title = {Artificial {Intelligence} in {Education}: {Challenges} and {Opportunities} for {Sustainable} {Development}}, shorttitle = {Artificial {Intelligence} in {Education}}, url = {https://roscongress.org/en/materials/iskusstvennyy-intellekt-v-obrazovanii-problemy-i-vozmozhnosti-dlya-ustoychivogo-razvitiya/}, language = {en}, urldate = {2022-06-07}, journal = {Roscongress Building Trust}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97T2BRUA 2405685:ZJ3KHQP2}, } @techreport{unesco_covid-19_2020, title = {{COVID}-19 {Education} {Response} {Education} {Sector} {Issue} {Notes}: {Conflict}-affected, displaced and vulnerable populations}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373330}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M4WMJYGZ 2405685:FNNYD47L}, } @techreport{unesco_covid-19_2020, title = {{COVID}-19 education response: {Preparing} the reopening of schools: resource paper}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373401}, urldate = {2020-06-09}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJGZYPFF 2405685:SKFWA932}, } @misc{unesco_covid-19_2020, title = {{COVID}-19 {Impact} on {Education}}, shorttitle = {Education}, url = {https://en.unesco.org/covid19/educationresponse}, language = {en}, urldate = {2020-06-09}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:9UEBWM9R 2339240:XHQUDKHH 2405685:8ZF2QQYZ 2405685:DAHHN3D5}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unesco_covid-19_2020, address = {Paris}, title = {{COVID}-19 is a serious threat to aid to education recovery {\textbar} {Global} {Education} {Monitoring} {Report}}, url = {https://en.unesco.org/gem-report/node/3141}, number = {Policy Paper 41}, urldate = {2021-07-14}, institution = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8PMPRXLC 2405685:EMKE5928}, } @misc{unesco_covid_2020, title = {{COVID} 19: {Senegal} intends to ensure \#{LearningNeverStops}}, shorttitle = {{COVID} 19}, url = {https://en.unesco.org/news/covid-19-senegal-intends-ensure-learningneverstops}, language = {en}, urldate = {2020-06-22}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:49IWYAZL 2405685:E6GENFZB}, } @misc{unesco_distance_2020, title = {Distance learning solutions}, url = {https://en.unesco.org/covid19/educationresponse/solutions}, urldate = {2020-06-11}, author = {UNESCO}, year = {2020}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:P4QRHZ6W}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {{UNESCO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ}, } @techreport{unesco_global_2020, address = {Paris}, title = {Global {Education} {Monitoring} {Report} 2020: {Inclusion} and {Education} - {All} {Means} {All}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:42XI45XX 2405685:UGIHX9QY}, } @techreport{unesco_inclusion_2020, address = {Paris, France}, title = {Inclusion and education: all means all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2020-09-01}, institution = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:EX9FXZIX}, } @misc{unesco_national_2020, title = {National learning platforms and tools}, url = {https://en.unesco.org/covid19/educationresponse/nationalresponses}, language = {en}, urldate = {2022-08-08}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TJM3APGX 2405685:5MQYCCFC}, } @misc{unesco_results_2020, title = {Results of the {Curricular} {Analysis} of the {Fourth} {Regional} {Comparative} and {Explanatory} {Study} ({ERCE} 2019)}, url = {https://en.unesco.org/news/webinar-analisis-curricular}, language = {en}, urldate = {2022-04-19}, journal = {UNESCO}, author = {UNESCO}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ZY9IYW4 2405685:SM5ARVIA}, } @misc{unesco_sierra_2020, title = {Sierra {Leone} {\textbar} {Education} and {Literacy} {Statistics}}, url = {http://uis.unesco.org/en/country/sl}, abstract = {...}, language = {eng}, urldate = {2020-06-25}, author = {UNESCO}, year = {2020}, note = {Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:Y6JYY6Q6}, } @techreport{unesco_gem_2020_2020, title = {2020 {GEM} {Report} – {Inclusion} and education – {All} means all}, url = {https://gem-report-2020.unesco.org/}, urldate = {2021-03-04}, author = {UNESCO GEM}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AG62CBMT 2405685:6N7STLVM}, } @techreport{unesco_iiep_using_2020, type = {Issue {Brief}}, title = {Using data to improve the quality of education}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/using-data-to-improve-the-quality-of-education}, number = {5}, urldate = {2021-05-05}, author = {UNESCO IIEP}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8XS4GGUT 2405685:FJ44D2BT}, } @misc{unesco_institute_for_statistics_education_2020, title = {Education {\textbar} {Liberia}}, url = {http://data.uis.unesco.org/Index.aspx?queryid=156}, urldate = {2020-06-26}, author = {UNESCO Institute for Statistics}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:V5J8TBAB}, } @misc{unesco_institute_for_statistics_international_2020, title = {International {Standard} {Classification} of {Education} ({ISCED})}, url = {http://uis.unesco.org/en/topic/international-standard-classification-education-isced}, abstract = {The world's education systems vary widely in terms of structure and curricular content. Consequently, it can be difficult to compare national education systems with those of other countries or to benchmark progress towards national and international goals. ...}, language = {eng}, urldate = {2020-06-25}, author = {UNESCO Institute for Statistics}, year = {2020}, note = {Last Modified: 2017-09-14 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:JUZ9FU6T}, } @misc{unesco_institute_for_statistics_united_2020, title = {United {Republic} of {Tanzania}}, url = {http://uis.unesco.org/en/country/tz?theme=education-and-literacy}, abstract = {...}, language = {eng}, urldate = {2020-11-17}, journal = {UNESCO Institute for Statistics website}, author = {{UNESCO Institute for Statistics}}, year = {2020}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:AJWSBLZT 2405685:RGQKA6LZ}, } @misc{unesco_institute_of_statistics_uis_2020, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2020-03-30}, author = {UNESCO Institute of Statistics}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GNEZCJVG 2339240:N53NEYVG 2405685:MENIPIL3 2405685:WFC6TIDA GNEZCJVG MENIPIL3}, } @misc{unhcr_situation_2020, title = {Situation {Syria} {Regional} {Refugee} {Response}}, url = {https://data2.unhcr.org/en/situations/syria/location/36}, urldate = {2020-06-30}, author = {UNHCR}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EM8YXKEV}, } @techreport{unicef_covid-19_2020, title = {{COVID}-19 and {School} {Closures}: {Are} children able to continue learning}, shorttitle = {{COVID}-19 and {School} {Closures}}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, language = {en-US}, urldate = {2020-12-02}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2YLD7BCG 2405685:ETEREUSH}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unicef_covid-19_2020, address = {New York, NY}, title = {{COVID}-19 - {Are} children able to continue learning during school closures? {A} global analysis of the potential reach of remote learning policies using data from 100 countries}, url = {https://data.unicef.org/resources/remote-learning-reachability-factsheet/}, institution = {United Nations Children's Fund}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KLTH456M 2405685:ULYCR69H}, } @misc{unicef_covid-19_2020, title = {{COVID}-19: {Más} del 95 por ciento de niños y niñas está fuera de las escuelas de {América} {Latina} y el {Caribe}}, shorttitle = {{COVID}-19}, url = {https://www.unicef.org/mexico/comunicados-prensa/covid-19-m%C3%A1s-del-95-por-ciento-de-ni%C3%B1os-y-ni%C3%B1as-est%C3%A1-fuera-de-las-escuelas-de}, language = {en}, urldate = {2022-08-25}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FS4EZIXW 2405685:9IHH348L}, } @misc{unicef_education_2020, title = {Education}, url = {https://www.unicef.org/pakistan/education}, abstract = {Providing quality education to all}, language = {en}, urldate = {2021-02-09}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QVPMBLYF 2405685:8E5BWWUM}, } @misc{unicef_education_2020, title = {Education cannot wait}, url = {https://www.unicef.org/pakistan/stories/education-cannot-wait}, abstract = {Learning continues for students in KP despite the pandemic}, language = {en}, urldate = {2022-04-29}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:67L8WJ8A 2405685:PXJW4RJZ}, } @misc{unicef_education_2020, title = {Education: {Giving} {Every} {Child} the {Right} to {Education}}, url = {https://www.unicef.org/pakistan/education}, abstract = {Providing quality education to all}, language = {en}, urldate = {2020-06-10}, author = {{UNICEF}}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:DJFL3HFF 2405685:SHX8AVV4}, } @misc{unicef_giga_2020, title = {{GIGA}}, url = {https://www.unicef.org/innovation/giga}, abstract = {Connecting Every School to the Internet}, language = {en}, urldate = {2020-09-23}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IPUR3NJK 2405685:D3FZ8VLM}, } @misc{unicef_good_2020, title = {Good governance of children’s data}, url = {https://www.unicef.org/globalinsight/good-governance-childrens-data}, abstract = {Developing a manifesto to protect children’s data security and privacy}, language = {en}, urldate = {2021-02-01}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KM2LMAZW 2405685:BTKMJNHX}, } @techreport{unicef_guidance_2020, title = {Guidance on {Distance} {Learning} {Modalities} to {Reach} {All} {Children} and {Youth} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures}, institution = {UNICEF Regional Office for South Asia}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DVMCTGTU 2405685:59MN3PS2}, } @techreport{unicef_how_2020, address = {New York, NY}, title = {How many children and young people have internet access at home? {Estimating} digital connectivity during the {COVID}-19 pandemic}, url = {https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf}, institution = {United Nations Children's Fund}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DW3BG6V7 2405685:3U4LSRU5}, } @techreport{unicef_malaysia_2020, type = {Education {COVID}-19 {Case} {Study}}, title = {Malaysia – {Empowering} teachers to deliver blended learning after school reopening}, url = {https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf}, urldate = {2020-07-20}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IQZZ395P}, } @misc{unicef_mapping_2020, title = {Mapping gender equality in {STEM} from school to work {\textbar} {UNICEF} {Office} of {Global} {Insight} \& {Policy}}, url = {https://www.unicef.org/globalinsight/stories/mapping-gender-equality-stem-school-work}, urldate = {2021-12-13}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JKMZMSVG 2405685:6TBMCNPN}, } @misc{unicef_national_2020, title = {National education sector investment plan}, url = {https://www.unicef.org/malawi/reports/national-education-sector-investment-plan}, abstract = {Ministry of Education}, language = {en}, urldate = {2022-10-31}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:89TGACYY 2405685:MNE7VZEZ}, } @misc{unicef_opening_2020, title = {Opening {Up} {Better} {Schools} {Toolkit}}, url = {https://www.corecommitments.unicef.org/kp/opening-up-better-schools-toolkit_16-september-2020.xlsx}, abstract = {The “Risk Assessment Tool for Schools Reopening” and the “Opening Up Better Schools Toolkit” are tools designed to help with the thinking and actions needed to build back better schools. The two tools draw on existing guidance from UNICEF and other UN Agencies, and include a compilation of checklists and technical guides that decision-makers, practitioners and development organizations can use to help assess the readiness for a safe reopening of school and define and/or support a comprehensive approach to school reopening.}, language = {en}, urldate = {2022-01-26}, journal = {Humanitarian UNICEF}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HUXJVSP5 2405685:7I6CDKDD}, } @misc{unicef_policy_2020, title = {Policy {Brief}: {The} {Impact} of {COVID}-19 on children}, shorttitle = {Policy {Brief}}, url = {https://www.unicef.org/malawi/reports/policy-brief-impact-covid-19-children}, abstract = {Effects of COVID-19}, language = {en}, urldate = {2022-10-31}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:362WDM8R 2405685:GJZBUMZ8}, } @techreport{unicef_primary_2020, address = {Ghana}, title = {Primary and {Secondary} {Impacts} of the {COVID}-19 {Pandemic} on {Children} and {Women} in {Ghana}}, url = {https://www.unicef.org/ghana/media/3461/file/Effects%20of%20COVID-19%20on%20Women%20and%20Children%20in%20Ghana.pdf}, language = {EN}, number = {1}, urldate = {2020-10-12}, institution = {UNICEF}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MEUWN7A7 2405685:UBSIXSD3}, pages = {1--8}, } @techreport{unicef_printed_2020, title = {Printed materials - {Google} {Drive}}, url = {https://drive.google.com/drive/folders/1K0hNSox-J-9pccPK8JYurvtObx1NVY-S}, urldate = {2020-06-08}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UP46B6GB}, } @techreport{unicef_reimagine_2020, title = {Reimagine {Education} and {Skills} {Development} for {Children} and {Adolescents} in {Latin} {America} and the {Caribbean}}, url = {https://www.unicef.org/lac/media/30071/file/Reimagine-Education-in-Latin-America-and-the-Caribbean-Investment-case.pdf}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AKESBNEA 2405685:XWV5S6XE}, } @techreport{unicef_reimagine_2020, title = {Reimagine {Education} – {Summary} {Case} for {Investment}}, url = {https://www.unicef.org/media/87296/file/Reimagine%20Education%20Summary%20Case%20for%20Investment-2020.pdf}, language = {en}, urldate = {2021-05-24}, author = {{UNICEF}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2TZJVCY 2339240:PZUV47J2 2339240:XCF84QXK 2405685:ILKQWGXN 2405685:VRYJIY4N 2405685:XFYKJDMJ}, } @techreport{unicef_republic_2020, title = {Republic of {Sierra} {Leone}: {Education} sector analysis: assessing the enabling environment for gender equality}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A6RXK3ZC 2405685:UG524M3N}, } @misc{unicef_review_2020, title = {Review of {Education} {Management} {Information} {Systems} ({EMIS}) that {Track} {Individual} {Student} {Data} - {Malaysia}}, url = {https://www.unicef.org/eap/media/6021/file/EMIS%20malaysia.pdf}, urldate = {2022-06-14}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8S5A8J5H 2405685:CEUVV8EY}, } @techreport{unicef_review_2020, title = {Review of {Education} {Management} {Information} {Systems} (emis) {That} {Track} {Individual} {Student} {Data} {Summary} {Report}}, url = {https://www.unicef.org/eap/media/6031/file/EMIS%20summary.pdf}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5TICYIXG 2405685:D26UH65S}, } @techreport{unicef_safe_2020, title = {Safe to {Learn} during {COVID}-19: {Recommendations} to {Prevent} and {Respond} to {Violence} against {Children} in all {Learning} {Environments}}, url = {https://www.unicef.org/documents/safe-learn-during-covid-19-recommendations-prevent-and-respond-violence-against-children}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2YNZVF7Y 2405685:E6GU9VQV}, } @misc{unicef_school_2020, title = {School {Mapping}}, url = {https://www.unicef.org/innovation/school-mapping}, abstract = {To map every school in the world and show their connectivity}, language = {en}, urldate = {2020-03-31}, author = {UNICEF}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:LPEATXUZ 2405685:AGWU6IT4 AGWU6IT4}, } @misc{unicef_situation_2020, title = {Situation of women and children in {Nigeria}}, url = {https://www.unicef.org/nigeria/situation-women-and-children-nigeria}, abstract = {Challenges faced by women and children in Nigeria}, language = {en}, urldate = {2020-07-07}, author = {UNICEF}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:UQ5PZ7WE}, } @misc{unicef_unicef_2020, title = {{UNICEF} scales up support to keep children learning, as {COVID}-19 forces schools to close}, url = {https://www.unicef.org/bangladesh/en/press-releases/unicef-scales-support-keep-children-learning-covid-19-forces-schools-close}, author = {UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7R2QCCFC 2405685:A5P8SUV9}, } @misc{unicef_malaysia_unicef_2020, title = {{UNICEF} {Education} {COVID}-19 {Case} {Study}}, url = {https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf}, author = {{UNICEF Malaysia}}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJN3CIG8 2405685:MXS7DWIV}, } @misc{unicef_nigeria_nigeria_2020, title = {Nigeria {\textbar} {Education}}, url = {https://www.unicef.org/nigeria/education}, abstract = {See how UNICEF in Nigeria supports children so they can attend school and learn.}, language = {en}, urldate = {2020-07-07}, author = {UNICEF Nigeria}, year = {2020}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:U4DAQPU4}, } @techreport{unicef_rosa_leveraging_2020, type = {Internal publication}, title = {Leveraging {Education} {Technology} to {Reach} {Disadvantaged} {Children} and {Youth}}, author = {UNICEF (ROSA)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VMEGD46F 2405685:5HW23DBV}, } @techreport{unicef_rosa_monitoring_2020, address = {Kathmandu, Nepal}, title = {Monitoring {Distance} {Learning} {During} {School} {Closures}}, url = {https://www.unicef.org/rosa/media/13661/file/Monitoring%20Distance%20Learning%20During%20School%20Closures.pdf}, urldate = {2021-10-01}, author = {UNICEF ROSA}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQAQTYQA 2405685:55T4NQNW}, } @techreport{unicef_ict_2020, title = {{ICT} for {Learning} {Process} and {Tools} – {Volume} {II} {\textbar} {UNICEF} {Eastern} and {Southern} {Africa}}, url = {https://www.unicef.org/esa/reports/ict-learning-process-and-tools-volume-ii}, urldate = {2022-12-29}, author = {{UNICEF} and {Aga Khan Foundation and Innovation Unit}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9Y4W7F8B}, } @misc{unicef_how_2020, title = {How many children and young people have internet access at home}, url = {https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf}, urldate = {2021-06-07}, author = {UNICEF and ITU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T2EURV3P 2405685:E3JV6NQZ}, } @misc{unicef_towards_2020, title = {Towards an equal future: {Reimagining} girls’ education through {STEM}}, shorttitle = {Towards an equal future}, url = {https://www.unicef.org/reports/reimagining-girls-education-through-stem-2020}, abstract = {Marking the 25th anniversary of the Beijing Declaration and Platform for Action}, language = {en}, urldate = {2022-02-14}, author = {UNICEF and ITU}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4YKUSYE6 2405685:6F6LIXUE}, } @techreport{united_nations_policy_2020, title = {Policy {Brief}: {Education} during {COVID}-19 and beyond}, url = {https://www.un.org/sites/un2.un.org/files/sg_policy_brief_covid-19_and_education_august_2020.pdf}, author = {United Nations}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QLGP3PSW 2405685:QLB4Z2N2}, } @techreport{united_nations_flagship_2020, title = {{UN} {Flagship} {Report} {Disability}.}, url = {https://social.un.org/publications/UN-Flagship-Report-Disability-Final.pdf}, author = {United Nations}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IETXYZZQ 2405685:R6QHFIUK}, } @misc{united_nations_radio_2020, title = {{UN} radio spreads {Covid}-19 information to remote areas}, url = {https://www.un.org/en/un-coronavirus-communications-team/un-radio-broadcasts-spread-covid-19-information-remote-areas}, abstract = {In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures.}, language = {en}, urldate = {2020-06-02}, journal = {United Nations}, author = {United Nations}, year = {2020}, note = {Library Catalog: www.un.org Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2405685:F68VUBZ7}, } @misc{united_nations_development_programme_human_2020, title = {Human {Development} {Reports}}, url = {http://hdr.undp.org/en/indicators/137506}, urldate = {2021-05-07}, author = {United Nations Development Programme}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AD2VSI2P 2405685:KA8YNP9D}, } @misc{united_nations_population_fund_teachers_2020, title = {Teachers and mothers join forces to keep girls in school in {Malawi}}, url = {https://www.un.org/africarenewal/news/teachers-and-mothers-join-forces-keep-girls-school-malawi}, language = {en}, urldate = {2023-06-22}, journal = {Africa Renewal}, author = {{United Nations Population Fund}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MKIFTFHW 2405685:ACCDGUZ7}, } @misc{united_nations_statistics_division_goal_2020, title = {Goal 4: {Ensure} inclusive and equitable quality education and promote lifelong learning opportunities for all}, url = {https://unstats.un.org/sdgs/report/2017/goal-04/}, author = {United Nations Statistics Division}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AATK6EK7 2405685:I2KYB66J}, } @misc{universal_access_development_fund_sierra_leone_schools_2020, title = {Schools {ICT} project}, url = {https://uadf.gov.sl/schools-ict-project/}, language = {en-US}, urldate = {2020-06-25}, author = {Universal Access Development Fund (Sierra Leone)}, year = {2020}, note = {Library Catalog: uadf.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:UXGCRKTI}, } @misc{universal_access_development_fund_sierra_leone_universal_2020, title = {Universal {Access} {Development} {Fund} {\textbar} {Home}}, url = {https://uadf.gov.sl/}, urldate = {2020-06-25}, author = {Universal Access Development Fund (Sierra Leone)}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FNIEIP9B}, } @techreport{universalia_summative_2020, title = {Summative {Evaluation} of {GPE}’s {Country}-{Level} {Support} to {Education}: {Bangladesh}}, language = {en}, author = {{Universalia}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z5GUHIPP 2405685:BJ22GNWE 4656463:3BTPTHP9}, pages = {194}, } @techreport{unsdg_policy_2020, title = {Policy {Brief}: {Education} during {COVID}-19 and beyond}, shorttitle = {{UNSDG} {\textbar} {Policy} {Brief}}, url = {https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond}, abstract = {The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l}, language = {en}, urldate = {2021-03-31}, author = {UNSDG}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B3KS5PLN 2405685:RD2V94SQ}, } @techreport{unterhalter_private_2020, title = {Private education and compliance with the {Abidjan} {Principles}: {A} study of {Malawi}, {Mozambique}, {Tanzania} and {Nigeria}}, url = {https://actionaid.org/sites/default/files/publications/Private%20education%20and%20compliance%20online.pdf}, institution = {ActionAid}, author = {Unterhalter, Elaine and Robinson, Lynsey and Luis, Jose and Canelhas, Benito and Coysh, Joanne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DTPLLZ6M 2405685:9NNITJSL}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post-{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/}, language = {en}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U63GPTMY 2405685:BAMFTKM9}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{unwin_education_2020, title = {Education for the most marginalised post-{COVID}-19: {Guidance} for governments on the use of digital technologies in education {ACT} {TWO} ({OF} {THREE}): {FULL} {REPORT}}, url = {https://edtechhub.org/wp-content/uploads/2020/09/Education-for-the-most-marginalised-Report-Act-2-v8.pdf}, institution = {EdTech Hub, UNESCO, UniTwin}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DT5Q8T2B 2405685:JDSSXW7Q}, } @article{unwin_report_2020, title = {Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/}, language = {en}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BNC9GH2 2405685:FFCQB35X}, keywords = {⛔ No DOI found}, pages = {118}, } @techreport{usaid_2019_2020, title = {2019 {Civil} {Society} {Organization} {Sustainability} {Index} - for {Asia} 6th {Edition} – {December} 2020}, language = {en}, institution = {United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance}, author = {USAID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9L542D8M 2405685:2GPSJK4R}, pages = {118}, } @techreport{usaid_delivering_2020, title = {Delivering {Distance} {Learning} in {Emergencies}: a review of evidence and best practice}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, urldate = {2020-06-01}, institution = {USAID}, author = {USAID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYQZ8LE4 2339240:TJ98KHR9 2405685:4R3INTAZ 2405685:D8JL8DRY 2405685:IBRFNIH3}, } @techreport{usaid_ict4e_2020, title = {{ICT4E} {How}-{To} {Note} {Final}\_Feb20.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/USAID%20ICT4E%20How-To%20Note%20Final_Feb20.pdf}, urldate = {2020-12-10}, author = {{USAID}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PXBX9L8Z 2405685:XEZW582W}, } @article{usaid_language_2020, title = {Language of {Instruction} {Country} {Profile}: {South} {Africa}}, url = {https://pdf.usaid.gov/pdf_docs/PA00X9JQ.pdf}, author = {USAID}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:THRGYED3 4042040:RBFB3PDX}, keywords = {⛔ No DOI found}, } @techreport{usaid_usaid_2020, title = {{USAID} digital strategy}, url = {https://www.usaid.gov/sites/default/files/documents/15396/COVID-19_and_Gender_Digital_Divide.pdf}, institution = {USAID}, author = {USAID}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U7QRB4MQ 2405685:349KATMC}, } @article{usaid_usaid_2020, title = {{USAID} {Digital} {Strategy}}, url = {https://www.usaid.gov/sites/default/files/documents/15396/COVID-19_and_Gender_Digital_Divide.pdf}, language = {en}, author = {{USAID}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DKV2HJGN 2405685:FPT5DR3H}, pages = {3}, } @misc{usaid_usaid_2020, title = {{USAID} {Partnership} for {Education}}, shorttitle = {{USAID} {Partnership} for {Education}}, url = {https://www.globalreadingnetwork.net/resources/usaid-partnership-education-learning}, abstract = {The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language.}, language = {en}, urldate = {2020-06-29}, journal = {Global Reading Network}, author = {USAID}, year = {2020}, note = {Library Catalog: www.globalreadingnetwork.net KerkoCite.ItemAlsoKnownAs: 2405685:A65EQEW4}, } @techreport{usawa_agenda_are_2020, address = {Nairobi, Kenya}, title = {Are {Our} {Children} {Learning}? {The} {Status} of {Remote}-learning among {School}-going {Children} in {Kenya} during the {Covid}-19 {Crisis}}, shorttitle = {Are {Our} {Children} {Learning}?}, url = {https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf}, institution = {Usawa Agenda}, author = {{Usawa Agenda}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:6G4KNTNK 2339240:7GF288YH 2339240:BD3UID9L 2339240:WYBYDRZG 2405685:6TSWSC6E 2405685:7Y76E5HD 2405685:BM28U98I 2405685:P2BSWX2Z 2405685:P4LU2G2I 2405685:SIP45PBA 2405685:ZEM2E9VL 2534379:WT5ZNQFS}, } @misc{ustad_ustad_2020, title = {Ustad {Mobile} – {Access} and share education content offline}, url = {https://www.ustadmobile.com/lms/}, language = {en-US}, urldate = {2020-07-30}, journal = {Ustad Mobile}, author = {Ustad}, year = {2020}, note = {Library Catalog: www.ustadmobile.com KerkoCite.ItemAlsoKnownAs: 2339240:457KB3WL 2405685:JIYEGAAU}, } @misc{uttom_covid-19_2020, title = {Covid-19 disrupts education in rural {Bangladesh}}, url = {https://www.ucanews.com/news/covid-19-disrupts-education-in-rural-bangladesh/87976}, abstract = {Pupils and teachers lament lack of access to online classes due to poverty}, language = {en}, urldate = {2020-08-18}, journal = {UCA News}, author = {Uttom, Stephan and Rozario, Rock}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z2PZ4JBN 2405685:P9WN6HSY}, } @techreport{uwezo_are_2020, address = {Nairobi, Kenya}, title = {Are {Our} {Children} {Learning}? {The} {Status} of {Remote}-learning among {School}-going {Children} in {Kenya} during the {Covid}-19 {Crisis}.}, shorttitle = {Are {Our} {Children} {Learning}?}, url = {https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf}, urldate = {2020-06-30}, institution = {Uwezo}, author = {Uwezo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KP6KAY6P 2129771:LRBK4LWS 2339240:5NRRBR4K 2339240:6I2FZSZL 2405685:985ERZ8Q 2405685:9Z974KA9 2405685:TH76XRZE 2486141:LETIUFRS}, } @techreport{van_wyk_efficiency_2020, address = {Paris}, title = {Efficiency and effectiveness in choosing and using an {EMIS}}, url = {http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf}, language = {en}, institution = {UNESCO}, author = {van Wyk, Chris and Crouch, Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQ8M2Y2F 2339240:ZHZWR78I 2405685:CPJK33KK 2405685:IG7E4BFK 4656463:YSPX2D76}, } @techreport{van_wyk_efficiency_2020, address = {Paris}, title = {Efficiency and effectiveness in choosing and using an {EMIS}}, url = {http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf}, language = {en}, institution = {UNESCO}, author = {van Wyk, Chris and Crouch, Luis}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZHZWR78I 2405685:CPJK33KK}, } @techreport{vu_building_2020, title = {Building back better: {Education} systems for resilience, equity and quality in the age of {Covid}-19}, url = {http://documents1.worldbank.org/curated/en/497341595425543327/Building-Back-Better-Education-Systems-for-Resilience-Equity-and-Quality-in-the-Age-of-COVID-19.pdf}, urldate = {2020-12-08}, institution = {World Bank}, author = {Vu, B.T. and Savonitto, I.S.}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6ANV6VM6 2405685:8W2VVGVE}, } @techreport{wagner_save_2020, title = {Save {Our} {Education}: {Protect} every child’s right to learn in the {COVID}-19 response and recovery}, url = {https://resourcecentre.savethechildren.net/node/17871/pdf/save_our_education_0.pdf}, institution = {Save The Children}, author = {Wagner, Emma and Warren, Hollie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8X7L3VGQ 2405685:BFW6FWT3}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{walls_cost_2020, address = {Washington D.C.}, title = {Cost {Analysis} {Guidance} for {USAID}-{Funded} {Education} {Activities}}, url = {https://www.edu-links.org/resources/usaid-cost-measurement}, language = {en}, institution = {United States Agency for International Development}, author = {Walls, Elena and Tulloch, Caitlin and Harris-Van Keuren, Christine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B3MXXXAW 2405685:GJU2GCWA}, pages = {63}, } @techreport{walls_cost_2020, address = {Washington, DC}, title = {Cost {Measurement} {Guidance} {Note} for {Donor}-{Funded} {Education} {Programming}}, url = {https://www.edu-links.org/sites/default/files/media/file/BE2%20cost%20measurement%20guidance%20note%20final.pdf}, urldate = {2021-04-20}, institution = {United States Agency for International Development, prepared for Building Evidence in Education (BE2)}, author = {Walls, Elena and Tulloch, Caitlin and Holla, Alaka}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CWNWAYRP 2405685:S33RE2WF}, } @techreport{walter_misallocation_2020, title = {Misallocation in the {Public} {Sector}? {Cross}-{Country} {Evidence} from {Two} {Million} {Primary} {Schools},}, url = {https://ideas.repec.org/p/cep/stieop/70.html}, number = {70}, institution = {Suntory and Toyota International Centres for Economics and Related Disciplines, LSE}, author = {Walter, Torsten Figueiredo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JUWWHYBF}, } @misc{war_child_holland_cant_2020, title = {Can't {Wait} {To} {Learn}}, url = {https://www.warchildholland.org/projects/cwtl/}, abstract = {War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war.}, language = {en}, urldate = {2020-05-29}, journal = {Warchild English}, author = {{War Child Holland}}, year = {2020}, note = {Library Catalog: www.warchildholland.org KerkoCite.ItemAlsoKnownAs: 2339240:CBSALBQW 2405685:6NAP3D84 4803016:Y5AT96Y9}, } @techreport{warren_save_2020, address = {London, UK}, title = {Save {Our} {Education}: {Protect} every child’s right to learn in the {COVID}-19 response and recovery}, shorttitle = {Save {Our} {Education}}, url = {https://resourcecentre.savethechildren.net/node/17871/pdf/save-our-education-5th.pdf}, language = {en}, urldate = {2021-10-11}, institution = {Save the Children}, author = {Warren, Hollie and Wagner, Emma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RBGZ94Y4 2405685:85S3XMRF}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {102}, } @techreport{warren_recovr_2020, title = {{RECOVR} {Sierra} {Leone}: {Tracking} the {Effects} of the {COVID}-19 {Pandemic}}, url = {https://www.poverty-action.org/recovr-study/recovr-sierra-leone-tracking-effects-covid-19-pandemic}, urldate = {2020-12-16}, institution = {Innovations for Poverty Action}, author = {Warren, Shana and Parkerson, Doug and Collins, Elliott}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BU58QF73}, } @article{washington_using_2020, title = {Using {Technology} to {Change} {Education}: {Blended} {Learning} in the {Science} {Classroom}}, shorttitle = {Using {Technology} to {Change} {Education}}, author = {Washington, LaToya}, year = {2020}, note = {Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 2405685:8QE4AJ4Q}, keywords = {⛔ No DOI found}, } @article{watson_relationship_2020, title = {The relationship between educational television and mathematics capability in {Tanzania}}, volume = {52}, issn = {1467-8535}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13047}, doi = {10.1111/bjet.13047}, abstract = {Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.}, language = {en}, number = {2}, journal = {British Journal of Educational Technology}, author = {Watson, Joseph and Hennessy, Sara and Vignoles, Anna}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 10.17863/cam.54714 2339240:6LGJJU8F 2339240:MVL3KA6H 2339240:U3SHRB68 2339240:XZDCXAZ7 2405685:8WKWEBZZ 2405685:A5XKUF3W 2405685:CHDUKI36 2405685:VJ8U5IDE 2405685:YENK6ASB}, keywords = {Tanzania, \_\_\_working\_potential\_duplicate, cost effectiveness, educational television, mathematics, ⛔ No DOI found}, } @article{weibel_back_2020, title = {Back to school with telepresence robot technology: {A} qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment}, volume = {7}, doi = {10.1002/nop2.471}, abstract = {Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.}, number = {4}, journal = {Nursing Open}, author = {Weibel, Mette and Nielsen, Martin Kaj Fridh and Topperzer, Martha Krogh and Hammer, Nanna Maria and Møller, Sarah Wagn and Schmiegelow, Kjeld and Bækgaard Larsen, Hanne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/nop2.471 2405685:HSK4CHVU}, keywords = {cancer, childhood illness, education, school nursing, technology}, pages = {988--997}, } @article{wenham_covid-19_2020, title = {{COVID}-19: the gendered impacts of the outbreak}, volume = {395}, issn = {01406736}, shorttitle = {{COVID}-19}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0140673620305262}, doi = {10.1016/S0140-6736(20)30526-2}, language = {en}, number = {10227}, urldate = {2020-05-29}, journal = {The Lancet}, author = {Wenham, Clare and Smith, Julia and Morgan, Rosemary}, month = mar, year = {2020}, note = {shortDOI: 10/ggn4fk KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(20)30526-2 10/ggn4fk 2339240:DUMYFHDA 2339240:J9ZVBKUP 2405685:3R473GMC 2405685:5MVFXWBS 2405685:DJY58IYS 2405685:M79Q6JZE}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {846--848}, } @misc{wfp_wfp_2020, title = {{WFP} and {Government} of {Bangladesh} deliver high-energy biscuits to school children affected by {COVID}-19 school closures}, url = {https://reliefweb.int/report/bangladesh/wfp-and-government-bangladesh-deliver-high-energy-biscuits-school-children}, abstract = {English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP}, language = {en}, urldate = {2020-08-18}, journal = {ReliefWeb}, author = {WFP}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HZUY9LBT 2405685:9Z9XFPC8}, } @techreport{wfp_mitigating_2020, title = {Mitigating the effects of the {COVID}-19 pandemic on food and nutrition of schoolchildren}, url = {https://docs.wfp.org/api/documents/WFP-0000114175/download/?_ga=2.124268175.448268632.1588682993-1835378179.1587115625}, author = {WFP and FAO and UNICEF}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z38UDETM 2405685:7S7HZKYB}, } @techreport{who_considerations_2020, title = {Considerations for school-related public health measures in the context of {COVID}-19}, url = {https://www.who.int/publications/i/item/considerations-for-school-related-public-health-measures-in-the-context-of-covid-19}, author = {{WHO}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GC8PDTDM 2405685:F2IUF95K}, } @misc{wilichowski_coping_2020, title = {From coping to improving and accelerating: {Supporting} teachers in the pandemic and beyond}, shorttitle = {From coping to improving and accelerating}, url = {https://blogs.worldbank.org/education/coping-improving-and-accelerating-supporting-teachers-pandemic-and-beyond}, abstract = {Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.}, language = {en}, urldate = {2020-06-09}, author = {Wilichowski, Tracy and Cobo, Cristobal}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:B8IZDFQY 2405685:WF23ZI96}, } @article{wodon_covid-19_2020, title = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses}{\textbar} {Part} {II}: {Developing} {Countries} with {Focus} on {Sub}-{Saharan} {Africa}}, volume = {23}, shorttitle = {{COVID}-19 {Crisis}, {Impacts} on {Catholic} {Schools}, and {Potential} {Responses}{\textbar} {Part} {II}}, number = {1}, journal = {Journal of Catholic Education}, author = {Wodon, Quentin}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VTHGQYRD}, keywords = {⛔ No DOI found}, pages = {51--86}, } @techreport{women_deliver_going_2020, title = {Going {Online} for {Sexual} and {Reproductive} {Health}}, url = {https://womendeliver.org/wp-content/uploads/2020/08/Going-Online-for-Sexual-and-Reproductive-Health.pdf}, urldate = {2020-09-23}, author = {Women Deliver and Girl Effect}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ED49M4TS}, } @misc{wood_how_2020, title = {How many women work in {STEM}?}, url = {https://www.weforum.org/agenda/2020/02/stem-gender-inequality-researchers-bias/}, abstract = {Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers.}, language = {en}, urldate = {2021-12-13}, journal = {World Economic Forum}, author = {Wood, Johnny}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PKLNKNTV 2405685:CTEECTKM}, } @misc{woollaston_what_2020, title = {What has the {XPrize} done for us lately?}, url = {https://eandt.theiet.org/content/articles/2020/02/what-has-the-xprize-done-for-us-lately/}, abstract = {Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible.}, language = {en-US}, urldate = {2021-01-22}, journal = {Engineering \& Technology}, author = {Woollaston, Victoria}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E2ENKVDX 2405685:JDAUZTS6}, } @misc{world_bank_15_2020, title = {15 {Ways} to {Support} {Young} {Children} and their {Families} in the {COVD}-19 {Response}}, url = {http://documents.worldbank.org/curated/en/963051586986115651/pdf/15-Ways-to-Support-Young-Children-and-their-Families-in-the-COVD-19-Response.pdf}, urldate = {2020-06-02}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PQHEWVUR}, } @misc{world_bank_access_2020, title = {Access to electricity (\% of population) - {Kenya}}, url = {https://data.worldbank.org/indicator/EG.ELC.ACCS.ZS?locations=KE}, urldate = {2020-07-01}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FZJ5Q2NE}, } @techreport{world_bank_bangladesh_2020, title = {Bangladesh - {COVID} 19 {School} {Sector} {Response} {Project} ({English})}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/719751617293970721/bangladesh-covid-19-school-sector-response-project}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KGIQQEBE 2405685:IKNKMG2R}, } @misc{world_bank_children_2020, title = {Children out of school, primary - {Latin} {America} \& {Caribbean} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.PRM.UNER?locations=ZJ&most_recent_year_desc=false}, urldate = {2022-04-19}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3PLFWVKX 2405685:5A9JKZMJ}, } @techreport{world_bank_cost-effective_2020, address = {Washington DC, USA}, title = {Cost-effective approaches to improve global learning: {What} does recent evidence tell us are “{Smart} {Buys}” for improving learning in {Low} and {Middle} {Income} {Countries}?}, shorttitle = {Cost-{Effective} {Approaches} to {Improve} {Global} {Learning}}, url = {https://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf}, abstract = {Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)}, language = {en}, urldate = {2020-12-08}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZE34D622 4042040:VSZTKCHW}, } @misc{world_bank_education_2020, title = {Education {Statistics} {\textbar} {Education} {Expenditures}}, url = {https://datatopics.worldbank.org/education/wDashboard/dqexpenditures}, urldate = {2020-12-21}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q727WSWG 2405685:692ABNRY}, } @misc{world_bank_educational_2020, title = {Educational television during {COVID}-19: {How} to start and what to consider}, shorttitle = {Educational television during {COVID}-19}, url = {https://blogs.worldbank.org/education/educational-television-during-covid-19-how-start-and-what-consider}, abstract = {Five key insights on starting, using and sustaining education television for remote learning, corroborated by more than 40 current examples from countries.}, language = {en}, urldate = {2020-06-02}, author = {World Bank}, year = {2020}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:Q3R544P2}, } @misc{world_bank_guidance_2020, title = {Guidance {Note}: {Remote} {Learning} and {CVID}-19}, url = {http://documents.worldbank.org/curated/en/531681585957264427/pdf/Guidance-Note-on-Remote-Learning-and-COVID-19.pdf}, urldate = {2020-06-01}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IZ5FEQXY}, } @misc{world_bank_how_2020, type = {Text/{HTML}}, title = {How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the {COVID}-19 pandemic}, url = {https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic}, abstract = {Examples of how countries are using edtech to support remote learning under COVID-19}, language = {en}, urldate = {2020-09-23}, journal = {World Bank}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:32HB6XZZ 2339240:4BZJ4AIG 2339240:EX5BNITY 2339240:PBQ9WI2Z 2339240:WR9PK27B 2405685:57383Q46 2405685:773AJIR4 2405685:8HY8ZHY3 2405685:BAGXUAR8 2405685:RGLRHG75}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{world_bank_human_2020, title = {Human {Capital} {Index}}, url = {https://datacatalog.worldbank.org/dataset/human-capital-index}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:67H7ELJ3 2405685:2DSQB34Y}, } @techreport{world_bank_implementing_2020, type = {Text/{HTML}}, title = {Implementing a {Results}-{Based} {Financing} {Mechanism} for {Subnational} {Governments} to {Improve} {Education} {Outcomes} : {An} {Implementation} {Guide} {Inspired} by the {Case} of {Ceara}, {Brazil}}, shorttitle = {Implementing a {Results}-{Based} {Financing} {Mechanism} for {Subnational} {Governments} to {Improve} {Education} {Outcomes}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/561471606111232725/Implementing-a-Results-Based-Financing-Mechanism-for-Subnational-Governments-to-Improve-Education-Outcomes-An-Implementation-Guide-Inspired-by-the-Case-of-Ceara-Brazil}, abstract = {Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English)}, language = {en}, urldate = {2022-05-31}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6L449459 2405685:I3B7KICU}, } @misc{world_bank_incidence_2020, title = {Incidence of {HIV}, all (per 1,000 uninfected population) - {Sierra} {Leone} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SH.HIV.INCD.TL.P3?end=2020&locations=SL&start=1990}, urldate = {2022-01-10}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RSRU6YLV 2405685:RFVHGC9Z 4556019:CI8YJ5UC}, } @misc{world_bank_inclusive_2020, title = {Inclusive {Education} {Initiative}: {Transforming} {Education} for {Children} with {Disabilities}}, url = {https://www.worldbank.org/en/topic/socialsustainability/brief/inclusive-education-initiative-transforming-education-for-children-with-disabilities}, language = {en-GB}, urldate = {2020-12-12}, journal = {Google Docs}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GUNXMV3L 2405685:M7LQS8IF}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population)}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=UY}, urldate = {2022-08-09}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z82G958L 2405685:M4U76X5Y}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population) {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS}, urldate = {2022-06-06}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FY5J3X7V 2405685:JHUYLCSJ}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population) - {South} {Asia} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=8S}, urldate = {2022-06-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DKKG4SV7 2486141:KI5BM73N}, } @misc{world_bank_individuals_2020, title = {Individuals using the {Internet} (\% of population) - {Sub}-{Saharan} {Africa} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=ZG}, urldate = {2022-06-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9MJG8PL5 2486141:SKUJJ8WM}, } @misc{world_bank_investing_2020, title = {Investing in the {Early} {Years} {During} {COVID}-19}, url = {http://elibrary.worldbank.org/doi/book/10.1596/33647}, language = {en}, urldate = {2020-06-02}, publisher = {World Bank}, author = {{World Bank}}, month = apr, year = {2020}, doi = {10.1596/33647}, note = {shortDOI: 10/ghgnfj KerkoCite.ItemAlsoKnownAs: 10/ghgnfj 2405685:EVLP58NV}, } @misc{world_bank_kenya_2020, title = {Kenya: {Off}-grid {Solar} {Access} {Project} for {Underserved} {Counties}}, shorttitle = {Kenya}, url = {https://projects.worldbank.org/en/projects-operations/project-detail/P160009}, abstract = {Kenya: Off-grid Solar Access Project for Underserved Counties}, language = {en}, urldate = {2020-07-01}, author = {World Bank}, year = {2020}, note = {Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:5ERS64QR}, } @misc{world_bank_labor_2020, title = {Labor force participation rate, female (\% of female population ages 15+)}, url = {https://data.worldbank.org/indicator/SL.TLF.CACT.FE.ZS?locations=JO}, urldate = {2020-06-30}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7VVW5D64}, } @misc{world_bank_latin_2020, title = {{LATIN} {AMERICA} {AND} {THE} {CARIBBEAN} {Inclusion} and education: {ALL} {MEANS} {ALL}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/Global%20Education%20Monitoring%20Report%202020%20-%20Latin%20America%20and%20the%20Caribbean%20-%20Inclusion%20and%20education%20-%20All%20means%20all.pdf}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5WIXQ64G 2405685:VH8YUZEG}, } @misc{world_bank_literacy_2020, title = {Literacy rate, adult total (\% of people ages 15 and above)}, url = {https://data.worldbank.org/indicator/SE.ADT.LITR.ZS}, urldate = {2020-07-01}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W6SX6H6F}, } @misc{world_bank_mobile_2020, title = {Mobile cellular subscriptions (per 100 people) - {South} {Asia} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=8S&most_recent_value_desc=false}, urldate = {2022-06-02}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JCFQ2UI9 2486141:DJV6GAKB}, } @misc{world_bank_mobile_2020, title = {Mobile cellular subscriptions (per 100 people) - {Sub}-{Saharan} {Africa} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=ZG}, urldate = {2022-06-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QPD4TJ5K 2486141:Y9NDX4WX}, } @misc{world_bank_mongolia_2020, type = {Text/{HTML}}, title = {Mongolia - {Improving} {Primary} {Education} {Outcomes} for the {Most} {Vulnerable} {Children} in {Rural} {Mongolia} ({English})}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail}, abstract = {Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English)}, language = {en}, urldate = {2020-08-31}, journal = {World Bank}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R8LDPUDM 2405685:UILRYS9L}, } @techreport{world_bank_mongolia_2020, address = {Ulaanbaatar}, type = {Survey}, title = {Mongolia {Poverty} {Update} 2018}, url = {http://1212.mn/BookLibraryDownload.ashx?url=Poverty_report_2018_ENG.pdf&ln=En}, urldate = {2020-08-31}, institution = {National Statistics Office of Mongolia}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FT92LP7S 2405685:F2LL23ZG}, } @misc{world_bank_nigeria_2020, title = {Nigeria {\textbar} {Country} {Profile}}, url = {https://www.worldbank.org/en/country/nigeria/overview}, abstract = {The World Bank is helping to fight poverty and improve living standards for the people of Nigeria with more than 130 IBRD loans and IDA credits since 1958.}, language = {en}, urldate = {2020-07-07}, author = {World Bank}, year = {2020}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JPXUUHZH}, } @techreport{world_bank_pakistan_2020, title = {Pakistan {\textbar} {Data}}, url = {https://data.worldbank.org/country/pakistan}, urldate = {2021-02-13}, institution = {World Bank Group}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZU97WUV8 2405685:HTC8W36V}, } @techreport{world_bank_pivoting_2020, title = {Pivoting to {Inclusion}: {Leveraging} {Lessons} from the {COVID}-19 {Crisis} for {Learners} with {Disabilities}}, url = {https://documents1.worldbank.org/curated/en/777641595915675088/pdf/Pivoting-to-Inclusion-Leveraging-Lessons-from-the-COVID-19-Crisis-for-Learners-with-Disabilities.pdf}, urldate = {2022-08-15}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C6YAF3WQ 2405685:YD558ZQH}, } @misc{world_bank_rapid_2020, title = {Rapid {Response} {Guidance} {Note}: {Educational} {Television} \& {COVID}-19}, url = {http://documents1.worldbank.org/curated/en/659411587145759242/pdf/Rapid-Response-Guidance-Note-Educational-Television-COVID-19.pdf}, urldate = {2020-09-24}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JXJ6MNRA 2405685:8XIKABBH}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{world_bank_realizing_2020, title = {Realizing the {Future} of {Learning} : {From} {Learning} {Poverty} to {Learning} for {Everyone}, {Everywhere}}, shorttitle = {Realizing the {Future} of {Learning}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/250981606928190510/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere}, abstract = {Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English)}, language = {en}, urldate = {2021-06-03}, institution = {World Bank}, author = {World Bank}, year = {2020}, doi = {10/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere}, note = {zotzenLib.CopiedFrom: 2339240:X24QH3PJ KerkoCite.ItemAlsoKnownAs: 10/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere 2339240:X24QH3PJ 2405685:X7NW3DD4}, } @techreport{world_bank_remote_2020, title = {Remote {Learning} and {COVID}-19: {The} use of educational technologies at scale across an education system as a result of massive school closings in response to the {COVID}-19 pandemic to enable distance education and online learning}, url = {http://documents.worldbank.org/curated/en/266811584657843186/pdf/Rapid-Response-Briefing-Note-Remote-Learning-and-COVID-19-Outbreak.pdf}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6HVMI4G 2405685:VXLGEJ3J}, } @techreport{world_bank_remote_2020, address = {Washington, D.C.}, title = {Remote {Learning} {Response} to {COVID}-19 {Knowledge} {Pack} : {With} a {Focus} on {Least} {Developed} {Countries} ({LDCs}) and {Fragility}, {Conflict} and {Violence} ({FCV})}, shorttitle = {Remote {Learning} {Response} to {COVID}-19 {Knowledge} {Pack}}, url = {https://documents1.worldbank.org/curated/en/099005004142218338/pdf/P174252089b2af038086840ee1b24d8eea5.pdf}, abstract = {Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) (English)}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W9LPDPW2}, } @techreport{world_bank_restructuring_2020, title = {Restructuring {Paper} on a {Proposed} {Project}: {Restructuring} of the {Education} {Quality} {Reform} {Project}}, url = {http://documents1.worldbank.org/curated/en/714741591562132647/pdf/Disclosable-Restructuring-Paper-Mongolia-Education-Quality-Reform-Project-P148110.pdf}, number = {RES33292}, urldate = {2020-07-31}, institution = {The World Bank}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XRFLIFAU 2405685:NAN9QD8A}, } @misc{world_bank_school_2020, title = {School enrollment, primary, female (\% gross) - {Liberia} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.PRM.ENRR.FE?view=chart&locations=LR}, urldate = {2021-09-03}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q5TFW4YS 2405685:KHJLDVBA}, } @misc{world_bank_sudan_2020, title = {Sudan {\textbar} {Data}}, url = {https://data.worldbank.org/country/sudan?view=chart}, urldate = {2021-12-31}, journal = {The World Bank}, author = {{World Bank}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6GN62BYK 2405685:28RGTBVD}, } @techreport{world_bank_tanzania_2020, title = {Tanzania {Mainland} {Poverty} {Assessment}: {Executive} {Summary}}, url = {https://documents1.worldbank.org/curated/en/431111575939381087/pdf/Executive-Summary.pdf}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FTFHCNIT 2405685:87NIINHN}, } @techreport{world_bank_tv-based_2020, address = {Washington D.C.}, title = {{TV}-{Based} {Learning} in {Bangladesh}: {Is} it {Reaching} {Students}?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y}, institution = {World Bank Group}, author = {World Bank}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:286IGBN6 2405685:GAPR3LZN}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{world_bank_development_indicators_mobile_2020, title = {Mobile cellular subscriptions (per 100 people) - {Tanzania} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=TZ}, urldate = {2020-11-17}, journal = {World Bank Development Indicators website}, author = {{World Bank Development Indicators}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6GSKZLF8 2405685:J4UDY73A}, } @techreport{world_bank_forthcoming_reimagining_2020, address = {Washington D.C.}, title = {Reimagining {Human} {Connections}: {Technology} and {Innovation} in {Education} at the {World} {Bank}}, institution = {World Bank}, author = {{World Bank (forthcoming)}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QH5Q3UGM 2534378:S7PJCJ5W}, } @techreport{world_bank_cost-effective_2020, address = {Washington DC, USA}, type = {Text/{HTML}}, title = {Cost-effective approaches to improve global learning: {What} does recent evidence tell us are “{Smart} {Buys}” for improving learning in {Low} and {Middle} {Income} {Countries}?}, shorttitle = {Cost-{Effective} {Approaches} to {Improve} {Global} {Learning}}, url = {https://www.worldbank.org/en/topic/teachingandlearning/publication/cost-effective-approaches-to-improve-global-learning}, abstract = {Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)}, language = {en}, urldate = {2020-12-08}, author = {{World Bank} and {Foreign, Commonwealth \& Development Office} and {BE2}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7TWW5LH3 2339240:DREGRHNB 2339240:LB976C9V 2339240:PXVB6XAN 2339240:X6IKG4D9 2339240:ZN5GIACQ 2405685:78HTA35E 2405685:7WSML8I6 2405685:EM4K4F3G 2405685:J5BTUHXI 2405685:PXQZNUIT 2405685:QBC6GINK 2405685:YQRZUMFC 2534378:DWVFIYUY}, } @misc{world_data_lab_nigeria_2020, title = {Nigeria {\textbar} {World} {Poverty} {Map}}, url = {https://worldpoverty.io}, abstract = {Explore poverty data by age, gender, and region for every country in the world until 2030}, language = {en}, urldate = {2020-07-07}, author = {World Data Lab}, year = {2020}, note = {Library Catalog: www.worldpoverty.io KerkoCite.ItemAlsoKnownAs: 2405685:2625SKYU}, } @techreport{world_education_incbantwana_siyakha_2020, address = {Zimbabwe}, title = {Siyakha {Girls} {Toolkit} and {Guide}: an economic empowerment resource for adolescent girls and young women}, url = {https://bantwana.org/resource/siyakha-girls-toolkit-and-guide/}, urldate = {2023-06-22}, author = {{World Education, Inc./Bantwana}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SW9Y9PUM 2405685:KXI6BPS9}, } @misc{world_health_organization_who_2020, title = {{WHO} {Coronavirus} {Disease} ({COVID}-19) {Dashboard}}, url = {https://covid19.who.int}, abstract = {World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels.}, language = {en}, urldate = {2020-09-29}, author = {World Health Organization}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AK68MLWQ 2405685:6QNMRVFV}, } @misc{worldometer_pakistan_2020, title = {Pakistan {Map} ({Physical})}, url = {https://www.worldometers.info/maps/pakistan-map/}, abstract = {Physical Map of Pakistan. Map location, cities, capital, total area, full size map.}, language = {en}, urldate = {2021-02-08}, author = {Worldometer}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D6J9Y926 2405685:YSN6AF8K}, } @misc{worldreader_worldreader_2020, title = {Worldreader {\textbar} {Sierra} {Leone}}, url = {https://www.worldreader.org/where-we-are/sierra-leone/}, abstract = {Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.}, language = {en-US}, author = {Worldreader}, year = {2020}, note = {Library Catalog: www.worldreader.org EdTechHub.ItemAlsoKnownAs: 2405685:FHAMLZRG}, } @article{yan_unprecedented_2020, title = {Unprecedented pandemic, unprecedented shift, and unprecedented opportunity}, volume = {2}, issn = {2578-1863}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/hbe2.192}, doi = {10.1002/hbe2.192}, language = {en}, number = {2}, urldate = {2021-08-06}, journal = {Human Behavior and Emerging Technologies}, author = {Yan, Zheng}, year = {2020}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.192 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.192 10/ghzhfb 2339240:TWC4WH69 2405685:WDB4PMH4}, pages = {110--112}, } @misc{yao_desa_2020, title = {{UN}/{DESA} {Policy} {Brief} \#89: {Strengthening} {Data} {Governance} for {Effective} {Use} of {Open} {Data} and {Big} {Data} {Analytics} for {Combating} {COVID}-19}, url = {https://www.un.org/development/desa/dpad/publication/un-desa-policy-brief-89-strengthening-data-governance-for-effective-use-of-open-data-and-big-data-analytics-for-combating-covid-19/}, urldate = {2022-06-30}, author = {Yao, Keping and Park, Mi Kyoung}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8AXFETFH 2405685:YZ9NTR28}, } @article{yarimkaya_promoting_2020, title = {Promoting physical activity for children with autism spectrum disorders during {Coronavirus} outbreak: {Benefits}, strategies, and examples}, volume = {0}, url = {https://doi.org/10.1080/20473869.2020.1756115}, doi = {10.1080/20473869.2020.1756115}, abstract = {Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.}, number = {0}, journal = {International Journal of Developmental Disabilities}, author = {Yarımkaya, Erkan and Esentürk, Oğuz Kaan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2020.1756115 2405685:4SKEKBD6}, keywords = {COVID-19, children with ASD, physical activity, stay at home}, pages = {1--7}, } @misc{you_social_2020, title = {The social support networks stepping up in coronavirus-stricken {China}}, url = {https://www.opendemocracy.net/en/oureconomy/social-support-networks-springing-coronavirus-stricken-china/}, abstract = {Below the sweeping centralized measures, decentralized networks have provided relief to thousands.}, language = {en}, urldate = {2020-03-30}, journal = {openDemocracy}, author = {You, Mi}, year = {2020}, note = {Library Catalog: www.opendemocracy.net KerkoCite.ItemAlsoKnownAs: 2339240:RPQ9TGML 2405685:X6YHI3T3 X6YHI3T3}, } @techreport{zacharia_education_2020, address = {Washington D.C.}, title = {Education continuity during the {Coronavirus} crisis: {Pakistan} - {TeleSchool} and {Taleem} {Ghar} ({Educational} {TV} at {Home})}, url = {https://documents1.worldbank.org/curated/en/421821600058352361/pdf/Pakistan-TeleSchool-and-Taleem-Ghar-Educational-TV-at-Home.pdf}, institution = {World Bank}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AS57JHK3 2405685:SAM2934R}, } @techreport{zacharia_education_2020, address = {Washington, D.C.}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, url = {https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4Z6M8GB}, } @techreport{zacharia_education_2020, address = {Washington, D.C.}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, url = {https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4Z6M8GB}, } @techreport{zacharia_education_2020, address = {Washington, D.C.}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, url = {https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4Z6M8GB}, } @techreport{zacharia_education_2020, type = {Text/{HTML}}, title = {Education {Radio} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, shorttitle = {Education {Radio} {Knowledge} {Pack}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099005204142223657/P17425206e03360ab0a4a108c17b2cf29a0}, abstract = {Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)}, language = {en}, urldate = {2023-05-29}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MDDQJN2T 2405685:9G6BFSC9}, } @techreport{zacharia_education_2020, type = {Text/{HTML}}, title = {Education {Radio} {Knowledge} {Pack}: {With} a {Focus} on {Low}-{Resource} {Settings}}, shorttitle = {Education {Radio} {Knowledge} {Pack}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099005204142223657/P17425206e03360ab0a4a108c17b2cf29a0}, abstract = {Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)}, language = {en}, urldate = {2023-05-29}, author = {Zacharia, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MDDQJN2T 2405685:9G6BFSC9}, } @techreport{zacharia_television_2020, address = {Washington, D.C.}, title = {Television {Education} {Knowledge} {Pack} : {With} a {Focus} on {Low}-{Resource} {Settings}}, shorttitle = {Television {Education} {Knowledge} {Pack}}, url = {https://documents1.worldbank.org/curated/en/099005104142233123/pdf/P17425205bf126006093970142d904b2c93.pdf}, abstract = {Television Education Knowledge Pack : With a Focus on Low-Resource Settings (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Zacharia, Sharon and {EdTech Team}}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K9GN9MIC}, } @misc{zahra-malik_coronavirus_2020, title = {The coronavirus effect on {Pakistan}’s digital divide}, url = {https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistans-digital-divide}, abstract = {Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?}, language = {en}, urldate = {2021-07-22}, journal = {BBC Worklife}, author = {Zahra-Malik, Mehreen and BBC}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LHILQG6R 2405685:AFEPARIW}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{zbc_news_government_2020, title = {Government launches school radio lessons programme}, url = {https://www.zbcnews.co.zw/min-primary-secondary-education-launches-school-radio-programme/}, language = {en-GB}, urldate = {2020-06-27}, author = {{ZBC News}}, year = {2020}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:PLFSGGCX}, } @article{zhang_understanding_2020, title = {Understanding the implementation of personalized learning: a research synthesis}, volume = {31}, issn = {1747938X}, shorttitle = {Understanding the implementation of personalized learning}, url = {https://linkinghub.elsevier.com/retrieve/pii/S1747938X19306487}, doi = {10.1016/j.edurev.2020.100339}, abstract = {Personalized learning (PL) has been promoted as a major aim and reform effort across the contemporary education system. In this article, we systematically identified and synthesized 71 empirical studies associated with the implementation of PL that were conducted between 2006 and 2019. This synthesis examined the current research efforts on the PL implementation with a focus on the primary purposes, overall methodological characteristics, and associated student learning outcomes of the identified studies. Using the method of critical interpretive synthesis, we identified two overarching themes in relation to PL across various disciplines of study. The two themes included investigating (a) the role of varying technologies and (b) contextual factors that impacted the implementation of PL. However, few studies have examined the effects of PL as a whole-school initiative on student educational outcomes. We ended by discussing the issues with the conceptualization and empirical evidence of PL and providing implications for the future advancement of the field.}, language = {en}, urldate = {2020-09-10}, journal = {Educational Research Review}, author = {Zhang, Ling and Basham, James D. and Yang, Sohyun}, month = nov, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2020.100339 2339240:KVFK4D3C 2405685:KENV8FYH}, pages = {100339}, } @article{zhang_accessibility_2020, title = {Accessibility within open educational resources and practices for disabled learners: a systematic literature review}, volume = {7}, issn = {2196-7091}, shorttitle = {Accessibility within open educational resources and practices for disabled learners}, url = {https://slejournal.springeropen.com/articles/10.1186/s40561-019-0113-2}, doi = {10.1186/s40561-019-0113-2}, abstract = {The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.}, language = {en}, number = {1}, urldate = {2021-08-20}, journal = {Smart Learning Environments}, author = {Zhang, Xiangling and Tlili, Ahmed and Nascimbeni, Fabio and Burgos, Daniel and Huang, Ronghuai and Chang, Ting-Wen and Jemni, Mohamed and Khribi, Mohamed Koutheair}, month = dec, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s40561-019-0113-2 2339240:5YIMEXDX 2405685:2Y4WA5WE}, pages = {1}, } @article{zhu_reading_2020, title = {Reading and connecting: using social annotation in online classes}, volume = {121}, doi = {10.1108/ILS-04-2020-0117}, abstract = {Purpose: The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. One urgent need in classrooms at all levels is to support social reading of course materials. To fulfill this need, this paper aims to present a systematic literature review on using Web annotation in K-12 and higher education to provide practical and evidence-based recommendations for educators to incorporate social annotation in online teaching. Design/methodology/approach: This paper presents a systematic literature review of the use of Web annotation in formal education. The authors reviewed 39 articles that met the inclusion criteria and extracted the following information from each article: level of education, subject area, learning theory, learning activity design, Web annotation technology, research methods and learning outcomes. Studies were further analyzed and synthesized by the genre of learning activity design. Findings: The authors identified five types of social annotation activity design: processing domain-specific knowledge, supporting argumentation and inquiry, improving literacy skills, supporting instructor and peer assessment and connecting online learning spaces. In addition, the authors developed practical recommendations on setting pedagogical goals, selecting annotation tools, deciding instructor involvement and developing evaluation strategies. Originality/value: This study provides a timely response to online/distance teaching under the COVID-19 pandemic. It is a hope that these identified application areas, in combination with four practical recommendations, would provide pragmatic and evidence-based support for educators to engage learners in reading, learning and connecting.}, number = {5}, journal = {Information and Learning Science}, author = {Zhu, Xinran and Chen, Bodong and Avadhanam, Rukmini Manasa and Shui, Hong and Zhang, Raymond Zhuo}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0117 2405685:I8BQBE46}, keywords = {Collaborative learning, Collaborative reading, Online learning, Social annotation, Social reading, Web annotation}, pages = {261--271}, } @techreport{zimbabwe_education_cluster_zimbabwe_2020, title = {Zimbabwe {COVID}-19 {Preparedness} and {Response} {Strategy}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/zimbabwe_education_cluster_covid_strategy_12.05.2020_final.pdf}, urldate = {2020-06-09}, author = {Zimbabwe Education Cluster}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IR76DQJ5 2405685:DBW5AYVR 2405685:VXRVCNTY}, } @misc{zimbabwe_school_examinations_council_zimsec_2020, title = {{ZIMSEC} {\textbar} {Home}}, url = {https://www.zimsec.co.zw/}, language = {en-US}, urldate = {2020-06-27}, author = {Zimbabwe School Examinations Council}, year = {2020}, note = {Library Catalog: www.zimsec.co.zw EdTechHub.ItemAlsoKnownAs: 2405685:IWSVELST}, } @article{zolfaghari_creating_2020, title = {Creating asynchronous virtual field experiences with 360 video}, volume = {28}, abstract = {The global COVID-19 pandemic has disrupted normal face- to-face classes across institutions. This has significantly im- pacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 class- room). In this paper, we describe efforts to adapt an assign- ment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 vid- eo, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experi- ences are not a complete replacement for face-to-face field- based experiences, we suggest virtual field assignments can be a useful supplement or a viable alternative during a time of the pandemic. Keywords:}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Zolfaghari, Maryam and Austin, Christine K and Kosko, Karl W and Ferdig, Richard E}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7XSI4Z3D}, keywords = {360 video, ex-, teacher education, virtual-based assignments, ⛔ No DOI found}, pages = {315--320}, } @techreport{zubairi_district_2020, address = {Cambridge}, title = {A district level study on the deployment, allocation and utilisation of teachers between and within {Malawi}'s primary schools: an accountability and political settlements approach}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Zubairi, Asma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A5LNBAQR 2405685:Y4HQUGBA}, } @misc{__2020, title = {جو اكاديمي توجيهي {\textbar} دروس ودوسيات التوجيهي واسئلة وزارة}, url = {https://joacademy.com}, abstract = {منصة جو اكاديمي من اوائل رواد التعليم الالكتروني وحصص اون لاين ووتد التعليم في المملكة الاردنية الهاشمية بوابة للتواصل ما بين المعلم والطالب}, urldate = {2020-06-30}, journal = {جو اكاديمي توجيهي}, author = {توجيهي, جو اكاديمي}, year = {2020}, note = {Library Catalog: joacademy.com KerkoCite.ItemAlsoKnownAs: 2405685:PACYK386}, } @article{kaliisa_mobile_2019, title = {Mobile learning policy and practice in {Africa}: {Towards} inclusive and equitable access to higher education}, volume = {35}, copyright = {Copyright (c) 2019 Rogers Kaliisa, Picard Michelle}, issn = {1449-5554}, shorttitle = {Mobile learning policy and practice in {Africa}}, url = {https://ajet.org.au/index.php/AJET/article/view/5562}, doi = {10.14742/ajet.5562}, abstract = {This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.}, language = {en}, number = {6}, urldate = {2022-06-27}, journal = {Australasian Journal of Educational Technology}, author = {Kaliisa, Rogers and Picard, Michelle}, month = dec, year = {2019}, note = {Number: 6 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.5562 2405685:HRGWJESX 4042040:2SL6HJAA}, keywords = {Africa, Mobile learning, equity, higher education, inclusive, policy}, pages = {1--14}, } @misc{directorate_of_science_technology__innovation_sierra_leone_sierra_2019, title = {Sierra {Leone} designs online portal to take long wait out of teacher recruitment}, url = {https://www.dsti.gov.sl/sierra-leone-designs-online-portal-to-take-long-wait-out-of-teacher-recruitment/}, abstract = {A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, month = dec, year = {2019}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:UWP4N7FT}, } @article{komba_teacher_2019, title = {Teacher {Professional} {Development} in {Tanzania}: {Challenges} and {Opportunities}}, shorttitle = {Teacher {Professional} {Development} in {Tanzania}}, url = {https://www.intechopen.com/books/educational-leadership/teacher-professional-development-in-tanzania-challenges-and-opportunities}, doi = {10.5772/intechopen.90564}, abstract = {This chapter is about teacher professional development in Tanzania. The authors have examined the current status of teacher professional development in Tanzania, focusing on predominant perspectives on the concept and provision modalities. In addition, the authors have identified challenges facing teacher professional development in Tanzania, most of which seem to be systemic. The challenges include lack of explicit policy and guidelines for teacher professional development, limited knowledge on teacher professional development among teacher professional development stakeholders, predominance of traditional approach to teacher professional development, and ineffective organization of teacher professional development activities. It is, thus, concluded that a number of opportunities are available for effective teacher professional development in Tanzania. These include strengthening the available institutions responsible for teacher professional development, making use of different teacher professional development providers available in the country to promote professional development activities for teachers through a harmonized scheme and capitalizing on the use of different communication networks and the national optic fiber to promote self-directed teacher professional development.}, language = {en}, urldate = {2020-10-07}, journal = {Educational Leadership}, author = {Komba, Sotco Claudius and Mwakabenga, Rehema Japhet}, month = dec, year = {2019}, note = {Publisher: IntechOpen KerkoCite.ItemAlsoKnownAs: 10.5772/intechopen.90564 2339240:9MJFKUCS 2405685:632GMNKZ}, keywords = {\_Tanzania, \_final\_bib}, } @article{thilakaratne_systematic_2019, title = {A {Systematic} {Review} on {Literature}-based {Discovery}: {General} {Overview}, {Methodology}, \& {Statistical} {Analysis}}, volume = {52}, issn = {0360-0300}, shorttitle = {A {Systematic} {Review} on {Literature}-based {Discovery}}, url = {https://dl.acm.org/doi/10.1145/3365756}, doi = {10.1145/3365756}, abstract = {The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research.}, number = {6}, urldate = {2024-01-18}, journal = {ACM Computing Surveys}, author = {Thilakaratne, Menasha and Falkner, Katrina and Atapattu, Thushari}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3365756 2405685:VSAB6MHU 2486141:7P3SZUP3 2486141:FKA6GEWK}, keywords = {LBD, Literature-based discovery, hypotheses generation, knowledge discovery, literature mining, systematic review, text mining}, pages = {129:1--129:34}, } @misc{nobel_prize_prize_2019, title = {Prize {Lecture}: {Michael} {Kremer}, {Prize} in {Economic} {Sciences} 2019}, shorttitle = {Prize {Lecture}}, url = {https://www.youtube.com/watch?v=hOTHeNZU_JQ}, urldate = {2022-09-15}, author = {{Nobel Prize}}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UADJ9JZR}, } @article{abraham_data_2019, title = {Data governance: {A} conceptual framework, structured review, and research agenda}, volume = {49}, issn = {0268-4012}, url = {https://www.sciencedirect.com/science/article/pii/S0268401219300787}, doi = {10.1016/j.ijinfomgt.2019.07.008}, abstract = {Data governance refers to the exercise of authority and control over the management of data. The purpose of data governance is to increase the value of data and minimize data-related cost and risk. Despite data governance gaining in importance in recent years, a holistic view on data governance, which could guide both practitioners and researchers, is missing. In this review paper, we aim to close this gap and develop a conceptual framework for data governance, synthesize the literature, and provide a research agenda. We base our work on a structured literature review including 145 research papers and practitioner publications published during 2001-2019. We identify the major building blocks of data governance and decompose them along six dimensions. The paper supports future research on data governance by identifying five research areas and displaying a total of 15 research questions. Furthermore, the conceptual framework provides an overview of antecedents, scoping parameters, and governance mechanisms to assist practitioners in approaching data governance in a structured manner.}, journal = {International Journal of Information Management}, author = {Abraham, Rene and Schneider, Johannes and vom Brocke, Jan}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2019.07.008 2339240:QNUP8K53 2405685:IHNENRTG}, keywords = {Conceptual framework, Data governance, Information governance, Literature review, Research agenda}, pages = {424--438}, } @article{ahsan_possibilities_2019, title = {Possibilities of using {Mobile} {Technology} to improve {Early} {Grade} {Reading} in {Bangladesh}: {Towards} a {Practical} {Framework}}, volume = {18}, shorttitle = {Possibilities of using {Mobile} {Technology} to improve {Early} {Grade} {Reading} in {Bangladesh}}, abstract = {Using mobile phones can enhance literacy skills such as reading. However, the success in terms of gain in reading skill using mobile phones depends on manifold conditions and factors which are context dependent. Therefore, the process of implementation of initiative that used mobile phones for boosting literacy is worth exploring in different contexts. The aim of this research project was to capture the first impression of the stakeholders related to the mBoost project, a project that used voices and text to help teachers and parents use activities to enhance children's reading skills, immediately after its piloting. Data was collected through qualitative interview, observation, and FGDs with parents, teachers, students, and relevant Save the Children Staff. This research found that three types of factors, technical, socio-cultural, and individual end user characteristics affected the implementation process in four phases (sending, receiving, comprehending, and implementing text and voice message activities) narrowing down the targeted benefits.}, author = {Ahsan, Sumera and Hossain, Md and Sarwar, Sheikh}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5YUYY2RL 2405685:KSGSB638}, pages = {47--56}, } @article{impedovo_global_2019, title = {Global {South} teacher educators in digital landscape: implications on professional learning}, volume = {11}, shorttitle = {Global {South} teacher educators in digital landscape}, url = {https://content.sciendo.com/view/journals/rem/11/2/article-p19.xml}, doi = {10.2478/rem-2019-0018}, abstract = {{\textless}section class="abstract"{\textgreater}{\textless}h2 class="abstractTitle text-title my-1" id="d706e2"{\textgreater}Abstract{\textless}/h2{\textgreater}{\textless}p{\textgreater}This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.{\textless}/p{\textgreater}{\textless}/section{\textgreater}}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Research on Education and Media}, author = {Impedovo, Maria Antonietta and Malik, Sufiana Khatoon and Kinley, Kinley}, month = dec, year = {2019}, note = {Publisher: Sciendo Section: Research on Education and Media KerkoCite.ItemAlsoKnownAs: 10.2478/rem-2019-0018 2339240:Z3R2S3E6 2405685:9SU5FW7M}, keywords = {⚠️ Invalid DOI}, pages = {19--28}, } @techreport{noauthor_support_2019, title = {Support for children and young people with vision impairment in educational settings}, url = {https://gov.wales/sites/default/files/publications/2019-12/191209-support-for-children-and-young-people-with-vision-impairment-in-educational-settings.pdf}, institution = {Welsh Government}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BVB4T4PT 2405685:PE87BSH7}, } @article{hussain_study_2019, title = {A {Study} of the {Association} between {Self}-{Directed} {Learning} {Readiness} and {Academic} {Achievement} of {Student}-{Teachers} in {Pakistan}}, volume = {41}, issn = {0555-7747}, url = {https://eric.ed.gov/?id=EJ1244640}, abstract = {Education at every level is typically future-oriented; it is imperative for the learners to keep pace with the unpredictable and fast changing world. The field of teacher-education is no exception. Student-centered approaches have started gaining popularity in today's day and age. Self-directed learning is becoming one of the most prominent phenomena for the 21st century learners. This study investigated whether any relationship exists between Self-Directed Learning readiness (SDLR) and academic achievement of student-teachers. For this purpose, quantitative approach was adopted and correlation research design was used. The population comprised all the master level students of the Institute of Education and Research, enrolled in the session 2017-2019. The total number was 510. The researchers used multistage sampling to draw a sample. A total of 300 students were included in the research. To determine the SDLR of student-teachers, a modified SDLI questionnaire, developed by Su-Fen Cheng, Chien-Lin Kuo, Kuan-Chia Lin, and Jane LeeHsieh in 2009, was used. The analysis of the data concluded that student-teachers' self-directed learning readiness is high. It was determined that a significant difference does not exist among the population on the basis of gender or marital status.}, language = {en}, number = {3}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Hussain, Tariq and Sabar, Ajia and Jabeen, Rafia}, month = dec, year = {2019}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:Q4MNT3WE 2405685:Q32HJ6XQ}, keywords = {Academic Achievement, Correlation, Foreign Countries, Gender Differences, Graduate Students, Independent Study, Learning Readiness, Marital Status, Masters Programs, Student Centered Learning, Student Teacher Attitudes, Student Teachers, Teacher Education, ⛔ No DOI found}, pages = {193--202}, } @book{matthews_assemblage_2019, title = {Assemblage {Theory}: {Coping} with {Complexity} in {Technology} {Enhanced} {Language} {Learning}}, shorttitle = {Assemblage {Theory}}, url = {https://eric.ed.gov/?q=systems+theory+education+technology&pg=2&id=ED600974}, abstract = {Language classrooms are complex systems, but theory often simplifies these processes making researching effectiveness difficult. Assemblage theory -- a theory of complexity in the social sciences -- allows us to examine complexity in the language classroom. In this paper, I present an account of the language classroom that captures the complexity, subjectivity, and temporality of technology enhanced language learning. [For the complete proceedings, see ED600837.]}, language = {en}, urldate = {2020-12-22}, publisher = {Research-publishing}, author = {Matthews, Blair}, month = dec, year = {2019}, note = {Publication Title: Research-publishing.net KerkoCite.ItemAlsoKnownAs: 2339240:N5SJAE74 2339240:X2DH2PJB 2405685:23WUVGJ7 2405685:CJQA4TZT}, keywords = {Computer Assisted Instruction, Influence of Technology, Learning Motivation, Learning Processes, Learning Theories, Second Language Learning, Social Systems, Systems Approach, Teaching Methods}, } @techreport{romero_beyond_2019, type = {Preliminary {Results} {Brief}}, title = {Beyond {Short}-{Term} {Learning} {Gains}: {The} {Impact} of {Outsourcing} {Schools} in {Liberia} after {Three} {Years} [short report]}, language = {en}, institution = {Instituto Tecnológico Autónomo de México; Center for Global Development}, author = {Romero, Mauricio and Sandefur, Justin}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N2C8L4D6}, pages = {4}, } @techreport{skidmore_top_2019, type = {Preliminary {Results} {Brief}}, title = {Top {Marks} for {Rising} in {Final} {Year} {Liberia} {Evaluation}}, url = {https://www.risingacademies.com/blog/2019/leapyear4}, abstract = {The final report of a randomised controlled trial of Liberia’s flagship education reform has praised Rising Academies for producing “a consistently positive pattern of results across learning, access, and safety dimensions.” The three year ‘gold standard’ evaluation of the Liberia Education Adv}, language = {en-GB}, urldate = {2020-09-11}, institution = {Center for Global Development; Innovations for Poverty Action}, author = {Skidmore, Paul}, month = dec, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FMWA647M}, } @misc{sabiiti_olpc_2019, title = {From {OLPC} {XO} to {Positivo}: {Rwanda} {Sets} the {Bar} {Higher}}, shorttitle = {From {OLPC} {XO} to {Positivo}}, url = {https://www.ktpress.rw/2019/11/from-olpc-xo-to-positivo-rwanda-sets-the-bar-higher/}, abstract = {Rwanda is set to distribute a new model computers that will change the ways in which primary school children learn and practice information communication and technology (ICT) lessons under the one laptop per child (OLPC) program. This move comes ahead of the review of the four year-ICT in educati}, language = {en-US}, urldate = {2020-08-17}, journal = {KT PRESS}, author = {Sabiiti, Daniel}, month = nov, year = {2019}, note = {Section: National KerkoCite.ItemAlsoKnownAs: 2339240:3Z6DZUAX 2405685:UUK9XLDP}, } @misc{janzen_rumie_2019, title = {Rumie {Management} {Center} ({RMC}): {Product} {Documentation}}, url = {https://rumie-org.atlassian.net/wiki/spaces/PD/pages/217219073/Rumie%2BManagement%2BCenter%2BRMC}, language = {EN}, urldate = {2020-11-09}, publisher = {Rumie}, author = {Janzen, Tiffany and Chugh, Manav}, month = nov, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:B6MZUYHT}, } @misc{fink_communications_2019, title = {Communications for {Development}}, url = {https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/CQRNC7}, doi = {10.7910/DVN/CQRNC7}, abstract = {In 2012, Ghana Health Services (GHS), with funding from the United Nations Children’s Fund (UNICEF), launched a Communication for Development (C4D)...}, language = {en}, urldate = {2022-03-18}, publisher = {Harvard Dataverse}, author = {Fink, Günther and Karlan, Dean and Udry, Christopher and Osei, Robert}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/CQRNC7 2405685:GVUSAT6F}, keywords = {Health and Life Sciences, Medicine, Social Sciences}, } @misc{watson_number_2019, title = {Number of pay {TV} households in {Ghana} 2014-2023}, url = {https://www.statista.com/statistics/756362/ghana-number-pay-tv-households/}, abstract = {The timeline presents the number of pay TV households in Ghana from 2014 to 2018, and a forecast thereof until 2023.}, language = {en}, urldate = {2020-09-15}, journal = {Statista}, author = {Watson, Amy}, month = nov, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:WYGSUTLX}, } @misc{republic_of_kenya_data_2019, title = {The {Data} {Protection} {Act} ({No}. 24 of 2019)}, url = {http://kenyalaw.org/kl/fileadmin/pdfdownloads/Acts/2019/TheDataProtectionAct__No24of2019.pdf}, author = {Republic of Kenya}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXRC7SDS 2405685:K8JBSFIZ}, } @techreport{coventry_university_abracadabra_2019, title = {Abracadabra ({ABRA})}, url = {https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/project/?id=187&t=EEF%20Projects&e=187&s=}, abstract = {Project: Abracadabra (ABRA), An online reading programme to improve early literacy}, language = {en}, urldate = {2020-06-29}, institution = {Education Endowment Foundation}, author = {{Coventry University}}, month = nov, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:VUPTIFAH}, } @article{nygren_quantitizing_2019, title = {Quantitizing {Affective} {Data} as {Project} {Evaluation} on the {Use} of a {Mathematics} {Mobile} {Game} and {Intelligent} {Tutoring} {System}}, volume = {18}, doi = {10.15388/infedu.2019.18}, abstract = {Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl et al. (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game UFractions and an intelligent tutoring system ActiveMath to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi-mode research design and methodology where the qualitative data were derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, and observations (311 documents) across three contexts (South Africa, Finland, and Mozambique). The qualitative data was quantitized (Saldaña, 2009), i.e. analysed deductively in an objective and quantifiable way as instances on an ExcelT spreadsheet for statistical analyses. All the data was explored from the affective perspective by labelling the feelings participants experienced according to the affective levels of the Krathwohl et al. (1964) framework. The researchers concluded that: (i) the research participants not only received information, but actively participated in the learning process; responded to what they learned; associated value to their acquired knowledge; organised their values; elaborated on their learning; built abstract knowledge; and adopted a belief system and a personal worldview; and (ii) affirmation of affective learning at all five levels was recognised among the three groups of participants. The study raised a number of issues which could be addressed in future, like how affective levels of learning are intertwined with cognitive levels of learning while learning mathematics in a technology-enhanced learning environment; and how pedagogical models which take into account both cognitive and affective aspects of learning support deep learning.}, journal = {Informatics in Education}, author = {Nygren, Eeva and Blignaut, Seugnet and Leendertz, Verona and Sutinen, Erkki}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.15388/infedu.2019.18 2339240:R2M5YK7G 2405685:3SUJ8RED}, } @book{misquitta_practical_2019, title = {A {PRACTICAL} {AND} {EFFECTIVE} {PROGRAMME} {TO} {BUILD} {FOUNDATIONAL} {READING} {SKILLS} {FOR} {PRIMARY} {GRADE} {STRUGGLING} {LEARNERS} {IN} {INDIA}}, abstract = {Curriculum-based measurement (CBM) has emerged as a valid, reliable and economic measure to assess and monitor reading skills. Unfortunately, CBMs have not been developed for the Indian context. Further, CBMs can be cumbersome to administer manually, especially given the high teacher- student ratio in India. The challenge also then remains about what teachers actually do with the reading data. Most teachers in India are unable to interpret reading scores or use them to tailor an intervention plan. This paper describes the work Gateway has begun to develop a digital curriculum- based measurement tool that is contextually relevant. This paper outlines the procedures used to select passages, including equating passages using readability formulae, as well as field testing passages. The tool will support teachers with collecting data, interpreting the scores, and most importantly, developing an intervention plan to support struggling learners. It will also outline future directions for the project.}, author = {Misquitta, Radhika and Ghosh, Aditi}, month = nov, year = {2019}, doi = {10.21125/iceri.2019.1535}, note = {Pages: 6381 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2019.1535 2405685:QD674Y6P 2486141:B42E2QAP}, } @article{kingdon_private_2019, title = {The private schooling phenomenon in {India}: {A} review}, url = {https://docs.iza.org/dp10612.pdf}, abstract = {This paper examines the size, growth, salaries, fee levels and per-pupil-costs of private schools, and compares these with the government school sector. Official data show a steep growth of private schooling and a corresponding rapid shrinkage in the size of the government school sector in India, suggesting parental abandonment of government schools. Data show that a very large majority of private schools in most states are ‘low-fee’ when judged in relation to: state per capita income, perpupil expenditure in the government schools, and the officially-stipulated rural minimum wage rate for daily-wage-labour. This suggests that affordability is an important factor behind the migration towards and growth of private schools. The main reason for the very low fee levels in private schools is their lower teacher salaries, which the data show to be a small fraction of the salaries paid in government schools; this is possible because private schools pay the market-clearing wage, which is depressed by a large supply of unemployed graduates in the country, whereas government schools pay bureaucratically determined minimum-wages. The paper shows how education policies can be harmful when formulated without seeking the evidence.}, language = {en}, author = {Kingdon, Geeta Gandhi}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q358PXQL 2405685:BBJ3G7H2}, keywords = {⛔ No DOI found}, } @techreport{ministry_of_basic_and_senior_secondary_education_2019_2019, title = {2019 {Annual} {Schools} {Census} {Report} {And} {Statistical} {Abstract}}, institution = {Government of Sierra Leone}, author = {{Ministry of Basic and Senior Secondary Education}}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MJH7EBNP 2405685:VM4EWGLU}, } @techreport{niport_bangladesh_2019, address = {Dhaka and Rockville, Maryland}, title = {Bangladesh {Demographic} and {Health} {Survey} 2017-2018: key indicators}, url = {https://dhsprogram.com/pubs/pdf/PR104/PR104.pdf}, urldate = {2021-10-25}, institution = {National Institute of Population Research and Training (NIPORT) and ICF}, author = {{NIPORT} and {ICF}}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:77QXWVJP 2405685:2IGTN5VN}, } @misc{unesco_unesco_2019, title = {{UNESCO} schools give hope to {Syrian} refugees in {Lebanon}}, url = {https://en.unesco.org/news/unesco-schools-give-hope-syrian-refugees-lebanon}, abstract = {“Enrolling in this school gave me hope,” says Asma Al Ahmad who fled the conflict in the Syrian Arab Republic and found refuge in the Bekaa region of Lebanon. The 16-year-old girl was deprived of education for two years, living in a refugee camp in Saadnayel. Last year, she was offered the opportunity to resume her education at a middle school established by UNESCO to provide educational complementary support programmes for young displaced Syrians. "I hope I will have a future and succeed in life, she says.}, language = {en}, urldate = {2020-09-22}, author = {UNESCO}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HNS7B2C2 2405685:FLTIDLD3}, } @techreport{hasler_process_2019, title = {Process for iterative and adaptive implementation of government policy in order to utilise educational technology}, url = {https://doi.org/10.5281/zenodo.3372141}, abstract = {An output of Activating EdTech Jordan.  Information about the Activating EdTech Jordan and our outputs can be found at http://tiny.cc/ActivatingEdTech.  Our outputs are archived here https://zenodo.org/communities/aet/.}, language = {eng}, urldate = {2022-10-21}, institution = {Open Development \& Education}, author = {Haßler, Björn and Khalayleh, Abdullah}, month = oct, year = {2019}, doi = {10.5281/zenodo.3372141}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3372141 2405685:E29PL7BW}, } @misc{dsti_media_sierra_2019, title = {Sierra {Leone} invests \$1.5 million to bring education innovation to schools for better learning outcomes}, url = {https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/}, abstract = {A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More}, language = {en-US}, urldate = {2020-12-15}, journal = {Directorate of Science, Technology and Innovation}, author = {{DSTI Media}}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B6TMDRUY}, } @misc{grimmette_ou_2019, title = {{OU} partners with {Ministry} of {Education} in {Ghana} to launch {OpenSTEM} {Africa}}, url = {https://ounews.co/education-languages-health/education/ou-partners-with-ministry-of-education-in-ghana-to-launch-openstem-africa/}, abstract = {The Open University and the Ministry of Education (Ghana) have launched a programme to promote the effective teaching of practical science in Senior High Schools. Open STEM Africa: Ghana, is aimed at improving practical teaching and learning of science and in particular providing support for under-qualified or inexperienced science teachers, in line with the government of Ghana’s education policy.}, language = {en-GB}, urldate = {2020-08-03}, journal = {OU News}, author = {Grimmette, Hannah}, month = oct, year = {2019}, note = {Library Catalog: ounews.co Section: Education KerkoCite.ItemAlsoKnownAs: 2405685:GB3T6EY7}, } @misc{jackson_rwandan_2019, title = {Rwandan ed-tech startup {BAG} {Innovation} raises \$150k seed round - {Disrupt} {Africa}}, url = {https://disrupt-africa.com/2019/10/rwandan-ed-tech-startup-bag-innovation-raises-150k-seed-round/}, urldate = {2020-08-17}, author = {Jackson, Tom}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UTY2JHU3 2405685:WAIGHFRK}, } @misc{hasler_synthesis_2019, address = {Cambridge, UK}, title = {Synthesis of {Reviews} on {Teacher} {Professional} {Development} in {Sub}-{Saharan} {Africa}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.opendeved.net/lib/SC8FTPC4}, language = {en-GB}, urldate = {2019-09-09}, publisher = {Open Development \& Education}, author = {Haßler, Björn and D’Angelo, Sophia and Walker, Hannah and Marsden, Melissa}, month = oct, year = {2019}, note = {EdTechHub.Source: 2129771:SC8FTPC4 KerkoCite.ItemAlsoKnownAs: 2129771:SC8FTPC4 2339240:GJ83JMQA 2405685:T7DTBWJB}, keywords = {\_yl:i, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{arkedis_jean_why_2019, title = {Why we started {R4D}’s evaluation \& adaptive learning practice}, url = {https://r4d.org/blog/why-we-started-r4ds-evaluation-adaptive-learning-practice/}, abstract = {R4D's Evaluation \& Adaptive Learning practice lead, shares a new explainer video, which offers a framework for how we design, test and evaluate for impact.}, language = {en-US}, urldate = {2021-06-10}, journal = {Results for Development}, author = {{Arkedis, Jean}}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IWF249BR 2405685:ACUDTN33}, } @misc{pilkington_digital_2019, title = {‘{Digital} welfare state’: big tech allowed to target and surveil the poor, {UN} is warned}, shorttitle = {‘{Digital} welfare state’}, url = {http://www.theguardian.com/technology/2019/oct/16/digital-welfare-state-big-tech-allowed-to-target-and-surveil-the-poor-un-warns}, abstract = {UN’s rapporteur on extreme poverty says in devastating account big tech companies are being allowed to go unregulated in ‘human rights free-zones’}, language = {en}, urldate = {2021-01-20}, journal = {the Guardian}, author = {Pilkington, Ed}, month = oct, year = {2019}, note = {Section: Technology KerkoCite.ItemAlsoKnownAs: 2339240:8GAAFX6C 2405685:F8TY9WN2}, } @misc{world_bank_learning_2019, type = {Brief}, title = {Learning poverty}, url = {https://www.worldbank.org/en/topic/education/brief/learning-poverty}, abstract = {This indicator brings together schooling and learning indicators.}, language = {en}, urldate = {2022-05-04}, author = {{World Bank}}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N8466Y2D 2405685:4PIXX9F9}, } @misc{edwards_rwandas_2019, title = {Rwanda's education {U}-turn sparks debate on mother tongue instruction}, url = {https://www.devex.com/news/sponsored/rwanda-s-education-u-turn-sparks-debate-on-mother-tongue-instruction-96129}, abstract = {Amid growing consensus that teaching in a student's mother tongue can improve learning outcomes, why are some countries switching back to European languages that most teachers and children don’t understand?}, language = {EN}, urldate = {2020-08-21}, journal = {Devex}, author = {Edwards, Sophie}, month = oct, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:4PRWXPW4}, } @phdthesis{al_maani_exploring_2019, type = {{PhD}}, title = {Exploring transition toward independent learning student experiences in the first year of architecture school}, url = {https://www.researchgate.net/publication/344317004_Exploring_Transition_toward_Independent_Learning_Student_Experiences_in_The_First_Year_of_Architecture_School}, abstract = {Constructivism within the design studio capitalises on the richness embodied by the differences in learners, and strongly opposes the notion of students as empty vessels. Although this perspective suggests that learners are individual and unique, yet it emphasises on their need for outside influences to learn as well. This thesis explores the learning experiences of students in the architectural design studio, specifically looking at learning issues associated with the transition from dependence to independence and analysing students’ accounts of their learning processes during their first year. The findings suggest that the design studio is a suitable environment for facilitating learning independence in higher education. Most of the students appreciated the learning environment within the school and expressed a feeling of belonging to the community, stating that it had helped them to become more independent. More importantly, an analysis of the narratives revealed that the respondents perceived themselves as becoming more independent as they progressed through the year. However, many of the participants felt uncertain about aspects of independent learning and wanted more guidance and support, remaining attached to the practice of tutor centred learning.}, school = {Welsh School of Architecture, Cardiff University}, author = {Al Maani, Duaa}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T7YPWQA5 2405685:IZS7VHYQ}, } @article{getenet_using_2019, title = {Using design-based research to bring partnership between researchers and practitioners}, volume = {61}, issn = {0013-1881}, url = {https://doi.org/10.1080/00131881.2019.1677168}, doi = {10.1080/00131881.2019.1677168}, abstract = {Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.}, number = {4}, urldate = {2019-12-10}, journal = {Educational Research}, author = {Getenet, Seyum}, month = oct, year = {2019}, note = {EdTechHub.Copy: 2129771:XWT48UG5 shortDOI: 10/ggd8hp KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2019.1677168 10/ggd8hp 2129771:XWT48UG5 2339240:FNGCAY8H 2405685:SXE25TP7}, keywords = {Design-based research, evidence-informed practice, practice, practitioners, professional development, teacher education}, pages = {482--494}, } @article{aker_call_2019, title = {Call me educated: {Evidence} from a mobile phone experiment in {Niger}✰}, volume = {72}, issn = {0272-7757}, shorttitle = {Call me educated}, url = {https://www.sciencedirect.com/science/article/pii/S0272775718305697}, doi = {10.1016/j.econedurev.2019.05.001}, abstract = {Teacher absenteeism is an important obstacle to sustained learning gains in many developing countries. We report the results from a randomized evaluation of an adult education program in Niger, which included an additional intervention designed to improve teacher accountability and students’ learning. Villages were randomly assigned to one of three groups. The first was a two-year adult education program, with normal visits by non-governmental organization (NGO) and Ministry staff. The second included the same curriculum and visits as the first, but villages also received a mobile intervention: weekly phone calls to the teacher, village chief and two randomly selected students. The third was a pure control group, with no adult education program or calls. We find that both interventions improved students’ learning outcomes: across both years of the program, students in the standard adult education program increased their math and reading test scores by 0.19–0.22 s.d, respectively. The mobile phone intervention led to an additional increase in math and reading test scores of 0.12 and 0.15 s.d., with stronger effects amongst called students. We also address alternative threats to identification, namely, differential attrition and baseline imbalance, and find that the math results are robust across these different specifications. This suggests that using mobile phone technology as a means to communicate with teachers and students can improve learning outcomes, beyond its use as a pedagogical tool within the classroom.}, language = {en}, urldate = {2022-01-11}, journal = {Economics of Education Review}, author = {Aker, Jenny C and Ksoll, Christopher}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2019.05.001 2339240:EX6NJUX9 2339240:VFF5WY9J 2405685:6VR2BZKJ 2405685:77X2RGGE 2405685:LTFZY8UK 2534379:MEYIS2SG}, keywords = {Adult education, Information technology, Monitoring, Niger, Teacher absenteeism}, pages = {239--257}, } @article{philipsen_improving_2019, title = {Improving teacher professional development for online and blended learning: a systematic meta-aggregative review}, volume = {67}, issn = {1556-6501}, shorttitle = {Improving teacher professional development for online and blended learning}, url = {https://www.researchgate.net/publication/330690661_Improving_teacher_professional_development_for_online_and_blended_learning_a_systematic_meta-aggregative_review}, doi = {10.1007/s11423-019-09645-8}, abstract = {In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.}, language = {en}, number = {5}, urldate = {2021-05-28}, journal = {Educational Technology Research and Development}, author = {Philipsen, Brent and Tondeur, Jo and Pareja Roblin, Natalie and Vanslambrouck, Silke and Zhu, Chang}, month = oct, year = {2019}, note = {Extra URL: https://doi.org/10.1007/s11423-019-09645-8 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-019-09645-8 2405685:BVQU5XV8 2534378:4WR2J4Z5}, pages = {1145--1174}, } @misc{crawfurd_does_2019, title = {Does {Education} {Need} a {QALY} and {Is} {LAYS} {It}?}, url = {https://www.cgdev.org/blog/does-education-need-qaly-and-lays-it}, language = {en}, urldate = {2021-05-20}, journal = {Center For Global Development}, author = {Crawfurd, Lee and Hares, Susannah and Le Nestour, Alexis and Rossiter, Jack}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HEH7E87J 2405685:YR4DSMZM}, } @techreport{fasih_pakistan_2019, title = {Pakistan: {Learning} {Poverty} {Brief}}, url = {http://pubdocs.worldbank.org/en/214101571223451727/SAS-SACPK-PAK-LPBRIEF.pdf}, urldate = {2020-08-11}, institution = {EduAnalytics}, author = {Fasih, Tazeen and Baron, Juan and Geven, Koen Martijn}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JFEQA28N}, } @article{sancho-gil_moving_2019, title = {Moving beyond the predictable failure of {Ed}-{Tech} initiatives}, volume = {45}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2019.1666873}, doi = {10.1080/17439884.2019.1666873}, abstract = {The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.}, number = {1}, urldate = {2020-01-23}, journal = {Learning, Media and Technology}, author = {Sancho-Gil, Juana M. and Rivera-Vargas, Pablo and Miño-Puigcercós, Raquel}, month = sep, year = {2019}, note = {EdTechHub.Copy: 2129771:L5ZJ7VXE shortDOI: 10/ggcdkp KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 10/ggcdkp 2129771:L5ZJ7VXE 2339240:CXEEHC7A 2339240:K8RVQM7G 2339240:R8SA4YDH 2339240:WW9JKI74 2405685:5ACMB7FC 2405685:FNPABIIG 2405685:K3CJ25QT 2405685:Q2EVH3HK}, keywords = {Educational change, digital technology corporations, educational challenges, educational policies, school improvement}, pages = {1--15}, } @inproceedings{cristol_innovative_2019, title = {Innovative {Delivery} of {Education} in {Bangladesh} {Using} {Mobile} {Technology}}, url = {https://www.learntechlib.org/p/210599/}, abstract = {Given the increasing use and accessibility of mobile technology, a pilot study, “Innovative Delivery of Education in Bangladesh Using Mobile Technology” was carried out using mobile learning devices to both increase and enrich the delivery of educational services in a remote Bangladesh district. The APTUS system was used to allow learners’ connection to digital learning platforms and content without electricity or internet access. The researchers maintained that mobile learning associated with Project Based Learning can effect student learning in five ways: (1) contingent learning, changing...}, language = {en}, urldate = {2022-10-26}, author = {Cristol, Dean and Al-Sabbagh, Samah and Abdulbaki, Anwar and Majareh, Maryam and Tuhin, Salah Uddin and Gimbert, Belinda}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4FSQZLHQ 2405685:2CUIABK2}, pages = {37--45}, } @misc{directorate_of_science_technology__innovation_sierra_leone_sierra_2019, title = {Sierra {Leone} turns to technology and analytics to put quality back into education}, url = {https://www.dsti.gov.sl/sierra-leone-turns-to-technology-and-analytics-to-put-quality-back-into-education/}, abstract = {Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21\% of theRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, month = sep, year = {2019}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:Z3DPRDU6}, } @article{outhwaite_new_2019, title = {A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes}, volume = {43}, issn = {1743-727X}, url = {https://doi.org/10.1080/1743727X.2019.1657081}, doi = {10.1080/1743727x.2019.1657081}, abstract = {Randomized control trials (RCTs) are commonly regarded as the ‘gold standard’ for evaluating educational interventions. While this experimental design is valuable in establishing causal relationships between the tested intervention and outcomes, reliance on statistical aggregation typically underplays the situated context in which interventions are implemented. Developing innovative, systematic methods for evaluating implementation and understanding its impact on outcomes is vital to moving educational evaluation research beyond questions of ‘what works’, towards better understanding the mechanisms underpinning an intervention’s effects. The current study presents a pragmatic, two-phased approach that combines qualitative data with quantitative analyses to examine the causal relationships between intervention implementation and outcomes. This new methodological approach is illustrated in the context of a maths app intervention recently evaluated in a RCT across 11 schools. In phase I, four implementation themes were identified; ‘teacher support’, ‘teacher supervision’, ‘implementation quality’, and ‘established routine’. In phase II, ‘established routine’ was found to predict 41\% of the variance in children’s learning outcomes with the apps. This has significant implications for future scaling. Overall, this new methodological approach offers an innovative method for combining process and impact evaluations when seeking to gain a more nuanced understanding of what works in education and why.}, number = {3}, urldate = {2019-11-21}, journal = {International Journal of Research \& Method in Education}, author = {Outhwaite, Laura A. and Gulliford, Anthea and Pitchford, Nicola J.}, month = sep, year = {2019}, note = {shortDOI: 10/ggdbd4 KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2019.1657081 10.1080/1743727x.2019.1657081 10/ggdbd4 2339240:AET3UUCZ 2339240:T4RNXVLL 2405685:EDBC9B8E 2405685:LJR2ZQYV}, keywords = {Implementation, \_C:Greece GRC, \_C:India IND, \_C:Malawi MWI, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1, education, evaluation, intervention, mixed-methods}, pages = {1--18}, } @inproceedings{cullen_opportunities_2019, address = {Edinburgh, Scotland.}, title = {The {Opportunities} and {Challenges} for {Developing} {ICT}-{Based} {Science} {Learning} and {Teaching} in {Ghana}}, url = {http://oasis.col.org/bitstream/handle/11599/3276/PCF9_Papers_paper_232.pdf?sequence=1&isAllowed=y}, abstract = {Africa’s transition to an innovation-led, knowledge-based economy could drive the continent’s economic growth and lift millions out of poverty and there is opportunity to increase the number of skilled professionals across the chemistry, biology and physics disciplines. However not enough students enrol in science subjects in Higher Education in Ghana, with proportions admitted to public universities well short of the Government’s 60\% target. Significant barriers for all young people include the lack of practical scientific equipment in schools, and barriers to young women include prevailing socio-cultural attitudes, a lack of female role models and unsupportive educational environments.}, language = {en}, booktitle = {Pan-{Commonwealth} {Forum}}, author = {Cullen, Jane and Mallet,, Joshua}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JZX3ZXZ4}, pages = {7}, } @misc{turnio_fundza_2019, title = {{FunDza} launches on {WhatsApp} to bring reading into the lives of young {South} {Africans}}, url = {https://www.turn.io/news/qabxlke0k3sw47trkczy646yn3z2fv}, abstract = {FunDza Literacy Trust has partnered with Turn.io to launch FunDza on WhatsApp to get its already popular reading content into the hands of thousands of new readers.}, language = {en-US}, urldate = {2020-07-07}, journal = {turn}, author = {{turn.io}}, month = sep, year = {2019}, note = {Library Catalog: www.turn.io EdTechHub.ItemAlsoKnownAs: 2405685:P48BZAHG}, } @article{kao_they_2019, title = {‘{They} are visually impaired, not blind … teach them!’: {Grade} {R} in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners}, volume = {9}, copyright = {Copyright (c) 2019 Matiekase A. Kao, Patience J. Mzimela}, issn = {2223-7682}, shorttitle = {‘{They} are visually impaired, not blind … teach them!’}, url = {https://sajce.co.za/index.php/sajce/article/view/651}, doi = {10.4102/sajce.v9i1.651}, abstract = {Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers’ adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners.Aim: This article explores a small sample of in-service teachers’ knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments.Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled.Methods: This study is underpinned by Koehler and Mishra’s theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semi-structured interviews and classroom observations. Document analysis was also used to corroborate findings.Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a ‘stand-alone’ skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners.Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills.}, language = {en}, number = {1}, urldate = {2020-01-31}, journal = {South African Journal of Childhood Education}, author = {Kao, Matiekase A. and Mzimela, Patience J.}, month = sep, year = {2019}, note = {Grade R teachers, Sesotho, Females; shortDOI: 10/ggcr5r KerkoCite.ItemAlsoKnownAs: 10.4102/sajce.v9i1.651 10/ggcr5r 2339240:P4FMJXZX 2405685:4P9K8WRJ}, keywords = {Braille, Grade R Learners, Pedagogical Knowledge, Pre-Reading Skills, Technological Knowledge, Visual Impairment}, pages = {11}, } @misc{world_bank_is_2019, title = {Is education ready to work in data-intensive environments?}, url = {https://medium.com/world-of-opportunity/is-education-ready-to-work-in-data-intensive-environments-2c7913428f42}, abstract = {The availability of good data can help lead to making good decisions. This is true in education, as it is in other sectors.}, language = {en}, urldate = {2021-02-09}, journal = {Medium}, author = {World Bank}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z34TZSCR 2405685:UTLWYIC3}, } @misc{lister_how_2019, title = {How {The} {Radio} {Can} {Reach} {The} {World}’s {Most} {Vulnerable} {Children}}, url = {https://hundred.org/en/articles/how-the-radio-can-reach-the-world-s-most-vunerable-children}, urldate = {2022-06-25}, author = {Lister, Josephine}, month = sep, year = {2019}, note = {Section: article KerkoCite.ItemAlsoKnownAs: 2339240:5QJA7JLD 2405685:VXYF7938}, } @article{regan_ethical_2019, title = {Ethical challenges of edtech, big data and personalized learning: twenty-first century student sorting and tracking}, volume = {21}, issn = {1572-8439}, shorttitle = {Ethical challenges of edtech, big data and personalized learning}, url = {https://doi.org/10.1007/s10676-018-9492-2}, doi = {10.1007/s10676-018-9492-2}, abstract = {With the increase in the costs of providing education and concerns about financial responsibility, heightened consideration of accountability and results, elevated awareness of the range of teacher skills and student learning styles and needs, more focus is being placed on the promises offered by online software and educational technology. One of the most heavily marketed, exciting and controversial applications of edtech involves the varied educational programs to which different students are exposed based on how big data applications have evaluated their likely learning profiles. Characterized most often as ‘personalized learning,’ these programs raise a number of ethical concerns especially when used at the K-12 level. This paper analyzes the range of these ethical concerns arguing that characterizing them under the general rubric of ‘privacy’ oversimplifies the concerns and makes it too easy for advocates to dismiss or minimize them. Six distinct ethical concerns are identified: information privacy; anonymity; surveillance; autonomy; non-discrimination; and ownership of information. Particular attention is paid to whether personalized learning programs raise concerns similar to those raised about educational tracking in the 1950s. The paper closes with discussion of three themes that are important to consider in ethical and policy discussions.}, language = {en}, number = {3}, urldate = {2021-02-19}, journal = {Ethics and Information Technology}, author = {Regan, Priscilla M. and Jesse, Jolene}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10676-018-9492-2 2339240:NEA7QTCT 2405685:8LCYHU7L}, pages = {167--179}, } @book{noauthor_building_2019, title = {Building {Stronger} {Education} {Systems}: {Stories} of {Change}}, shorttitle = {Building {Stronger} {Education} {Systems}}, url = {https://eric.ed.gov/?id=ED598971}, abstract = {The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality education. The featured stories in this report show the progress that developing country partners are making in getting more children, especially girls, in school and learning. The results are not only evidence of their commitment to improve education, but also of the sustained and targeted support provided by GPE. Feature stories are included from the following countries: (1) Afghanistan; (2) Benin; (3) Burkina Faso; (4) Djibouti; (5) Eritrea; (6) Ethiopia; (7) Guyana; (8) Kenya; (9) Pakistan; (10) Papua New Guinea; and (11) Sudan.}, language = {en}, urldate = {2020-12-01}, publisher = {Global Partnership for Education}, month = sep, year = {2019}, note = {Publication Title: Global Partnership for Education KerkoCite.ItemAlsoKnownAs: 2339240:MHPT5FM3 2405685:8XCGNDGA}, keywords = {Access to Education, Barriers, Developing Nations, Disadvantaged, Early Childhood Education, Economic Development, Educational Change, Educational Improvement, Educational Needs, Educational Practices, Educational Quality, Equal Education, Foreign Countries, Reading Instruction, Reading Skills, Refugees, Rural Education, Technology Uses in Education, Womens Education}, } @misc{noauthor_lebanon_2019, title = {Lebanon starts transformation process to digital economy}, url = {https://menafn.com/1099001749/Lebanon-starts-transformation-process-to-digital-economy}, abstract = {) BEIRUT, Sept 13 (KUNA) -- Lebanese Minister of Telecommunications Mohamed Choucair said on Friday that the government has started the transformation process to the digital economy that acquires four percent of the country's national income.{\textless}br{\textgreater}Choucair, who represented Prime Minister Saad Al-Hariri at the opening ceremony to 'Digital Lebanon Conference 201}, urldate = {2020-09-08}, journal = {MENAFN}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZMQFZ38J 2405685:H3SPNCJ8}, } @techreport{unicef_joint_2019, type = {Final {Evaluation} {Report}}, title = {Joint {Evaluation} of {Myanmar} {Non}-{Formal} {Middle} {School} {Education}-{Equivalency} {Pilot} {Programme}}, url = {https://www.unicef.org/evaldatabase/files/Myanmar_NFMSE_Evaluation_Final_Report_2019.pdf}, urldate = {2020-08-31}, institution = {UNICEF}, author = {UNICEF}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DJDVLBPV 2405685:E4Z8N6RR}, } @techreport{wolf_impacts_2019, title = {The {Impacts} of {Teacher} {Training} and {Parental} {Awareness} on {Kindergarten} {Quality} in {Ghana}}, url = {https://www.poverty-action.org/sites/default/files/publications/QP4G%20Final%20Results_11.15.19.pdf}, urldate = {2020-05-16}, institution = {Innovations for Poverty Action}, author = {Wolf, Sharon and Aber, John Lawrence and Behrman, Jere}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T5RRAJCQ}, } @misc{barends_elements_2019, title = {Elements {Shaping} the {South} {African} {Education} {System} of the {Future} [poster]}, url = {https://zenodo.org/record/3595240}, abstract = {A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973)}, language = {eng}, urldate = {2021-02-27}, author = {Barends, Heidi}, month = aug, year = {2019}, doi = {10.5281/zenodo.3595240}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595240 2129771:FSCTULII 2405685:77J8XQBA}, keywords = {Basic Education, Education System, Foresight Study, Future Study, Future Trends, South African Education, South African Education System, \_not\_EdTechHub, \_zenodoOTHER}, } @misc{barends_elements_2019, title = {Elements {Shaping} the {South} {African} {Education} {System} of the {Future} [presentation]}, url = {https://zenodo.org/record/3595232}, abstract = {A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973)}, language = {eng}, urldate = {2021-02-27}, author = {Barends, Heidi}, month = aug, year = {2019}, doi = {10.5281/zenodo.3595232}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595232 2129771:4BH928RM 2405685:HSWKSDPH}, keywords = {Actor Diagram, Basic Education, Causal Loop Diagram, Education System, Foresight Study, Future Study, Future Trends, South African Education, South African Education System, Systems Approach, \_not\_EdTechHub, \_zenodoOTHER}, } @misc{edell_what_2019, title = {What {Is} {Agile} {Methodology}: {A} {Primer} on {Moving} {Fast}}, shorttitle = {What {Is} {Agile} {Methodology}}, url = {https://angel.co/blog/agile-methodology-a-primer-on-moving-fast}, abstract = {Everything you need to know about agile methodologies and its many frameworks.}, urldate = {2021-07-22}, journal = {AngelList Blog}, author = {Edell, Patrick}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y7NF9Q4W 2405685:ZHA5T29U}, } @techreport{noauthor_global_2019, address = {Geneva, Switzerland}, title = {Global perspectives on assistive technology: {Proceedings} of the {GReAT} {Consultation} 2019, {Volume} {B} - {Day} 2}, url = {https://apps.who.int/iris/bitstream/handle/10665/330372/9789240000261-eng.pdf#page=1}, institution = {World Health Organization}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4KTX7RSQ 2405685:3DN8XRDU}, } @phdthesis{barends_elements_2019, title = {Elements {Shaping} the {South} {African} {Education} {System} of the {Future}}, url = {https://zenodo.org/record/3370973}, abstract = {The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system?  To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities.  This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take.}, language = {eng}, urldate = {2021-02-27}, author = {Barends, Heidi}, month = aug, year = {2019}, doi = {10.5281/zenodo.3370973}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3370973 2129771:SRHYMTCJ 2405685:P5HYT2GH}, keywords = {Actor Diagram, Basic Education, CLD, Causal Loop Diagram, Education System, Foresight Study, Future Study, Future Trends, South African Education System, Systems Approach, \_C:China CHN, \_C:Germany DEU, \_C:India IND, \_C:Japan JPN, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1, \_not\_EdTechHub, \_zenodoOTHER}, } @article{iqbal_factors_2019, title = {Factors affecting the teachers' intention to adopt audio-visual aids in education sector of {Pakistan}}, copyright = {Copyright © 2018 Inderscience Enterprises Ltd.}, url = {https://www.inderscienceonline.com/doi/abs/10.1504/IJIIE.2019.101764}, abstract = {An emergent body of research mainly from the developing countries indicated that behavioural and cultural factors have significant influence on the adoption of technology. Based on the theoretical ...}, language = {en}, urldate = {2020-11-27}, journal = {International Journal of Innovation in Education}, author = {Iqbal, Zeeshan and Malik, Maimoona and Iqbal, Farhan}, month = aug, year = {2019}, note = {Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2339240:4A7QSXZC 2339240:NI4LNR9K 2405685:NM5VETS3 2405685:NWXVQMQC}, keywords = {⛔ No DOI found}, } @article{stewart_evidence_2019, title = {The evidence ecosystem in {South} {Africa}: growing resilience and institutionalisation of evidence use}, volume = {5}, copyright = {2019 The Author(s)}, issn = {2055-1045}, shorttitle = {The evidence ecosystem in {South} {Africa}}, url = {https://www.nature.com/articles/s41599-019-0303-0}, doi = {10.1057/s41599-019-0303-0}, abstract = {The evidence-informed approach to policy-making and implementation is, at its core, about better decisions for a better future. It is focused on the effective use of scarce resources, on avoiding harm and maximising good. It is grounded in principles of equity and equality, of accountability and transparency. Given these characteristics, for those of us who work in this field, there is arguably a moral, economic, social and political case for paying closer attention to evidence-informed decision-making ecosystems in the South. Evidence-based policy and implementation, or evidence-informed decision-making in line with the most recent thinking, is often framed from two inter-related but limited perspectives: first, it is viewed as an approach that has originated from ‘developed’ Northern countries, and second, it is conceptualised as a technical intervention. However, there has been a shift in how the approach is conceived, moving away from assumptions that it is an intervention implemented from outside, from the North, for the benefit of the South. As part of this shift, certain initiatives in Africa have gained greater momentum. It is in acknowledging that there are different ways to think (epistemic diversity) about Southern evidence-informed decision-making, that this work has arisen. It seizes on the opportunity to view evidence-informed decision-making in a new light, exploring the evidence ecosystems in the South as systems strongly influenced by, but not defined by, Northern stimuli, including, but not limited to, technical interventions. This work set out to describe the evidence ecosystem in South Africa. In doing so, it finds that the ecosystem is increasingly resilient despite some limitations. It has strong structural foundations, includes many diverse organisations, is supported by not inconsiderable investment, is enabled by growing and significant capacity, contains iterations and innovations, and last but not least, incorporates complexity that gives the ecosystem resilience. The work demonstrates, through its focus on South Africa’s evidence ecosystem, that the global movement has much to learn from the South.}, language = {en}, number = {1}, urldate = {2020-09-29}, journal = {Palgrave Communications}, author = {Stewart, Ruth and Dayal, Harsha and Langer, Laurenz and van Rooyen, Carina}, month = aug, year = {2019}, note = {Number: 1 Publisher: Palgrave KerkoCite.ItemAlsoKnownAs: 10.1057/s41599-019-0303-0 2339240:572SM7LP 2405685:HPSP9B6K}, pages = {1--12}, } @misc{davis_5_2019, title = {5 {Ways} {EdTech} {Helps} {Students} {With} {Special} {Needs} in the {Classroom}}, url = {https://www.viewsonic.com/library/education/5-ways-edtech-helps-students-special-needs/}, abstract = {EdTech helps students with special needs to engage with learning better than ever before. Find out how to implement EdTech as assistive technology.}, language = {en-US}, urldate = {2020-04-03}, journal = {ViewSonic Library}, author = {Davis, Chris}, month = aug, year = {2019}, note = {Library Catalog: www.viewsonic.com Section: Education KerkoCite.ItemAlsoKnownAs: 2339240:L69ICGF3 2405685:SCWN8NNM SCWN8NNM}, } @article{blundell_using_2019, title = {Using {Dual} {Systems} theory to conceptualise challenges to routine when transforming pedagogy with digital technologies}, copyright = {© 2019 Informa UK Limited, trading as Taylor \& Francis Group}, issn = {1354-0602}, url = {https://www.tandfonline.com/doi/abs/10.1080/13540602.2019.1652161}, abstract = {(2019). Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies. Teachers and Teaching: Vol. 25, No. 8, pp. 937-954.}, language = {en}, urldate = {2021-01-04}, journal = {Teachers and Teaching}, author = {Blundell, Christopher and Lee, Kar-Tin and Nykvist, Shaun}, month = aug, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 2339240:9MZUUQP9 2339240:MJVTRQD2 2405685:IESPF387}, keywords = {Barriers, Case Studies, Classroom Techniques, Correlation, Educational Change, Information Technology, Learning Theories, Student Behavior, Systems Approach, Teacher Attitudes, Teacher Role, Teacher Student Relationship, Teaching Methods, Technology Integration, ⛔ No DOI found}, } @article{menzel_without_2019, title = {‘{Without} {Education} {You} {Can} {Never} {Become} {President}’: {Teenage} {Pregnancy} and {Pseudo}-empowerment in {Post}-{Ebola} {Sierra} {Leone}}, volume = {13}, issn = {1750-2977}, shorttitle = {‘{Without} {Education} {You} {Can} {Never} {Become} {President}’}, url = {https://doi.org/10.1080/17502977.2019.1612992}, doi = {10.1080/17502977.2019.1612992}, abstract = {This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.}, number = {4}, urldate = {2020-12-15}, journal = {Journal of Intervention and Statebuilding}, author = {Menzel, Anne}, month = aug, year = {2019}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17502977.2019.1612992 KerkoCite.ItemAlsoKnownAs: 10.1080/17502977.2019.1612992 2405685:MKDQ3K53}, keywords = {Sierra Leone, aid and development, gender politics, neoliberalism, sexual violence, teenage pregnancy}, pages = {440--458}, } @article{wahyuni_ict_2019, title = {{ICT} and {Education} for {Refugees} in {Transit}}, volume = {2}, copyright = {Copyright (c) 2019 Dewi Sari Wahyuni, T Sy Eiva Fatdha}, issn = {2614-2864}, url = {http://journal.altsacentre.org/index.php/SALTeL/article/view/27}, doi = {10.35307/saltel.v2i2.27}, abstract = {Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners’ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation.}, language = {en}, number = {2}, urldate = {2020-04-28}, journal = {SALTeL Journal (Southeast Asia Language Teaching and Learning)}, author = {Wahyuni, Dewi Sari and Fatdha, T. Sy Eiva}, month = aug, year = {2019}, note = {Number: 2 shortDOI: 10/ggsp4n KerkoCite.ItemAlsoKnownAs: 10.35307/saltel.v2i2.27 10/ggsp4n 2339240:PWKDILWA 2405685:VU2VVUBV}, keywords = {Google Scholar/ "blended learning" refugee education, RER theme\_pedagogies and modalities}, pages = {8--14}, } @article{kopp_reliability_2019, title = {The {Reliability} of the {Wisconsin} {Card} {Sorting} {Test} in {Clinical} {Practice}}, issn = {1073-1911}, url = {https://doi.org/10.1177/1073191119866257}, doi = {10.1177/1073191119866257}, abstract = {The Wisconsin Card Sorting Test (WCST) represents the gold standard for the neuropsychological assessment of executive function. However, very little is known about its reliability. In the current study, 146 neurological inpatients received the Modified WCST (M-WCST). Four basic measures (number of correct sorts, categories, perseverative errors, set-loss errors) and their composites were evaluated for split-half reliability. The reliability estimates of the number of correct sorts, categories, and perseverative errors fell into the desirable range (rel ≥ .90). The study therefore disclosed sufficiently reliable M-WCST measures, fostering the application of this eminent psychological test to neuropsychological assessment. Our data also revealed that the M-WCST possesses substantially better psychometric properties than would be expected from previous studies of WCST test-retest reliabilities obtained from non-patient samples. Our study of split-half reliabilities from discretionary construed and from randomly built M-WCST splits exemplifies a novel approach to the psychometric foundation of neuropsychology.}, language = {en}, urldate = {2019-12-09}, journal = {Assessment}, author = {Kopp, Bruno and Lange, Florian and Steinke, Alexander}, month = aug, year = {2019}, note = {shortDOI: 10/ggd69x KerkoCite.ItemAlsoKnownAs: 10.1177/1073191119866257 10/ggd69x 2339240:IU952GRN 2405685:GDZY9HMF}, pages = {1073191119866257}, } @article{lee_insights_2019, title = {Insights on {ESL} {Student} {Teachers} {Reflecting} {Collaboratively} {Online} {Shubashini} {Suppiah} {Institute} of {Teacher} {Education} {Gaya} {Campus}}, volume = {ISSN-2716-6406}, url = {https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus}, abstract = {The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.}, author = {Lee, S and Swanto, K and Lajium, S and Suppiah, D and Suppiah, Shubashini}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7QBPDK43 2405685:5VBFZ3XT}, } @article{suppiah_insights_2019, title = {Insights on {ESL} {Student} {Teachers} {Reflecting} {Collaboratively} {Online} {Shubashini} {Suppiah} {Institute} of {Teacher} {Education} {Gaya} {Campus}}, volume = {ISSN-2716-6406}, url = {https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus}, abstract = {The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.}, author = {Suppiah, Shubashini and Lee, S and Swanto, K and Lajium, S}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KIIH2XNR}, pages = {82--99}, } @techreport{bird_nudging_2019, type = {Working {Paper}}, title = {Nudging at {Scale}: {Experimental} {Evidence} from {FAFSA} {Completion} {Campaigns}}, url = {https://www.nber.org/system/files/working_papers/w26158/w26158.pdf}, abstract = {Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively.}, language = {en}, number = {26158}, author = {Bird, A., Kelli and Castleman, Benjamin and Denning, Jeffrey and Goodman, Joshua and Lamberton, Cait and Rosinger, Kelly Ochs}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HFPDIEFC 2405685:H6VSP7UX 2405685:VPY45H37 2534379:ZU7H9IF5}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {59}, } @article{suppiah_insights_2019, title = {Insights on {ESL} student teachers reflecting collaboratively online}, volume = {48}, issn = {01287729}, url = {https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus}, abstract = {The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.}, language = {English}, number = {2}, journal = {The English Teacher}, author = {Suppiah, Shubashini and Wah, (PhD), Lee Kean and Swanto, (PhD), Suyansah and Lajium, (PhD), Denis Andrew}, month = aug, year = {2019}, note = {Place: Seri Kembangan Publisher: Malaysian English Language Teaching Association (MELTA) KerkoCite.ItemAlsoKnownAs: 2405685:N9ZPHXCW 2534378:DFCJXPJ2 2534378:VI3TK6EI 2534378:VWP4487Z}, keywords = {Collaboration, Distance learning, English as a second language--ESL, Linguistics, Malaysia, Problem solving, Professional development, Reflective practice, Researchers, Social research, Student teachers, Teacher education, Teaching, Web 2.0, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095770, \_\_finaldtb, ⛔ No DOI found}, pages = {82--99}, } @misc{burke_tyranny_2019, title = {The tyranny of national averages}, url = {https://medium.com/atlasai/the-tyranny-of-national-statistics-d3a79af526a9}, abstract = {Marshall Burke and Apoorva Lal, AtlasAI}, language = {en}, urldate = {2020-01-29}, journal = {Medium}, author = {Burke, Marshall}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T8VCAZG2 2405685:7S7TEAT5 7S7TEAT5}, } @article{kamere_policy_2019, title = {Policy interventions for attraction and retention of female teachers in rural secondary schools}, volume = {1}, copyright = {Copyright (c)}, issn = {2663-1032}, url = {https://journals.ku.ac.ke/index.php/msingi/article/view/103}, doi = {10.33886/mj.v1i2.103}, abstract = {The potential role of female teachers in achieving the Education for all (EFA) and the Sustainable Development Goals, specifically on  ensuring  inclusive and equitable quality education and promoting life-long learning opportunities for all (Goal 4), achieving gender equality and empowering  all women and girls(Goal 5 ) is well documented. Available evidence, however, suggests that attraction and retention of female teachers in secondary schools located in rural areas remains a significant and on-going challenge. In response, policy makers in Kenya have recommended three key policy interventions namely decentralization of teacher recruitment, payment of hardship allowance and provision of housing. A literature search reveals a dearth of information on the perspectives of rural educators on the effectiveness of these interventions. The paper presents findings based on one objective of a broader study which was to: Establish the views of female teachers’ and other stakeholders’ regarding the effectiveness of strategies for attraction and retention of female teachers in Makueni County. This study adopted a mixed methods design. The paper presents findings from the qualitative component of the study. Interviews were used to gather data. Based on their interpretations, the authors provide useful   insights and offer suggestions on how the implementation of these policies could be improved.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {Msingi Journal}, author = {Kamere, Isabela M. and Makatiani, M. I. and Nzau, Arthur Kalanza}, month = jul, year = {2019}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 10.33886/mj.v1i2.103 2339240:LPDCWUDG 2405685:RTKRV2ZQ}, keywords = {Attraction, female teachers, retention}, pages = {50--59}, } @article{marshall_toward_2019, title = {Toward systematic review automation: a practical guide to using machine learning tools in research synthesis}, volume = {8}, issn = {2046-4053}, shorttitle = {Toward systematic review automation}, url = {https://doi.org/10.1186/s13643-019-1074-9}, doi = {10.1186/s13643-019-1074-9}, abstract = {Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Systematic Reviews}, author = {Marshall, Iain J. and Wallace, Byron C.}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-019-1074-9 2405685:APRCIQMH 2486141:J73ILZH9 2486141:RNYWM2AZ}, keywords = {Evidence synthesis, Machine learning, Natural language processing, \_Added-ailr-2024}, pages = {163}, } @techreport{international_monetary_fund_sierra_2019, type = {{IMF} {Country} {Reports}}, title = {Sierra {Leone}: {Economic} {Development} {Documents}-{National} {Development} {Plan}, 2019-23}, url = {https://www.elibrary.imf.org/view/IMF002/26222-9781498324960/26222-9781498324960/26222-9781498324960_A001.xml?redirect=true}, language = {en\_US}, number = {19/218}, urldate = {2020-11-25}, institution = {IMF, African Department}, author = {International Monetary Fund}, month = jul, year = {2019}, doi = {10.5089/9781498324960.002.A001}, note = {ISBN: 9781498324960 ISSN: 1934-7685 Issue: 218 Publisher: INTERNATIONAL MONETARY FUND Volume: 2019 KerkoCite.ItemAlsoKnownAs: 10.5089/9781498324960.002.A001 2339240:6RP4BCNR 2405685:LICLRGV3}, pages = {1--42}, } @techreport{international_monetary_fund_african_dept_sierra_2019, type = {Country {Report}}, title = {Sierra {Leone} : {Economic} {Development} {Documents}-{National} {Development} {Plan}, 2019-23}, shorttitle = {Sierra {Leone}}, url = {https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099}, abstract = {The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy.}, language = {en}, number = {19/218}, urldate = {2020-12-15}, author = {{International Monetary Fund. African Dept.}}, month = jul, year = {2019}, note = {9781498324960/1934-7685 KerkoCite.ItemAlsoKnownAs: 2405685:DJ4XD4HB}, pages = {216}, } @article{unwin_future_2019, title = {The {Future} {Use} of {Technology} in {Education} and {Learning} in the {Commonwealth}}, volume = {108}, issn = {0035-8533}, url = {https://doi.org/10.1080/00358533.2019.1634891}, doi = {10.1080/00358533.2019.1634891}, abstract = {Modern Information and Communication Technologies (ICTs) have increasingly been used in education systems and for learning across the world over the last quarter of a century, and are frequently seen as being an important means of delivering the Sustainable Development Goals (SDGs), especially SDG4. However, rhetoric about their potential benefits has often led to uncritical adoption of inappropriate and costly technologies, that have not benefited the poorest and most marginalised. This contribution explores likely uses of such technologies in Commonwealth education systems in the future, and what needs to be done so that these do indeed benefit everyone, rather than just the privileged with access to the latest technologies. It begins with an overview of existing Commonwealth initiatives, and then explores how ICT use for learning throughout the life-cycle is likely to change over the next decade. The next section suggests how Commonwealth organisations can best support governments and citizens in ensuring equitable distribution of relevant learning opportunities and mitigating the negative aspects of technology use. In conclusion, it advocates for the need to focus especially on the poorest and most marginalised, and it highlights the challenges of a future in which machines and humans are ever more intertwined.}, number = {4}, urldate = {2019-10-08}, journal = {The Round Table}, author = {Unwin, Tim}, month = jul, year = {2019}, note = {shortDOI: 10/gf9kk8 KerkoCite.ItemAlsoKnownAs: 10.1080/00358533.2019.1634891 10/gf9kk8 2339240:LBNLWGJJ 2405685:EJDDKWXT}, keywords = {Commonwealth, Education, Qualitative Research, commentary, future, marginalisation, technology}, pages = {447--458}, } @inproceedings{madaio_you_2019, address = {New York, NY, USA}, series = {{COMPASS} '19}, title = {"{You} give a little of yourself": family support for children's use of an {IVR} literacy system}, isbn = {978-1-4503-6714-1}, shorttitle = {"{You} give a little of yourself"}, url = {https://doi.org/10.1145/3314344.3332504}, doi = {10.1145/3314344.3332504}, abstract = {Low levels of childhood literacy in global contexts may be mitigated by educational technologies, however, these technologies often rely on parents of sufficient literacy to effectively support their children. Given low levels of adult literacy in many low-resource contexts, we investigate the nature of low-literate adult support for children's use of a literacy technology designed to foster early literacy precursors. We deployed an interactive voice response (IVR) system with 38 families in a rural village in Côte d'Ivoire using the IVR for 5 weeks in their homes. Using call log data and grounded theory analyses of IVR observations and interviews, we find evidence that families leverage complex support networks where family members support children's use of the IVR in different ways, via a collective network of intermediaries. These results suggest opportunities to scaffold low-literate family supporters for educational technologies.}, urldate = {2022-11-15}, booktitle = {Proceedings of the 2nd {ACM} {SIGCAS} {Conference} on {Computing} and {Sustainable} {Societies}}, publisher = {Association for Computing Machinery}, author = {Madaio, Michael A. and Kamath, Vikram and Yarzebinski, Evelyn and Zasacky, Shelby and Tanoh, Fabrice and Hannon-Cropp, Joelle and Cassell, Justine and Jasinska, Kaja and Ogan, Amy}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3314344.3332504 2339240:EGC7YGBE 2405685:BLAYAKS6}, keywords = {HCI4D, IVR, ed tech, literacy, tech intermediaries}, pages = {86--98}, } @article{wolfenden_exploration_2019, title = {An exploration of agency in the localisation of open educational resources for teacher development}, volume = {44}, issn = {1743-9884}, url = {http://oro.open.ac.uk/62250/}, doi = {10.1080/17439884.2019.1628046}, abstract = {This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.}, number = {3}, urldate = {2020-10-27}, journal = {Learning, Media and Technology}, author = {Wolfenden, Freda and Adinolfi, Lina}, month = jul, year = {2019}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2019.1628046 Extra URL: https://doi.org/10.1080/17439884.2019.1628046 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1628046 2405685:D4SI9BWU 2534378:ALXXMXLY 2534378:ZPP9MH8V}, keywords = {India, Open educational resources (OER), \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457357, \_\_finaldtb, localisation, professional agency}, pages = {327--344}, } @article{borzekowski_impact_2019, title = {The impact of {Galli} {Galli} {Sim} {Sim} on {Indian} preschoolers}, volume = {64}, doi = {10.1016/j.appdev.2019.101054}, abstract = {While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development.}, language = {en}, urldate = {2020-06-09}, journal = {Journal of Applied Developmental Psychology}, author = {Borzekowski, Dina L. G. and Singpurwalla, Darius and Mehrotra, Deepti and Howard, Donna}, month = jul, year = {2019}, note = {shortDOI: 10/gf84g5 KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2019.101054 10/gf84g5 2339240:MHHA268R 2405685:ER687Z8I 4803016:WC8Z9BF8}, } @article{lake_translation_2019, title = {Translation {Apps}: {Increasing} {Communication} with {Dual} {Language} {Learners}}, volume = {47}, issn = {1573-1707}, shorttitle = {Translation {Apps}}, url = {https://doi.org/10.1007/s10643-019-00935-7}, doi = {10.1007/s10643-019-00935-7}, abstract = {Dual language learners (DLLs) represent one of the fastest growing populations in classrooms, and yet many teachers are monolingual and not trained in English as a Second Language. Many teachers strive to create an anti-bias classroom that puts goals of diversity and equity at the center of all that they do, but are unsure of effective strategies for communicating with all students. By supporting the home language, teachers show their DLLs and native English speakers that every child’s home language is important and welcome in the classroom. Using translation apps can help teachers talk to their students, build relationships with children and families, and support bilingualism. Once teachers and children can communicate successfully, DLLs can increase their understanding of content, engagement, motivation, communication, and sense of self-esteem. The three apps discussed in this article, Speak and Translate, Microsoft Translator, and Google Translate have been shown to be helpful in facilitating interactions with children in their home language. Additional information is provided on using these apps, as well as their potential benefits and drawbacks.}, language = {en}, number = {4}, urldate = {2022-05-19}, journal = {Early Childhood Education Journal}, author = {Lake, Vickie E. and Beisly, Amber H.}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-019-00935-7 2405685:J5V4QR7H 4042040:AR5BTB3I}, keywords = {Anti-bias curriculum, Dual language learners, Technology, Translation apps}, pages = {489--496}, } @article{singh_factors_2019, title = {Factors affecting cloud computing adoption in the {Indian} school education system}, volume = {24}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-019-09878-3}, doi = {10.1007/s10639-019-09878-3}, abstract = {Cloud computing is becoming a leading trend worldwide, due to its enhanced reliability, scalability, flexibility, availability and processing throughput. However, the decision related to adoption of the cloud computing model is often complicated by challenges and uncertainties about the expected business value and its overall impact on the organisation. Till date, different contemporary technology acceptance theories and models have been used to test and validate adoption chances of cloud computing at organisational and individual levels. However, no experimental study has been conducted to provide a holistic evaluation of the determinants of cloud computing in the Asian world particularly in the context of the Indian school education system. Due to lack of such studies, we propose a theoretical model based on the TOE framework to explain the role of technological, organisational and environmental factors on the adoption of cloud computing in the Indian school education system. The data was collected from fifty-six 56 randomly selected secondary schools through questionnaire based survey to examine the relationship between the variables employing 5-points Likert scale. Reliability and validity measures were used to establish the quality and the usefulness of the collected data. In addition multi co-linearity test was also conducted. In order to test the research hypothesis, multiple regression analysis was conducted. The results indicate that relative advantage, compatibility, and complexity representing technological factors; top management support representing organisational factors; and competitive pressure, external expertise and attitude towards change representing environmental factors were found to have an positive and significant influence on the adoption of cloud computing services in the Indian school education system. The findings have a great significance since they can provide knowledge about cloud computing factors as well as insights and directions to the education policy planners and decision makers for successful adoption of cloud computing technology in India.}, language = {en}, number = {4}, urldate = {2020-01-29}, journal = {Education and Information Technologies}, author = {Singh, Jewan and Mansotra, Vibhakar}, month = jul, year = {2019}, note = {shortDOI: 10/ggjpd8 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-09878-3 10/ggjpd8 2339240:CHA5JH65 2405685:LJBW3Q45}, pages = {2453--2475}, } @article{york_one_2019, title = {One step at a time: the effects of an early literacy text-messaging program for parents of preschoolers}, volume = {54}, issn = {0022-166X, 1548-8004}, url = {http://jhr.uwpress.org/content/54/3/537}, doi = {10.3368/jhr.54.3.0517-8756R}, abstract = {Large systematic differences in young children’s home learning experiences have long-term economic consequences. Many parenting programs place significant demands on parents’ time and inundate parents with information. This study evaluates the effects of READY4K!, an eight-month-long text-messaging intervention for parents of preschoolers that targets the behavioral barriers to engaged parenting. We find that READY4K! increased parental involvement at home and school by 0.15 to 0.29 standard deviations, leading to child gains in early literacy of about 0.11 standard deviations. The results point to the salience of behavioral barriers to parenting and the potential for low-cost interventions to reduce these barriers.}, language = {en}, number = {3}, urldate = {2022-03-22}, journal = {Journal of Human Resources}, author = {York, Benjamin N. and Loeb, Susanna and Doss, Christopher}, month = jul, year = {2019}, note = {Publisher: University of Wisconsin Press KerkoCite.ItemAlsoKnownAs: 10.3368/jhr.54.3.0517-8756R 2405685:UV7WIAIX}, keywords = {C93, D91, I21}, pages = {537--566}, } @phdthesis{appiah-boateng_integrating_2019, type = {{PhD}}, title = {Integrating social media platforms into higher education pedagogy in {Ghana}}, url = {http://ugspace.ug.edu.gh/handle/123456789/35539}, language = {en}, school = {University of Ghana}, author = {Appiah-Boateng, Patricia}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YTE259DI 2405685:AMGNJRAB}, } @techreport{bahia_connected_2019, title = {Connected {Society}: {The} {State} of {Mobile} {Internet} {Connectivity} 2019}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2019/07/GSMA-State-of-Mobile-Internet-Connectivity-Report-2019.pdf}, language = {EN}, institution = {GSMA}, author = {Bahia, Kalvin and Suardi, Stefano}, collaborator = {Croxson, Helen and Handforth, Calum and Scharwatt, Claire}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T6WZDVKT}, pages = {60}, } @article{barrera-osorio_medium-_2019, title = {Medium- and {Long}-{Term} {Educational} {Consequences} of {Alternative} {Conditional} {Cash} {Transfer} {Designs}: {Experimental} {Evidence} from {Colombia}}, volume = {11}, issn = {1945-7782}, shorttitle = {Medium- and {Long}-{Term} {Educational} {Consequences} of {Alternative} {Conditional} {Cash} {Transfer} {Designs}}, url = {https://www.aeaweb.org/articles?id=10.1257/app.20170008}, doi = {10.1257/app.20170008}, abstract = {In 2005 the city of Bogota, Colombia, introduced three conditional cash transfer programs for secondary schooling, randomly assigning socioeconomically disadvantaged students to different payment structures. We show, through administrative data, that forcing families to save one-third of the transfer increases long-term human capital accumulation by means of additional tertiary education—which is not incentivized—, casting doubt on conditionalities as a driving mechanism. Directly incentivizing on-time tertiary enrollment does no better than forcing families to save a portion of the transfer. Whereas forcing families to save increases enrollment in four-year universities, incentivizing tertiary enrollment only increases enrollment in low-quality colleges.}, language = {en}, number = {3}, urldate = {2021-03-19}, journal = {American Economic Journal: Applied Economics}, author = {Barrera-Osorio, Felipe and Linden, Leigh L. and Saavedra, Juan E.}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170008 2405685:Q5ED3LVK}, keywords = {Education, Financial Aid, Returns to Education, Human Capital, Household Saving, Human Development, Income Distribution, Labor Productivity, Economic Development: Human Resources, Migration, Occupational Choice, Personal Finance, State and Local Government: Health, Public Pensions, Analysis of Education, Educational Finance, Skills, Welfare}, pages = {54--91}, } @techreport{directorate_of_primary_education_bangladesh_2019, title = {Bangladesh {Primary} {Education} {Annual} {Sector} {Performance} {Report} ({ASPR}) 2019}, url = {http://dpe.gov.bd/site/publications/e9fe3732-1457-4619-a79e-27898f1b2010/Annual-Sector-Performance-Report-ASPR---2019}, author = {Directorate of Primary Education}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BCNM4PNJ 2405685:CW438FLX}, } @techreport{irc_meeting_2019, type = {Research {Brief}}, title = {Meeting the {Academic} and {Social}-{Emotional} {Needs} of {Nigeria}’s {Out}-of-{School} {Children} {What} works and what doesn’t for an accelerated learning program}, url = {https://www.edu-links.org/sites/default/files/media/file/DFID_NFLC_Endline_Research_Brief_8.12.19_FNL.pdf}, urldate = {2020-07-31}, institution = {International Rescue Committee}, author = {IRC}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H8MY7YJY 2405685:44XRZFQA}, } @misc{kennedy_potential_2019, type = {Text}, title = {The potential of {MOOCs} for large-scale teacher professional development in contexts of mass displacement}, url = {https://files.eric.ed.gov/fulltext/EJ1222894.pdf}, abstract = {The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.}, language = {en}, urldate = {2020-04-28}, author = {Kennedy, Eileen and Laurillard, Diana}, month = jul, year = {2019}, doi = {info:doi/10.18546/LRE.17.2.04}, doi = {info:doi/10.18546/LRE.17.2.04}, note = {Library Catalog: www.ingentaconnect.com Publisher: UCL IOE Press shortDOI: 10/gg39w8 KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10/gg39w8 2339240:HI8ZPSQY 2405685:G4UWRHU7}, keywords = {Google Scholar/ "blended learning" refugee education, RER theme\_supporting educators, \_\_\_working\_potential\_duplicate}, } @article{kennedy_potential_2019, title = {The potential of {MOOCs} for large-scale teacher professional development in contexts of mass displacement}, volume = {17}, issn = {14748460}, url = {https://www.scienceopen.com/hosted-document?doi=10.18546/LRE.17.2.04}, doi = {10.18546/lre.17.2.04}, abstract = {The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR]}, number = {2}, journal = {London Review of Education}, author = {Kennedy, Eileen and Laurillard, Diana}, month = jul, year = {2019}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=137804558\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10.18546/lre.17.2.04 2339240:8UKVPWIZ 2339240:IQ8CXXW6 2405685:BPEFU8Q5 2405685:HZVTXVSX 2534378:G73NNFJ5 2534378:SB3A7XEN 2534378:XASAZC2M}, keywords = {BLENDED learning, CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE, DIGITAL technology, Design, Digital technology, Education, Lebanon, MASSIVE open online courses, MOOCs, Online instruction, PROFESSIONAL education, Professional development, TEACHER development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095772, \_\_\_working\_potential\_duplicate, \_\_finaldtb, co-design, refugees, teachers, theory of change}, pages = {141--158}, } @article{kennedy_potential_2019, title = {The potential of {MOOCs} for large-scale teacher professional development in contexts of mass displacement}, volume = {17}, issn = {14748460}, url = {https://www.scienceopen.com/hosted-document?doi=10.18546/LRE.17.2.04}, doi = {10.18546/lre.17.2.04}, abstract = {The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR]}, number = {2}, journal = {London Review of Education}, author = {Kennedy, Eileen and Laurillard, Diana}, month = jul, year = {2019}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=137804558\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10.18546/lre.17.2.04 2339240:8UKVPWIZ 2339240:IQ8CXXW6 2405685:BPEFU8Q5 2405685:HZVTXVSX 2534378:G73NNFJ5 2534378:SB3A7XEN 2534378:XASAZC2M}, keywords = {BLENDED learning, CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE, DIGITAL technology, Design, Digital technology, Education, Lebanon, MASSIVE open online courses, MOOCs, Online instruction, PROFESSIONAL education, Professional development, TEACHER development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095772, \_\_\_working\_potential\_duplicate, \_\_finaldtb, co-design, refugees, teachers, theory of change}, pages = {141--158}, } @techreport{sampson_edtech_2019, title = {The {EdTech} {Lab} {Series}: {Insights} from rapid evaluations of {EdTech} products}, url = {https://centralsquarefoundation.org/wp-content/uploads/EdTech%20Lab%20Report_November%202019.pdf}, language = {EN}, urldate = {2020-08-21}, institution = {Central Square Foundation}, author = {Sampson, Rob and Johnson, Doug and Somanchi, Anmol and Barton, Hannah and Joshi, Ruchika and Seth, Madhav and Shotland, Marc}, month = jul, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:4L2N52EL}, } @misc{hundredorg_teaching_2019, title = {Teaching at the {Right} {Level} ({TaRL})}, url = {https://hundred.org/en/innovations/teaching-at-the-right-level-tarl#4d14df26}, abstract = {Simple, scalable, effective and learner centered. We tailor instruction to a child with fun, level-targeted activities to enable them to learn basic numeracy. Our model is a 30-day intervention implemented one hour a day. The pillars; assess and group students by ability, use targeted instruction, employ fun and engaging learner appropriate materials and maintain strong implementation systems.}, urldate = {2021-11-16}, author = {HundrED.org}, month = jun, year = {2019}, note = {Section: innovation KerkoCite.ItemAlsoKnownAs: 2405685:Q788MU3T}, } @misc{harris_how_2019, title = {How {TV} white space is helping bridge the digital divide}, url = {https://news.microsoft.com/on-the-issues/2019/06/25/airband-white-space/}, abstract = {How the need for reliable internet in Essex County, New York, led to a business that services the local community.}, language = {en-US}, urldate = {2020-09-08}, journal = {On the Issues}, author = {Harris, Briony}, month = jun, year = {2019}, note = {Section: Rural Broadband KerkoCite.ItemAlsoKnownAs: 2339240:5GTBVDTK 2405685:7N7JWBUX}, } @inproceedings{kizilcec_growth_2019, address = {Chicago IL USA}, title = {Growth {Mindset} {Predicts} {Student} {Achievement} and {Behavior} in {Mobile} {Learning}}, isbn = {978-1-4503-6804-9}, url = {https://dl.acm.org/doi/10.1145/3330430.3333632}, doi = {10.1145/3330430.3333632}, abstract = {Students’ personal qualities other than cognitive ability are known to influence persistence and achievement in formal learning environments, but the extent of their influence in digital learning environments is unclear. This research investigates non-cognitive factors in mobile learning in a resourcepoor context. We surveyed 1,000 Kenyan high school students who use a popular SMS-based learning platform that provides formative assessments aligned with the national curriculum. Combining survey responses with platform interaction logs, we find growth mindset to be one of the strongest predictors of assessment scores. We investigate theory-based behavioral mechanisms to explain this relationship. Although students who hold a growth mindset are not more likely to persist after facing adversity, they spend more time on each assessment, increasing their likelihood of answering correctly. Results suggest that cultivating a growth mindset can motivate students in a resource-poor context to excel in a mobile learning environment.}, language = {en}, urldate = {2022-07-11}, booktitle = {Proceedings of the {Sixth} (2019) {ACM} {Conference} on {Learning} @ {Scale}}, publisher = {ACM}, author = {Kizilcec, René F. and Goldfarb, Daniel}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3330430.3333632 2339240:L3XGQDF9 2405685:WYTNLMM6}, pages = {1--10}, } @article{mabaso_whatsapp_2019, title = {{WhatsApp} utilisation at an initial teacher preparation programme at a university of technology in {South} {Africa}}, url = {https://www.iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?article=blackboard-utilisation-at-a-university-of-technology-in-south-africa}, abstract = {Table of Content - Article Detail - Proceedings of the 7th Teaching \& Education Conference, London}, language = {en}, urldate = {2022-08-22}, journal = {Proceedings of the 7th Teaching \& Education Conference, London}, author = {Mabaso, Nkosinomusa and Meda, Lawrence}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CTUPKLXW 2405685:DMAXXRDD}, keywords = {⛔ No DOI found}, } @article{mabaso_whatsapp_2019, title = {{WhatsApp} utilisation at an initial teacher preparation programme at a university of technology in {South} {Africa}}, url = {https://www.iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?article=blackboard-utilisation-at-a-university-of-technology-in-south-africa}, abstract = {Table of Content - Article Detail - Proceedings of the 7th Teaching \& Education Conference, London}, language = {en}, urldate = {2022-08-22}, journal = {Proceedings of the 7th Teaching \& Education Conference, London}, author = {Mabaso, Nkosinomusa and Meda, Lawrence}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CTUPKLXW 2405685:DMAXXRDD}, keywords = {⛔ No DOI found}, } @article{star_online_report_over_2019, title = {Over 6 lakh slum dwellers in {Dhaka}: minister}, shorttitle = {Over 6 lakh slum dwellers in {Dhaka}}, url = {https://www.thedailystar.net/city/6-lakh-slum-dwellers-in-dhaka-1757827}, abstract = {Local Government Division minister Tazul Islam informs the parliament that around 6.46 lakh people are now living in around 3,394 slums in Dhaka.}, language = {en}, urldate = {2021-10-25}, journal = {The Daily Star}, author = {{Star Online Report}}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8C33Q5YU 2405685:YQPTMS7R}, } @article{lakhsman_improving_2019, title = {Improving reading and arithmetic outcomes at scale: {Teaching} at the {Right} {Level} ({TaRL}), {Pratham}’s approach to teaching and learning}, copyright = {© Tous droits réservés}, issn = {1254-4590}, shorttitle = {Improving reading and arithmetic outcomes at scale}, doi = {http://journals.openedition.org/ries/7470}, abstract = {In India, depsite a gross enrolment rate of more than 95\%, performance levels remain low, particularly for children of illiterate or undereducated families. To contend with this, the “Teaching at the Right Level » project was implemented. This has taken many forms: the “camps for learning”, either repeated short term sessions (6 to 10 days), or long term sessions (30 to 50 days); and partnership arrangements with public school system authorities. The project’s methodology, attained objectives and its prospects are presented.}, language = {en}, urldate = {2020-05-13}, journal = {Revue internationale d’éducation de Sèvres}, author = {Lakhsman, Samyukta}, month = jun, year = {2019}, note = {Publisher: Centre international d’études pédagogiques (CIEP) KerkoCite.ItemAlsoKnownAs: 2339240:IXHYXHXW 2405685:9ERHJMQM}, keywords = {⚠️ Invalid DOI, ⛔ No DOI found}, } @article{hinton_pathways_2019, title = {Pathways to {Impact}: {Insights} from {Research} {Partnerships} in {Uganda} and {India}}, volume = {50}, copyright = {Copyright (c) 2019 IDS Bulletin}, issn = {1759-5436}, shorttitle = {Pathways to {Impact}}, url = {https://bulletin.ids.ac.uk/}, doi = {10.19088/1968-2019.105}, abstract = {This article sets out a perspective from the United Kingdom’s Department for International Development (DFID) on the challenges of achieving research uptake. Two country case studies are presented from India and Uganda, which explore research projects under the Economic and Social Research Council ESRC-DFID-funded Raising Learning Outcomes programme. These case studies focus on relationships between the key stakeholders that enable policy debate relevant to the funded research. They are not a direct assessment of the impact that this research has had. Rather, this article explores the messy and iterative processes that DFID advisers are engaged in within the networks that they are embedded (and those that they are not), the way that they use partnerships to access evidence and promote it into policy debate, and the other drivers that matter. This article is important as a contribution to ongoing efforts to improve the quality and usage of education evidence in low-income contexts.}, language = {en}, number = {1}, urldate = {2022-09-09}, journal = {IDS Bulletin}, author = {Hinton, Rachel and Bronwin, Rona and Savage, Laura}, month = jun, year = {2019}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.19088/1968-2019.105 2339240:JWHLVPZ9 2405685:U3THZZ5F}, keywords = {Impact, Policy Engagement, Research Partnership, Research Uptake}, } @techreport{rose_mapping_2019, title = {Mapping the landscape of education research by scholars based in sub-{Saharan} {Africa} {Insights} from the {African} {Education} {Research} {Database}}, url = {https://zenodo.org/record/3242314#.XTB-POhKg2w}, abstract = {This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region.}, urldate = {2019-07-18}, institution = {Zenodo}, author = {Rose, Pauline and Downing, Pheobe and Asare, Samuel and Mitchell, Rafael}, month = jun, year = {2019}, doi = {10.5281/zenodo.3242314}, note = {shortDOI: 10/ggjnpx KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3242314 10/ggjnpx 2339240:PEDMUGX2 2339240:QGS6S4IS 2405685:JA5F2U7R 2405685:ZM2IB7JE}, keywords = {Reviewed, \_zenodoOTHER}, } @techreport{world_bank_project_2019, title = {Project {Information} {Document} ({PID}): {Sierra} {Leone} {Free} {Education} {Project} ({P167897})}, url = {http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf}, number = {PIDA26770}, urldate = {2020-11-25}, institution = {World Bank Group}, author = {{World Bank}}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6FWAUCW5 2405685:XAKZSJBD}, } @article{himelfarb_primer_2019, title = {A primer on standardized testing: {History}, measurement, classical test theory, item response theory, and equating}, volume = {33}, issn = {1042-5055}, shorttitle = {A primer on standardized testing}, url = {https://doi.org/10.7899/JCE-18-22}, doi = {10.7899/JCE-18-22}, abstract = {This article presents health science educators and researchers with an overview of standardized testing in educational measurement. The history, theoretical frameworks of classical test theory, item response theory (IRT), and the most common IRT models used in modern testing are presented.A narrative overview of the history, theoretical concepts, test theory, and IRT is provided to familiarize the reader with these concepts of modern testing. Examples of data analyses using different models are shown using 2 simulated data sets. One set consisted of a sample of 2000 item responses to 40 multiple-choice, dichotomously scored items. This set was used to fit 1-parameter logistic (PL) model, 2PL, and 3PL IRT models. Another data set was a sample of 1500 item responses to 10 polytomously scored items. The second data set was used to fit a graded response model.Model-based item parameter estimates for 1PL, 2PL, 3PL, and graded response are presented, evaluated, and explained.This study provides health science educators and education researchers with an introduction to educational measurement. The history of standardized testing, the frameworks of classical test theory and IRT, and the logic of scaling and equating are presented. This introductory article will aid readers in understanding these concepts.}, number = {2}, urldate = {2022-08-25}, journal = {Journal of Chiropractic Education}, author = {Himelfarb, Igor}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.7899/JCE-18-22 2339240:6S5MIL7N 2405685:ZB8LXLCI}, pages = {151--163}, } @misc{edweb_planning_2019, title = {Planning for the {Total} {Cost} of {Edtech} {Initiatives}}, url = {https://home.edweb.net/planning-for-the-total-cost-of-edtech-initiatives/}, abstract = {Strategic planning for edtech is an endless journey—and not just because of constantly evolving hardware and software. Upgrading infrastructure, device maintenance, and ongoing professional development, in addition to program and device costs, mean tech initiatives need permanent budget lines that take into account the total cost. In the edWebinar, “Strategic Technology Planning and Investment,” which is part of CoSN’s Empowered Superintendent series for edWeb, three superintendents who’ve been in the trenches for all aspects of district edtech plans discussed effective financial planning for technology.}, language = {en-US}, urldate = {2021-05-20}, journal = {edWeb}, author = {edWeb}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M3CJMVFE 2405685:D6RP9ZAL}, } @article{mardapi_community-based_2019, title = {Community-{Based} {Teacher} {Training}: {Transformation} of {Sustainable} {Teacher} {Empowerment} {Strategy} in {Indonesia}}, volume = {21}, shorttitle = {Community-{Based} {Teacher} {Training}}, doi = {10.2478/jtes-2019-0004}, abstract = {Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves. This research aims to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? This research was conducted from November 2018 to January 2019. The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100). The research results are expected to provide information about the best practice in teacher coaching that is conducted massively in a national scope based on the local community so that a lifelong learning culture for teachers is established to support the development of sustainable education.}, journal = {Journal of Teacher Education for Sustainability}, author = {Mardapi, Djemari and Herawan, Tutut}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.2478/jtes-2019-0004 2405685:8YANT76F}, pages = {48--66}, } @article{tikly_education_2019, title = {Education for sustainable development in {Africa}: a critique of regional agendas}, volume = {20}, issn = {1876-407X}, shorttitle = {Education for sustainable development in {Africa}}, url = {https://doi.org/10.1007/s12564-019-09600-5}, doi = {10.1007/s12564-019-09600-5}, abstract = {Education is often perceived in policy agendas as playing a transformative role in realising sustainable development and the SDGs on the continent. The assumption is based, however, on an insufficiently critical understanding of the historical role of education in supporting unsustainable development. The article provides a critical account of the relationship between education policy and sustainable development in Africa as an aspect of the postcolonial condition, i.e. as an aspect of the colonial legacy and of Africa’s position in relation to contemporary processes of globalisation. It is argued that if education is to play a transformative role in relation to sustainable development then education policy needs to be fundamentally re-oriented and harnessed to wider processes of economic, cultural and political transformation in the interests of social and environmental justice.}, language = {en}, number = {2}, urldate = {2020-12-15}, journal = {Asia Pacific Education Review}, author = {Tikly, Leon}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-019-09600-5 2405685:UUXGULFV}, pages = {223--237}, } @techreport{johnson_longitudinal_2019, type = {Final {Report}}, title = {A longitudinal study of learning, progression, and personal growth in {Sierra} {Leone}}, url = {https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf}, urldate = {2020-09-11}, institution = {University of Oxford}, author = {Johnson, David and Hsieh, Jenny}, month = jun, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:A2EVGSWW}, } @article{li_influence_2019, title = {The {Influence} of {Teachers}’ {Professional} {Development} {Activities} on the {Factors} {Promoting} {ICT} {Integration} in {Primary} {Schools} in {Mongolia}}, volume = {9}, copyright = {http://creativecommons.org/licenses/by/3.0/}, url = {https://www.mdpi.com/2227-7102/9/2/78}, doi = {10.3390/educsci9020078}, abstract = {This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.}, language = {en}, number = {2}, urldate = {2020-08-31}, journal = {Education Sciences}, author = {Li, Shengru and Yamaguchi, Shinobu and Sukhbaatar, Javzan and Takada, Jun-ichi}, month = jun, year = {2019}, note = {Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci9020078 2339240:XWWZXZ76 2405685:EENQXYD4}, keywords = {ICT in education, \_\_\_working\_potential\_duplicate, auto\_merged, education policy, educational change, factors promoting ICT integration, teacher’s professional development}, pages = {78}, } @article{shuja_effect_2019, title = {Effect of {M}-{Learning} on {Students}' {Academic} {Performance} {Mediated} by {Facilitation} {Discourse} and {Flexibility}}, volume = {11}, issn = {2073-7904}, url = {https://eric.ed.gov/?id=EJ1245700}, abstract = {Conventional classroom instruction had already been transformed in to electronic mode of teaching and learning. Use of mobile technology is evolving in global and local context, as in Pakistan. Gaining insights from Media Richness Theory, the study intends to examine how m-learning pedagogy, opens up avenues for students' learning and enhances their educational performance, endorsed by facilitation discourse and flexibility. In this cross-sectional study, data was collected from students in Private Universities in Lahore Pakistan. Drawing results from structural equation modelling, findings revealed that use of mobile devices is on great demand for providing flexible and discussion-oriented learning to students and lifts up their academic output. Facilitation discourse and flexibility play a robust intervening role in producing pronounced impact of m-learning on learners' effectiveness.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Knowledge Management \& E-Learning}, author = {Shuja, Aleema and Qureshi, Ijaz A. and Schaeffer, Donna M. and Zareen, Memoona}, month = jun, year = {2019}, note = {Publisher: Laboratory of Knowledge Management \& E-Learning KerkoCite.ItemAlsoKnownAs: 2339240:9C84A8N2 2405685:HYP2M2IS}, keywords = {Academic Achievement, College Students, Discussion (Teaching Technique), Distance Education, Educational Technology, Foreign Countries, Handheld Devices, Private Colleges, Productivity, Teacher Role, Technology Uses in Education, Telecommunications, ⛔ No DOI found}, pages = {158--200}, } @article{moodley_whatsapp_2019, title = {{WhatsApp}: {Creating} a virtual teacher community for supporting and monitoring after a professional development programme}, volume = {39}, issn = {02560100, 20763433}, shorttitle = {{WhatsApp}}, url = {http://www.sajournalofeducation.co.za/index.php/saje/article/view/1323/860}, doi = {10.15700/saje.v39n2a1323}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {South African Journal of Education}, author = {Moodley, Maglin}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v39n2a1323 2339240:R7L9J4C3 2405685:HSIJJWM4}, } @article{osei_frimpong_assessment_2019, title = {Assessment of the effectiveness of {ICT} on {Teacher} {Trainees} in {Colleges} of education. {A} {Case} of {St}. {Monica}'s {College} of {Education}}, volume = {17}, abstract = {The use of ICT in teacher training colleges has relatively improve teaching and learning. The effective use of various ICT tools such the computer, smart phones and PDAs has brought innovative ideas in teacher trainees. This study aimed at finding out the factors influencing the use of ICT tools in enhancing teaching and learning process in the various teacher training institutions in Ghana. A survey was used in order to investigate the study. It was revealed from the findings of the study that students and tutors in the various colleges of education have now accepted the use of ICT in teaching and learning process. However some students still see ICT as difficult due to various factors such as inadequate computers in the various colleges for practical tution and poor access to the internet for learning.}, journal = {Asian Journal of Computer Science and Information Technology}, author = {Osei Frimpong, Kojo and Asare, Samuel and Caroline, Owusu-Mintah}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DVBYU842 2405685:VRJIV787}, keywords = {⛔ No DOI found}, pages = {128--135}, } @techreport{pathways_for_prosperity_commission_positive_2019, title = {Positive disruption: health and education in a digital age}, shorttitle = {Positive disruption}, url = {https://pathwayscommission.bsg.ox.ac.uk/positive-disruption}, abstract = {Positive disruption: health and education in a digital age offers guidance on how digital technologies can be used to improve the lives of people in developing countries, while keeping a careful eye on the limitations and risks of focusing solely on hardware over people and processes. Technology is not a silver bullet and history is littered with poor investments in this area. To ensure health and education services are effective, efficient and equitable, governments need to be wise with their choices.}, language = {en}, urldate = {2020-03-30}, author = {Pathways for Prosperity Commission}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GGB2D6PB 2405685:BB5GTZSI}, pages = {1--91}, } @misc{itu_how_2019, title = {How low cost wireless broadband networks are connecting ‘last-mile’ communities in {Djibouti}}, url = {https://news.itu.int/how-low-cost-wireless-broadband-networks-are-connecting-last-mile-communities-in-djibouti/}, abstract = {By ITU News Twenty per cent of Djibouti’s homes have access to a computer, while internet access is available to just under 10 per cent of households, according to ITU Data. Within the framework of the Djibouti Vision 2035, the country has embarked on a programme to strengthen its ICT sector with a view to providing quality telecommunication services at}, language = {english}, urldate = {2021-03-03}, journal = {ITU News}, author = {ITU}, month = may, year = {2019}, note = {Section: Broadband/Network KerkoCite.ItemAlsoKnownAs: 2339240:PCSI9Z3T 2405685:P3J7K3QM}, } @article{ruan-iu_assessing_2019, title = {Assessing {Early} {Childhood} {Fluid} {Reasoning} in {Low}- and {Middle}-{Income} {Nations}: {Validity} of the {Wechsler} {Preschool} and {Primary} {Scale} of {Intelligence} {Across} {Seven} {MAL}-{ED} {Sites}}, issn = {0734-2829}, shorttitle = {Assessing {Early} {Childhood} {Fluid} {Reasoning} in {Low}- and {Middle}-{Income} {Nations}}, url = {https://doi.org/10.1177/0734282919850040}, doi = {10.1177/0734282919850040}, abstract = {An adapted version of the Wechsler Preschool and Primary Scale of Intelligence—Third Edition (WPPSI-III) was administered to assess cognitive functioning among 1,253 5-year-old children from the Malnutrition and Enteric Disease (MAL-ED) study—an international, multisite study investigating multiple aspects of child development. In this study, the factor structure and invariance of the WPPSI-III were examined across seven international research sites located in Bangladesh, Brazil, India, Nepal, Pakistan, South Africa, and Tanzania. Using a multiple indicator multiple cause (MIMIC) modeling approach, the findings supported the validity of a fluid reasoning dimension (comprised of block design, matrix reasoning, and picture completion subscales) across each of the seven sites, although the scores were noninvariant. Accordingly, these scores are recommended for research purposes and understanding relationships between variables but not for mean comparisons or clinical purposes.}, language = {en}, urldate = {2019-12-06}, journal = {Journal of Psychoeducational Assessment}, author = {Ruan-Iu, Linda and Pendergast, Laura L. and Rasheed, Muneera and Tofail, Fahmida and Svensen, Erling and Maphula, Angelina and Roshan, Reeba and Nahar, Baitun and Shrestha, Rita and Williams, Brittney and Schaefer, Barbara A. and Scharf, Rebecca and Caulfield, Laura E. and Seidman, Jessica and Murray-Kolb, Laura E.}, month = may, year = {2019}, note = {shortDOI: 10/ggd57h KerkoCite.ItemAlsoKnownAs: 10.1177/0734282919850040 10/ggd57h 2339240:24DRAS7L 2405685:JVQJPXK3}, pages = {0734282919850040}, } @misc{brescia_tipping_2019, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {On {Tipping} {Points} and {Nudges}: {Review} of {Cass} {Sunstein}'s {How} {Change} {Happens}}, shorttitle = {On {Tipping} {Points} and {Nudges}}, url = {https://papers.ssrn.com/abstract=3389471}, abstract = {In How Change Happens, Cass Sunstein explores the mechanisms through which social change can occur, the triggers that can cause it, and the pitfalls along the road to change. For Sunstein, small influences, which arise through what he has called “nudges,” can have large impacts, particularly where they indicate that support for existing norms has fallen. When this occurs, it can reveal hidden preferences that might have existed all along, but individuals were discouraged from making them public because of the existence of those norms. Once support for an existing norm begins to disappear, it can create a tipping point and then a “norm cascade”: when support for a new norm takes hold securely in society. In recent years, several works have appeared that have attempted to explain the sources of social change by looking at examples of successful campaigns and trying to divine the sources of such successes. Sunstein offers a different perspective. He provides more of a theoretical view on the sources of social change, not just identifying the levers that can bring it about but also some guidance on how to utilize them. It is a welcome addition to the scholarship on social change and stands as an elegant and insightful complement to some of the other, recent and more inductive scholarship on the subject. As a way to test Sunstein’s theory of social change, this review asks whether that theory can help explain recent developments, namely, the victory of the marriage equality campaign and the rise of a new and emboldened white nationalism in the wake of the election of Donald Trump to the U.S. presidency. As a review of these phenomena shows, Sunstein’s theory of change helps to provide insights into how such change came about, but, it also raises more questions. Indeed, questions still linger, like when is a nudge enough, can we identify what will make something “tip”? Nevertheless, Sunstein offers deep insights into the inner workings of social change and how norm entrepreneurs can understand not just how change happens but also how to bring it about.}, language = {en}, urldate = {2024-02-15}, author = {Brescia, Raymond H.}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ULKIFSJ 2405685:HDU54ARW}, keywords = {Nudges, Social Change}, } @article{tawafak_systematic_2019, title = {A systematic review of personalized learning: comparison between {E}-{Learning} and learning by coursework program in {Oman}}, volume = {14}, shorttitle = {A systematic review of personalized learning}, doi = {10.3991/ijet.v14i09.10421}, abstract = {There is a need for several applications and technologies in the higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction of learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes.}, number = {9}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Tawafak, Ragad and Romli, Awanis and Iqbal Malik, Sohail and Alnaseeri, Mohanaad and Alfarsi, Ghaliya}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i09.10421 2339240:7WIRDBU5 2405685:NW3WGQ5N}, pages = {93--104}, } @misc{vso_unlocking_2019, title = {Unlocking {Talent} {Through} {Technology} {Malawi}}, url = {https://www.vso.ie/fighting-poverty/where-we-fight-poverty/malawi/unlocking-talent-through-technology}, language = {en}, urldate = {2023-06-22}, author = {{VSO}}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5A6J5JZU 2405685:LPRCAQI5}, } @article{lorenceau_upgrading_2019, title = {Upgrading the {ICT} questionnaire items in {PISA} 2021}, url = {https://www.oecd-ilibrary.org/education/upgrading-the-ict-questionnaire-items-in-pisa-2021_d0f94dc7-en}, doi = {10.1787/d0f94dc7-en}, abstract = {This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After presenting key findings based on previous ICT-related PISA data, the paper provides a summary of the PISA 2021 ICT framework guiding the development of the questionnaire. The paper then describes the process followed by the OECD/PISA secretariat for the development of the PISA 2021 ICT questionnaire items. The paper concludes by drawing some lessons that would inform future development of this instrument.}, language = {en}, urldate = {2020-01-31}, author = {Lorenceau, Adrien and Marec, Camille and Mostafa, Tarek}, month = may, year = {2019}, note = {shortDOI: 10/ggjtph KerkoCite.ItemAlsoKnownAs: 10.1787/d0f94dc7-en 10/ggjtph 2339240:ZALQGM98 2405685:HAXV82VZ}, } @article{rose_literature_2019, title = {Literature search protocol for the {Evidence} hub: {Education} partnerships between the state and non-state sector.}, shorttitle = {Literature search protocol for the {Evidence} hub}, url = {https://zenodo.org/record/2677613#.XSdQYohKg2w}, doi = {10.5281/zenodo.2677613}, abstract = {This methodological note provides an overview of a joint project to catalogue the research evidence on collaborations between the state and non-state sector in education in low income, lower-middle and upper-middle income countries. This document outlines the search protocol for the literature search, data extraction, and the development of the database.}, urldate = {2019-07-11}, author = {Rose, P and Downing, P}, month = may, year = {2019}, doi = {10.5281/zenodo.2677613}, note = {shortDOI: 10/ggkzr2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2677613 10/ggkzr2 2339240:FTG4QDZF 2405685:CA7UBFY3}, keywords = {Secondary Review, \_zenodoOTHER}, } @article{dean_he_2019, title = {“{He} is suitable for her, of course he is our relative”: a qualitative exploration of the drivers and implications of child marriage in {Gezira} {State}, {Sudan}}, volume = {4}, copyright = {© Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY. Published by BMJ.. This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the licence is given, and indication of whether changes were made. See: https://creativecommons.org/licenses/by/4.0/.}, issn = {2059-7908}, shorttitle = {“{He} is suitable for her, of course he is our relative”}, url = {https://gh.bmj.com/content/4/3/e001264}, doi = {10.1136/bmjgh-2018-001264}, abstract = {Introduction Child marriage is a fundamental development challenge for women and girls, with significant negative health and social outcomes. Sudan has a high rate of child marriage, with 34\% of women aged 20–24 married before their 18th birthday. Since limited preventive interventions exist, we aimed to inform the evidence base to strengthen strategic action, using mixed qualitative methods to enhance study credibility. This study is the first to conduct a rigorous qualitative examination of the drivers of child marriage from the perspective of key stakeholders involved in marriage decision making within Sudan, and makes a significant contribution towards global knowledge by developing an evidence-based conceptual framework. Methods Initially, we completed 14 focus group discussions separated by gender with mothers, fathers, and girls married as adolescents, and 23 key informant interviews. We then used a critical incident case study approach to explore 11 ‘cases’ of child marriage (46 interviews). Results Findings indicate that gendered social norms and values, underpinned by religious beliefs and educational accessibility, interconnect to shape marriage decisions. In this context, many child marriages are triggered by an intrakinship proposal and further enabled by the relative lack of autonomy and influence of girls and women in marriage decision-making processes. Discussion Interconnected drivers demand context-specific holistic and multisectoral approaches, which should include simultaneous strategies to expand access to education, health services and livelihood opportunities, and evoke legal change, and participatory social and attitudinal processes that include the engagement of religious leaders and men.}, language = {en}, number = {3}, urldate = {2021-12-31}, journal = {BMJ Global Health}, author = {Dean, Laura and Obasi, Angela and Sony, Asma El and Fadul, Selma and Hassan, Hanaa El and Thomson, Rachael and Tolhurst, Rachel}, month = may, year = {2019}, pmid = {31263579}, note = {Publisher: BMJ Specialist Journals Section: Research KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2018-001264 2339240:CZMCDL8D 2405685:YWXI8CIJ}, keywords = {child health, qualitative study}, pages = {e001264}, } @article{malamud_children_2019, title = {Do children benefit from internet access? {Experimental} evidence from {Peru}}, volume = {138}, issn = {0304-3878}, shorttitle = {Do children benefit from internet access?}, url = {https://www.sciencedirect.com/science/article/pii/S0304387818301251}, doi = {10.1016/j.jdeveco.2018.11.005}, abstract = {This paper provides experimental evidence for the impact of home internet access on a broad range of child outcomes in Peru. We compare children who were randomly chosen to receive laptops with high-speed internet access to (i) those who did not receive laptops and (ii) those who only received laptops without internet. We find that providing free internet access led to improved computer and internet proficiency relative to those without laptops and improved internet proficiency compared to those with laptops only. However, there were no significant effects of internet access on math and reading achievement, cognitive skills, self-esteem, teacher perceptions, or school grades when compared to either group. We explore reasons for the absence of impacts on these key outcomes with survey questions, time-diaries, and computer logs.}, language = {en}, urldate = {2022-09-10}, journal = {Journal of Development Economics}, author = {Malamud, Ofer and Cueto, Santiago and Cristia, Julian and Beuermann, Diether W.}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2018.11.005 2339240:DR36TXTM 2405685:RNJDQM5M}, keywords = {Academic achievement, Cognitive skills, Digital skills, Education, Experimental, Internet access, Technology}, pages = {41--56}, } @article{van_de_kuilen_policy_2019, title = {Policy adoption of learner-centred pedagogy in {Rwanda}: {A} case study of its rationale and transfer mechanisms}, volume = {67}, issn = {0738-0593}, shorttitle = {Policy adoption of learner-centred pedagogy in {Rwanda}}, url = {https://www.sciencedirect.com/science/article/pii/S0738059318305480}, doi = {10.1016/j.ijedudev.2019.03.004}, abstract = {This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011–2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies.}, language = {en}, urldate = {2022-10-20}, journal = {International Journal of Educational Development}, author = {van de Kuilen, Hester S. and Altinyelken, Hulya Kosar and Voogt, Joke M. and Nzabalirwa, Wenceslas}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2019.03.004 2405685:Y8VHDCAP}, keywords = {Competence-based education, Curriculum reform, Education policy transfer, Learner-centred pedagogy, Policy adoption, Rwanda}, pages = {64--72}, } @article{young_channeling_2019, title = {Channeling {Fisher}: {Randomization} {Tests} and the {Statistical} {Insignificance} of {Seemingly} {Significant} {Experimental} {Results}*}, volume = {134}, issn = {0033-5533}, shorttitle = {Channeling {Fisher}}, url = {https://doi.org/10.1093/qje/qjy029}, doi = {10.1093/qje/qjy029}, abstract = {I follow R. A. Fisher'sThe Design of Experiments (1935), using randomization statistical inference to test the null hypothesis of no treatment effects in a comprehensive sample of 53 experimental papers drawn from the journals of the American Economic Association. In the average paper, randomization tests of the significance of individual treatment effects find 13\% to 22\% fewer significant results than are found using authors’ methods. In joint tests of multiple treatment effects appearing together in tables, randomization tests yield 33\% to 49\% fewer statistically significant results than conventional tests. Bootstrap and jackknife methods support and confirm the randomization results.}, number = {2}, urldate = {2022-01-16}, journal = {The Quarterly Journal of Economics}, author = {Young, Alwyn}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjy029 2339240:G2QYJFDN 2405685:P6MR9BF6}, pages = {557--598}, } @inproceedings{araka_conceptual_2019, title = {A {Conceptual} {Model} for {Measuring} and {Supporting} {Self}-{Regulated} {Learning} using {Educational} {Data} {Mining} on {Learning} {Management} {Systems}}, doi = {10.23919/ISTAFRICA.2019.8764852}, abstract = {Self-Regulated Learning (SRL) is a field in educational psychology that as attracted tremendous research studies from various communities including ICTs. Recent studies and meta-analysis have greatly contributed to the domain knowledge that the use SRL strategies boost academic performance for learners. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Additionally, most of these studies focus on SRL on Massive Open Online Course (MOOC) environments and only analyse SRL strategies with limited attention to the scaffolds or interventions employed to stimulate growth of SRL skills in learners. The modern Learning Management Systems (LMS) such as Moodle allow storage of datasets on student activities. Consequently, it is possible to use Educational Data Mining (EDM) to extract learner patterns which can be used to support SRL and explore how SRL strategies change over time and inform the instructor. In view of this, the research examines the current SRL measurement and promotion tools for e-learning environments and proposes a conceptual model grounded on EDM for implementation as a solution to measuring and promoting SRL strategies for learners within LMS.}, booktitle = {2019 {IST}-{Africa} {Week} {Conference} ({IST}-{Africa})}, author = {Araka, Eric and Maina, Elizaphan and Gitonga, Rhoda and Oboko, Robert}, month = may, year = {2019}, note = {ISSN: 2576-8581 KerkoCite.ItemAlsoKnownAs: 10.23919/ISTAFRICA.2019.8764852 2339240:VAYVYVZ9 2405685:IGGGX8LC}, keywords = {Data mining, Electronic learning, Instruments, Interventions, Learning Management systems, Learning management systems, Measurement and Promotion, Online learning, Process control, Scaffolds, Self-Regulated Learning, Software agents, Tools, e-learning}, pages = {1--11}, } @article{bower_technology-mediated_2019, title = {Technology-{Mediated} {Learning} {Theory}}, volume = {50}, issn = {0007-1013}, doi = {10.1111/bjet.12771}, abstract = {Technology-enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under-theorised. This paper draws together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology-mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technology-mediated learning research, as well as the scope and conditions under which the theorisations apply.}, language = {en}, number = {3}, urldate = {2020-12-22}, journal = {British Journal of Educational Technology}, author = {Bower, Matt}, month = may, year = {2019}, note = {Publisher: Wiley-Blackwell KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12771 2339240:DUA7DI6P 2405685:48HFJPQV}, keywords = {Educational Technology, Electronic Learning, Learning Theories, Meta Analysis, Technology Integration, Technology Uses in Education}, pages = {1035--1048}, } @misc{garba_connecting_2019, address = {Kiev, Ukraine}, title = {Connecting the {Last} {Mile}, a {Fundamental} of {Digital} {Transformation}}, url = {https://www.itu.int/en/ITU-D/Regional-Presence/Europe/Documents/Events/2019/Workshop%20Kyiv/Aminata%20Garba%203%20Last%20Mile%20Connectivity%20Kiev.pdf}, urldate = {2020-09-17}, author = {Garba, Aminata A.}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NVSNZNY9 2405685:69ZV4LDK}, } @techreport{thompson_summative_2019, title = {Summative {GPE} country program evaluation}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2019-07-summative-gpe-country-program-evaluation-south-sudan.pdf}, language = {en}, number = {Batch 4, Country 9: Republic of South Sudan}, author = {Thompson, Dale E}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6QEDUC5K 2405685:FCYV6JLI 4803016:ET9CKE5Z}, pages = {181}, } @misc{holla_capturing_2019, title = {Capturing cost data: a first-mile problem}, shorttitle = {Capturing cost data}, url = {https://blogs.worldbank.org/impactevaluations/capturing-cost-data-first-mile-problem}, abstract = {Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ...}, language = {en}, urldate = {2022-09-26}, author = {Holla, Alaka}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6P53FYVF 2405685:DNBLYQQA}, } @misc{hatsaandh_need_2019, title = {The {Need} {For} {Bilingual} {Education} {In} {Afghanistan} – {OpEd}}, url = {https://www.eurasiareview.com/23042019-the-need-for-bilingual-education-in-afghanistan-analysis/}, abstract = {Although Afghanistan a linguistically diverse country, yet only two languages, Pashto and Dari, are used as mediums of instruction in schools. Bilingual education is, so far, alien to Afghanistan. …}, language = {en-US}, urldate = {2022-06-13}, journal = {Eurasia Review}, author = {Hatsaandh, Abdul Hamid}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K6IS2ZXF 4042040:VEMTNZGC}, } @incollection{benson_l1-based_2019, title = {L1-based multilingual education in the {Asia} and {Pacific} region and beyond}, isbn = {978-1-138-95560-8 978-1-315-66623-5}, url = {https://www.routledgehandbooks.com/doi/10.4324/9781315666235-3}, abstract = {This must-have handbook offers a comprehensive survey of the field. It reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. \</P\> \<P\>The most recent iteration of language education policies of each of the countries is described and the impact and potential consequence of any change is critically considered. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies, before concluding with some predictions for the future.\</P\>}, language = {en}, urldate = {2023-02-10}, booktitle = {The {Routledge} {International} {Handbook} of {Language} {Education} {Policy} in {Asia}}, publisher = {Routledge Handbooks Online}, author = {Benson, Carol and Kirkpatrick, Andy and Liddicoat, Anthony J.}, month = apr, year = {2019}, doi = {10.4324/9781315666235-3}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781315666235-3 2405685:RGBXIMBH 4042040:IP29C89Y}, } @incollection{lulia_filho_identificacao_2019, edition = {1}, title = {{IDENTIFICAÇÃO} {DO} {MODELO} {DE} {NEGÓCIO} {DE} {UMA} {START}-{UP}/{TIC}: {ESTUDO} {DE} {CASO} {NA} {EMPRESA} {GEEKIE}}, isbn = {978-85-7247-269-2}, shorttitle = {{IDENTIFICAÇÃO} {DO} {MODELO} {DE} {NEGÓCIO} {DE} {UMA} {START}-{UP}/{TIC}}, url = {https://www.atenaeditora.com.br/wp-content/uploads/2019/04/E-book-Investiga%C3%A7%C3%A3o-Cient%C3%ADfica-nas-Ci%C3%AAncias-Humanas-e-Sociais-Aplicadas-3-1.pdf}, abstract = {This study does not only understand the state of the art of the startups, but also understand how a small company of technology-based structure, shape its business model to grow and strengthen their business. For this this article has how objective of research, identify and describe the business model of a Startup/ICT Brazilian that work in the area of the education. It was used the concepts of case study, when analyzing the company Start-up/ICT Geekie, but will be used only secondary data, being this research a documentary research. The results show that the adaptive learning platform Start-up/ICT Geekie offers innovative service, personalizing and customizing education schools where works. The business model creates value for students, teachers and schools. Limitations of this article are in not obtaining primary data direct in the Geekie company and have only one company as study focus which limits the understanding of the business model of firms in the education sector.}, language = {pt}, urldate = {2022-06-06}, booktitle = {Investigação {Científica} nas {Ciências} {Humanas} e {Sociais} {Aplicadas} 3}, publisher = {Atena Editora}, author = {Lulia Filho, Herivelto and Turri, Silvia Novaes Zilber and Silva, Eduardo Corneto and Santos, Edna de Souza Machado}, month = apr, year = {2019}, doi = {10.22533/at.ed.69219160413}, note = {KerkoCite.ItemAlsoKnownAs: 10.22533/at.ed.69219160413 2339240:D9EVHTG4 2405685:V6X4436E}, pages = {144--160}, } @article{cabrera_higher_2019, title = {Do higher salaries yield better teachers and better student outcomes?}, issn = {0022-166X, 1548-8004}, url = {http://jhr.uwpress.org/content/early/2019/04/04/jhr.55.4.0717-8911R3}, doi = {10.3368/jhr.55.4.0717-8911R3}, abstract = {We study the effects of a policy aimed at attracting more experienced and better qualified teachers in primary schools in disadvantaged neighborhoods in Uruguay. Teachers in these schools could earn higher salaries, and more experienced teachers are given priority in choosing teaching positions. Eligibility for the program was based on a poverty index with a cutoff rule. Estimates from regression discontinuity models show that the policy successfully led to ‘hiring experience from other schools’, and also increased tenure. Overall, the effect on student outcomes was small. We rationalize this result by showing that the program may have increased experience in ways that are not strongly associated with improved student outcomes. Consistent with this, we do find achievement gains for students in schools that saw a reduction in the share of very inexperienced teachers. The results underscore that increases in teacher pay may only improve student outcomes if it increases those teacher characteristics that actually improve student outcomes.}, language = {en}, urldate = {2022-08-03}, journal = {Journal of Human Resources}, author = {Cabrera, José María and Webbink, Dinand}, month = apr, year = {2019}, note = {Publisher: University of Wisconsin Press KerkoCite.ItemAlsoKnownAs: 10.3368/jhr.55.4.0717-8911R3 2339240:7TS6UAPR 2405685:IIE4HRSX}, keywords = {I2, J24, disadvantaged students, student performance, teacher experience, teacher salaries}, } @misc{african_development_bank_malawi_2019, type = {Text}, title = {Malawi {Economic} {Outlook}}, url = {https://www.afdb.org/en/countries/southern-africa/malawi/malawi-economic-outlook}, abstract = {Recent macroeconomic and financial developments Growth in Malawi’s economy decelerated in 2020 to 1.7\% from 5.7 \% in 2019. The slowdown in GDP growth was driven by the outbreak of COVID–19, which necessitated a partial lockdown of the economy, resulting in subdued economic activities—mainly in tourism, the accommodation and food subsectors, transportation, and agriculture. Other sectors affected by disruptions from the COVID–19 pandemic disruptions were manufacturing and mining and quarrying.}, language = {en}, urldate = {2022-10-20}, journal = {African Development Bank - Building today, a better Africa tomorrow}, author = {African Development Bank}, month = apr, year = {2019}, note = {Publisher: African Development Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:QAWBXWAY 2405685:XKHR65LI}, } @article{gyaase_gauging_2019, title = {Gauging the {E}-{Readiness} for the {Integration} of {Information} and {Communication} {Technology} {Into} {Pre}-{Tertiary} {Education} in {Ghana}: {An} {Assessment} of {Teachers}' {Technological} {Pedagogical} {Content} {Knowledge} ({TPACK})}, volume = {15}, copyright = {Access limited to members}, shorttitle = {Gauging the {E}-{Readiness} for the {Integration} of {Information} and {Communication} {Technology} {Into} {Pre}-{Tertiary} {Education} in {Ghana}}, url = {https://www.igi-global.com/article.aspx?ref=gauging-the-e-readiness-for-the-integration-of-information-and-communication-technology-into-pre-tertiary-education-in-ghana&titleid=223469}, doi = {10.4018/ijicte.2019040101}, abstract = {Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires...}, language = {en}, number = {2}, urldate = {2020-01-31}, journal = {International Journal of Information and Communication Technology Education (IJICTE)}, author = {Gyaase, Patrick Ohemeng and Gyamfi, Samuel Adu and Kuranchie, Alfred}, month = apr, year = {2019}, doi = {10.4018/IJICTE.2019040101}, note = {shortDOI: 10/ggjtn5 KerkoCite.ItemAlsoKnownAs: 10.4018/IJICTE.2019040101 10/ggjtn5 2339240:DI3QR5XW 2405685:B5VHAXKP}, pages = {1--17}, } @article{lortie-forgues_rigorous_2019, title = {Rigorous large-scale educational {RCTs} are often uninformative: {Should} we be concerned?}, volume = {48}, issn = {0013-189X}, shorttitle = {Rigorous {Large}-{Scale} {Educational} {RCTs} {Are} {Often} {Uninformative}}, url = {https://doi.org/10.3102/0013189X19832850}, doi = {10.3102/0013189X19832850}, abstract = {There are a growing number of large-scale educational randomized controlled trials (RCTs). Considering their expense, it is important to reflect on the effectiveness of this approach. We assessed the magnitude and precision of effects found in those large-scale RCTs commissioned by the UK-based Education Endowment Foundation and the U.S.-based National Center for Educational Evaluation and Regional Assistance, which evaluated interventions aimed at improving academic achievement in K?12 (141 RCTs; 1,222,024 students). The mean effect size was 0.06 standard deviations. These sat within relatively large confidence intervals (mean width = 0.30 SDs), which meant that the results were often uninformative (the median Bayes factor was 0.56). We argue that our field needs, as a priority, to understand why educational RCTs often find small and uninformative effects.}, language = {en}, number = {3}, urldate = {2022-12-07}, journal = {Educational Researcher}, author = {Lortie-Forgues, Hugues and Inglis, Matthew}, month = apr, year = {2019}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X19832850 2339240:D96NKMSM 2405685:5ZWZTBBI}, pages = {158--166}, } @article{weatherholt_challenge_2019, title = {Challenge and srivers of over-{Enrollment} in the early years of primary school in {Uganda}}, volume = {51}, issn = {1878-4658}, url = {https://doi.org/10.1007/s13158-019-00238-3}, doi = {10.1007/s13158-019-00238-3}, abstract = {Consistent over-enrollment, together with low official repetition rates, in the early years of school indicates inaccurate reporting of repetition, which may mask the reasons for low primary school completion. Actual repetition rates may be higher and pose issues for teachers through overcrowding of classrooms and issues for governments through inefficient education systems. This research explores repetition rates of students in Primary 1 in Uganda and considers the implications for efficiency and quality of education for the early years of school. The sample comprised 1440 students in Primary 1 classrooms in 120 schools. Interviews were conducted with 1318 caregivers of randomly selected students and 1439 teachers of the same students, and official records from 118 schools were examined to compare age and repetition rates. Findings showed that caregiver- and teacher-reported repetition is much higher than officially reported by schools; that repetition is strongly linked to non-attendance in pre-primary schooling; and that caregivers reported more over-age students, fewer target-age students, and more under-age students than official school records. Policy implications include the need for dialogue around repetition rates and the possible efficiency effects of less-costly, pre-primary education on the total primary schooling cycle.}, language = {en}, number = {1}, urldate = {2022-04-24}, journal = {International Journal of Early Childhood}, author = {Weatherholt, Tara and Jordan, Rachel and Crouch, Luis and Barnett, Ed and Pressley, Jennifer}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-019-00238-3 2339240:3WMYLF8F 2405685:975JWM6R 4656463:2HX448CB}, keywords = {Early childhood, Education efficiency, Low-income countries, Pre-primary education, Repetition}, pages = {23--40}, } @phdthesis{dotse_tablet_2019, type = {Thesis}, title = {A {Tablet} based tool to aid learning of mathematics for {Basic} 1 \& 2 pupils in {Berekuso}}, url = {https://air.ashesi.edu.gh/bitstream/handle/20.500.11988/516/Dotse_Etonam_2019_MIS_Thesis.pdf?sequence=1}, language = {EN}, urldate = {2020-08-26}, school = {Ashesi University}, author = {Dotse, Etonam. Y.}, month = apr, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:9K498IG7}, } @misc{global_partnership_for_education_using_2019, title = {Using technology to bring education to the most remote areas}, url = {https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_web.pdf}, urldate = {2021-06-24}, author = {Global Partnership for Education}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CV6J6IEN 2405685:Q6H4DRVL}, } @techreport{gpe_summative_2019, title = {Summative {GPE} country program evaluation}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2019-07-summative-gpe-country-program-evaluation-rwanda.pdf}, language = {en}, author = {GPE}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LE4APHVD 2405685:BVBDM9S7}, pages = {151}, } @article{maclean_making_2019, title = {Making a difference in the real world? {A} meta-analysis of the quality of use-oriented research using the {Research} {Quality} {Plus} approach}, volume = {28}, url = {https://academic.oup.com/rev/article/28/2/123/5090812}, doi = {10.1093/reseval/rvy026}, number = {2}, journal = {Research Evaluation}, author = {MacLean, Robert and Sen, Kunal}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/reseval/rvy026 2405685:3ZCA5Q9I 2405685:RQH3MJ5X 2534378:937GVQ39}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {123--135}, } @techreport{ministerio_da_educacao_e_desinvolvimento_humano_plano_2019, address = {Maputo}, title = {Plano {Estrategico} de {Educacao}: 20ª {Reunião} {Anual} de {Revisão}, 2019}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-Mozambique-ESP-IR.pdf}, language = {Portuguese}, institution = {Republica de Mocambique}, author = {{Ministerio da Educacao e Desinvolvimento Humano}}, month = apr, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:NR68YRDT}, pages = {177}, } @article{muralidharan_disrupting_2019, title = {Disrupting education? {Experimental} evidence on technology-aided instruction in {India}}, volume = {109}, issn = {0002-8282}, shorttitle = {Disrupting {Education}?}, url = {https://www.aeaweb.org/articles?id=10.1257/aer.20171112}, doi = {10.1257/aer.20171112}, abstract = {We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.}, language = {en}, number = {4}, urldate = {2020-03-30}, journal = {American Economic Review}, author = {Muralidharan, Karthik and Singh, Abhijeet and Ganimian, Alejandro J.}, month = apr, year = {2019}, note = {shortDOI: 10/ggqfkz KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20171112 10/ggqfkz 2339240:2URYXAL4 2339240:4YAVCBCF 2339240:7V3XB7ZJ 2339240:8LAH5EZS 2339240:FPI5PFGU 2339240:QRHQXRYZ 2339240:U2V8LTLL 2339240:V85IRLNH 2405685:7WM44UJQ 2405685:AJVTKPNE 2405685:EKZSBGYG 2405685:EWWJF7S6 2405685:EZDRM9UV 2405685:HDWKAHGN 2405685:MADAMGDT 2405685:N2HAMNQ9 2405685:SYASQJ2L 2405685:YFXKBCTF 2534378:JMN7CGMF}, keywords = {Analysis of Education, Returns to Education, Education: Government Policy, Human Capital, Human Development, Income Distribution, Labor Productivity, Economic Development: Human Resources, Migration, Occupational Choice, Quality: H, Relevance: H, Skills, \_THEME: Teacher Professional Development, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {1426--1460}, } @techreport{viamo_aenn_2019, title = {{AENN} {Data} {Utilisation} + {Dashboard} {Co}-creation {Workshop} {Report}}, language = {EN}, urldate = {2020-07-08}, author = {{Viamo}}, month = apr, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:W3YICELF}, pages = {26}, } @article{ishaku_unbundling_2019, chapter = {CSEA (Nigeria)}, title = {Unbundling the 13 million out-of-school children in {Nigeria}}, url = {http://southernvoice.org/unbundling-the-13-million-out-of-school-children-in-nigeria/}, urldate = {2020-07-07}, journal = {Southern Voice (Nigeria)}, author = {Ishaku, Joseph and Oraka, Onome}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RNM3ZT93}, } @misc{becker_cyclone_2019, title = {Cyclone {Idai}: {On} the {Ground} {Data} from {Mozambique}}, shorttitle = {Cyclone {Idai}}, url = {https://www.geopoll.com/blog/cyclone-idai-data-mozambique/}, abstract = {GeoPoll has conducted an SMS survey in Mozambique to reach those affected by Cyclone Idai. Data from Sofala province and Beira city following the cyclone.}, language = {en-US}, urldate = {2020-09-17}, journal = {GeoPoll}, author = {Becker, Nick}, month = mar, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BNT75G27}, } @book{hickey_politics_2019, address = {Oxford, New York}, title = {The {Politics} of {Education} in {Developing} {Countries}: {From} {Schooling} to {Learning}}, isbn = {978-0-19-883568-4}, shorttitle = {The {Politics} of {Education} in {Developing} {Countries}}, abstract = {Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries.}, publisher = {Oxford University Press}, editor = {Hickey, Sam and Hossain, Naomi}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZZAYYIKN 2405685:QACRC4YY 4656463:KABW2JXP}, } @article{atieno_academic_2019, title = {Academic {Bridge}: is set to transform education system}, shorttitle = {Academic {Bridge}}, url = {https://www.newtimes.co.rw/lifestyle/academic-bridge-set-transform-education-system}, language = {en}, urldate = {2020-08-26}, journal = {The New Times {\textbar} Rwanda}, author = {Atieno, Lydia}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9XCSN65E 2405685:8PP2AEWX}, } @article{borzekowski_impact_2019, title = {The {Impact} of an {Educational} {Media} {Intervention} to {Support} {Children}’s {Early} {Learning} in {Rwanda}}, volume = {51}, issn = {1878-4658}, url = {https://doi.org/10.1007/s13158-019-00237-4}, doi = {10.1007/s13158-019-00237-4}, abstract = {Children in developing countries often lack sufficient support for early learning skills prior to beginning school. This research evaluates an educational media intervention using an animated cartoon program, Akili and Me. The program was originally created in Tanzania to teach early learning skills. This program was adapted in content and language use in this study in Rwanda. The two-week intervention involved primary school students (mean age = 7.1 years) who were randomized into two groups (intervention and comparison group). The intervention group viewed one Ankit and Me episode a day for five days. This viewing was repeated the following week. Similarly, the comparison watched the same amount of television but the content consisted of local popular programs. Baseline and follow-up assessments evaluated 10 areas of early learning, using an adaptation of the International Development and Early Learning Assessment (IDELA), and also children’s media receptivity. At follow-up, children in the intervention program, Akili and Me, had significantly higher scores for counting, number recognition, shape knowledge, letter identification, color identification, body part recognition, health knowledge, and vocabulary. The analyses provide promising evidence that locally produced educational media interventions can impact early learning skills, even among children living in resource-poor communities.}, language = {en}, number = {1}, journal = {International Journal of Early Childhood}, author = {Borzekowski, Dina and Lando, Agnes Lucy and Olsen, Sara and Giffen, Lauren}, month = mar, year = {2019}, note = {shortDOI: 10/gf84g7 KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-019-00237-4 10/gf84g7 2339240:4M44CELZ 2339240:S9UUM2LQ 2339240:U3CZV6QS 2405685:CFDKXVTN 2405685:D2RCFMG5 2405685:LXHQCK2G 2405685:S9R2V6GT 4803016:Z6Y5C2HY}, keywords = {Literacy, Media receptivity, Numeracy, Rwanda, School readiness skills, Television, \_\_\_working\_potential\_duplicate}, pages = {109--126}, } @misc{unesco_what_2019, title = {What makes a good classroom? {New} {UIS} data on school conditions}, shorttitle = {What makes a good classroom?}, url = {https://en.unesco.org/news/what-makes-good-classroom-new-uis-data-school-conditions}, abstract = {New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers. Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine their chances of a quality education. What are the new data looking at?}, language = {en}, urldate = {2020-11-25}, journal = {UNESCO}, author = {{UNESCO}}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4DRK8RBZ 2405685:PT5I7FT5}, } @misc{silver_1_2019, title = {1. {Use} of smartphones and social media is common across most emerging economies}, url = {https://www.pewresearch.org/internet/2019/03/07/use-of-smartphones-and-social-media-is-common-across-most-emerging-economies/}, abstract = {Large majorities in the 11 emerging and developing countries surveyed either own or share a mobile phone, and in every country it is much more common to}, language = {en-US}, urldate = {2020-09-08}, journal = {Pew Research Center}, author = {Silver, Laura and Smith, Aaron and Johnson, Courtney and Jiang, JingJing and Anderson, Monica and Rainie, Lee}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BNUHV8IL 2405685:ZQ6UX9B6}, } @article{karim_examining_2019, title = {Examining the {Impact} of an {English} in {Action} {Training} {Program} on {Secondary}-{School} {English} {Teachers}’ {Classroom} {Practice} in {Bangladesh}}, issn = {2160-3715, 1052-0147}, url = {https://nsuworks.nova.edu/tqr/vol24/iss3/2/}, doi = {10/gj37h4}, abstract = {English teachers in Bangladesh have undergone numerous training programs. Both government-initiated and donor-sponsored training programs have been in operation in Bangladesh. Government initiated institutions to train teachers are Primary Training Institutes (PTIs) and Teacher Training Colleges (TTCs). However, researchers seemed to label training provided by PTIs and TTCs as inadequate. Bridging the gaps intrigued government of Bangladesh to devise donor-aided training programs, including English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English (ETTE), Secondary Education Quality and Access Enhancement Project (SEQAEP), Teaching Quality Improvement in Secondary Education Project (TQI-SEP). Studies reported their potential failure to bring changes in English teachers’ classroom practices. English in Action (EIA) was the last donor-funded project that incorporated schoolbased training program. The aim of the study was to examine the impact of EIA training program on secondary-school English teachers’ classroom practice in Bangladesh, drawing the questions in relation to the elements learned in the training program and the elements practiced in the training program. The present study undertook the Integrated Approaches to Teacher Development suggested by Hargreaves and Fullan (1992) and Reflective Model developed by Wallace (1991). This study adopted phenomenological approach since it subsumed the experience of an activity or concept from the participants’ perspective. Eight Participants were selected who had been trained from EIA training program and who had experience of participating in other donor-aided program, in the spirit of yielding the uniqueness of EIA which informed the sustainability of this program. It had been divulged that teachers learned a lot of activities that were related to English language teaching. However, the present studies observed limited practice of such activities in the classroom.}, language = {en}, urldate = {2021-05-19}, journal = {The Qualitative Report}, author = {Karim, Abdul and Mohamed, Abdul}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10/gj37h4 2339240:A6YSCF88 2405685:FPNL6NJJ}, } @article{asim_moving_2019, title = {Moving teachers to {Malawi}’s remote communities: {A} data-driven approach to teacher deployment}, volume = {65}, issn = {0738-0593}, shorttitle = {Moving teachers to {Malawi}’s remote communities}, url = {https://www.sciencedirect.com/science/article/pii/S0738059318300555}, doi = {10.1016/j.ijedudev.2018.12.002}, abstract = {There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.}, language = {en}, urldate = {2022-07-04}, journal = {International Journal of Educational Development}, author = {Asim, Salman and Chimombo, Joseph and Chugunov, Dmitry and Gera, Ravinder}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2018.12.002 2339240:7QKQHXG2 2405685:GWKND7GG}, keywords = {Data-driven model, Deployments, Malawi, Political economy, Schools, Teachers}, pages = {26--43}, } @article{barnes_reforming_2019, title = {Reforming teacher education in {Nigeria}: {Laying} a foundation for the future}, volume = {79}, issn = {0742-051X}, shorttitle = {Reforming teacher education in {Nigeria}}, url = {https://www.sciencedirect.com/science/article/pii/S0742051X18306103}, doi = {10.1016/j.tate.2018.12.017}, abstract = {Teacher educators in Nigeria receive limited professional development, particularly regarding the instruction of early grade reading skills. As part of the USAID-funded Northern Education Initiative Plus project, Florida State University faculty provided intensive teacher educator professional development to staff at four Teacher Education Institutions in northern Nigeria. Positive impacts on teacher educator knowledge, skills, and attitudes were observed related to content and pedagogical knowledge, use of participatory teaching and learning activities in the college classrooms, and improvement in student teacher engagement and learning. Continued success of the implemented model for training will be dependent upon national adoption and scale up.}, language = {en}, urldate = {2022-10-10}, journal = {Teaching and Teacher Education}, author = {Barnes, Adrienne E. and Boyle, Helen and Zuilkowski, Stephanie Simmons and Bello, Zaliha Nasiruddeen}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2018.12.017 2339240:982EMD2L 2405685:7EPWKCK2}, pages = {153--163}, } @article{magrath_systems_2019, title = {Systems {Research} in {Education}: {Designs} and methods}, volume = {14}, issn = {1745-4999}, shorttitle = {Systems {Research} in {Education}}, url = {https://doi.org/10.1177/1745499919828927}, doi = {10.1177/1745499919828927}, abstract = {This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research.}, language = {en}, number = {1}, urldate = {2021-04-12}, journal = {Research in Comparative and International Education}, author = {Magrath, Bronwen and Aslam, Monazza and Johnson, David}, month = mar, year = {2019}, note = {Publisher: SAGE Publications zotzenLib.CopiedFrom: 2339240:XYCSYPYB KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919828927 2339240:XYCSYPYB 2405685:M5TVF9HF 2405685:P563XUWZ 2405685:WBX6TN7Z}, keywords = {Research methodology, \_\_\_working\_potential\_duplicate, education systems, mixed-methods research}, pages = {7--29}, } @article{magrath_systems_2019, title = {Systems {Research} in {Education}: {Designs} and methods}, volume = {14}, issn = {1745-4999}, shorttitle = {Systems {Research} in {Education}}, url = {https://doi.org/10.1177/1745499919828927}, doi = {10.1177/1745499919828927}, abstract = {This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research.}, language = {en}, number = {1}, urldate = {2021-04-12}, journal = {Research in Comparative and International Education}, author = {Magrath, Bronwen and Aslam, Monazza and Johnson, David}, month = mar, year = {2019}, note = {Publisher: SAGE Publications zotzenLib.CopiedFrom: 2339240:XYCSYPYB KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919828927 2339240:XYCSYPYB 2405685:M5TVF9HF 2405685:P563XUWZ 2405685:WBX6TN7Z}, keywords = {Research methodology, \_\_\_working\_potential\_duplicate, education systems, mixed-methods research}, pages = {7--29}, } @article{razzak_global_2019, title = {Global, regional and national burden of emergency medical diseases using specific emergency disease indicators: analysis of the 2015 {Global} {Burden} of {Disease} {Study}}, volume = {4}, copyright = {© Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.. This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.}, issn = {2059-7908}, shorttitle = {Global, regional and national burden of emergency medical diseases using specific emergency disease indicators}, url = {https://gh.bmj.com/content/4/2/e000733}, doi = {10.1136/bmjgh-2018-000733}, abstract = {{\textless}h3{\textgreater}Objective{\textless}/h3{\textgreater} {\textless}p{\textgreater}There are currently no metrics for measuring population-level burden of emergency medical diseases (EMDs). This study presents an analysis of the burden of EMDs using two metrics: the emergency disease mortality rate (EDMR) and the emergency disease burden (EDB) per 1000 population at the national, regional and global levels.{\textless}/p{\textgreater}{\textless}h3{\textgreater}Methods{\textless}/h3{\textgreater} {\textless}p{\textgreater}We used the 1990 and 2015 Global Burden of Disease Study for morbidity and mortality data on 249 medical conditions in 195 countries. Thirty-one diseases were classified as ‘emergency medical diseases’ based on earlier published work. We developed two indicators, one focused on mortality (EDMR) and the other on burden (EDB). We compared the EDMR and EDB across countries, regions and income groups and compared these metrics from 1990 to 2015.{\textless}/p{\textgreater}{\textless}h3{\textgreater}Results{\textless}/h3{\textgreater} {\textless}p{\textgreater}In 2015, globally, there were 28.3 million deaths due to EMDs. EMDs contributed to 50.7\% of mortality and 41.5\% of all burden of diseases. The EDB in low-income countries is 4.4 times that of high-income countries. The EDB in the African region is 273 disability-adjusted life years (DALYs) per 1000 compared with 100 DALYs per 1000 in the European region. There has been a 6\% increase in overall mortality due to EMDs from 1990 to 2015. Globally, injuries (22\%), ischaemic heart disease (17\%), lower respiratory infections (11\%) and haemorrhagic strokes (7\%) made up about 60\% of EMDs in 2015.{\textless}/p{\textgreater}{\textless}h3{\textgreater}Conclusion{\textless}/h3{\textgreater} {\textless}p{\textgreater}Globally, EMDs contributed to more than half of all years of life lost. There is a significant disparity between the EDMR and EDB between regions and socioeconomic groups at the global level.{\textless}/p{\textgreater}}, language = {en}, number = {2}, urldate = {2021-06-08}, journal = {BMJ Global Health}, author = {Razzak, Junaid and Usmani, Mohammad Farooq and Bhutta, Zulfiqar A.}, month = mar, year = {2019}, pmid = {30997158}, note = {Publisher: BMJ Specialist Journals Section: Research KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2018-000733 2339240:74NSEPBV 2405685:5V7P8KVF}, pages = {e000733}, } @techreport{noauthor_scaling_2019, title = {Scaling access and impact: {Realizing} the power of edtech}, url = {https://www.omidyar.com/sites/default/files/Scaling_Access_Impact_Realizing_Power_of_%20EdTech.pdf}, institution = {Omidyar Network}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N6XVFXYL 2405685:WY27U4SB}, pages = {32}, } @article{ata_exploring_2019, title = {Exploring relationships between {Kolb}'s learning styles and mobile learning readiness of pre-service teachers: a mixed study}, volume = {24}, issn = {13602357}, url = {http://earsiv.kmu.edu.tr/xmlui/bitstream/handle/11492/2474/Ata,%20R%20dvan%202019.pdf;jsessionid=563B49FBF43DA923B5DDBD72C23AA087?sequence=1}, doi = {10.1007/s10639-018-9835-y}, abstract = {The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36\%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29\%) participants were with the diverging learning style, 73 (20.85\%) were with the converging learning style and 59 (16.85\%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]}, number = {2}, journal = {Education and Information Technologies}, author = {Ata, Rıdvan and Cevik, Mustafa}, month = mar, year = {2019}, note = {Cam URL: KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9835-y 2339240:TLEYZERM 2405685:98J9QFGS 2405685:W5HNS2SW 2534378:C5QGSSCL 2534378:GYJXUNMQ 2534378:JUQIJQKF 2534378:NDFQ6HKN 2534378:PPGAVAAJ 2534378:REYB4EAQ}, keywords = {COGNITIVE styles, Cognitive Style, Cognitive style, Computers--Information Science And Information Theory, Content Analysis, EDUCATIONAL programs, ERIC, Current Index to Journals in Education (CIJE), Educational Attainment, Foreign Countries, Gender Differences, Handheld Devices, Higher Education, Income, Independent Study, Independent study, Kolb's learning styles, Kolb’s learning styles, LEARNING readiness, Learning Readiness, Learning Style Inventory, MOBILE learning, Measures (Individuals), Mobile learning, Mothers, Positive Attitudes, Postsecondary Education, Pre-service teachers, Preservice Teachers, STUDENT teachers, Self Efficacy, Structural Equation Models, Structural equation modelling, Student Attitudes, Teacher Education Programs, Telecommunications, Turkey, Undergraduate Students, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095788, \_\_finaldtb}, pages = {1351--1377}, } @techreport{beg_beyond_2019, type = {Working {Paper}}, title = {Beyond the {Basics}: {Improving} {Post}-{Primary} {Content} {Delivery} through {Classroom} {Technology}}, shorttitle = {Beyond the {Basics}}, url = {http://www.nber.org/papers/w25704}, abstract = {Using an RCT in middle schools in Pakistan, we test the effect of a government- implemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student's combined math and science score increased by 0.3 standard deviations on both project and government tests, 59 percent more than the control group. Students were also more likely to pass the provincial high-stakes exams. Increased attendance by both students and teachers indicate technology can increase other inputs. At the 200 school scale, this program is extremely cost-effective.}, number = {25704}, urldate = {2020-06-03}, institution = {National Bureau of Economic Research}, author = {Beg, Sabrin A and Lucas, Adrienne M and Halim, Waqas and Saif, Umar}, month = mar, year = {2019}, doi = {10.3386/w25704}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:8S5BZEQ5 2339240:N3IQ9VDH 2405685:56WJPPUE 2405685:MXHG8QD6}, keywords = {EXCLUSION CRITERIA APPLIED, Quality: H, Relevance: M}, } @techreport{fosci_open_2019, title = {Open {Access} {Research}: {A} {Review} of {DFID}’s {Policy} and {Practice}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://assets.publishing.service.gov.uk/media/5d88c88be5274a156810713c/Review_DFID_Open_Access_Reseach_Policy_and_Practice_2019.pdf}, urldate = {2020-08-18}, author = {Fosci, Mattia and Johnson, Rob and Chiarelli, Andrea}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2C224QX7 2129771:C79Y6RX2 2405685:SHZYZGLN}, } @techreport{irc_impact_2019, type = {Policy {Brief}}, title = {The {Impact} of {IRC}’s {Healing} {Classrooms} {Tutoring} on {Children}’s {Learning} and {Social}-{Emotional} {Outcomes} in {Niger}}, url = {https://steinhardt.nyu.edu/sites/default/files/2019-09/3EA-Niger_Policy_Brief_updated_3.2019_A.pdf}, abstract = {During school year 2016-2017, the International Rescue Committee (IRC) delivered Healing Classrooms remedial tutoring programming and additional low-cost, targeted social-emotional learning (SEL) interventions to children in Diffa, a region in Niger affected by recurrent Boko Haram attacks. We found that, after twenty-two weeks of program implementation, access to Healing Classrooms tutoring significantly improved students’ reading and math skills, and adding targeted SEL interventions to Healing Classrooms tutoring improved children’s overall school grades. However, we found little evidence of direct impacts of the additional targeted SEL strategies on children’s social-emotional outcomes.}, urldate = {2020-07-28}, institution = {International Rescue Committee}, author = {IRC}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ZE74HFK 2405685:M4ATP9QQ}, } @techreport{jica_data_2019, title = {Data {Collection} {Survey} on {Possibilities} of {Educational} {Support} with {ICT} and {Japanese} {Companies} {Promotion} in {Mongolia}}, url = {https://openjicareport.jica.go.jp/pdf/1000040729.pdf}, urldate = {2020-07-31}, institution = {Japan International Cooperation Agency}, author = {JICA}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2339240:RC54QSKZ 2405685:4MTLKFBX 2405685:JEGDNZCT}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{jica_data_2019, title = {Data {Collection} {Survey} on {Possibilities} of {Educational} {Support} with {ICT} and {Japanese} {Companies} {Promotion} in {Mongolia}}, url = {https://openjicareport.jica.go.jp/pdf/1000040729.pdf}, urldate = {2020-07-31}, institution = {Japan International Cooperation Agency}, author = {JICA}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2405685:4MTLKFBX}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{pouezevara_scaling_2019, title = {Scaling {Access} \& {Impact}: {Realizing} the {Power} of {EdTech}}, url = {https://ierc-publicfiles.s3.amazonaws.com/public/resources/Scaling_Access_Impact_Realizing_Power_of_%20EdTech.pdf}, urldate = {2021-05-21}, institution = {Omidyar Network}, author = {Pouezevara, Sarah and Valdivia, Ignacio Jara and Michalec, Mike and Amalia, Talitha and Fleischmann, Sybille}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GZZQHMNZ 2405685:CAXD8U9H}, } @techreport{world_bank_capturing_2019, title = {Capturing {Cost} {Data}}, url = {https://pubdocs.worldbank.org/en/994671553617734574/Capturing-Cost-Data-190314.pdf}, language = {en}, institution = {World Bank}, author = {World Bank and International Rescue Committee}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IJ5E95SQ 2405685:4DU2PHIC 2405685:ZSZN39Y5}, keywords = {⛔ No DOI found}, pages = {8}, } @misc{global_partnership_for_education_3_2019, title = {3 examples of mother tongue education to improve learning {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/blog/3-examples-mother-tongue-education-improve-learning}, abstract = {GPE supports mother tongue education as a key component of the foundation of learning. On International Mother Tongue Day we review how three partner countries—Eritrea, The Gambia and Uzbekistan—with help from GPE, are implementing mother tongue programs.}, language = {en}, urldate = {2020-08-26}, journal = {Education for All blog}, author = {{Global Partnership for Education}}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BDTJKNV3 2405685:NKEBMREJ}, } @misc{namit_digital_2019, title = {Digital {School} {Census} in 10 {Weeks}? {How} it was done in {Sierra} {Leone}}, shorttitle = {Digital {School} {Census} in 10 {Weeks}?}, url = {https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone}, abstract = {Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.}, language = {en}, urldate = {2020-06-03}, journal = {World Bank Blogs}, author = {Namit, Kariba and Mai, Thanh Thi}, month = feb, year = {2019}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:PP5768J6 2339240:TGTJZWCC 2405685:EPMH5GMB 2405685:EY9VEBRN 2405685:KXNLTUXL 2405685:NUSFD2XU 2405685:PLIT3YBG 2405685:TIEFATQQ 4803016:S4RTD2LL}, } @misc{namit_digital_2019, title = {Digital {School} {Census} in 10 {Weeks}? {How} it was done in {Sierra} {Leone}}, shorttitle = {Digital {School} {Census} in 10 {Weeks}?}, url = {https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone}, abstract = {Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.}, language = {en}, urldate = {2022-07-04}, journal = {World Bank Blogs}, author = {Namit, Kariba and Mai, Thanh Thi}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BFZ3FTAT 2486141:G289KIHC}, } @misc{levine_true_2019, title = {The {True} {Cost} of {Freemiums} in {Edtech}}, url = {https://www.edtechdigest.com/2019/02/05/the-true-cost-of-freemiums/}, abstract = {An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN {\textbar} by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […]}, language = {en-US}, urldate = {2021-05-20}, journal = {EdTech Digest}, author = {Levine, Elliott}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I9AWBSIU 2405685:SXL6X7IC}, } @article{sturm_design_2019, title = {Design {Principles} for {Systematic} {Search} {Systems}: {A} {Holistic} {Synthesis} of a {Rigorous} {Multi}-cycle {Design} {Science} {Research} {Journey}}, volume = {61}, issn = {1867-0202}, shorttitle = {Design {Principles} for {Systematic} {Search} {Systems}}, url = {https://doi.org/10.1007/s12599-018-0569-6}, doi = {10.1007/s12599-018-0569-6}, abstract = {Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts.}, language = {en}, number = {1}, urldate = {2024-01-19}, journal = {Business \& Information Systems Engineering}, author = {Sturm, Benjamin and Sunyaev, Ali}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12599-018-0569-6 2405685:6ZC2C36J 2486141:I75MLBTJ 2486141:UNR5E4GB}, keywords = {Design principles, Design science research, Information retrieval, Literature review, Systematic literature searches, Systematic search systems, \_Added-ailr-2024}, pages = {91--111}, } @article{wiafe_investigating_2019, title = {Investigating {The} {Benefits} {Of} {Incorporating} {Technology} {In} {Instructional} {Curriculum}: {Pre}-{Service} {Teachers}' {Perspectives} {From} {Ghana}}, volume = {6}, shorttitle = {Investigating {The} {Benefits} {Of} {Incorporating} {Technology} {In} {Instructional} {Curriculum}}, abstract = {The use of technology has gained worldwide recognition in all professions. Teachers have resorted to several technology tools to enhance the work they do in the classroom and to facilitate the understanding of what they teach their students to enhance easy recall and for students to remember what they learn in class. The use of technology tools in the classroom in Ghana has not received much attention from teachers because of challenges with respect to technological infrastructural development. However, with the inclusion of technology in the teacher colleges of education curriculum, new teachers are being trained to incorporate technology into classroom instruction to change the face of teaching and make learners more eager to learn by bringing the understanding of concepts much more clearly to students. The study adopted a mixed method approach to bring to light, the perspectives of teacher trainees and tutors in colleges on the benefits both the teacher and the learner stand to gain in using technologies to deliver instruction in the classroom. It came to light that although there are challenges pre-service teachers tend to face in terms of access to such technologies, they still do their best to include technologies in their lessons whenever possible. This is because of the fact that learners tend to do well on instruction received on lessons delivered using technology as compared to lessons delivered without using technology based on their experience in using both approaches in the classroom. Keywords: Technology, instruction, benefits, curriculum.}, journal = {International Journal of Advanced Research}, author = {Wiafe, Bernard and Akaadom, Bernard}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CALRBHZL 2405685:35ERS5DI}, keywords = {⛔ No DOI found}, pages = {39--47}, } @techreport{evans_equivalent_2019, address = {Washington, DC}, type = {Working {Paper}}, title = {Equivalent {Years} of {Schooling}: {A} {Metric} to {Communicate} {Learning} {Gains} in {Concrete} {Terms}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Equivalent {Years} of {Schooling}}, url = {https://openknowledge.worldbank.org/handle/10986/31315}, abstract = {In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning -- if sustained over time -- may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning.}, language = {English}, number = {8752}, urldate = {2022-01-11}, institution = {World Bank}, author = {Evans, David K and Yuan, Fei}, month = feb, year = {2019}, doi = {10.1596/1813-9450-8752}, note = {Accepted: 2019-02-21T21:57:06Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8752 2339240:G8VXLD8Z 2339240:YC4YK2TQ 2405685:HU5C56PD 2405685:KL7YY8E7 2405685:VQUG747J 2534379:G8AZFHFY}, keywords = {Education, Impact Evaluation, Learning Outcomes, Lifetime Earnings, Net Present Value, Poverty Reduction, Years of Schooling, \_\_\_working\_potential\_duplicate}, } @article{evans_equivalent_2019, title = {Equivalent {Years} of {Schooling}: {A} {Metric} to {Communicate} {Learning} {Gains} in {Concrete} {Terms}}, shorttitle = {Equivalent {Years} of {Schooling}}, url = {http://hdl.handle.net/10986/31315}, doi = {10.1596/1813-9450-8752}, abstract = {In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning -- if sustained over time -- may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning.}, urldate = {2023-09-21}, author = {Evans, David K. and Yuan, Fei}, month = feb, year = {2019}, note = {Publisher: World Bank, Washington, DC KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8752 2339240:5JI69878 2405685:7CTP3XVS}, } @misc{noauthor_75_2019, title = {75 {Digital} {Tools} and {Apps} {Teachers} {Can} {Use} to {Support} {Formative} {Assessment} in the {Classroom}}, url = {https://www.nwea.org/blog/2019/75-digital-tools-apps-teachers-use-to-support-classroom-formative-assessment/}, abstract = {We’ve compiled an extensive list of 75 digital tools, apps, and platforms that can help teachers use formative assessment to elicit evidence of student learning. \#education \#teachers}, urldate = {2020-04-03}, journal = {Teach. Learn. Grow.}, month = jan, year = {2019}, note = {Library Catalog: www.nwea.org Section: Formative Assessment KerkoCite.ItemAlsoKnownAs: 2339240:H4U5K8J7 2405685:WU8SHHQ8 WU8SHHQ8}, } @misc{telenor_unicef_2019, title = {{UNICEF} and {Telenor} {Group} extend global partnership to reduce inequalities among children}, url = {https://www.telenor.com/media/press-release/unicef-and-telenor-group-extend-global-partnership-to-reduce-inequalities-among-children/}, abstract = {(FORNEBU, 31 January 2019) – UNICEF and Telenor Group today announced an agreement to extend their long-running global partnership for another three years – through 2021. Launched in 2014, the partnership delivers large-scale global projects which leverage Telenor’s digital platforms to reduce inequalities and enhance children and young people’s skills for the digital future.}, language = {en}, urldate = {2022-04-25}, journal = {Telenor Group}, author = {{Telenor}}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5M2TEFLZ 2405685:MIYADBNX}, } @misc{wikipedia_wikipediatext_2019, title = {Wikipedia:{Text} of {Creative} {Commons} {Attribution}-{ShareAlike} 3.0 {Unported} {License}}, copyright = {Creative Commons Attribution-ShareAlike License}, shorttitle = {Wikipedia}, url = {https://en.wikipedia.org/w/index.php?title=Wikipedia:Text_of_Creative_Commons_Attribution-ShareAlike_3.0_Unported_License&oldid=880226358}, language = {en}, urldate = {2020-07-21}, journal = {Wikipedia}, author = {{Wikipedia}}, month = jan, year = {2019}, note = {Page Version ID: 880226358 KerkoCite.ItemAlsoKnownAs: 2339240:JSYRJYYQ 2405685:8BQ6B427}, } @misc{zajicek_how_2019, title = {How solar mini-grids can bring cheap, green electricity to rural {Africa}}, url = {https://odi.org/en/insights/how-solar-mini-grids-can-bring-cheap-green-electricity-to-rural-africa/}, abstract = {Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa.}, language = {en-gb}, urldate = {2021-06-10}, journal = {odi.org}, author = {Zajicek, Charlie}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4VUP32WG 2534378:IT6G3AEW}, } @article{sriprakash_erasures_2019, title = {The erasures of racism in education and international development: re-reading the ‘global learning crisis’}, shorttitle = {The erasures of racism in education and international development}, url = {https://www.tandfonline.com/doi/abs/10.1080/03057925.2018.1559040}, abstract = {(2019). The erasures of racism in education and international development: re-reading the ‘global learning crisis’. Compare: A Journal of Comparative and International Education. Ahead of Print.}, language = {en}, urldate = {2019-01-23}, journal = {Compare: A Journal of Comparative and International Education}, author = {Sriprakash, Arathi and Tikly, Leon and Walker, Sharon}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SP8G9VKP}, keywords = {⛔ No DOI found}, } @misc{neilson_impact_2019, title = {The {Impact} of {Information} {Provision} on {Human} {Capital} {Accumulation} and {Child} {Labor} in {Peru}}, url = {https://poverty-action.org/study/impact-information-provision-human-capital-accumulation-and-child-labor-peru}, language = {en}, urldate = {2024-02-06}, author = {Neilson, Christopher and Gallego, Francisco and Molina, Oswaldo}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4INGTTXL 2405685:XJZXU5HI}, } @article{al-alawi_investigating_2019, title = {Investigating the barriers to change management in public sector educational institutions}, volume = {33}, issn = {0951-354X}, url = {https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2018-0115/full/html}, doi = {10.1108/ijem-03-2018-0115}, abstract = {Purpose – The purpose of this paper is to explore barriers to the change management in the public sector of educational institutions such as public schools of the Ministry of Education in the GCC countries. The exploration of the research is based on the ADKAR change management model that consists of five key elements, which are awareness, desire, knowledge, ability and reinforcement. The ADKAR model was used for many reasons, among these reasons is that it allows management to separate the change process into parts, pinpointing where change is failing and addressing that impact point.}, language = {en}, number = {1}, urldate = {2020-04-20}, journal = {International Journal of Educational Management}, author = {Al-Alawi, Adel Ismail and Abdulmohsen, Muna and Al-Malki, Fatema Mohamed and Mehrotra, Arpita}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ijem-03-2018-0115 2339240:VAJE86HZ 2405685:LD8TF3AS}, pages = {112--148}, } @article{abed_electronic_2019, title = {Electronic learning and its benefits in education}, volume = {15}, issn = {13058223}, url = {https://www.ejmste.com/article/electronic-learning-and-its-benefits-in-education-5634}, doi = {10.29333/ejmste/102668}, abstract = {The concept of Electronical Learning was emerged which is a method of education in the delivery of information to the learner, depends on the latest technologies of the mathematics, the global network of information and multimedia, the fields of dialogue, discussion and virtual classes. But the field of electronic learning and its solutions will not be successful if there are lack of basic elements of the current traditional education. The latter accomplishes many tasks indirectly or invisible to the passers-by, where the students’ time and attendance of schools is an important thing inculcates educational values indirectly and promotes joint work as a team. A variety of services, such as obtaining a Master’s degree online directly, or awarding technical certificates to programmers, IT professionals and other great features, as they do the necessary procedures and provide the required standards for the introduction of recognized programs for distance study.}, language = {en}, number = {3}, urldate = {2021-08-05}, journal = {EURASIA Journal of Mathematics, Science and Technology Education}, author = {Abed, Enaam Karim}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/ejmste/102668 10/gmfk2w 2339240:G2W9IBG6 2405685:ZVV7W9M3}, } @article{wolf_experimental_2019, title = {Experimental {Impacts} of the “{Quality} {Preschool} for {Ghana}” {Interventions} on {Teacher} {Professional} {Well}-being, {Classroom} {Quality}, and {Children}’s {School} {Readiness}}, volume = {12}, issn = {1934-5747, 1934-5739}, url = {https://www.tandfonline.com/doi/full/10.1080/19345747.2018.1517199}, doi = {10.1080/19345747.2018.1517199}, abstract = {We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N ¼ 444; children N ¼ 3,345, Mage ¼ 5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children’s school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries.}, language = {en}, number = {1}, urldate = {2020-05-16}, journal = {Journal of Research on Educational Effectiveness}, author = {Wolf, Sharon and Aber, J. Lawrence and Behrman, Jere R. and Tsinigo, Edward}, month = jan, year = {2019}, note = {shortDOI: 10/ggjrcj KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2018.1517199 10/ggjrcj 2339240:S3WAE3PS 2405685:H52RQ6MY 2405685:JXYTEU3W}, keywords = {Ghana, \_\_\_working\_potential\_duplicate, classroom quality, early childhood education, kindergarten, school readiness, teacher training and coaching}, pages = {10--37}, } @article{al-samarrai_gender_2019, title = {Gender {Equity} and {Fee}-{Free} {Basic} {Education} in {Tanzania}}, url = {https://policycommons.net/artifacts/1461551/gender-equity-and-fee-free-basic-education-in-tanzania/2103770/}, abstract = {Tanzania has registered improvements in education outcomes over the last ten years. The implementation of the Fee-Free Basic Education Program (FBEP) is a key element of the government’s overall strategy to improve education outcomes and accelerate growth. Tackling gender disparities in basic education will be critical to the success of FBEP. In recent years, Tanzania has eliminated many of the gender gaps associated with education access. However, large gender gaps in learning outcomes start in primary and get wider over the course of secondary school. The aim of this note is to identify the underlying causes of gender disparities in secondary education and identify promising policy options to tackle them. It shows that addressing gender disparities in education is crucial to the success of FBEP and more broadly to national development goals. This note is part of a series that looks at the implications of Tanzania’s Fee-Free Basic Education Program (FBEP). Its focus is primarily on secondary education because separate analytical work on early childhood is currently being undertaken and a separate note is analyzing the trends and determinants of learning outcomes in primary education. This note is arranged as follows: Section 2 briefly outlines the benefits of extending access to basic education; Section 3 describes the characteristics of gender disparities in secondary education; Section 4 identifies the factors that drive gender differences in outcomes, and Section 5 reviews the evidence on interventions capable of narrowing gender disparities. The final section concludes by arguing that narrowing gender differences in education outcomes needs a multidimensional approach.}, language = {en}, urldate = {2023-02-28}, author = {Al-Samarrai, Samer and Tamagnan, Marie Evane}, month = jan, year = {2019}, note = {Publisher: World Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:VSAIL8UH 2405685:QLV2EITH}, keywords = {⛔ No DOI found}, } @article{almasri_digital_2019, title = {A digital platform for supervised self-directed learning in emergencies: the case of the {Syrian} crisis}, volume = {28}, issn = {1475-939X}, shorttitle = {A digital platform for supervised self-directed learning in emergencies}, url = {https://doi.org/10.1080/1475939X.2019.1568293}, doi = {10.1080/1475939x.2019.1568293}, abstract = {The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation.}, number = {1}, urldate = {2020-04-27}, journal = {Technology, Pedagogy and Education}, author = {Almasri, Nada and Tahat, Luay and Skaf, Sawsan and Masri, Aman Al}, month = jan, year = {2019}, note = {shortDOI: 10/ggtbq4 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2019.1568293 10/ggtbq4 2339240:EQIPQ7IH 2405685:ZYQY3IXK}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_pedagogies and modalities}, pages = {91--113}, } @article{nipspakistan_pakistan_2019, title = {Pakistan {Demographic} and {Health} {Survey} 2017-18}, url = {https://dhsprogram.com/publications/publication-fr354-dhs-final-reports.cfm}, language = {en}, urldate = {2021-08-28}, author = {NIPS/Pakistan, National Institute of Population Studies- and ICF}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RTFLL9BG 2405685:3GGE62IJ}, keywords = {⛔ No DOI found}, } @book{ruggeri_behavioral_2019, title = {Behavioral {Insights} for {Public} {Policy}: {Concepts} and {Cases}}, isbn = {978-1-351-05254-2}, shorttitle = {Behavioral {Insights} for {Public} {Policy}}, abstract = {https://www.routledge.com/Behavioral-Insights-for-Public-Policy-Concepts-and-Cases/Ruggeri/p/book/9781138484238 The first decades of the 21st century have offered a remarkable shift in how policies are made as well as who designs them. Until this period, advisory boards for local, regional, and national policy strategies largely comprised economists, lawyers, and financial experts. These panels made recommendations based on standing theory and, in some cases, subject-matter expertise, such as energy or healthcare. What has changed is how the behavioral sciences, largely psychology, have been embraced within these groups, thanks largely to extensive evidence from empirical research in how populations save, spend, eat, exercise, and work. While the application to policy may have contemporary versions, the behavioral side of economic theory itself is not new. Relevant insights on this go at least as far back as the 18th century with Daniel Bernoulli and Adam Smith, and continued steadily over the next two centuries with significant works from the likes of Wilhelm Wundt, Herbert Simon, and Roald Coase, among many others. However, how it came to be is perhaps more critical than merely who drove it. In each of these waves, a major shift in thinking was often preceded by empirical study that either attempted to explain how humans apply logic, or by surprising deviations from what appears to be rational. This textbook covers a range of topics from the origins of policy through to how recent advances in theory and practice have shifted our thinking on outcomes for society. Each section, including the fundamentals of behavioral sciences, policy development and evaluation, and all of the domains – economic, health, energy, education, workplace – cover examples of how behavioral insights are being used to address some of the most critical challenges we face. The cases and concepts presented in this book demonstrate the considerable value, both realized and potential, in studying as well as implementing behavioral insights into a variety of policy domains. We are still very much in the early days of this field, which means that these are merely fundamentals for educating and inspiring future generations of researchers, policymakers, and government leaders. As progress continues, how ultimate goals relevant to society are defined and targeted will become an increasingly important refrain amongst those involved in developing them. In these ways, we can consistently align our approaches with the most critical matters of local, national, and global communities: our safety, our stability, and our well-being.}, author = {Ruggeri, Kai and Jarke, Hannes and Berkessel, Jana and Benzerga, Amel and Hlavova, Renata and Immonen, Johanna and Kunz, Marvin and Ojinaga Alfageme, Olatz and Paul, Alessandro and Plohl, Nejc and Prinz, Gerhard and Steinnes, Kamilla and Stuhlreyer, Julia and Sundström, Felicia and Cavassini, Filippo and Gelashvili, Amiran and Naru, Faisal and Thielen, Frederick and Achterberg, Jascha and Zupan, Zorana}, month = jan, year = {2019}, doi = {10.4324/9781351052542}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781351052542 2339240:PQJRBDLC 2405685:7ZNIPA98}, } @techreport{bhatta_bangladesh_2019, address = {Washington, DC}, title = {Bangladesh {Education} {Sector} {Public} {Expenditure} {Review}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/35956}, abstract = {Adequate investment in human capital development is critical for enabling Bangladesh to reach its goal of becoming an upper middle-income country. Bangladesh, currently a lower-middle country with an annual per capita gross national income (GNI) of USD 1,470 (WDI 2019), aims to attain upper-middle income status by 2021 and eliminate poverty by 2030. Recognizing the importance of investing in education for building its human capital base, the government of Bangladesh (GoB) has been allocating a large portion of the national budget to the education sector each year during the past two decades. Effective utilization and equitable distribution of allocated public spending is important for ensuring adequate progress in education outcomes. This report analyzes major spending and outcomes trends in the overall education sector in recent years, with a focus on primary and secondary education. Responding to the recommendation of the 2015 Bangladesh Public Expenditure Review Update for more analytical work on public spending in different sectors, including education, the current study analyzes the trends in major education expenditures, access to education, quality of education, and disparities in education outcomes in the past two decades. It also looks at the composition of education expenditure, consistency between budget allocations and actual expenditures, equity in education spending, and potential links between spending and key educational outcomes. Because of data limitations, this report focuses mainly on primary and secondary education. It is expected that this analysis will add to the literature on investments in the Bangladesh education sector and inform discussions on identifying policy priorities and making resource allocation decisions in the sector.}, language = {English}, urldate = {2022-04-07}, institution = {World Bank}, author = {Bhatta, Saurav Dev and Genoni, Maria Eugenia and Sharma, Uttam and Khaltarkhuu, Buyant Erdene and Maratou-Kolias, Laura and Asaduzzaman, T. M.}, month = jan, year = {2019}, note = {Accepted: 2021-07-19T16:19:39Z KerkoCite.ItemAlsoKnownAs: 2339240:W64P6523 2405685:HJVFISKT 4656463:CYJBRSJM}, keywords = {Education Budget, Education Expenditure, Education Outcomes, Equity in Education, Public Expenditure Review}, } @article{dyer_sustaining_2019, title = {Sustaining learner participation and progression through networked schooling: a systemic approach for {Mobile} {Out} of {School} {Children}}, volume = {64}, issn = {0738-0593}, shorttitle = {Sustaining learner participation and progression through networked schooling}, url = {http://eprints.whiterose.ac.uk/139179/}, doi = {10.1016/j.ijedudev.2018.11.002}, abstract = {Despite repeated calls for education systems to respond flexibly to enable all children to participate in formal education, limited progress has been made for those we term Mobile Out of School Children (MOOSCs). Livelihood-related mobility often precipitates a process of learner drop out during the year. Retention of such children, and reducing the risk of their relapsing into MOOSC status, requires a re-framing of ‘school’ as a spatially dispersed system, or network, to accommodate learner movement. Networked schooling for children in mobile pastoralist communities in Ethiopia embeds formal education within mobile pastoralists’ resource management practices and orientates service provision accordingly. Although it is resource-intensive, networked schooling enables the requisite flexibility to support retention of pastoralist and other mobile learners. It of significant interest to global effort towards leaving none behind, particularly in the global drylands and other contexts where climate change is making learner mobility increasingly complex, and the need for a systemic response ever more pressing.}, language = {en}, urldate = {2020-01-31}, journal = {International Journal of Educational Development}, author = {Dyer, C. and Echessa, E.}, month = jan, year = {2019}, note = {shortDOI: 10/ggjq9n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2018.11.002 10/ggjq9n 2339240:2ZQYMQNZ 2405685:5RL4Q5RD}, pages = {8--16}, } @misc{jensen_employment_2019, type = {Working {Paper}}, series = {Working {Paper} {Series}}, title = {Employment {Structure} and the {Rise} of the {Modern} {Tax} {System}}, url = {https://www.nber.org/papers/w25502}, doi = {10.3386/w25502}, abstract = {This paper studies how the transition from self-employment to employee-jobs over the long run of development explains growth in income tax capacity. I construct a new database which covers 100 household surveys across countries at different income levels and 140 years of historical data within the US (1870-2010). Using these data, I first establish four new stylized facts: 1) within country, the share of employees increases over the income distribution, and increases at all levels of income as a country develops; 2) the income tax exemption threshold moves down the income distribution as a country develops, tracking employee growth; 3) the employee share above the tax exemption threshold is maximized and remains constantly high; 4) movements in the tax exemption threshold account for the observed variation in tax collection across development. These findings are consistent with a model where a high employee share is a necessary condition for effective taxation and where the rise in income covered by information trails through increases in employee shares drives expansion of the income tax base. To provide a causal estimate of the impact of employee share on the exemption threshold, I study a state-led US development program implemented in the 1950s-60s which shifted up the level of employee share. The identification strategy exploits within-state changes in court-litigation status which generates quasi-experimental variation in the effective implementation date of the program. I find that the exogenous increase in employee share is associated with an expansion of the state income tax base and an increase in state income tax revenue.}, urldate = {2022-10-13}, publisher = {National Bureau of Economic Research}, author = {Jensen, Anders}, month = jan, year = {2019}, doi = {10.3386/w25502}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w25502 2339240:BWCVJY8N 2405685:AQK6W3IH 4656463:PRFXGI88}, } @techreport{kipruto_accelerated_2019, address = {Dadaab, Kenya}, type = {Early {Grade} {Reading} {Assessment} {Endline} {Report}}, title = {Accelerated {Education} {Programme} {Youth} {Education} {Programme}: {NRC} {Education} {Scale}-up and {Quality} {Fund}, {EdTech} for {Rapid} {Response} in {Acute} {Emergencies} {Project}}, institution = {Norwegian Refugee Council}, author = {Kipruto, Amos and Denny, Kathleen}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3FEKJXY2 4042040:B3V7LHH4}, } @techreport{lohninger_net_2019, title = {The {Net} {Neutrality} {Situation} in the {EU} {Evaluation} of the {First} {Two} {Years} of {Enforcement}}, url = {https://epicenter.works/sites/default/files/2019_netneutrality_in_eu-epicenter.works-r1.pdf}, institution = {Epicenter Works}, author = {Lohninger, Thomas and Gollatz, Benedikt and Hoffmann, Cornelia and Steinhammer, Erwin and Deffaa, Ludger and Al-Awadi, Ali and Czák, Andreas}, month = jan, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:I33D3ZVM}, } @techreport{pouezevara_uganda_2019, title = {Uganda {Impact} {Study} {Report}}, url = {https://shared.rti.org/content/uganda-impact-study-report-tangerinecoach}, urldate = {2022-08-22}, institution = {RTI International}, author = {Pouezevara, Sarah and Brunette, Tracy and Jordan, Rachel and Nakyejwe, Deborah}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8WCG9GLK 2405685:39FUDM2P}, } @misc{noauthor_elimika_2019, title = {Elimika ({Kenya} {Education} {Cloud})}, url = {https://elimika.kec.ac.ke/}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4BCHAZW 2405685:ISBJKG3V}, } @misc{noauthor_elimu_2019, title = {Elimu {Tanzania}}, url = {http://elimutanzania.com}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CSDTPS7N 2405685:TB4RPQES}, } @misc{noauthor_ghana_2019, title = {Ghana {Investment} {Fund} for {Electronic} {Communications}}, url = {https://gifec.gov.gh/}, language = {en-US}, urldate = {2020-06-29}, year = {2019}, note = {Library Catalog: gifec.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:3CSLWUJY}, } @techreport{noauthor_ghana_2019, title = {Ghana {Mulitple} {Indicator} {Cluster} {Survey} 2017/2018}, url = {https://www.unicef.org/ghana/sites/unicef.org.ghana/files/2019-04/MICS%20Report.pdf}, urldate = {2020-06-29}, institution = {The Government of Ghana}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:H645IUG5}, } @techreport{noauthor_kenya_2019, title = {Kenya {Publishers} {Association}}, url = {https://kenyapublishers.org/}, language = {en-US}, urldate = {2020-07-01}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9A5R6KAC}, } @misc{noauthor_kitkit_2019, title = {{KitKit} {School}}, url = {http://kitkitschool.com}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CPQVK55T 2405685:J4ZAF7FX}, } @misc{noauthor_leveraging_2019, title = {Leveraging {Community} and {Government} {Resources} for {Gender} and {Educational} {Equity} in {India}: {A} {Case} {Study} of {Educate} {Girls} {\textbar} {Educate} a {Child}}, url = {https://educateachild.org/library/publications/leveraging-community-and-government-resources-gender-and-educational-equity}, urldate = {2022-01-02}, journal = {educate a child}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NHVZMVIL 2405685:QLKRXATW}, } @misc{noauthor_ministry_2019, title = {Ministry of {Information}, {Communications} and {Technology}, {Innovation} and {Youth} {Affairs}}, url = {https://ict.go.ke/}, urldate = {2020-07-01}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WL8CUUV2}, } @techreport{noauthor_scaling_2019, title = {Scaling {Access} \& {Impact}: {Realizing} the {Power} of {EdTech}. {Executive} {Summary}}, shorttitle = {Scaling {Access} \& {Impact}}, institution = {Omidyar Network}, year = {2019}, note = {Publisher: Omiyad Network KerkoCite.ItemAlsoKnownAs: 2339240:6TRLF7J9 2405685:KKINUTFX}, } @misc{noauthor_telkom_2019, title = {Telkom {Kenya} {Limited}}, url = {https://telkom.co.ke/}, urldate = {2020-07-01}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N3EXUGKG}, } @techreport{a2i_futures_2019, address = {Dhaka}, title = {Futures of {Education} in {Bangladesh}: {Envisioning} 2041}, url = {https://a2i.gov.bd/publication/education-in-bangladesh/}, institution = {Government of People's Republic of Bangladesh}, author = {a2i}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WBR2EN8Q 2405685:HTABJ4F4}, } @inproceedings{abiatal_constructivist_2019, address = {New York, NY, USA}, series = {{SAICSIT} '19}, title = {Constructivist {Assistive} {Technology} in a {Mathematics} {Classroom} for the {Deaf}: {Going} {Digital} at a {Rural} {Namibian} {Primary} {School}}, isbn = {978-1-4503-7265-7}, shorttitle = {Constructivist {Assistive} {Technology} in a {Mathematics} {Classroom} for the {Deaf}}, url = {https://doi.org/10.1145/3351108.3351136}, doi = {10.1145/3351108.3351136}, abstract = {Within the context of almost nine million children with hearing disabilities in Sub-Saharan Africa, their education is an important topic. The problem was the lack of conclusive research about the effects of digital assistive technologies for educating deaf learners in Sub-Saharan African countries, such as Namibia. The question was could a digital assistive technology improve the mathematics achievement of deaf children? The research objective was to gather scientific evidence by conducting a quantitative experiment with constructivist digital assistive technology and qualitative interviews with the teachers involved. The findings from the experiment suggest that the constructivist digital assistive technology may have had a positive effect on the mathematics achievement of the learners, which was supported by the findings from the interviews. This makes an original contribution to the domain and offers an intervention that was feasible, practical and potentially effective for improving the teaching and learning of mathematics for deaf learners.}, urldate = {2020-12-10}, booktitle = {Proceedings of the {South} {African} {Institute} of {Computer} {Scientists} and {Information} {Technologists} 2019}, publisher = {Association for Computing Machinery}, author = {Abiatal, Loide K.S. and Howard, Grant R.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3351108.3351136 2339240:9RXUDFHE 2405685:QSKYPSUP}, keywords = {Constructivism, Constructivist assistive technology, Deaf learners, Digital assistive technology, Experiment, Hearing disability, Interviews, Mathematics education, Namibia, Primary school education, Sub-Saharan Africa, Teaching and learning}, pages = {1--9}, } @misc{acumen_lean_2019, title = {Lean {Data} {Initiative}}, url = {https://acumen.org/lean-data/}, language = {en-US}, urldate = {2021-07-22}, author = {{Acumen}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GWCPJ9JE 2405685:F8558KAX}, } @article{adekunle_appraisal_2019, title = {Appraisal on perceived multimedia technologies as modern pedagogical tools for strategic improvement on teaching and learning}, volume = {11}, doi = {10.5815/ijmecs.2019.08.02}, number = {8}, journal = {International Journal of Modern Education and Computer Science}, author = {Adekunle, Salako E. and Adewale, Olumide S. and Boyinbode, Olutayo K.}, year = {2019}, note = {shortDOI: 10/ggjpd6 KerkoCite.ItemAlsoKnownAs: 10.5815/ijmecs.2019.08.02 10/ggjpd6 2339240:KAJ9HGXU 2405685:D32JUS5T}, pages = {15}, } @article{adelabu_importance_2019, title = {The {Importance} of {Dynamic} {Geometry} {Computer} {Software} on {Learners}’ {Performance} in {Geometry}}, volume = {17}, url = {https://files.eric.ed.gov/fulltext/EJ1216699.pdf}, abstract = {The use of dynamic geometry computer software (DGCS) is important in educational environment, and it is more advantageous for learning mathematics comprehensively. This study examined the importance of dynamic geometry computer software on learners’ performance in geometry. A quasi experimental, non-equivalent control group was used. The instrument used in this study was geometry achievement mathematics test (GMAT) that comprised 15 multiple choices items. The GMAT was administered to 87 grade nine learners in two secondary schools in Tshwane south district, Gauteng Province South Africa. One school was used as experimental group and the second school was used as the control group. Data analysis employed the use of the statistical t-test independent sample. The result of the study shows that using DGCS is important in geometry whereby it improves the performance of learners. In addition, the results show that the software affects the female learners’ mathematics performances more positively than the male learners. Hence, the results of this study showed that there is great potential in using the DGCS (GeoGebra) to teach secondary schools mathematics. The study recommends that the use of technology in teaching and learning of mathematics should be a priority in the schools.}, language = {en}, number = {1}, journal = {The Electronic Journal of e-Learning}, author = {Adelabu, Folake Modupe and Makgato, Moses and Ramaligela, Manto Sylvia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FJ8S99TD 2405685:AB8PMF73}, keywords = {⛔ No DOI found}, pages = {12}, } @article{africanews_magufuli_2019, title = {Magufuli asks {Tanzania}'s teachers, parents to cane students}, url = {https://www.africanews.com/2019/10/05/magufuli-asks-tanzania-s-teachers-parents-to-cane-students/}, abstract = {Critics, including the local government minister, had said the official violated the students’ human rights because they had not been given a fair trial, and only teachers or headmasters are authori}, language = {en}, urldate = {2021-01-30}, journal = {Africanews}, author = {{AfricaNews}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9F7R53TR 2405685:P4Y87VSG}, } @inproceedings{ahmada_teachers_2019, address = {Cham}, series = {{IFIP} {Advances} in {Information} and {Communication} {Technology}}, title = {Teachers’ {Perception} on {Using} {Kio}-{Kit} to {Enhance} {Teaching} and {Learning} {STEM} {Subjects} in {Zanzibar}}, isbn = {978-3-030-28764-1}, doi = {10.1007/978-3-030-28764-1_16}, abstract = {In the current situation, teachers are encouraged to use interactive, student-centered approaches than using traditional approaches that mainly focus on ‘chalk and talk’. Student-centered approaches, also learner-centered, involve methods of teaching that shift the focus of instruction from the teacher to the student. When these approaches are powered by technology, they can doubly enhance teaching and learning. The most current technology that gains popularity in Africa in teaching and learning process is the Kio-Kit technology which promised to improve the quality of teaching and learning. It is a digital education toolbox which contains different forms of digital contents to help students in their learning process. The box contains 40 Kio tablets in which students use them to access the contents available in the Kio-Kit box. This paper aims to discuss the perception of using this type of technology from school teachers who have been trained intensively to use them to enhance the teaching and learning of STEM subjects. During the exploration, we confirmed that Kio-Kit technology enhances teaching and learning and helps the students gain necessary skills for the 21st century digital era. The results also reveal STEM teachers’ readiness to use the Kio-Kit technology in the classroom. Further, the paper describes the challenges encountered during the exploration of Kio-Kit in classroom and some suggestions are proposed.}, language = {en}, booktitle = {Sustainable {ICT}, {Education} and {Learning}}, publisher = {Springer International Publishing}, author = {Ahmada, Raya Idrissa and Abdulla, Ali Abdulla and Yunus, Said Ali Said and Ismail, Maryam Jaffar}, editor = {Tatnall, Arthur and Mavengere, Nicholas}, year = {2019}, note = {shortDOI: 10/ghgn5v KerkoCite.ItemAlsoKnownAs: 10/ghgn5v 2339240:GGJVI64G 2405685:AUHLLX5M}, keywords = {Digital classroom, ICT, Kio-Kits, STEM for Success, Student-centered learning, Zanzibar}, pages = {135--144}, } @techreport{akmal_learning_2019, title = {Learning {Equity} {Requires} {More} than {Equality}: {Learning} {Goals} and {Achievement} {Gaps} between the {Rich} and the {Poor} in {Five} {Developing} {Countries} - {Working} {Paper} 504}, shorttitle = {Learning {Equity} {Requires} {More} than {Equality}}, url = {https://www.cgdev.org/publication/learning-equity-requires-more-equality-learning-goals-and-achievement-gaps}, abstract = {Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20\% and the poorest 40\% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children.}, language = {en}, urldate = {2022-09-23}, institution = {RISE Programme Working Paper}, author = {Akmal, Maryam and Pritchett, Lant}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HR2A7JWR 2405685:5DCJE3IG}, } @techreport{al-samarrai_gender_2019, address = {Washington D.C.}, title = {Gender equity and fee-free basic education in {Tanzania}}, url = {http://documents1.worldbank.org/curated/en/356111553606355438/pdf/Gender-Equity-and-Fee-Free-Basic-Education-in-Tanzania.pdf}, abstract = {Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high.}, language = {en}, institution = {Education Global Practice, Africa Region, World Ban}, author = {Al-Samarrai, Samer and Tamagnan, Marie Evane}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UENQDWLH 2405685:M2GTQWNU}, pages = {29}, } @techreport{al-samarrai_gender_2019, address = {Washington D.C.}, title = {Gender equity and fee-free basic education in {Tanzania}}, url = {http://documents1.worldbank.org/curated/en/356111553606355438/pdf/Gender-Equity-and-Fee-Free-Basic-Education-in-Tanzania.pdf}, abstract = {Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high.}, language = {en}, institution = {Education Global Practice, Africa Region, World Ban}, author = {Al-Samarrai, Samer and Tamagnan, Marie Evane}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UENQDWLH 2405685:M2GTQWNU}, pages = {29}, } @article{aljraiwi_effectiveness_2019, title = {Effectiveness of {Gamification} of {Web}-{Based} {Learning} in {Improving} {Academic} {Achievement} and {Creative} {Thinking} among {Primary} {School} {Students}}, volume = {7}, issn = {2311-6897}, url = {https://eric.ed.gov/?id=EJ1239163}, doi = {10.18488/journal.61.2019.73.242.257}, abstract = {Gamification is one of the most significant modern trends in educational technology. The present study aims to identify the effectiveness of gamification of web-based learning on academic achievement and creative thinking among primary school students. A learning environment was designed based on gamification of web-based learning. A quasi-experimental approach was utilized to identify the effect of the independent variable, gamification, on the dependent variables, academic achievement and creative thinking among participants. An academic achievement test and the Torrance test of creative thinking were applied to the participants. Results revealed that there was a statistically significant difference between the means of scores of the experimental and control groups in the post-test academic achievement test and the Torrance test of creative thinking in favor of the experimental group. This suggests a high level of academic achievement and creative thinking after using gamification. The study recommends training in-service teachers in the use of gamification for web-based teaching of English.}, language = {en}, number = {3}, urldate = {2020-12-01}, journal = {International Journal of Education and Practice}, author = {Aljraiwi, Seham}, year = {2019}, note = {Publisher: Conscientia Beam KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2019.73.242.257 2339240:D8I68N8K 2405685:ZF63RKCS}, keywords = {Academic Achievement, Achievement Tests, Control Groups, Creative Thinking, Creativity Tests, Educational Games, Elementary School Students, English (Second Language), Experimental Groups, Inservice Teacher Education, Instructional Effectiveness, Scores, Second Language Instruction, Web Based Instruction}, pages = {242--257}, } @article{almaiah_examination_2019, title = {Examination of factors influencing the use of mobile learning system: {An} empirical study}, volume = {24}, issn = {1360-2357, 1573-7608}, shorttitle = {Examination of factors influencing the use of mobile learning system}, url = {http://link.springer.com/10.1007/s10639-018-9810-7}, doi = {10.1007/s10639-018-9810-7}, abstract = {Past studies have placed little emphasis on quality factors as the detebile learning application provides me a promptrminants of mobile learning adoption. Thus, this study’s purpose is to integrate the Technology Acceptance Model (TAM) with the updated DeLone and McLean’s model (DL\&ML) to examine whether quality factors (including system quality, information quality, and service quality) and individual beliefs (including perceived usefulness and perceived ease of use) are the antecedents to students’ satisfaction and their intention to use, leading to enhancing their actual usage of mobile learning system. A total of 400 questionnaires were distributed. The results showed that quality factors (including system quality, information quality, and service quality) had significant effects on students’ satisfaction and their intention to use mobile learning; besides, perceived usefulness has significantly strong impacts on intention to use mobile learning, and satisfaction and intention to use both have significant effects on actual use of mobile learning. This study opens future work for using the identified quality factors as guidelines for researchers and designers to design and develop mobile learning applications.}, language = {en}, number = {1}, urldate = {2021-08-10}, journal = {Education and Information Technologies}, author = {Almaiah, Mohammed Amin and Alismaiel, Omar Abdulwahab}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9810-7 10/gjvp3d 2339240:HV3VGLYU 2405685:X9ZLVTQE}, pages = {885--909}, } @techreport{alston_report_2019, title = {Report of the {Special} {Rapporteur} on extreme poverty and human rights}, url = {https://undocs.org/A/74/493}, institution = {United Nations General Assembly}, author = {Alston, Philip}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7DQX9NKE 2405685:M7L4IXDW}, } @inproceedings{alvarado-cando_software_2019, address = {Cham}, series = {Advances in {Intelligent} {Systems} and {Computing}}, title = {A {Software} {Based} on {Eye} {Gaze} to {Evaluate} {Mathematics} in {Children} with {Cerebral} {Palsy} in {Inclusive} {Education}}, isbn = {978-3-319-94947-5}, doi = {10.1007/978-3-319-94947-5_89}, abstract = {The government of Ecuador has promoted inclusive education in public and private education centers, ensuring that all children can access education and not be discriminated by their disability. Teachers are responsible for planning, support and reorganized the curriculum according to the needs of each child included. The inclusion process for children with cerebral palsy (CP) and speech difficulties have been a little difficult because they cannot communicate properly with the teachers and the evaluation process is not clear and objective. In this paper, through the use of eye tracking technology provide by Irisbond, we present an educational software to evaluate mathematics in children with CP. The software performs the questions in written and audible way, and it allows the students to select and/or match the correct answer; children with CP from 5 to 7 years tested the program and they got a better rating than not using it.}, language = {en}, booktitle = {Advances in {Usability}, {User} {Experience} and {Assistive} {Technology}}, publisher = {Springer International Publishing}, author = {Alvarado-Cando, Omar and Belén Jara, G. and Barzallo, Paúl and Torres-Salamea, Hugo}, editor = {Ahram, Tareq Z. and Falcão, Christianne}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-94947-5\_89 2339240:Z2PVFKUK 2405685:IETJ528E}, keywords = {Assistive technology, Cerebral palsy, Eye gazed, Inclusive education}, pages = {909--915}, } @book{ames_charisma_2019, series = {Infrastructures}, title = {The {Charisma} {Machine}}, isbn = {978-0-262-53744-5}, url = {https://mitpress.mit.edu/9780262537445/the-charisma-machine/}, abstract = {A fascinating examination of technological utopianism and its complicated consequences.In The Charisma Machine, Morgan Ames chronicles the life and legacy of...}, language = {en-US}, urldate = {2022-09-09}, publisher = {MIT Press}, author = {Ames, Morgan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EBLRH5VE 2405685:TCF8RZEN}, } @inproceedings{amo_personal_2019, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Personal {Data} {Broker}: {A} {Solution} to {Assure} {Data} {Privacy} in {EdTech}}, isbn = {978-3-030-21814-0}, shorttitle = {Personal {Data} {Broker}}, doi = {10.1007/978-3-030-21814-0_1}, abstract = {Educational technologies (Edtech) collect private and personal data from students. This is a growing trend in both new and already available Edtech. There are different stakeholders in the analysis of the collected students’ data. Teachers use educational analytics to enhance the learning environment, principals use academic analytics for decision making in the leadership of the educational institution and Edtech providers uses students’ data interactions to improve their services and tools. There are some issues in this new context. Edtech have been feeding their analytical algorithms from student’s data, both private and personal, even from minors. This draws a critical problem about data privacy fragility in Edtech. Moreover, this is a sensitive issue that generates fears and angst in the use of educational data analytics in Edtech, such as learning management systems (LMS). Current laws, regulations, policies, principles and good practices are not enough to prevent private data leakage, security breaches, misuses or trading. For instance, data privacy agreements in LMS are deterrent but not an ultimate solution due do not act in real time. There is a need for automated real-time law enforcement to avoid the fragility of data privacy. In this work, we take a step further in the automation of data privacy agreement in LMS. We expose which technology and architecture are suitable for data privacy agreement automation, a partial implementation of the design in Moodle and ongoing work.}, language = {en}, booktitle = {Learning and {Collaboration} {Technologies}. {Designing} {Learning} {Experiences}}, publisher = {Springer International Publishing}, author = {Amo, Daniel and Fonseca, David and Alier, Marc and García-Peñalvo, Francisco José and Casañ, María José and Alsina, María}, editor = {Zaphiris, Panayiotis and Ioannou, Andri}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-21814-0\_1 2339240:7MD56SEP 2405685:9F2LYDQZ}, keywords = {Academic analytics, Blockchain, Data privacy, Digital identity, Educational data mining, Learning Analytics, Moodle, Smart contracts}, pages = {3--14}, } @misc{andalou_agency_delay_2019, title = {Delay in teachers’ salaries sparks unrest in {Liberia}}, url = {https://www.aa.com.tr/en/africa/delay-in-teachers-salaries-sparks-unrest-in-liberia/1617043}, abstract = {Students took to streets, demanding release of payments to their teachers and return to class work - Anadolu Agency}, urldate = {2020-06-25}, author = {Andalou Agency}, year = {2019}, note = {Library Catalog: www.aa.com.tr KerkoCite.ItemAlsoKnownAs: 2405685:LT97PP6U}, } @misc{aoe_research_willingness_2019, type = {Presentation}, title = {Willingness and ability of {LCPS} to pay {Ilm}: {A} for products and services}, author = {{AOE Research} and Qazilbash, Zulfiqar}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AUXHQ47E 2405685:2686V5Z6}, } @inproceedings{arif_teachers_2019, address = {University of Punjab}, title = {Teachers resistance towards change in {Punjab} public schools: implications for school effectiveness}, url = {https://www.researchgate.net/publication/337415153_TEACHERS'_RESISTANCE_TOWARDS_CHANGE_IN_PUNJAB_PUBLIC_SCHOOLS_IMPLICATIONS_FOR_SCHOOL_EFFECTIVENESS}, abstract = {Teachers’ resistance to change has become a perennial phenomenon which educational sector had to deal with because without the active involvement and commitment of teachers, change and reform policies are prone to failure. The urge to explore the reasons behind teachers’ resistance towards any change and need to modify some policies to minimize this factor, motivated the researcher to conduct this research. The aim of present descriptive research is to identify reasons for teacher’s resistance towards reform agenda introduced by previous government of Punjab (2013-18). Using simple random sampling 28 public schools of tehsil Model Town district of Lahore were taken as sample of the study; each school was taken as cluster and all teachers were approached to fill the questionnaire, however, final data constituted only 295 questionnaires. Self-developed questionnaire, comprising 36 items further categorized into eight factors was used as tool. Both descriptive (means \& Standard Deviation) and inferential (correlation \& regression) were applied. The research has concluded that role of school principal and management’s implementation strategy have strong link with positive attitude of teacher towards adapting for change. Hence, it is important that principals must manage doubts and fears of teachers about change to counteract resistance and negative attitude towards change.}, author = {Arif, Seema and Riasat, Lubna}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:22MLNCBI 2339240:ZT6ANWQL 2405685:2SZTZHC5 2405685:TI453NL5}, keywords = {⛔ No DOI found}, } @article{arthur-nyarko_learner_2019, title = {Learner access to resources for {eLearning} and preference for {eLearning} delivery mode in distance education programs in {Ghana}}, volume = {6}, url = {https://files.eric.ed.gov/fulltext/EJ1228278.pdf}, language = {en}, number = {2}, journal = {International Journal of Educational Technology}, author = {Arthur-Nyarko, Emmanuel and Kariuki, Moses Githua}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XYCPC7IU 2405685:83GZ8QYZ}, keywords = {⛔ No DOI found}, pages = {1--8}, } @techreport{aser_academy_2019, title = {Academy for {Education} {Planning} and {Management} and {Annual} {Status} of {Education} {Report}}, author = {{ASER}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BTUDKTRJ 2405685:EHRF5EK8 2405685:K5DECGEM}, } @techreport{aser_annual_2019, title = {Annual {Status} of {Education} {Report}}, url = {http://aserpakistan.org/document/aser/2019/reports/national/ASER_National_2019.pdf}, institution = {ASER}, author = {ASER}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GM46AP95 2405685:B3TPJ3NB}, } @techreport{aser_pakistan_annual_2019, title = {Annual {Status} of {Education} {Report}}, author = {ASER Pakistan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DJW3TIQC}, } @techreport{asian_development_bank_school_2019, address = {Manila, Philippines}, title = {School {Education} in {Pakistan}: {A} {Sector} {Assessment}}, shorttitle = {School {Education} in {Pakistan}}, url = {https://www.adb.org/documents/pakistan-school-education-sector-assessment}, language = {en}, urldate = {2020-07-20}, institution = {Asian Development Bank}, author = {{Asian Development Bank}}, month = jul, year = {2019}, doi = {10.22617/TCS190039}, note = {Edition: 0 ISBN: 9789292615291 9789292615284 shortDOI: 10/ghgnf7 KerkoCite.ItemAlsoKnownAs: 10.22617/TCS190039 10/ghgnf7 2339240:MAX5I4DD 2339240:VDACLSSI 2405685:8VW9ZAMB 2405685:B4FE433S 2405685:MTCNL9CE}, } @misc{atuhurra_improving_2019, title = {Improving {School} {Performance} through {School} {Ranking}: {The} {Double}-{Edged} {Sword} of {Accountability}}, shorttitle = {Improving {School} {Performance} through {School} {Ranking}}, url = {https://riseprogramme.org/blog/improving_school_performance_TZ}, language = {en}, urldate = {2022-04-07}, journal = {RISE Programme}, author = {Atuhurra, Julius and Kaffenburger, Michelle}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K8SQNYUB 2405685:AN2ZBCLR 4656463:A4BQU8V8}, } @misc{axford_how_2019, title = {How {Can} {Schools} {Support} {Parents}’ {Engagement} in their {Children}’s {Learning}? {Evidence} from {Research} and {Practice}}, url = {https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/parental-engagement}, abstract = {The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.}, language = {en}, urldate = {2022-04-25}, journal = {EEF}, author = {Axford, Nick and Berry, Vashti and Lloyd, Jenny and Moore, Darren and Rogers, Morwenna and Hurst, Alison and Blockley, Kelly and Durkin, Hannah and Minton, Jacqueline}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MK49B6CM 2405685:BLGCB3CD}, } @article{aytekin_teaching_2019, title = {Teaching linear algebra supported by {GeoGebra} visualization environment}, volume = {12}, url = {https://files.eric.ed.gov/fulltext/EJ1238625.pdf}, doi = {10.24193/adn.12.2.7}, abstract = {Linear algebra differs from other mathematics courses because of the special difficulties that students have in understanding the concepts. Teaching without concretizing the concepts of Linear Algebra encouraged students to memorize definitions of concepts and rules has been articulated. Many researches show that technology-supported teaching is effective in concretizing abstract concepts. In this study, it was examined how pre-service mathematics teachers relate the definitions of concepts (linear combination, linear dependency/independency and spanning) and their visual equivalents in R[superscript 2] and R[superscript 3]. The study was conducted with four students who attended the Linear Algebra-2 course in the Elementary Mathematics Teaching, Faculty of Education of a state university in Turkey. The study was conducted by the teaching experiment method. Interviews were conducted using activities prepared in the GeoGebra program. It was observed that the participants used these concepts in very flexible way and they established a relationship between visualization and definitions in a very short time compared to the time spent during an educational period.}, language = {English}, number = {2}, journal = {Acta Didactica Napocensia}, author = {Aytekin, Cahit and Kiymaz, Yasemin}, year = {2019}, note = {Publisher: Babes-Bolyai University, Kogainiceanu 1, Cluj-Napoca, 400084 Romania Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396823562?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.24193/adn.12.2.7 2339240:BJHHRSRN 2405685:SNEABJDN 2534378:G2ILAXW6 2534378:J8FUJBYM}, keywords = {Algebra, Computer Software, Definitions, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Foreign Countries, Higher Education, Mathematics Instruction, Mathematics Teachers, Postsecondary Education, Preservice Teachers, Teaching Methods, Technology Uses in Education, Turkey, Visualization, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099267, \_\_finaldtb}, } @misc{bag_innovation_ltd_bag_2019, title = {{BAG}}, url = {https://www.baginnovation.rw/}, urldate = {2020-08-17}, author = {BAG Innovation Ltd}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IJ3HHEHB 2405685:V9GV6AZN}, } @article{bai_preparing_2019, title = {Preparing teacher education students to integrate mobile learning into elementary education}, volume = {63}, issn = {8756-3894, 1559-7075}, url = {https://www.researchgate.net/publication/335106982_Preparing_Teacher_Education_Students_to_Integrate_Mobile_Learning_into_Elementary_Education}, doi = {10.1007/s11528-019-00424-z}, abstract = {The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.}, language = {en}, number = {6}, urldate = {2021-06-10}, journal = {TechTrends}, author = {Bai, Hua}, month = nov, year = {2019}, note = {Extra URL: http://link.springer.com/10.1007/s11528-019-00424-z KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00424-z 2405685:FGVRJWT3 2534378:9U8QNM9N}, pages = {723--733}, } @article{bali_reimagining_2019, title = {Reimagining digital literacies from a feminist perspective in a postcolonial context}, volume = {7}, doi = {10.17645/mac.v7i2.1935}, number = {2}, journal = {Media and Communication}, author = {Bali, Maha}, year = {2019}, note = {Publisher: PRT shortDOI: 10/ghd7tr KerkoCite.ItemAlsoKnownAs: 10.17645/mac.v7i2.1935 10/ghd7tr 2129771:YNKMTYRY 2405685:WRQ65HUV 2486141:KHXAW3EG}, pages = {69--81}, } @techreport{banes_using_2019, address = {Chevy Chase, MD, USA}, type = {A working paper prepared by {University} {Research} {Co}., {LLC}. ({URC}) under the {Reading} within {REACH} {Initiative} for {USAID}’s {Building} {Evidence} and {Supporting} {Innovation} to {Improve} {Primary} {Grade} {Assistance} for the {Office} of {Education} ({E3}/{ED}).}, title = {Using {Information} {Communication} {Technologies} ({ICT}) to {Implement} {Universal} {Design} for {Learning} ({UDL})}, url = {https://www.globalreadingnetwork.net/sites/default/files/resource_files/Using%20ICT%20to%20Implement%20Universal%20Design%20for%20Learning_REACH%202019.pdf}, institution = {University Research Co., LLC}, author = {Banes, David and Hayes, Anne and Kurz, Christopher and Kulshalnagar, Raja}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QM93JBAC 2405685:QDLCLTE4}, pages = {104}, } @techreport{banes_using_2019, title = {Using information communications technologies ({ICT}) to implement universal design for learning}, url = {https://www.urc-chs.com/sites/default/files/urc-grn-ict.pdf}, urldate = {2020-05-29}, institution = {USAID}, author = {Banes, David and Hayes, Anne and Kurz, Christopher and Kushalnagar, Raja}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UPJYRCHC 2405685:HNQV5VIQ 2405685:LDR4KKFM}, } @techreport{bangladesh_bureau_of_statistics_bbs_progotir_2019, address = {Dhaka, Bangladesh}, title = {Progotir {Pathey}, {Bangladesh} {Multiple} {Indicator} {Cluster} {Survey} 2019, {Survey} {Findings} {Report}}, url = {https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Bangladesh/2019/Survey%20findings/Bangladesh%202019%20MICS%20Survey%20Findings_English.pdf}, institution = {Bangladesh Bureau of Statistics (BBS)}, author = {{Bangladesh Bureau of Statistics (BBS)} and UNICEF Bangladesh}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GI5823C2 2339240:N5JK4A3G 2405685:2RPSQCKH 2405685:78ADZUUD}, } @misc{basco_potencial_2019, title = {Un potencial con barreras: {La} participación de las mujeres en el área de {Ciencia} y {Tecnología} en {Argentina} {\textbar} {Publications}}, url = {https://publications.iadb.org/publications/spanish/document/Un_potencial_con_barreras_la_participaci%C3%B3n_de_las_mujeres_en_el_%C3%A1rea_de_Ciencia_y_Tecnolog%C3%ADa_en_Argentina_es_es.pdf}, urldate = {2021-12-15}, author = {Basco, Ana Inés and Lavena, Cecilia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VWA7ATK4 2405685:ATMQ6L3D}, } @techreport{beg_engaging_2019, title = {Engaging {Teachers} with {Technology} {Increased} {Achievement}, {Bypassing} {Teachers} {Did} {Not}}, url = {https://www.nber.org/papers/w25704}, abstract = {Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.}, language = {en}, number = {25704}, institution = {National Bureau of Economic Research}, author = {Beg, Sabrin A. and Lucas, Adrienne M. and Halim, Waqas and Saif, Umar}, year = {2019}, doi = {10.3386/w25704}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:TBHVAYN6 2339240:ZM4QJ97Y 2405685:85UPRNLV 2405685:P6CAARB6}, keywords = {\_\_\_working\_potential\_duplicate}, } @inproceedings{beg_beyond_2019, title = {Beyond the {Basics}: {Improving} {Post}-{Primary} {Content} {Delivery} through {Classroom} {Technology}}, url = {https://riseprogramme.org/sites/default/files/inline-files/Beg.pdf}, abstract = {Using an RCT in middle schools in Pakistan, we test the effect of a governmentimplemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student achievement increased by 0.2-0.3 standard deviations on math and science tests, 52 to 120 percent more than the control group, and students were more likely to pass the provincially standardized high stakes exams. Increased efforts by both students and teachers indicate a complementarity between technology and other inputs in education production. At a scale of 100 schools, this program is extremely cost-effective.}, language = {en}, author = {Beg, Sabrin and Lucas, Adrienne M and Halim, Waqas and Saif, Umer}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:N3IQ9VDH 2405685:56WJPPUE}, pages = {41}, } @misc{ben-hassine_government_2019, title = {Government {Policy} for the {Internet} {Must} {Be} {Rights}-{Based} and {User}-{Centred} {\textbar} {United} {Nations}}, url = {https://www.un.org/en/chronicle/article/government-policy-internet-must-be-rights-based-and-user-centred}, urldate = {2022-11-18}, author = {Ben-Hassine, Wafa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RGPAFMXP 2405685:KE3RRNLQ}, } @article{berente_research_2019, title = {Research commentarydata-driven computationally intensive theory development}, volume = {30}, doi = {10.1287/isre.2018.0774}, language = {en}, number = {1}, journal = {Information Systems Research}, author = {Berente, N. and Seidel, S and Safadi, H.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2018.0774 2405685:YYPVZ3MY 2486141:Q2QSCZPT}, keywords = {\_Added-ailr-2024}, pages = {50--64}, } @article{bergman_how_2019, title = {How behavioral science can empower parents to improve children's educational outcomes}, volume = {5}, issn = {2379-4615}, url = {https://muse.jhu.edu/article/748230}, doi = {10.1353/bsp.2019.0004}, abstract = {Parents powerfully influence their children’s educational outcomes. Yet psychological and informational barriers impede parents’ ability to engage with their children in ways that improve outcomes: parents tend to have inflated perceptions of their children’s performance, which can deter them from taking helpful steps to effectively support their learning, and parenting is complex. Limited cognitive bandwidth for coping with complexities can steer parents’ attention away from actions that have long-term benefits for their children and toward actions yielding immediate returns. Poor school-to-parent communication and poverty exacerbate all of these problems. In this article, the author demonstrates how providing timely, actionable information to parents can lower these barriers and help parents engage with their children more productively from kindergarten through high school. Moreover, providing this information can improve educational outcomes at low cost.}, language = {en}, number = {1}, urldate = {2022-03-04}, journal = {Behavioral Science \& Policy}, author = {Bergman, Peter}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/bsp.2019.0004 2339240:EFP32JJ7 2405685:W5PIX5JE}, pages = {52--67}, } @techreport{bertoni_teachers_2019, title = {Teachers' {Preferences} for {Proximity} and the {Implications} for {Staffing} {Schools}: {Evidence} from {Peru}}, shorttitle = {Teachers' {Preferences} for {Proximity} and the {Implications} for {Staffing} {Schools}}, url = {https://publications.iadb.org/en/teachers-preferences-proximity-and-implications-staffing-schools-evidence-peru}, urldate = {2022-05-16}, institution = {Inter-American Development Bank}, author = {Bertoni, Eleonora and Elacqua, Gregory and Hincapie, Diana and Méndez, Carolina and Paredes, Diana}, month = oct, year = {2019}, doi = {10.18235/0001977}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0001977 2129771:L9UR6285 2339240:92L8XSSF 2339240:YW9P92JU 2405685:7YJITWWI 2405685:JVM5XA6B 2405685:NTU6WXZ3 4556019:SVTALQW6}, keywords = {C:Peru, \_C:Peru PER}, } @article{bibi_causes_2019, title = {Causes of {Girls} {Drop} out from {Primary} {Schools} in {Tehsil} {Bahrain} {District} {Swat}, {KPK} {Pakistan}}, volume = {3}, issn = {2617-1252}, url = {https://eric.ed.gov/?id=EJ1266053}, doi = {10.18488/journal.137.2019.31.44.58}, abstract = {Getting education is very important for both boys and girls. However, there are female children who do not complete school cycle and leave school before its completion which is one of the concerning issues for the Ministry of Education in Pakistan. To know why these girls drop out of school, the study provides some brief information on it. To get information on the above issue, structured interviews were used. The study was conducted in 4 Girls primary schools of Tehsil Bahrain district SWAT. Data was collected from sample of 80 respondents, in which (11 dropout girls from Govt Girls Primary School Madyan Swat, 16 from Govt Girls Primary School Ayeen Swat, 22 dropout girls from Girls Primary School Darolai Swat, 3 dropout girls from Girls Primary School Jail Bahrain Swat. 20 mothers of the dropout students and 8 teachers. After collecting information, some of the main causes for the dropout were found as work to earn some money for support of family (poverty), moving from one place to another, culture of the village, punishment, teachers' behavior, long distance from house to school and lack of text books and facilities. By looking to the findings of the study, there is a need of other researches in the area.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Asian Journal of Contemporary Education}, author = {Bibi, Aqsa and Ahmad, Waqar}, year = {2019}, note = {Publisher: AESS Publications KerkoCite.ItemAlsoKnownAs: 10.18488/journal.137.2019.31.44.58 2339240:2CGD2B4A 2405685:8LQ6V9XE}, keywords = {Child Labor, Cultural Influences, Dropout Research, Dropouts, Elementary School Students, Females, Foreign Countries, Individual Characteristics, Poverty, Student Attitudes}, pages = {44--58}, } @article{blayone_theorising_2019, title = {Theorising {Effective} {Uses} of {Digital} {Technology} with {Activity} {Theory}}, volume = {28}, issn = {1475-939X}, doi = {10.1080/1475939X.2019.1645728}, abstract = {Effective uses of digital technologies are vital to full inclusion in a network society. Digital-abilities researchers have produced several major frameworks, but these have generally not incorporated socio-contextual perspectives. To explore this lacuna, and engage in a reflective act of theorisation, activity theory is used to conceptualise four sub-systems of digitally mediated action. Eschewing technological determinism, humans are positioned as active agents capable of identifying, taking up, modifying and even subverting established technology uses in pursuit of meaningful objectives. At the same time, attention is given to contextual conditions shaping diverse activity systems supported by assemblages of humans and machines. Having theorised effective digital-technology uses through the lens of activity theory, the author reflects on this conceptual apparatus itself. In so doing, activity theory is characterised as a fertile, if complex and contested, future-oriented tradition that challenges individual-social dichotomies and addresses both humans and machines as mediators of activity, development and learning.}, language = {en}, number = {4}, urldate = {2020-12-22}, journal = {Technology, Pedagogy and Education}, author = {Blayone, Todd J. B.}, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1645728 2339240:5T4VKUGM 2405685:KTIRVW7U}, keywords = {Automation, Computer Use, Cultural Influences, Educational Technology, Group Activities, Information Technology, Man Machine Systems, Social Theories, Technology Uses in Education}, pages = {447--462}, } @book{boaz_what_2019, address = {Bristol, U.K.}, title = {What works now? : evidence-informed policy and practice}, isbn = {978-1-4473-4548-0}, shorttitle = {What works now?}, url = {https://eprints.kingston.ac.uk/id/eprint/43124/}, abstract = {Building substantially on the earlier, landmark text, What Works? (Policy Press, 2000), this book brings together key thinkers and researchers to provide a contemporary review of the aspirations and realities of evidence-informed policy and practice. The text is clearly structured and provides sector-by-sector analysis of evidence use in policy-making and service delivery. It considers some cross-cutting themes, including a section of international commentaries, and concludes by looking at lessons from the past and prospects for the future.}, language = {en}, urldate = {2020-09-24}, publisher = {Policy Press}, author = {Boaz, Annette and Davies, Huw and Fraser, Alec and Nutley, Sandra}, editor = {Boaz, Annette and Davies, Huw and Fraser, Alec and Nutley, Sandra}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2S6VILZT 2405685:8BD4NMZZ}, } @inproceedings{boell_wwwlitbasketsio_2019, address = {WW Huang, JK Lee}, title = {wwwlitbaskets.io, an {IT} artifact supporting exploratory literature searches for {Information} {Systems} research}, language = {en}, booktitle = {Proceedings of the {Pacific} {Asia} conference on information systems (eds {KK} {Wei}}, author = {Boell, SK and Wang, B}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EDNQS3TE 2486141:V87EDIZ4}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, } @misc{borowski_casels_2019, title = {{CASEL}'s framework for systemic social and emotional learning}, url = {https://measuringsel.casel.org/wp-content/uploads/2019/08/AWG-Framework-Series-B.2.pdf}, publisher = {Establishing Practical Social-Emotional Competence Assessment Work Group}, author = {Borowski, T.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z2WGRMIS 2405685:ARDRR5TA}, } @article{bozkurt_distance_2019, title = {From {Distance} {Education} to {Open} and {Distance} {Learning}: {A} {Holistic} {Evaluation} of {History}, {Definitions}, and {Theories}}, copyright = {Access limited to members}, shorttitle = {From {Distance} {Education} to {Open} and {Distance} {Learning}}, url = {https://www.igi-global.com/gateway/chapter/227916}, doi = {10.4018/978-1-5225-8431-5.ch016}, abstract = {As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from different perspectives to discern their future directions. The study concludes that DE and ODL are constantly developing interdisciplinary fields where technology has become a significant catalyst and these fields become part of the mainstream education. However, mainstreaming should be evaluated with caution, and there is a need to revisit core values and fundamentals where critical pedagogy would have a pivotal role. Besides, there is no single theory that best explains these interdisciplinary fields, and therefore, there is a need to benefit from different theoretical approaches. Finally, as a result of constant changes, we should keep the definition of both DE and ODL up-to-date to better explain the needs of the global teaching and learning ecosystem.}, language = {English}, urldate = {2020-05-26}, journal = {Handbook of Research on Learning in the Age of Transhumanism}, author = {Bozkurt, Aras and Bozkurt, Aras}, year = {2019}, note = {ISBN: 9781522584315 Publisher: IGI Global shortDOI: 10/ghgn5b KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-5225-8431-5.ch016 10/ghgn5b 2405685:HUJRQ23F}, } @misc{brac_brac_2019, title = {{BRAC} {Education} {Programme} {Bangladesh}}, url = {http://www.brac.net/program/wp-content/uploads/2019/12/Factsheet-BRAC-Education-Programme-June-2019.pdf}, urldate = {2021-10-25}, author = {{BRAC}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V9ITPR43 2405685:QBPVDD4B}, } @inproceedings{bradley_mobile_2019, title = {Mobile literacy among {Syrian} refugee women teachers}, url = {https://research-publishing.net/manuscript?10.14705/rpnet.2019.38.986}, doi = {10.14705/rpnet.2019.38.986}, abstract = {This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]}, language = {English}, booktitle = {{CALL} and complexity – short papers from {EUROCALL} 2019}, publisher = {Research-publishing.net}, author = {Bradley, Linda and Bahous, Rima and Albasa, Ali}, year = {2019}, note = {Publisher: Research-publishing.net, La Grange des Noyes, 25110 Voillans, France KerkoCite.ItemAlsoKnownAs: 10.14705/rpnet.2019.38.986 2339240:ZAUCKJ67 2405685:45VMGDEX 2405685:8RNRFPG7 2405685:HUEZG3W8 2534378:93K5R9FV 2534378:NR6VFNNC}, keywords = {Career Development, Cross Cultural Studies, ERIC, Resources in Education (RIE), Faculty Development, Females, Foreign Countries, Handheld Devices, Informal Education, Information Technology, Land Settlement, Lebanon, Literacy, Occupational Aspiration, Refugees, Second Language Instruction, Second Language Learning, Sweden, Syria, Teacher Attitudes, Telecommunications, Videoconferencing, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095768, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {57--62}, } @article{brady_academic_2019, title = {Academic staff perspectives on technology for assessment ({TfA}) in higher education: {A} systematic literature review}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Academic staff perspectives on technology for assessment ({TfA}) in higher education}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12742}, doi = {10.1111/bjet.12742}, abstract = {This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer-reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set-up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.}, language = {en}, number = {6}, urldate = {2019-11-15}, journal = {British Journal of Educational Technology}, author = {Brady, Mairead and Devitt, Ann and Kiersey, Rachel A.}, year = {2019}, note = {shortDOI: 10/gf5f7m KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12742 10/gf5f7m 2339240:BGFA2SDN 2405685:DBQ25LCM}, pages = {3080--3098}, } @article{brion_keeping_2019, title = {Keeping the learning going: using mobile technology to enhance learning transfer}, volume = {18}, issn = {1570-2081, 1573-1723}, shorttitle = {Keeping the learning going}, url = {http://link.springer.com/10.1007/s10671-018-09243-0}, doi = {10.1007/s10671-018-09243-0}, language = {en}, number = {3}, urldate = {2023-12-11}, journal = {Educational Research for Policy and Practice}, author = {Brion, Corinne}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-018-09243-0 2405685:VFBUV8DG}, pages = {225--240}, } @misc{broadband_commission_child_2019, title = {Child {Online} {Safety} {Universal} {Declaration}}, url = {https://www.broadbandcommission.org/publication/child-online-safety-declaration/}, abstract = {There are more than 2 billion children under the age of 18, with the majority living in the developing countries in Sub Saharan Africa, Asia and Latin America and the Caribbean. Many children have access to and are being impacted by the Internet. They may also be exploited by its use in unthinkable ways, and … Child Online Safety Declaration Read More »}, language = {en-US}, urldate = {2022-04-25}, journal = {Broadband Commission}, author = {{Broadband Commission}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NW5QXBCI 2405685:BQBQG5BV}, } @article{brunette_impact_2019, title = {The impact of mother tongue reading instruction in twelve {Ugandan} languages and the role of language complexity, socioeconomic factors, and program implementation}, volume = {63}, issn = {0010-4086, 1545-701X}, url = {https://www.journals.uchicago.edu/doi/10.1086/705426}, doi = {10.1086/705426}, language = {en}, number = {4}, urldate = {2022-06-11}, journal = {Comparative Education Review}, author = {Brunette, Tracy and Piper, Benjamin and Jordan, Rachel and King, Simon and Nabacwa, Rehemah}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/705426 2405685:N6LYI2SD 4042040:KKJT92BH}, pages = {591--612}, } @article{buabeng-andoh_factors_2019, title = {Factors {That} {Influence} {Teachers}' {Pedagogical} {Use} of {ICT} in {Secondary} {Schools}: {A} {Case} of {Ghana}}, volume = {10}, issn = {1309-517X}, shorttitle = {Factors {That} {Influence} {Teachers}' {Pedagogical} {Use} of {ICT} in {Secondary} {Schools}}, url = {https://eric.ed.gov/?id=EJ1221987}, abstract = {Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers' ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers' use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers' ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers' pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT.}, language = {en}, number = {3}, urldate = {2021-01-15}, journal = {Contemporary Educational Technology}, author = {Buabeng-Andoh, Charles}, year = {2019}, note = {Publisher: Contemporary Educational Technology KerkoCite.ItemAlsoKnownAs: 2339240:BKXQRZLF 2405685:CJMLD46D}, keywords = {Access to Computers, Competence, Computer Uses in Education, Foreign Countries, Gender Differences, Influence of Technology, Information Technology, Instructional Leadership, Pedagogical Content Knowledge, Private Schools, Public Schools, Rural Schools, Secondary School Teachers, Secondary Schools, Self Efficacy, Teacher Attitudes, Technological Literacy, Technology Integration, Training, Urban Schools, ⛔ No DOI found}, pages = {272--288}, } @article{buchel_expanding_2019, title = {Expanding {School} {Time} and the {Value} of {Computer}-{Assisted} {Learning}: {Evidence} from a {Randomized} {Controlled} {Trial} in {El} {Salvador}}, url = {https://boris.unibe.ch/142255/1/201904_CALImpact_Evaluation_Report_April19.pdf}, language = {en}, author = {Buchel, Konstantin and Jakob, Martina and Kuhnhanss, Christoph and Steffen, Daniel and Brunetti, Aymo}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9YIYHWW9 2405685:BNSIAB6T}, keywords = {⛔ No DOI found}, pages = {44}, } @techreport{burns_information_2019, title = {Information and communications technologies in secondary education in sub-{Saharan} {Africa}: {Policies}, practices, trends, and recommendations}, url = {https://mastercardfdn.org/wp-content/uploads/2019/11/ICT-in-Secondary-Education.pdf}, institution = {Mastercard Foundation}, author = {Burns, Mary and Santally, Mohammad Issack}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BIW2Z8U5 2405685:PF2YUZR3}, pages = {81}, } @book{burns_educating_2019, title = {Educating 21st {Century} {Children}: {Emotional} {Well}-{Being} in the {Digital} {Age}}, url = {https://www.oecd-ilibrary.org/education/educating-21st-century-children_b7f33425-en}, abstract = {What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind, and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes. This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.}, language = {English}, urldate = {2022-08-21}, publisher = {OECD Publishing}, author = {Burns, Tracey and Gottschalk, Francesca}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QCFAWB6K 2405685:EUL4UHAW}, } @article{carpenter_broadening_2019, title = {Broadening borders to build better schools: virtual professional learning communities}, volume = {34}, issn = {0951354X}, url = {https://www.researchgate.net/publication/335273534_Broadening_borders_to_build_better_schools_Virtual_professional_learning_communities}, doi = {10.1108/IJEM-09-2018-0296}, abstract = {PurposeThe purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic.Design/methodology/approachA phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013).FindingsTeacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice.Research limitations/implicationsThe research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year.Practical implicationsThe findings from this study have practical implications for rural teachers and school implementation of a professional learning community model.Originality/valueThe promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).}, language = {English}, number = {2}, journal = {The International Journal of Educational Management}, author = {Carpenter, Daniel and Munshower, Paul}, year = {2019}, note = {Place: Bradford Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2338030077?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/IJEM-09-2018-0296 2339240:ITBNKNJS 2405685:493XEK9T 2405685:BXCJZXC3 2534378:9DM4HQE9 2534378:BDJAHBNX 2534378:EEJ2GZ6E}, keywords = {Collaboration, Communities of Practice, Computer Mediated Communication, ERIC, Current Index to Journals in Education (CIJE), Education, Educational technology, Faculty Development, Learning, Meetings, Preferences, Professional development, Professional learning communities, Rural Schools, Rural schools, School districts, Teacher Attitudes, Teacher Collaboration, Teacher collaboration, Teachers, Teaching, Virtual professional learning communities, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095794, \_\_finaldtb}, pages = {296--314}, } @article{castillo_multilingual_2019, title = {Multilingual literacy transfer in rural {South} {Africa}: {A} technology-based impact study}, volume = {65}, doi = {10.1007/s11159-019-09779-0}, journal = {International Review of Education}, author = {Castillo, N. and Wagner, D.A.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-019-09779-0 2339240:KIHKDCTG 2405685:SIG5VBIC}, pages = {389--408}, } @misc{central_digital_and_data_office_government_2019, title = {Government {Design} {Principles}}, url = {https://www.gov.uk/guidance/government-design-principles}, abstract = {The UK government's design principles and examples of how they've been used.}, language = {en}, urldate = {2021-05-19}, journal = {GOV.UK}, author = {Central Digital {and} Data Office}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HEJIHY8U 2405685:R8NQTVRI}, } @phdthesis{chapman_meeting_2019, title = {Meeting them where they are: {The} use of {Twitter} in youth civic education}, author = {Chapman, A L}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CU7ZJ7CJ}, } @incollection{chigona_teacher_2019, address = {Paris}, title = {Teacher education for realities of 21st century learners in rural {South} {Africa}}, url = {https://marcelo.pimenta.com.br/wp-content/uploads/2019/11/Human-Learning-in-the-Digital-Era.pdf}, booktitle = {Human learning in the digital era}, publisher = {UNESCO}, author = {Chigona, A. and Chigona, W.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ALK9J264 2405685:FW9G3E5R}, pages = {21--26}, } @misc{chioda_educate_2019, title = {Educate! {RCT} 4-{Year} {Follow}-{On} ({Interpretation} {Memo})}, url = {https://www.gov.uk/research-for-development-outputs/educate-rct-4-year-follow-on-interpretation-memo}, abstract = {Follow-up to a Randomized Controlled Trial which measured impact on students 4 years after completing the Educate! programme}, language = {en}, urldate = {2023-06-22}, author = {Chioda, L and Gertler, L and Gertler, P}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6FACMQ2Z 2405685:YKS9CJL2}, } @techreport{cilliers_can_2019, title = {Can public rankings improve school performance? {Evidence} from a nationwide reform in {Tanzania}}, shorttitle = {Can {Public} {Rankings} {Improve} {School} {Performance}?}, url = {https://www.riseprogramme.org/publications/rise-working-paper-19027-can-public-rankings-improve-school-performance-evidence}, urldate = {2021-02-11}, institution = {Research on Improving Systems of Education (RISE)}, author = {Cilliers, Jacobus and Mbiti, Isaac and Zeitlin, Andrew}, year = {2019}, doi = {10.35489/BSG-RISE-WP_2019/027}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2019/027 2339240:8NZV7LWT 2405685:PDZ4MDGU}, } @techreport{cilliers_can_2019, type = {{RISE} {Working} {Paper} {Series}. 19/027}, title = {Can {Public} {Rankings} {Improve} {School} {Performance}? {Evidence} from a {Nationwide} {Reform} in {Tanzania}}, shorttitle = {Can {Public} {Rankings} {Improve} {School} {Performance}?}, url = {https://doi.org/10.35489/BSG-RISE-WP_2019/027}, language = {en}, urldate = {2022-04-07}, author = {Cilliers, Jacobus and Mbiti, Isaac and Zeitlin, Andrew}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BKU3WJ9A 2405685:A72EGY39 4656463:UPYF75H3}, } @techreport{cilliers_can_2019, type = {{RISE} {Working} {Paper} {Series}. 19/027}, title = {Can {Public} {Rankings} {Improve} {School} {Performance}? {Evidence} from a {Nationwide} {Reform} in {Tanzania}}, shorttitle = {Can {Public} {Rankings} {Improve} {School} {Performance}?}, url = {https://doi.org/10.35489/BSG-RISE-WP_2019/027}, language = {en}, urldate = {2022-04-07}, author = {Cilliers, Jacobus and Mbiti, Isaac and Zeitlin, Andrew}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BKU3WJ9A 2405685:A72EGY39 4656463:UPYF75H3}, } @techreport{cilliers_can_2019, type = {{RISE} {Working} {Paper} {Series}. 19/027}, title = {Can {Public} {Rankings} {Improve} {School} {Performance}? {Evidence} from a {Nationwide} {Reform} in {Tanzania}}, shorttitle = {Can {Public} {Rankings} {Improve} {School} {Performance}?}, url = {https://doi.org/10.35489/BSG-RISE-WP_2019/027}, language = {en}, urldate = {2022-04-07}, author = {Cilliers, Jacobus and Mbiti, Isaac and Zeitlin, Andrew}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BKU3WJ9A 2405685:A72EGY39 4656463:UPYF75H3}, } @misc{clear_global_language_2019, title = {Language data for {Nigeria}}, url = {https://clearglobal.org/language-data-for-nigeria/}, abstract = {Find information about languages in Nigeria, thanks to our language data, including interactive and static language maps for Nigeria.}, language = {en-US}, urldate = {2023-02-10}, author = {{CLEAR Global}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XYMKEPWU 4042040:JHQCMKE9}, } @article{clist_payment_2019, title = {Payment by results in international development: {Evidence} from the first decade}, volume = {37}, issn = {0950-6764, 1467-7679}, shorttitle = {Payment by results in international development}, url = {https://onlinelibrary.wiley.com/doi/10.1111/dpr.12405}, doi = {10.1111/dpr.12405}, abstract = {Donors would be sensible to limit themselves to either ‘small PbR’ (where the costs of PbR are minimised) or genuine ‘big PbR’ (where projects seek to maximise PBR’s benefits). The current evidence shows that projects outside these two categories are worse than traditional forms of aid. Evidence for ‘small PbR’ is mixed, while there is no evidence for ‘big PbR’ as it has yet to be tried.}, language = {en}, number = {6}, urldate = {2022-06-09}, journal = {Development Policy Review}, author = {Clist, Paul}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/dpr.12405 2339240:7FJCYSTU 2405685:XNFE2NTT 4656463:IMJ7GRVC}, pages = {719--734}, } @misc{coaction_learning_lab_framework_2019, title = {{FRAMEWORK} {FOR} {STAKEHOLDER} {INCLUSION} {IN} {THE} {TECHNOLOGY} {PLANNING} {PROCESS}}, url = {https://coaction.psu.edu/inclusion-framework/}, journal = {Penn State COACTION LEARNING LAB}, author = {CoAction Learning Lab}, year = {2019}, note = {zotzenLib.CopiedFrom: 2339240:7JSJ8J8R KerkoCite.ItemAlsoKnownAs: 2339240:7JSJ8J8R 2405685:T8SP8NAM}, } @techreport{coe_great_2019, title = {Great {Teaching} {Toolkit}: {Evidence} {Review}}, url = {https://assets.website-files.com/5ee28729f7b4a5fa99bef2b3/5ee9f507021911ae35ac6c4d_EBE_GTT_EVIDENCE%20REVIEW_DIGITAL.pdf}, urldate = {2020-08-11}, institution = {Evidence Based Education}, author = {Coe, Rob and Rauch, C.J. and Kime, Stuart and Singleton, Dan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4IL87MTM}, keywords = {C:England/International}, } @article{coffie_transforming_2019, title = {Transforming {Teacher} {Education} and {Learning} in {Ghana}: {The} {Impact} of a {Continuous} {Professional} {Development} on {Physics} {Teaching} at the {Colleges} of {Education}}, volume = {6}, abstract = {The colleges of education in Ghana have been involved in a continuous professional development for over four years with support of Transforming Teacher Education and Learning (T-TEL). The main purpose of this research was to assess the perceived impact of the continuous professional programme on physics teaching at the colleges of education. Descriptive cross sectional survey was used for the study. An online survey was conducted which was completed by 85 physics tutors. The survey data were analysed using means and standard deviations and ANOVA. It was found that the professional development is perceived by the physics tutors to have great impact on their teaching practice. It was also found out that there was no statistical significant difference in the perceived impact of the professional development based on tutors’ experience. It was concluded that if the student teachers who are being trained by these tutors will learn these ideas from their tutors and practice them, teaching at the basic schools will be more interactive, students-centered and gender responsive.}, language = {en}, number = {7}, journal = {International journal of Research and Scientific Innovation}, author = {Coffie, Isaac Sonful}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:IPJBNU3S}, keywords = {⛔ No DOI found}, } @misc{cognizant_blockchain_2019, title = {Blockchain {Goes} to {School}}, url = {https://www.cognizant.com/us/en/whitepapers/documents/blockchain-goes-to-school-codex3775.pdf}, author = {Cognizant}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HRWJ4MFX 2405685:RDV6F68H}, } @misc{communications_authority_of_kenya_second_2019, title = {Second {Quarter} {Statistics} {Report} for the {Financial} {Year} 2019/2020}, url = {https://ca.go.ke/wp-content/uploads/2020/03/Sector-Statistics-Report-Q2-2019-2020-1.pdf}, urldate = {2020-07-01}, author = {Communications Authority of Kenya}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:3QABM8GW}, } @techreport{conceicao_human_2019, title = {Human development report 2019: beyond income, beyond averages, beyond today: inequalities in human development in the 21st century}, shorttitle = {Human development report 2019}, url = {http://hdr.undp.org/sites/default/files/hdr2019.pdf}, language = {en}, author = {Conceição, Pedro and {United Nations Development Programme}}, year = {2019}, note = {OCLC: 1130905759 KerkoCite.ItemAlsoKnownAs: 2339240:EFRSRANV 2405685:SNQDEQWB 2405685:VXDMBKGS}, } @inproceedings{cristol_innovative_2019, title = {Innovative {Delivery} of {Education} in {Bangladesh} {Using} {Mobile} {Technology}}, abstract = {Given the increasing use and accessibility of mobile technology, a pilot study, “Innovative Delivery of Education in Bangladesh Using Mobile Technology” was carried out using mobile learning devices to both increase and enrich the delivery of educational services in a remote Bangladesh district. The APTUS system was used to allow learners’ connection to digital learning platforms and content without electricity or internet access. The researchers maintained that mobile learning associated with Project Based Learning can effect student learning in five ways: (1) contingent learning, changing experience students have by responding to the environment; (2) situated learning, in which learning occurs in the conditions applicable to the learning; (3) authentic learning connected to immediate learning goals; (4) context-aware learning, in which the environment and history affect learning; and (5) personalized learning. The results from this pilot research study provides evidence of the students achievement growth overtime and motivated to learn higher-order thinking technology enhanced skills when practical applications are supplemented with technology tools such as tablets. Students reported a heightened interest in science as a result of the project. Teachers maintained that their teaching skills were enhanced by the project and able to apply practical applications to teach science rather than lecturing and rote learning. Parents attributed the project for their children being more motivated to learn science inside and outside of the classroom. The study appears to have a positive impact on the three groups of the participants and should be scaled up to benefit more learning communities, especially in remote areas of Bangladesh.}, language = {en}, author = {Cristol, Dean and Abdulbaki, Anwar and Tuhin, Salah Uddin and Al-Sabbagh, Samah and Majareh, Maryam and Gimbert, Belinda}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UXGNF73S 2405685:MVSQSM9B}, keywords = {⛔ No DOI found}, pages = {9}, } @article{crompton_mobile_2019, title = {Mobile learning and student cognition: {A} systematic review of {PK}-12 research using {Bloom}’s {Taxonomy}}, volume = {50}, copyright = {© 2018 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Mobile learning and student cognition}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12674}, doi = {10.1111/bjet.12674}, abstract = {The rise of mobile learning in schools during the past decade has led to promises about the power of mobile learning to extend and enhance student cognitive engagement. The purpose of this study was to examine trends to determine the cognitive level students are involved in within mobile learning activities. This systematic review involved an aggregated and configurative synthesis of PK-12 mobile learning studies from 2010 to 16 and used Bloom’s Taxonomy as a theoretical framework for categorizing the cognitive level of student activities. Major new findings include that students are involved in activities at all six levels of Bloom’s Taxonomy. This study shows that over 60\% of researchers are developing activities that require high levels of cognitive processing, a large increase from past studies. Nonetheless, 40\% are integrating mobile devices in ways that keep students working with minimal cognitive processing. In both elementary and secondary studies, there was a 40/60\% split in the use of lower versus high level thinking opportunities. New findings show that mobile devices were integrated into science, mathematics, social studies, literacy, art and special education. Studies in science settings were the majority of the studies (40\%), followed by literacy (24\%).}, language = {en}, number = {2}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Crompton, Helen and Burke, Diane and Lin, Yi-Ching}, year = {2019}, note = {shortDOI: 10/gf5f7g KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12674 10/gf5f7g 2339240:ITSJB3B5 2339240:KIEJIK2D 2405685:J23Q8BH4}, keywords = {Reviewed}, pages = {684--701}, } @techreport{crouch_meeting_2019, title = {Meeting the data challenge in education: {A} knowledge and innovation exchange}, url = {https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper}, abstract = {The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.}, language = {en}, urldate = {2020-08-06}, institution = {Global Partnership for Education}, author = {Crouch, Luis}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3KBXHSD9 2339240:PYIIMTJL 2405685:FK24U2VZ 2405685:NNIMTDB4 2405685:PCB2NZJ6 2534378:K8UUXZMX}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{de_barros_assessment_2019, title = {Assessment of the {Impact} of the {Jovem} de {Futuro} {Program} on {Learning}}, url = {http://documents1.worldbank.org/curated/en/825101561723584640/pdf/Assessment-of-the-Impact-of-the-Jovem-de-Futuro-Program-on-Learning.pdf}, language = {en}, institution = {World Bank}, author = {de Barros, Ricardo Paes and de Carvalho, Mirela and Franco, Samuel and Garcia, Beatriz and Henriques, Ricardo and Machado, Laura}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2GLYDRF3 2405685:67VRVQEZ}, } @article{de_hoop_no_2019, title = {No lost generation: {Supporting} the school participation of displaced {Syrian} children in {Lebanon}}, volume = {55}, url = {https://doi.org/10.1080/00220388.2019.1687875}, doi = {10.1080/00220388.2019.1687875}, abstract = {This study documents the impact of a cash transfer programme–known as the No Lost Generation Programme (NLG) and locally as Min Ila (‘from to’)–on the school participation of displaced Syrian children in Lebanon. An initiative of the government of Lebanon, the United Nations Children’s Fund (UNICEF), and the World Food Programme (WFP), the programme provided cash for the benefit of children enrolled in afternoon shifts at public primary schools. It was designed to cover the cost of commuting to school and to compensate households for income forgone because children were attending school instead of working. Commuting costs and forgone income are two critical barriers to child school participation. The analysis relies on a geographical regression discontinuity design to identify the impact halfway through the first year of programme operation, the 2016/2017 school year. The analysis finds substantive impacts on school attendance among enrolled children, which increased by 0.5 days to 0.7 days per week, an improvement of about 20 per cent relative to the control group. School enrolment among Syrian children rose rapidly across all Lebanon’s governorates during the period of the evaluation, resulting in supply-side capacity constraints that appear to have dampened positive enrolment impacts.}, number = {sup1}, journal = {Journal of Development Studies}, author = {de Hoop, Jacobus and Morey, Mitchell and Seidenfeld, David}, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2019.1687875 2405685:6254DV2I}, pages = {107--127}, } @misc{department_of_planning_policy_and_research_education_2019, title = {Education {Statistical} {Abstract} 2016-2018 ({Unpublished})}, publisher = {The Ministry of Education and Vocational Training}, author = {Department of Planning, Policy {and} Research}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8VVC4TYA 2405685:EE4V6GP2}, } @techreport{devtrio_consultants_research_2019, title = {Research into {Digital} {Accessibility} and {Literacy} among {School} {Teachers} in {Punjab}: {Research} {Report}}, url = {https://www.britishcouncil.pk/sites/default/files/dal_compressed_22_august_2019.pdf}, urldate = {2020-08-12}, institution = {British Council}, author = {{DevTrio Consultants}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:C7T2UTEY}, } @techreport{dfe_department_for_education_realising_2019, address = {London, UK}, title = {Realising the potential of technology in education: {A} strategy for education providers and the technology industry}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/791931/DfE-Education_Technology_Strategy.pdf}, institution = {Department for Education}, author = {DfE (Department for Education)}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5UWKJNTD 2405685:R2I7U6ZD}, } @article{dfid_dfid_2019, title = {{DFID} ethical guidance for research, evaluation and monitoring activities}, url = {https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&ved=0CAIQw7AJahcKEwj49-Lk0tuAAxUAAAAAHQAAAAAQAg&url=https%3A%2F%2Fassets.publishing.service.gov.uk%2Fgovernment%2Fuploads%2Fsystem%2Fuploads%2Fattachment_data%2Ffile%2F838106%2FDFID-Ethics-Guidance-Oct2019.pdf&psig=AOvVaw2fnDCKdcdYgOlU4ur6QcJz&ust=1692085201445770&opi=89978449}, language = {en}, author = {{DFID}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DYKR49HK 2129771:MLJ8DYDF 2129771:XH8PYE58 2339240:NSUHFAGV 2405685:KMWTSU7N 2405685:WIMGWF8H}, keywords = {⛔ No DOI found}, pages = {33}, } @techreport{dfid_vfm_2019, title = {{VfM} {Guidance}: {The} 4th {E} {Equity} {External} {Version}}, url = {https://www.ukaiddirect.org/wp-content/uploads/2021/02/Equity-and-VfM-Guidance-2019_FCDO_EXTERNAL.pdf}, institution = {Department for International Development}, author = {DFID}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HMCK3CL2 2405685:44MY29ZM}, } @article{diop_understanding_2019, title = {Understanding the {Allocation} of {Public} {Personnel} {Across} {Government} {Health} {Facilities} in {Ghana}}, abstract = {In order to deliver public services, governments must allocate scarce human and financial resources across their territories, yet there is little systematic evidence on the productivity of these inputs or allocative efficiency with which governments allocate them. We study this by leveraging a unique panel dataset of service delivery, health outcomes, and human and financial inputs in the universe of over 5,000 public health facilities in Ghana. Our research design allows us to estimate the marginal returns to health personnel and inputs, while controlling for unobserved heterogeneity across facilities. We document the roles and current distribution of the different types of health workers and facilities within the health system, and investigate the relationship between patient volume and the number of health workers in a facility. We discuss implications for optimal staffing allocations and further research.}, language = {en}, author = {Diop, Binta Zahra and Awoonor-Williams, Koku and Ofosu, Anthony and Williams, Martin J}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HZJI434B 2405685:FWKIXDSV 4656463:5KM5I7B7}, keywords = {⛔ No DOI found}, pages = {30}, } @techreport{directorate_of_primary_education_bangladesh_2019, title = {Bangladesh {Primary} {Education} {Annual} {Sector} {Performance} {Report} 2019}, author = {Directorate of Primary Education}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YZZV53KC 2405685:BZR78EKI}, } @misc{directorate_of_science_technology_and_innovation_government_2019, title = {Government of {Sierra} {Leone} {Education} {Data} {Hub}}, url = {https://educationdatahub.dsti.gov.sl/}, urldate = {2020-12-17}, author = {Directorate of Science, Technology {and} Innovation}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8BAXTEYI 2405685:46EQS5JF}, } @techreport{directorate_of_science_technology_and_innovation_national_2019, title = {National {Innovation} and {Digital} {Strategy}}, url = {https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf}, urldate = {2020-12-16}, author = {Directorate of Science, Technology {and} Innovation}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q8HXYPXT 2405685:GWCHFY72}, } @techreport{directorate_of_science_technology__innovation_sierra_leone_sierra_2019, title = {Sierra {Leone} {National} {Innovation} and {Digital} {Strategy} (2019-2029): {Digitization} for all: {Identity}, {Economy}, and {Governance}}, url = {https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZAK6UTWJ 2405685:65CSGZUZ 2405685:ALD9DQ6P}, } @techreport{education_commission_transforming_2019, address = {New York}, title = {Transforming the {Education} {Workforce}: {Learning} {Teams} for a {Learning} {Generation}}, url = {https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Full-Report.pdf}, abstract = {The Education Commission's vision to strengthen, diversify, and transform the education workforce to deliver inclusive, quality education for all.}, institution = {Education Commission}, author = {Education Commission}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HFEU63QF 2339240:KAFI2DU8 2339240:Y46JESVZ 2405685:7JBG673D 2405685:AG66GV8B 2405685:J99WFZ9L 2405685:MF5UMTVS 2405685:PBVSSI2T 2405685:RZINF2DS 2534378:UMCUKS9F}, keywords = {C: International, \_\_\_working\_potential\_duplicate}, } @techreport{education_endowment_foundation_abracadabra_2019, title = {Abracadabra ({ABRA})}, urldate = {2020-06-30}, author = {Education Endowment Foundation}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:YLWE42F5}, } @techreport{ellis_rapid_2019, address = {Cardiff}, title = {A {Rapid} {Evidence} {Assessment} of the effectiveness of educational interventions to support children and young people with multi-sensory impairment.}, number = {GSR report number 51/2019}, institution = {Welsh Government}, author = {Ellis, L and Douglas, G and Hewett, R and McLinden, T and Terlektsi, E and Wotten, AM and Ware, J and Williams, L}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5DZTY8BD 2405685:2FIF7LND}, } @article{farhana_use_2019, title = {Use of {ICT} by {Biology} {Teachers} in the {Secondary} {Schools}: {Bangladesh} {Perspective}}, shorttitle = {Use of {ICT} by {Biology} {Teachers} in the {Secondary} {Schools}}, url = {https://www.iiste.org/Journals/index.php/JCSD/article/view/45995}, doi = {10.7176/jcsd/45-05}, abstract = {Information and communication technologies (ICT) have changed the pedagogy in education offering more student-centered learning incidents. The purpose of this study was to evaluate the use of ICT by the biology teachers in teaching-learning process of secondary schools in Bangladesh. A total of 50 biology teachers from several secondary schools of Bangladesh participated in the study. It was found that teachers have better access to computer than the average populace of Bangladesh. They have working knowledge on Microsoft Office Word, Excel, Power Point, and different web browsers. A good number of the teachers use computer for preparing their lectures, use internet for accessing educational materials, takes classes with multimedia with the support of ICT. However, about 17\% to 25\% were found to be not using these ICT means. Many teachers opined that they have less number of computers in the school to prepare for class work. They also assessed that hardware troubleshooting, software malfunction and unexpected power failure as challenges for using ICT. This paper recommends to provide continuous in-servicing training on ICT, interest free loan to teachers for purchasing laptop computer and to ensure technical support to overcome software and hardware problems in the schools.}, language = {en}, urldate = {2021-05-07}, journal = {Journal of Culture, Society and Development}, author = {Farhana, Z and Chowdhury, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.7176/jcsd/45-05 10/gj37jj 2339240:R2I6C4KK 2405685:8YK9A8A2}, } @techreport{federal_ministry_of_education_nigeria_national_2019, title = {National {Implementation} {Guidelines} for {ICT} in {Education}}, url = {http://education.gov.ng/wp-content/uploads/2019/07/NATIONAL-IMPLEMENTATION-GUIDELINES-FOR-ICT-IN-EDUCATION-2019.pdf}, urldate = {2020-07-07}, author = {Federal Ministry of Education (Nigeria)}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YDFAS5EL}, } @techreport{federal_ministry_of_education_nigeria_national_2019, title = {National {Policy} on {ICT} in {Education}}, url = {http://education.gov.ng/wp-content/uploads/2019/08/NATIONAL-POLICY-ON-ICT-IN-EDUCATION-2019.pdf}, urldate = {2020-07-07}, author = {Federal Ministry of Education (Nigeria)}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MDRRF95U}, } @misc{fhi360_mobile_2019, title = {Mobile {Solutions} {Technical} {Assistance} and {Research} ({mSTAR})}, url = {https://www.fhi360.org/projects/mobile-solutions-technical-assistance-and-research-mstar}, abstract = {The FHI 360 Mobile Solutions Technical Assistance and Research (mSTAR) project, funded by the U.S. Agency for International Development (USAID), increased access to and use of mobile and digital technologies by low-income individuals, civil society, local government institutions and private-sector stakeholders.}, urldate = {2020-06-26}, author = {FHI360}, year = {2019}, note = {Library Catalog: www.fhi360.org EdTechHub.ItemAlsoKnownAs: 2405685:XJSKZQMC}, } @article{ford_cognitive_2019, title = {A cognitive assessment tool designed for data collection in the field in low-and middle-income countries}, volume = {14}, issn = {1745-4999}, url = {https://doi.org/10.1177/1745499919829217}, doi = {10.1177/1745499919829217}, abstract = {The Rapid Assessment of Cognitive and Emotional Regulation (RACER) is a tablet-based assessment tool for children that measures executive function (EF) skills. Instructions that are brief and visually presented; game-like tasks are designed to easily engage children regardless of literacy level and variable test administration settings. RACER measures inhibitory control and working memory. This study presents the theoretical rationale and empirical evidence for tablet-based assessments of EF, the process of administering the RACER assessments. The current sample consists of students in Lebanon (N=1900) and Niger (N=850). The results indicate that individual differences in EF can be assessed by the RACER tablet tasks. Specifically, we demonstrate that EF scores are associated in expected ways with age and that tasks function similarly to what has been observed in high-income countries. The feasibility and utility for researchers, practitioners, and clinicians, of this cognitive assessment tool is discussed.}, language = {en}, number = {1}, journal = {Research in Comparative and International Education}, author = {Ford, Cassie B. and Kim, Ha Yeon and Brown, Lindsay and Aber, J. Lawrence and Sheridan, Margaret A.}, year = {2019}, note = {shortDOI: 10/ggcdmq KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919829217 10/ggcdmq 2339240:LIPC5YY2 2339240:TL333DE5 2339240:XVBLDC46 2339240:Z5BEQNRN 2405685:3PXAARND 2405685:JSZ4DA4J 2405685:K8AE89HH}, pages = {141--157}, } @article{foulds_playing_2019, title = {Playing {Every} {Day} on {Sesame} {Street}}, volume = {12}, url = {https://files.eric.ed.gov/fulltext/EJ1238557.pdf}, language = {EN}, number = {1}, journal = {American Journal of Play}, author = {Foulds, Kim and Bucuvalas, Abby}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:87NLH2N4 2405685:CNFZA5YN}, keywords = {⛔ No DOI found}, pages = {20}, } @misc{front_page_africa_liberia_2019, title = {Liberia: {Framework} and {Strategy} {Drawn} up at {UNESCO}-{MOE} {ICT} in {Education} {Policy} {Workshop}}, shorttitle = {Liberia}, url = {https://frontpageafricaonline.com/education/liberia-framework-and-strategy-drawn-up-at-unesco-moe-ict-in-education-policy-workshop/}, abstract = {MONROVIA – UNESCO Liberia over the weekend ended a two-day workshop in Monrovia on ICT in Education, with participants building a consensus on a framework and strategy for a draft national policy on ICT in Education in country. The workshop is part of a UNESCO-CFIT project sponsored by the People’s Republic of China in collaboration […]}, language = {en-US}, urldate = {2020-05-08}, author = {Front Page Africa}, year = {2019}, note = {Library Catalog: frontpageafricaonline.com KerkoCite.ItemAlsoKnownAs: 2339240:KFUWVVA9 2405685:3L33SBJW}, } @misc{funda_wande_funda_2019, title = {Funda {Wande} - {YouTube}}, url = {https://www.youtube.com/c/FundaWande/about}, abstract = {Funda Wande is a not-for-profit organisation that aims to ensure that all learners in South Africa can read for meaning in their home language by the age of 10. We develop video and print materials to train teachers how to teach reading for meaning in Grades R–3. All our materials are freely available and are Creative Commons licensed, so anyone can use them. www.fundawande.org}, urldate = {2022-08-23}, author = {{Funda Wande}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LECWHUV3 2405685:49D5RUBG}, } @techreport{galligan_cameras_2019, title = {Cameras in the classroom: {Facial} recognition technology in schools}, url = {http://stpp.fordschool.umich.edu/technology-assessment}, institution = {University of Michigan}, author = {Galligan, Claire}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F3637ZJ8 2405685:XVF9F5NU}, } @misc{gdpr_gdpr_2019, title = {{GDPR} {Definitions}}, url = {https://gdpr-text.com/read/article-4/}, abstract = {For the purposes of this Regulation:...}, language = {en}, urldate = {2022-06-20}, journal = {GDPR-Text.com {\textbar} GDPR Text, Translation and Commentary}, author = {GDPR}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ERWQGLKM 2405685:VNDD6W74}, } @book{gebhardt_gender_2019, title = {Gender differences in computer and information literacy: {An} in-depth analysis of data from {ICILS}}, isbn = {978-3-030-26203-7}, shorttitle = {Gender {Differences} in {Computer} and {Information} {Literacy}}, url = {https://library.oapen.org/handle/20.500.12657/22956}, abstract = {This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.}, language = {English}, urldate = {2021-04-29}, publisher = {Springer Nature}, author = {Gebhardt, Eveline and Thomson, Sue and Ainley, John and Hillman, Kylie}, year = {2019}, doi = {10.1007/978-3-030-26203-7}, note = {Accepted: 2020-03-18 13:36:15 Journal Abbreviation: An In-depth Analysis of Data from ICILS KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-26203-7 2339240:WGHTZ8T5 2405685:7BDLRHWK}, } @incollection{gibbs_complexity_2019, edition = {1}, series = {Research from five {Continents}}, title = {Complexity leadership theory:: a framework for leading in {Australian} early childhood education settings}, isbn = {978-3-8474-2199-3}, shorttitle = {Complexity leadership theory}, url = {https://www.jstor.org/stable/j.ctvmd84fc.16}, abstract = {This conceptual and theoretical chapter focuses upon the challenges and opportunities of leading in Australian early childhood education (ECE). Leading and leadership in ECE is enacted within a complex landscape comprising complicated legislation, a volatile workforce, comprehensive standards of practice and a diversity of children and families. In that context, the chapter highlights the perceptions that reinforce the challenges of leading in ECE and goes on to discuss an alternative theoretical framework; -complexity leadership theory and complex adaptive systems theory. This framework is proposed as a way of thinking about the emergence of leadership in an environment where educators can}, urldate = {2021-01-06}, booktitle = {Leadership in {Early} {Education} in {Times} of {Change}}, publisher = {Verlag Barbara Budrich}, author = {Gibbs, Leanne and Press, Frances and Wong, Sandie}, editor = {Strehmel, Petra and Heikka, Johanna and Hujala, Eeva and Rodd, Jillian and Waniganayake, Manjula}, year = {2019}, doi = {10.2307/j.ctvmd84fc.16}, note = {KerkoCite.ItemAlsoKnownAs: 10.2307/j.ctvmd84fc.16 2339240:QSK8QXYM 2405685:EVWY4XH8}, pages = {173--186}, } @article{gladys_effect_2019, title = {Effect of re-entry policy implementation on readmitted girls’ academic performance in mathematics in selected secondary schools of {Mufulira} {District} in {Zambia}}, volume = {5}, issn = {2575-1883}, url = {http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=367&doi=10.11648/j.ijdsa.20190505.11}, doi = {10.11648/j.ijdsa.20190505.11}, abstract = {Zambia is one of the countries in the Sub-Sahara Africa that has an established Re-Entry Policy. The policy was declared in 1997 and allows pregnant school girls to go to school. The aim is to create academically healthy learning institutions in which both girls and boys are free. As per findings of this research, the Re-Entry Policy has helped reduce gender discrepancies in terms of equity in education. Sad though, the paper has reviewed that most reentered girls fail mathematics, a thing that disadvantages them because mathematics is used as criteria of purity for admission into university and well-paid jobs. As such, the purpose of this study was to investigate the effect of Re-Entry Policy implementation on readmitted girl’s performance in mathematics. In order to achieve this aim, a qualitative research approach guided by some research questions and objectives was undertaken. Data relating to the research was collected through interview guides and questionnaires, and analyzed using narrative techniques. Furthermore, purposive sampling technique was used because the study targeted a specific group of people and characteristics. The conclusion made through the findings of this paper were that the perceived poor performance in mathematics by reentered girls is a ‘socio construct’ and not solely due to the Re-Entry Policy. This implies that the implementation of the policy is what is key; hence, the variations in performance for reentered girls in individual schools.}, language = {en}, number = {5}, urldate = {2021-01-30}, journal = {International Journal of Data Science and Analysis}, author = {Gladys, Nsalamba and Alex, Simpande}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijdsa.20190505.11 2339240:4IEBB4NH 2405685:B89SQIGF}, pages = {73--85}, } @book{glatthorn_curriculum_2019, edition = {5}, title = {Curriculum {Leadership}}, isbn = {978-1-5063-6317-2}, url = {http://mehrmohammadi.ir/wp-content/uploads/2020/02/Curriculum-Leadership-Strategies.pdf}, author = {Glatthorn, A and Boschee, F and Whitehead, B and Boschee, B}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QDYREIE8 2405685:MK6VHNE4}, } @techreport{global_partnership_for_education_pakistan_2019, title = {Pakistan ({Balochistan}): {Using} technology to bring education to the most remote areas}, url = {https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_web.pdf}, author = {{Global Partnership for Education}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X8TQADM6 2405685:8C795EZ9}, } @misc{global_partnership_for_sustainable_development_data_inclusive_2019, title = {Inclusive data charter}, url = {https://www.data4sdgs.org/initiatives/inclusive-data-charter}, urldate = {2021-02-01}, author = {Global Partnership for Sustainable Development Data}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JR7S3TSD 2405685:2LBXPGMA}, } @inproceedings{goswami_whats_2019, title = {What’s most broken? {A} tool to assist data-driven iterative improvement of an intelligent tutoring system}, copyright = {Copyright (c) 2019 Association for the Advancement of Artificial Intelligence}, shorttitle = {What’s {Most} {Broken}?}, url = {https://ojs.aaai.org/index.php/AAAI/article/view/5107}, doi = {10.1609/aaai.v33i01.33019941}, language = {en}, urldate = {2020-11-18}, booktitle = {Proceedings of the {AAAI} {Conference} on {Artificial} {Intelligence}}, author = {Goswami, Mononito and Mian, Shiven and Mostow, Jack}, year = {2019}, note = {Number: 01 KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v33i01.33019941 2339240:3SW7MPDM 2405685:YURLY5VP}, pages = {9941--9942}, } @misc{government_of_india_personal_2019, title = {The {Personal} {Data} {Protection} {Bill}}, url = {http://164.100.47.4/BillsTexts/LSBillTexts/Asintroduced/373_2019_LS_Eng.pdf}, urldate = {2022-06-14}, author = {Government of India}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6FDVNC76 2405685:VDBFPWZS}, } @techreport{government_of_kenya_county_2019, address = {Nairobi, Kenya}, title = {The {County} {Allocation} of {Revenue} {Bill}, 2019}, url = {http://www.parliament.go.ke/sites/default/files/2019-04/THE%20COUNTY%20ALLOCATION%20OF%20REVENUE%20BILL%202019%20Combined%20%281%29.pdf}, author = {{Government of Kenya}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HBM87LKU}, } @techreport{government_of_liberia_national_2019, title = {National {ICT} {Policy} (2019-2024)}, url = {http://www.moci.gov.lr/doc/ICT%20_%20Telecom%20Policy%20Main%20Body.pdf}, urldate = {2020-06-25}, author = {Government of Liberia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:742YQUUN}, } @techreport{government_of_pakistan_economic_advisers_wing_finance_division_pakistan_2019, address = {Islamabad, Pakistan}, title = {Pakistan {Economic} {Survey} 2018–19}, url = {http://www.finance.gov.pk/survey/chapters_19/Economic_Survey_2018_19.pdf}, urldate = {2020-07-20}, institution = {Government of Pakistan}, author = {{Government of Pakistan. Economic Adviser's Wing, Finance Division}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KNTFZ89B}, keywords = {auto\_merged}, } @techreport{government_of_sierra_leone_sierra_2019, title = {Sierra {Leone}’s {Medium}-{Term} {National} {Development} {Plan} 2019-2023: {Education} for {Development}.}, url = {https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099}, author = {Government of Sierra Leone}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RPKBXC8H 2405685:XNWLCKWJ}, } @misc{government_of_sindh_essp_2019, title = {{ESSP} {Contract} 2019: {Example} partnership contract}, url = {https://www.sef.org.pk/wp-content/uploads/2017/download_page/contract/ESSP%20Contract%202019.pdf}, urldate = {2022-04-07}, publisher = {Government of Sindh}, author = {{Government of Sindh}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JUWLIC7T 2405685:IHHEEJET 4656463:WIQKWWML}, } @techreport{government_of_sindh_school_2019, title = {School {Education} {Sector} {Plan} and {Roadmap} for {Sindh}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-19-Pakistan-Sindh-ESP.pdf}, urldate = {2020-08-13}, author = {Government of Sindh}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BWRZQRFU}, } @techreport{government_of_sindh_school_education__literacy_department_school_2019, title = {School {Education} {Sector} {Plan} and {Roadmap} for {Sindh} (2019–2024)}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-19-Pakistan-Sindh-ESP.pdf}, urldate = {2020-07-20}, author = {{Government of Sindh. School Education \& Literacy Department}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HIXLP8XY 2405685:EQ4B5935 2405685:EV5Y3ETE}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{government_of_the_punjab_punjab_2019, title = {Punjab {Education} {Sector} {Plan} 2019/20–2023/2024}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-19-Pakistan-Punjab-ESP.pdf}, urldate = {2020-07-20}, author = {{Government of the Punjab}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ATSY7HWB}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{government_of_the_punjab_punjab_2019, title = {Punjab {Education} {Sector} {Plan} (2019-2024)}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan-punjab-esp.pdf}, urldate = {2020-06-11}, author = {Government of the Punjab}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6NJ2RV3L}, } @techreport{government_of_zimbabwe_education_2019, title = {Education {Amendment} {Act}}, url = {https://www.veritaszim.net/sites/veritas_d/files/EDUCATION%20AMENDMENT%20ACT%2C%202019%20%5B%20Act%2015-2019%5D_0.pdf}, urldate = {2020-06-27}, author = {Government of Zimbabwe}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:AGMIFLQB}, } @misc{gpe_meeting_2019, title = {Meeting the data challenge in education. {A} knowledge and innovation exchange ({KIX}) discussion paper {\textbar} {Documents} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper}, abstract = {The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.}, language = {en}, urldate = {2022-09-28}, publisher = {GPE}, author = {{GPE}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QLLLFLC4 2405685:XMDKWKPS 4656463:8GKMQBH2}, } @techreport{gpe_using_2019, title = {Using technology to bring education to the most remote areas}, url = {https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_a4-print.pdf}, author = {GPE}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ACEKM42F 2405685:DG7BRX4X}, } @techreport{gpe_using_2019, title = {Using technology to bring education to the most remote areas}, url = {https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_a4-print.pdf}, author = {GPE}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ACEKM42F 2405685:DG7BRX4X}, } @misc{gpe_and_education_data_solutions_roundtable_outcomes_2019, title = {Outcomes of the {Education} {Data} {Solutions} {Roundtable}}, url = {https://www.globalpartnership.org/content/outcomes-education-data-solutions-roundtable}, abstract = {This document’s intent is to support developing country partners by offering concrete, actionable recommendations for improving their education sector data production, flows, reporting and usage.}, language = {en}, urldate = {2022-10-04}, author = {{GPE and Education Data Solutions Roundtable}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9XIDS2VQ 2405685:QQHWSN5A 4656463:59CUBSHX}, } @article{granic_technology_2019, title = {Technology acceptance model in educational context: {A} systematic literature review}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Technology acceptance model in educational context}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12864}, doi = {10.1111/bjet.12864}, abstract = {A respectable amount of work dealing with Technology Acceptance Model (TAM) clearly indicates a popularity of TAM in the field of technology acceptance in general. Nevertheless, there is still a gap in existing knowledge regarding representative academic literature that underlie research on TAM in educational context. The main objective of this systematic literature review is to provide an overview of the current state of research efforts on TAM application in the field of learning and teaching for a variety of learning domains, learning technologies and types of users. Through systematic search by the use of EBSCO Discovery Service, the review has identified 71 relevant studies ranged between 2003 and 2018. The main findings indicate that TAM and its many different versions represent a credible model for facilitating assessment of diverse learning technologies. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors affecting acceptance of learning with technology. The paper identifies some gaps in current work and suggests areas for further investigation. The results of this systematic review provide a better understanding of TAM acceptance studies in educational context and create a firm foundation for advancing knowledge in the field. Practitioner Notes What is already known about this topic Technology acceptance research in teaching and learning context has become an attractive trend. A number of reviews and meta-analysis focused on specific topics related to technology acceptance in education have been conducted. The Technology Acceptance Model (TAM) is the key model in understanding predictors of human behaviour towards potential acceptance or rejection of the technology. What this paper adds The state of current research on Technology Acceptance Model application in educational context lacks comprehensive reviews addressing variety of learning domains, learning technologies and types of users. The paper presents systematic review of relevant academic literature on Technology Acceptance Model (TAM) in the field of learning and teaching. The paper provides empirical evidence on the predictive validity of the models based on TAM presented in selected literature. The findings revealed that TAM, along with its many different versions called TAM++, is a leading scientific paradigm and credible model for facilitating assessment of diverse technological deployments in educational context. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors that have affected acceptance of learning with technology. Implications for practice and/or policy The systematic review adds to the body of knowledge and creates a firm foundation for advancing knowledge in the field. By following the most common research objectives and/or by filling current gaps in applied research methods, chosen sample groups and types of result analysis, an own study could be conducted. Future research may well focus on identifying additional external factors that could further explain acceptance and usage of various learning technologies.}, language = {en}, number = {5}, urldate = {2019-11-15}, journal = {British Journal of Educational Technology}, author = {Granić, Andrina and Marangunić, Nikola}, year = {2019}, note = {shortDOI: 10/gf5f7d KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12864 10/gf5f7d 2339240:UDAZ2J5E 2405685:2JHVIT8F}, pages = {2572--2593}, } @article{gu_facilitating_2019, title = {Facilitating innovation with technology: {Key} actors in educational ecosystems}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Facilitating innovation with technology}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12786}, doi = {10.1111/bjet.12786}, language = {en}, number = {3}, urldate = {2019-12-20}, journal = {British Journal of Educational Technology}, author = {Gu, Xiaoqing and Crook, Charles and Spector, Mike}, year = {2019}, note = {shortDOI: 10/ggfwhs KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12786 10/ggfwhs 2339240:39M39SXM 2339240:EFRE7X2P 2405685:442VMQ2C 2405685:DBTEPLR6}, pages = {1118--1124}, } @article{hammond_what_2019, title = {What is an ecological approach and how can it assist in understanding {ICT} take-up?}, volume = {51}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12889}, doi = {10.1111/bjet.12889}, abstract = {This paper argues that ecological frameworks offer a powerful way of explaining the take-up of information and communication technology (ICT) in schools. Past research has focused on teachers and their willingness and readiness to use ICT but this has not satisfactorily explained the use (or non-use) of ICT. Gaps in this research can be addressed by an ecological approach which shifts attention from the teacher to the context in which ICT is expected to be used. Such an approach, following Bronfenbrenner and others, looks at the relationship of individuals to the system in which they act, a relationship which is seen as interdependent. An ecological perspective explains how take-up of ICT is influenced by the degree to which different levels of a system, eg, micro, meso, exo and macro levels, are aligned. It is recommended that researchers and policy makers should pay greater attention to context when advocating the use of ICT.}, language = {en}, number = {3}, urldate = {2020-01-07}, journal = {British Journal of Educational Technology}, author = {Hammond, Michael}, year = {2019}, note = {shortDOI: 10/ggf5gb KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12889 10/ggf5gb 2339240:2JN64RFF 2339240:KIW5RY6Y 2339240:M2AJGK69 2339240:XRN7BCP5 2405685:2DYHWMKY 2405685:9NRLBU5A 2405685:GY9VCUGX 2405685:P9WACL45}, pages = {853--866}, } @techreport{hasler_systems_2019, address = {Cambridge, UK}, title = {Systems {Leadership} for {Learning}}, copyright = {Creative Commomns Attribution 4.0}, institution = {Open Development \& Education}, author = {Haßler, Björn}, year = {2019}, doi = {10.5281/zenodo.3595400}, note = {EdTechHub.Copy: 2129771:H3CR3Q8S shortDOI: 10/gg26c7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626704 10.5281/zenodo.3595400 10/gg26c7 2129771:H3CR3Q8S 2339240:EXPQPHYQ 2405685:F7MH9IWP}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_yl:a, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{hasler_berufsbildung_2019, address = {Bonn, Germany}, title = {Berufsbildung in {Sub}-{Sahara} {Afrika}: {Stand} der {Forschung}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://lit.bibb.de/vufind/Record/DS-184013}, language = {German}, urldate = {2018-12-08}, institution = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Stock, Inka and Schaffer, Jens and Winkler, Enno and Kagambèga, Assèta and Haseloff, Gesine and Marsden, Melissa and Watson, Joe and Gordon, Rebecca and Damani, Kalifa}, year = {2019}, doi = {10.5281/zenodo.3334690}, note = {urn:nbn:de:0035-vetrepository-775510-9 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3334690 2317526:XAXNF68P 2339240:GVETNP2S 2405685:6QK46DKT 2405685:946X9BZX}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_yl:c, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{heibi_software_2019, title = {Software review: {COCI}, the {OpenCitations} {Index} of {Crossref} open {DOI}-to-{DOI} citations}, volume = {121}, issn = {0138-9130, 1588-2861}, shorttitle = {Software review}, url = {http://link.springer.com/10.1007/s11192-019-03217-6}, doi = {10.1007/s11192-019-03217-6}, abstract = {Abstract In this paper, we present COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations ( http://opencitations.net/index/coci ). COCI is the first open citation index created by OpenCitations, in which we have applied the concept of citations as first-class data entities, and it contains more than 445 million DOI-to-DOI citation links derived from the data available in Crossref. These citations are described using the resource description framework by means of the newly extended version of the OpenCitations Data Model (OCDM). We introduce the workflow we have developed for creating these data, and also show the additional services that facilitate the access to and querying of these data via different access points: a SPARQL endpoint, a REST API, bulk downloads, Web interfaces, and direct access to the citations via HTTP content negotiation. Finally, we present statistics regarding the use of COCI citation data, and we introduce several projects that have already started to use COCI data for different purposes.}, language = {en}, number = {2}, urldate = {2021-05-02}, journal = {Scientometrics}, author = {Heibi, Ivan and Peroni, Silvio and Shotton, David}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-019-03217-6 2405685:PITG898L}, pages = {1213--1228}, } @article{hew_where_2019, title = {Where is the “theory” within the field of educational technology research?}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12770}, doi = {10.1111/bjet.12770}, abstract = {Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers \& Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).}, language = {en}, number = {3}, urldate = {2019-12-20}, journal = {British Journal of Educational Technology}, author = {Hew, Khe Foon and Lan, Min and Tang, Ying and Jia, Chengyuan and Lo, Chung Kwan}, year = {2019}, note = {shortDOI: 10/ggfwht KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12770 10/ggfwht 2339240:CK56VJL5 2339240:UB5ENBCI 2405685:WFXYS36Q 2405685:Z25HD3K7}, pages = {956--971}, } @article{horswood_school_2019, title = {School factors related to the emotional wellbeing and resettlement outcomes of students from refugee backgrounds: {Protocol} for a systematic review}, volume = {8}, doi = {10.1186/s13643-019-1016-6}, abstract = {Background: Schools can play a vital role in the resettlement of refugee children and their families. Yet, the body of research examining school environmental factors that support the mental health and acculturation of refugee children is methodologically heterogeneous, investigates numerous and disparate school factors, and is often "hidden" in broader qualitative studies. This limits the capacity to apply the findings in a practical manner. Methods: Based on PRISMA statement principles, we review the relevant literature to investigate the relationship between school climate and the emotional wellbeing and resettlement outcomes of refugee students. Six electronic databases will be systematically searched: MEDLINE, PsycINFO, Embase, CINAL, Web of Science, and ERIC, supplemented by a systematic review of the grey literature, relevant international websites, and sequential, site-specific internet searches. Finally, subject area experts will be consulted and backward and forward citation searches of included articles will be completed. Two independent reviewers will screen identified articles against eligibility criteria and extract data for included studies. Quality of included studies will be assessed using the Mixed Methods Appraisal Tool (MMAT) for mixed studies reviews. Data will be synthesised using a convergent qualitative narrative approach. Discussion: Given the centrality of school in the daily lives of resettled refugee children, it is vital to assess the impact of school climate on the psychosocial wellbeing and resettlement trajectories of this population. This review will identify evidence-based school factors which support good mental health and resettlement outcomes for refugee students and make recommendations for translation of this knowledge into the school environment.}, number = {1}, journal = {Systematic Reviews}, author = {Horswood, Deserae and Baker, Jess and Fazel, Mina and Rees, Susan and Heslop, Linda and Silove, Derrick}, year = {2019}, note = {Publisher: Systematic Reviews KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-019-1016-6 2405685:X7EVBRYF}, keywords = {Acculturation, Mental health, Refugee, Resettlement, School, Systematic review}, pages = {4--9}, } @incollection{hossain_politics_2019, address = {Oxford, United Kingdom ; New York}, edition = {First Edition}, title = {The {Politics} of {Learning} {Reforms} in {Bangladesh} {Naomi} , {Mirza} {M}. {Hassan}, {Muhammad} {Ashikur} {Rahman}, {Khondoker} {Shakhawat} {Ali}, and {Md}. {Sajidul} {Islam} {Introduction}}, isbn = {978-0-19-883568-4}, language = {en}, booktitle = {The politics of education in developing countries: from schooling to learning}, publisher = {Oxford University Press}, author = {Hossain, N and Hassan, M and Rahman, M and Ali, K and Islam, Md}, editor = {Hickey, Samuel and Hossain, Naomi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4KSRXN8F 2405685:APF6QN7D}, keywords = {Developing countries, Education, Education and state, Political aspects}, } @article{hrastinski_what_2019, title = {What {Do} {We} {Mean} by {Blended} {Learning}?}, volume = {63}, issn = {1559-7075}, url = {https://doi.org/10.1007/s11528-019-00375-5}, doi = {10.1007/s11528-019-00375-5}, abstract = {The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed. Inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face-to-face learning and online learning is described as blended learning in the literature. Blended learning has become an umbrella term. Blended learning is also used to describe other blends, such as combining different instructional methods, pedagogical approaches and technologies, although these blends are not aligned with influential blended learning definitions. Since blended learning has many meanings, it is important that researchers and practitioners carefully explain what blended learning means to them. It is also suggested that alternative, more descriptive terms, could be used as a complement or replacement to blended learning.}, language = {en}, number = {5}, urldate = {2020-07-15}, journal = {TechTrends}, author = {Hrastinski, Stefan}, year = {2019}, note = {shortDOI: 10/ggkdqc KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00375-5 10/ggkdqc 2405685:QXWVB278}, pages = {564--569}, } @article{hsu_reexamining_2019, title = {Reexamining the impact of self-determination theory on learning outcomes in the online learning environment}, volume = {24}, doi = {10.1007/s10639-019-09863-w}, number = {3}, journal = {Education and information technologies}, author = {Hsu, Hui-Ching Kayla and Wang, Cong Vivi and Levesque-Bristol, Chantal}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-09863-w 2339240:2XB7RW54 2405685:YKVJG2Z5}, pages = {2159--2174}, } @article{hu_effects_2019, title = {Effects of gesture-based match-to-sample instruction via virtual reality technology for {Chinese} students with autism spectrum disorders}, volume = {65}, issn = {2047-3869}, url = {https://doi.org/10.1080/20473869.2019.1602350}, doi = {10.1080/20473869.2019.1602350}, abstract = {Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD.}, number = {5}, urldate = {2021-03-04}, journal = {International Journal of Developmental Disabilities}, author = {Hu, Xiaoyi and Han, Zhuo Rachel}, year = {2019}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/20473869.2019.1602350 KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2019.1602350 2339240:XFCC6MFH 2405685:2Q77DSNT}, keywords = {China, autism spectrum disorders, computer-assisted instruction, gesture-based, match-to-sample, virtual reality technology}, pages = {327--336}, } @misc{huawei_country_2019, title = {Country {Profile}: {Lebanon}}, url = {https://www.huawei.com/minisite/gci/en/country-profile-lb.html###}, abstract = {Select and compare the status of your nation's digital transformation against up to 3 nations around the world}, language = {en}, urldate = {2020-09-08}, journal = {Global Connectivity Index}, author = {Huawei}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RCNK4LTR 2405685:6F99JY9Y}, } @misc{human_development_report_gender_2019, title = {Gender {Inequality} {Index} ({GII}): {Human} {Development} {Reports}}, url = {http://hdr.undp.org/en/indicators/68606}, urldate = {2020-12-21}, author = {Human Development Report}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5RBLVQAF 2405685:SADRRVDB}, } @misc{ifadem_formation_2019, title = {Formation de formateurs au numérique éducatif de 4 pays ({Burkina}, {Comores}, {Mali} et {Tchad})}, url = {https://www.ifadem.org/en/2019/02/20/formation-de-formateurs-au-numerique-educatif-de-4-pays-burkina-comores-mali-et-tchad}, urldate = {2020-06-28}, journal = {Initiative francophone pour la formation à distance des maîtres}, author = {IFADEM}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2GY6RDDF}, } @article{impedovo_pakistani_2019, title = {Pakistani {Teacher}-{Educator} {Professional} {Learning} through an {International} {Blended} {Course}}, volume = {11}, issn = {2304-070X}, url = {https://eric.ed.gov/?id=EJ1221019}, doi = {10.5944/openpraxis.11.2.928}, abstract = {International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators' technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today's environment of international globalization.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Open Praxis}, author = {Impedovo, Maria Antonietta and Malik, Sufiana Khatoon}, year = {2019}, note = {Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.11.2.928 2339240:YNGS2RBD 2405685:DLCJJKLI}, keywords = {Blended Learning, Cultural Awareness, Faculty Development, Foreign Countries, Instructional Design, International Education, Interpersonal Competence, Professionalism, Skill Development, Teacher Educator Education, Teacher Educators, Teaching Skills, Technological Literacy}, pages = {157--166}, } @techreport{international_institute_for_educational_planning_teacher_2019, title = {Teacher career reforms: {Learning} from experience}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000372127&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_9ba4cf16-46f1-45ee-8af6-e206d5e68320%3F_%3D372127eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000372127/PDF/372127eng.pdf#research_brief_01_st_WEB.indd%3A.13909%3A6994}, language = {EN}, number = {1}, urldate = {2020-05-10}, institution = {International Institute for Educational Planning}, author = {International Institute for Educational Planning}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CH6SQ4J 2405685:UMUSCXUL}, } @misc{irfanullah_building_2019, title = {Building a globalised research system – the case of {Bangladesh}}, url = {https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/01/building-a-globalised-research-system-the-case-of-bangladesh/}, author = {Irfanullah, H}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FYJUZ95H 2405685:CJIZGFZR}, } @misc{irving_what_2019, title = {What can we learn from {EMIS} diagnostics? {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, shorttitle = {What can we learn from {EMIS} diagnostics?}, url = {https://www.globalpartnership.org/blog/what-can-we-learn-emis-diagnostics}, abstract = {Millions of dollars are invested in strengthening education management information systems, but many countries still struggle with data-related issues. How can countries make their systems more effective? An EMIS diagnostic is the first step.}, language = {en}, urldate = {2022-09-29}, author = {Irving, Margaret and Percier, Marc-Antoine}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJ2XAYYS 2339240:YV5QAT6M 2405685:2NUN9HSN 2405685:TQ6BQSYH 4656463:34BSI83K}, } @techreport{itu_measuring_2019, title = {Measuring digital development: {Facts} and figures 2019}, url = {https://www.itu.int/en/ITU-D/Statistics/Documents/facts/FactsFigures2019.pdf}, author = {ITU}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9SG4ANLJ 2405685:AT4EB7GV}, } @techreport{j-pal_evidence_review_will_2019, address = {Cambridge, MA}, title = {Will {Technology} {Transform} {Education} for the {Better}?}, institution = {Abdul Latif Jameel Poverty Action Lab}, author = {{J-PAL Evidence Review}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EP4SDEQI 2405685:9N96VS8X}, } @article{jameson_developing_2019, title = {Developing critical and theoretical approaches to educational technology research and practice}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12775}, doi = {10.1111/bjet.12775}, language = {en}, number = {3}, urldate = {2019-12-20}, journal = {British Journal of Educational Technology}, author = {Jameson, Jill}, year = {2019}, note = {shortDOI: 10/gf62hg KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12775 10/gf62hg 2339240:2GDQTIZA 2339240:HWDKX456 2339240:RNTYTJ85 2405685:3X4HSMHB 2405685:UG65PX2M 2405685:UPPL58ZU}, pages = {951--955}, } @book{jansen_decolonisation_2019, title = {Decolonisation in {Universities}: {The} politics of knowledge}, shorttitle = {Decolonisation in {Universities}}, url = {www.jstor.org/stable/10.18772/22019083351}, abstract = {Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.}, urldate = {2020-01-05}, publisher = {Wits University Press}, author = {Jansen, Jonathan}, editor = {Jansen, Jonathan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZNXFPM2C}, } @article{jelenic_theory_2019, title = {From {Theory} to {Practice}: {Open} {Government} {Data}, {Accountability}, and {Service} {Delivery}}, doi = {10.1596/1813-9450-8873}, language = {en}, author = {Jelenic, Michael Christopher}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8873 2339240:LXXRK6IW 2405685:QEFZPG9K}, pages = {49}, } @article{jensen_systematic_2019, title = {A systematic literature review of the use of {Semantic} {Web} technologies in formal education}, volume = {50}, copyright = {© 2017 British Educational Research Association}, issn = {1467-8535}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12570}, doi = {10.1111/bjet.12570}, abstract = {This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck-Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development.}, language = {en}, number = {2}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Jensen, Jesper}, year = {2019}, note = {shortDOI: 10/gf5f68 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12570 10/gf5f68 2339240:PJ8XJQ83 2405685:IC2U23KL}, keywords = {Reviewed}, pages = {505--517}, } @article{jestin_silearn_2019, title = {{SiLearn}: an intelligent sign vocabulary learning tool}, volume = {13}, issn = {2398-6263}, shorttitle = {{SiLearn}}, url = {https://doi.org/10.1108/JET-03-2019-0014}, doi = {10.1108/JET-03-2019-0014}, abstract = {Purpose Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern technology can be utilized fruitfully to find solutions to the learning difficulties experienced by the deaf. The purpose of this paper is to present SiLearn – a novel technology based tool for teaching/learning sign vocabulary.Design/methodology/approach The proposed mobile application can act as a visual dictionary for deaf people. SiLearn is equipped with features that can automatically detect both text and physical objects and convert them to their corresponding signs. For testing the effectiveness of the proposed mobile application quantitative analyses were done. Quantitative analysis is based on testing a class of 28 students belonging to St Clare Oral School for the Deaf, Kerala, India. This group consisted of 17 boys and 11 girls. Analysis was also done through questionnaire. Questionnaires were given to teachers, parents of deaf students learning sign language and other sign language learners.Findings Results indicate that as SiLearn is very effective in sign vocabulary development. It can enhance vocabulary learning rate considerably.Originality/value This is the first time that artificial intelligence (AI) based techniques are used for early stage sign language learning. SiLearn can equally be used by children, parents and teachers for learning sign language.}, number = {3}, urldate = {2021-03-04}, journal = {Journal of Enabling Technologies}, author = {Jestin, Joy and Kannan, Balakrishnan and Sreeraj, M}, year = {2019}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JET-03-2019-0014 2339240:3TIFN8RY 2339240:XBVND93J 2405685:KRCC2J5F 2405685:XGY53UE5}, keywords = {Assistive technology, CALL, Deaf education, Learning technology, Mobile-assisted language learning, Sign language}, pages = {173--187}, } @article{johnson_automation_2019, title = {The {Automation} of {Management} and {Business} {Science}}, volume = {35}, doi = {10.5465/amp.2017.0159}, language = {en}, number = {2}, journal = {Academy of Management Perspectives}, author = {Johnson, C.D. and Bauer, BC and Niederman, F.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.5465/amp.2017.0159 2405685:ITCCF5GH 2486141:RS9IM5JJ}, keywords = {\_Added-ailr-2024}, pages = {292--309}, } @techreport{junaid_technology_2019, title = {Technology and {Teacher} {Professional} {Development} ({TPD}): the {Process} and {Content} of {Microlearning} in a {School}-{Based} {Integrated} {In}-{Service} {Teacher} {Education} ({INSET}) {Project}}, copyright = {https://creativecommons.org/licenses/by-s a/4.0/}, url = {http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y}, abstract = {Continuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually have fewer professional development opportunities due to the lack of accessibility either to their schools or to professional development resources. On-site school-based professional development is a viable option if innovative design is adapted to generate microlearning resources that teachers can easily access and share. This paper reports on a technology enabled school-based integrated INSET project coordinated by the Freetown Teachers College (FTC) in 12 junior secondary schools (JSS) in Sierra Leone under the COL’s Teacher Futures Programme. The project represents an innovation in TPD and is different from the general type of face-to-face and exclusively paper-based in-service teacher training programme common in Sierra Leone. Under the new project a multimodal approach is used where the FTC mentors and the communities of learners (JSS teachers) are presented with both print and microlearning resources and also provided access to an eLearning platform and the use of mobile phones as the main vehicles of delivery. Microlearning is an emergent learning strategy known for its quick response in bridging skills and knowledge gaps. In the context of the INSET Project, it involves a weekly dose of pedagogical content knowledge and skills, including modelling of classroom best practices which teachers can adapt and use. The project design and methods are briefly described, but the main focus of the paper is on the microlearning component of this project and discusses the use of mobile technology in the delivery and implementation of TPD in the 12 project schools. The emphasis is on the methodological and management challenges that arise in creating and nurturing communities of practice (CoPs) in a school-based setting and how these are addressed by the various schools involved.}, language = {EN}, number = {287}, urldate = {2020-12-15}, institution = {Commonwealth of Learning (COL)}, author = {Junaid, Muhammad Ibn and Ogange, Betty and Allela, Melisa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AALEIRC2}, } @techreport{kaffenberger_typology_2019, title = {A {Typology} of {Learning} {Profiles}: {Tools} for {Analysing} the {Dynamics} of {Learning}}, shorttitle = {A {Typology} of {Learning} {Profiles}}, url = {https://riseprogramme.org/publications/typology-learning-profiles-tools-analysing-dynamics-learning}, language = {en}, urldate = {2022-08-25}, author = {Kaffenberger, Michelle}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B9IPCUC4 2339240:WMRDN7LF 2405685:NX2PDMMP}, } @incollection{kafyulilo_developing_2019, title = {Developing {TPACK} in science and mathematics teacher education in {Tanzania}: {A} proof of concept study}, isbn = {978-3-030-20062-6}, shorttitle = {Developing {TPACK} in {Science} and {Mathematics} {Teacher} {Education} in {Tanzania}}, url = {https://doi.org/10.1007/978-3-030-20062-6_8}, abstract = {Since 1997, the government of Tanzania has made several attempts at introducing technology into education. However, despite these efforts technology has not become integrated into educational practice. A main reason is that teachers do not embrace the use of technology in their teaching. This study was initiated to design, implement and evaluate a professional development arrangement aimed at promoting teachers’ use of technology in their teaching practice. The study started with a ‘proof of concept’ study. Based on experiences in Ghana and Kuwait, a professional development arrangement was developed that incorporated ‘learning technology by design’ to prepare pre-service science and math teachers for using technology in their teaching. The experiences from this study informed the design of a professional development arrangement for practicing science teachers. The iterative design, implementation and evaluation of the professional development arrangements will be presented and discussed.}, language = {en}, urldate = {2021-01-25}, booktitle = {Collaborative {Curriculum} {Design} for {Sustainable} {Innovation} and {Teacher} {Learning}}, publisher = {Springer International Publishing}, author = {Kafyulilo, Ayoub and Fisser, Petra}, editor = {Pieters, Jules and Voogt, Joke and Pareja Roblin, Natalie}, year = {2019}, doi = {10.1007/978-3-030-20062-6_8}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-20062-6\_8 2339240:MQPLNUJN 2405685:Z8QTSILA}, pages = {139--155}, } @techreport{kaiser_what_2019, title = {What is {Agile} {Methodology}: {A} primer on moving fast. {How} high-functioning teams build software}, url = {https://angel.co/blog/agile-methodology-a-primer-on-moving-fast}, institution = {AngelList}, author = {Kaiser, C.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G9GN46C3 2405685:4GB5HGKS}, } @article{kamal_investigating_2019, title = {Investigating {ICTs} for {Education} in {Marginalized} {Communities}}, abstract = {The Agenda for Sustainable Development is a universal agenda to eliminate poverty through sustainable development by 2030. When it was adopted in 2015, the international community recognized that education was essential for the success of all seventeen of its goals. Ambitions for education are captured in Sustainable Development Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The United Nations has explicitly stated the importance of using ICTs in achieving educational opportunities. Since then, very few studies have tackled the issue. The findings so far, do not provide detailed guidance on the impact of ICTs in this domain. The purpose of this study is to contribute to this gap by integrating research in the fields of Information Systems, Development studies, and Psychology to understand the factors for facilitating educational objectives through ICTs within marginalized communities.}, author = {Kamal, Mehruz and Diksha, Diksha}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AS7RGTC4 2405685:VHKEV9JL}, keywords = {Google Scholar/ "education technology" refugees, RER theme\_pedagogies and modalities, ⛔ No DOI found}, } @inproceedings{karim_when_2019, address = {Cham}, series = {{IFIP} {Advances} in {Information} and {Communication} {Technology}}, title = {‘{When} {Will} {You} {Start} {Teaching} the {REAL} {Curriculum}?’}, isbn = {978-3-030-18400-1}, shorttitle = {‘{When} {Will} {You} {Start} {Teaching} the {REAL} {Curriculum}?}, doi = {10.1007/978-3-030-18400-1_55}, abstract = {This paper explores key problems faced by different humanitarian agencies in educating Rohingya refugees from Myanmar seeking asylum in Bangladesh. The first half this research provides an overview of the challenges faced by different refugee communities globally in the Education sector, followed by the relevant ICT interventions. Then, based on our interviews and focus group discussions with Rohingya refugees, we highlight the roadblocks faced by them while accessing education services in their camps. Absence of coherent curriculum, challenges with language, lack of qualified teachers, and non-acceptance of ICTs as primary education tools for children are identified as some of the key challenges faced by Rohingyas. Based on our research, we recommend that enabling policies and an inclusive hybrid knowledge network, emboldened by pre and in-service teacher training, inclusive religious education, standardized curriculum, and tangible employment opportunities can pave the path for a better and an educated future for the persecuted Rohingyas.}, language = {en}, booktitle = {Information and {Communication} {Technologies} for {Development}. {Strengthening} {Southern}-{Driven} {Cooperation} as a {Catalyst} for {ICT4D}}, publisher = {Springer International Publishing}, author = {Karim, Azmina and Hussain, Faheem}, editor = {Nielsen, Petter and Kimaro, Honest Christopher}, year = {2019}, note = {shortDOI: 10/ggtbq5 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-18400-1\_55 10/ggtbq5 2339240:6N8GWXWK 2405685:4FDS64G6}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_durable solutions}, pages = {675--686}, } @techreport{kelly_2019_2019, title = {2019 {State} of {Edtech} {Privacy} {Report}}, url = {https://privacy.commonsense.org/2019-state-of-edtech-privacy-report}, abstract = {Millions of educators use edtech apps and services in their classrooms daily, but findings suggest that many products don't do enough to protect kids' privacy. While the 2019 State of EdTech Privacy Report reveals incremental improvements in overall privacy practices since 2018, it also sheds light on key areas where the industry must improve, from targeted advertising to data sharing.}, language = {en}, urldate = {2020-08-05}, author = {Kelly, G and Graham, J and Bronfman, J}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:325E5IJ9 2339240:ZEVH9ICL 2405685:EQXUN3BS 2405685:XT3RC4DY}, } @misc{kenya_digital_economy_digital_2019, title = {Digital {Economy} {Blueprint}}, url = {https://www.ict.go.ke/wp-content/uploads/2019/05/Kenya-Digital-Economy-2019.pdf}, urldate = {2020-07-01}, author = {Kenya Digital Economy}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6CTY84PQ}, } @misc{kenya_national_bureau_of_statistics_2019_2019, title = {2019 {Kenya} {Population} and {Housing} {Census} {Volume} {IV}: {Distribution} of {Population} by {Socio}-{Economic} {Characteristics}}, shorttitle = {2019 {Kenya} {Population} and {Housing} {Census} {Volume} {IV}}, url = {https://www.knbs.or.ke/download/2019-kenya-population-and-housing-census-volume-iv-distribution-of-population-by-socio-economic-characteristics/}, language = {en-US}, urldate = {2022-12-06}, journal = {Kenya National Bureau of Statistics}, author = {Kenya National Bureau of Statistics}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NZQXRK6V 2405685:J4ZWA4L5}, } @misc{kenya_national_bureau_of_statistics_kenya_2019, title = {Kenya {Population} and {Housing} {Census} {Results}}, url = {https://www.knbs.or.ke/?p=5621}, abstract = {The total enumerated population was 47,564,296 Of which 23,548,056 were Males, 24,014,716 were Females and 1,524 were Intersex Females accounted for 50.5\% of the total population The population has grown to 47.6 Million in 2019 from 37.7 Million in 2009 The intercensal growth rate has declined to 2.2\% in 2019, from 2.9\% in 2009 Average …}, language = {en-US}, urldate = {2020-07-01}, journal = {Kenya National Bureau of Statistics}, author = {Kenya National Bureau of Statistics}, year = {2019}, note = {Library Catalog: www.knbs.or.ke Section: 2019 Census KerkoCite.ItemAlsoKnownAs: 2405685:5MHY2Y9G}, } @article{khan_c-delta_2019, title = {C-{DELTA}: {Preparing} students as digital leaders in {Bangladesh}}, url = {http://dspace.col.org/bitstream/handle/11599/3305/PCF9_Papers_paper_178.pdf?sequence=1&isAllowed=y}, author = {Khan, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:395TDINJ 2405685:SUZI34L7}, keywords = {⛔ No DOI found}, } @article{kimwise_evaluating_2019, title = {Evaluating the {Readiness} to {Implement} an {E}-{Learning} {Technology} to {Support} {Education}}, abstract = {The study sought thought to establish the preparedness of refugees in settlements to embrace E-learning and Multimedia Technology as useful tool for supporting education and learning especially in mathematics, and basic health education when implemented. The study which covered Nakivale refugee settlement adopted the cross-sectional survey research design. A questionnaire was administered to learners of senior one, primary six and an interview guide to teachers. The findings showed that majority of the respondents said that they did not have access to ICTs, Majority of the respondents were Ugandan origin and overall the respondents had low experience in performing computer functions. The findings gave a big view of the limited practical implication concerning the readiness to E-learning and Multimedia Technology adoption to support education and learning in schools in Uganda.}, author = {Kimwise, Alone and Benjamin, Mudaheranwa and Mugabirwe, Beatrice}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D4EIRAJZ 2405685:JVK2DS76}, keywords = {RER theme\_pedagogies and modalities, ⛔ No DOI found}, } @inproceedings{king_independent_2019, title = {Independent {Learning} with {Technology} – {Impact} of {Global} {Learning} {XPRIZE}}, author = {King, Simon}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CBGZBPNS 2405685:WTUJTG7M}, keywords = {⛔ No DOI found}, } @techreport{kishore_using_2019, address = {Oxford, United Kingdom}, title = {Using technology to facilitate educational attainment: {Reviewing} the past and looking to the future}, url = {https://pathwayscommission.bsg.ox.ac.uk/ed-tech-paper}, language = {en}, number = {23}, author = {Kishore, Diwakar and Shah, Dhwani}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CFVSJSDI 2405685:A2RQMCL7}, keywords = {Potential Usefulness: H, ⛔ No DOI found}, pages = {47}, } @article{koparan_teaching_2019, title = {Teaching game and simulation based probability}, volume = {6}, url = {https://www.researchgate.net/publication/333134813_Teaching_Game_and_Simulation_Based_Probability}, doi = {10.21449/ijate.566563}, abstract = {Technology and games are the areas where learners are most interested in today's world. If these two can be brought together within the framework of learning objectives, they can be an advantage for teachers and students. This study aims to investigate the learning environment supported by game and simulation. The games were used to evaluate the basic probability knowledge of the prospective teachers, to demonstrate the role of problem solving in the formation of the mathematical knowledge, and to enable discussing mathematical ideas in a worksheet. Simulations were used for visualization and a large number of experiments. The sampling of the study, by which case study research is adopted, is comprised of 40 prospective teachers at a state university in Turkey. The data were collected by introducing nine open-ended questions by means of games, worksheets and simulation activities. The questions asked relevant to the games include making predictions about the fairness of the games, playing the games in small numbers and in big numbers and the observation of the scores, calculation of the winning probabilities of the gamers both experimentally and theoretically, and their comparisons. The process of finding out the probability information underlying the games by the prospective teachers was analyzed qualitatively by means of worksheets, simulations and in-class observation, and the ways of thinking, intuitions, estimations, strategies, and opinions about the learning situation of the participants were tried to be determined. The results obtained put forward that the learning situation that was set up simultaneously contributed to the knowledge of probability and probability teaching of the prospective teachers; and that the candidates' opinions about the learning situation are positive.}, language = {English}, number = {2}, journal = {International Journal of Assessment Tools in Education}, author = {Koparan, Timur}, year = {2019}, note = {Publisher: International Journal of Assessment Tools in Education, Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396851044?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21449/ijate.566563 2339240:WFPXES63 2405685:IJR2IERE 2534378:6GQZL9UT 2534378:RAGWXRWA}, keywords = {Computer Simulation, ERIC, Current Index to Journals in Education (CIJE), Educational Environment, Foreign Countries, Higher Education, Instructional Effectiveness, Knowledge Level, Mathematics Skills, Postsecondary Education, Prediction, Preservice Teacher Education, Preservice Teachers, Probability, Problem Solving, Student Attitudes, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098269, \_\_finaldtb}, } @misc{kuroda_digital_2019, title = {The digital gender gap}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2019/02/Digital-Equity-Policy-Brief-W20-Japan.pdf}, language = {en}, publisher = {GSMA}, author = {Kuroda, Reiko and Lopez, Mariana and Sasaki, Janelle and Settecase, Michelle}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AZ4M7W6W 2405685:HJNK96RX}, } @inproceedings{kwak_should_2019, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Should students use digital scratchpads? {Impact} of using a digital assistive tool on arithmetic problem-solving}, isbn = {978-3-030-23207-8}, shorttitle = {Should {Students} {Use} {Digital} {Scratchpads}?}, doi = {10.1007/978-3-030-23207-8_29}, abstract = {An excessive cognitive load may reduce a student’s problem-solving performance by preventing effective learning. Using an assistive tool, such as a notepad, can reduce such extraneous cognitive while solving a problem, thereby improving a student’s performance. In this paper, we collected game log data from an educational game, called “Double digit”, which has a digital scratchpad as an assistive tool that can be used to reduce student’s cognitive load. We examine whether a correlation exists between the amount of “digital scratchpad usage” and a student’s “game performance”. Game log data, which consisted of 1,440,000 actions, was collected from 418 students in kindergarten to grade 2. Our data analysis using person-correlation shows a significant positive relationship between digital scratchpad usage and game performance for all three game difficulty levels. Interestingly, the correlation increases as the game difficulty level increases. This suggests that as game level difficulty increases, which requires a higher cognitive load of a student, students who used the digital scratchpad had higher game performance.}, language = {en}, booktitle = {Artificial {Intelligence} in {Education}}, publisher = {Springer International Publishing}, author = {Kwak, Minji and Gweon, Gahgene}, editor = {Isotani, Seiji and Millán, Eva and Ogan, Amy and Hastings, Peter and McLaren, Bruce and Luckin, Rose}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-23207-8\_29 2339240:8N9UGXQP 2405685:GVNM84AF}, keywords = {Arithmetic addition, Cognitive load, Digital assistive tool, Digital scratchpad, Game performance}, pages = {153--157}, } @article{lai_evaluation_2019, title = {Evaluation of technology use in education: {Findings} from a critical analysis of systematic literature reviews}, volume = {36}, copyright = {© 2019 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Evaluation of technology use in education}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12412}, doi = {10.1111/jcal.12412}, abstract = {Because the educational technology research literature is so broad, it is difficult for researchers to acquire an accurate sense of the issues and trends across the entire field. There has not been any recent effort to synthesize or critically analyse the systematic reviews in the area of educational technology. This study analysed 73 systematic literature reviews, including meta-analyses, focused on the evaluation of technology in educational contexts, in order to holistically understand the impact of learning technology use across different aspects of evaluation. Among these reviews, the most common theme examined was learning outcomes (89\%), followed by affective elements (45\%), behaviours (25\%), technological elements (21\%) and teaching/pedagogical aspects (19\%). Most of the reviews found that the use of technology improved learning outcomes and affective perceptions. Approaches involving interaction, gamification, constructivism, student-centred learning and feedback were most effective. The analysis highlighted the need for more reviews focusing on multiple aspects of learning technology evaluation, on school level education and on the use of technology in naturalistic (non-interventional) settings. Critical reflections are also cast on the methods used to conduct systematic reviews in the educational technology field.}, language = {en}, number = {3}, urldate = {2020-01-07}, journal = {Journal of Computer Assisted Learning}, author = {Lai, Jennifer W. M. and Bower, Matt}, year = {2019}, note = {shortDOI: 10/ggfw5z KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12412 10/ggfw5z 2339240:JWK8KI8H 2339240:ZML7IW3X 2405685:7X5M3UH2 2405685:A32JUJ96}, keywords = {evaluation, learning technology, meta-review, systematic review, tertiary review}, pages = {241--259}, } @article{laitin_legacy_2019, title = {The legacy of colonial language policies and their impact on student learning: {Evidence} from an {Experimental} {Program} in {Cameroon}}, volume = {68}, issn = {0013-0079, 1539-2988}, shorttitle = {The {Legacy} of {Colonial} {Language} {Policies} and {Their} {Impact} on {Student} {Learning}}, url = {https://www.journals.uchicago.edu/doi/10.1086/700617}, doi = {10.1086/700617}, language = {en}, number = {1}, urldate = {2022-06-11}, journal = {Economic Development and Cultural Change}, author = {Laitin, David D. and Ramachandran, Rajesh and Walter, Stephen L.}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/700617 2405685:5JH99UHL 4042040:FGB9E6BX}, pages = {239--272}, } @article{languille_politics_2019, title = {The politics of the education budget: {Financing} mass secondary education in {Tanzania} (2004–2012)}, volume = {66}, issn = {0738-0593}, shorttitle = {The politics of the education budget}, url = {http://www.sciencedirect.com/science/article/pii/S073805931830806X}, doi = {10.1016/j.ijedudev.2019.02.003}, abstract = {This article examines the budget dimension of the rapid expansion of secondary education in Tanzania since 2004. It aims to illuminate important challenges associated with the current international call for universal secondary education and for domestic revenue mobilization to fill the significant financial gap to achieve SDG 4 by 2030. The article sheds light on critical political factors that shaped Tanzania’s education budget allocation, a topic scarcely scholarly investigated. In light of the analysis, the article concludes that tax justice, at global and national level, needs to guide any ambitious agenda for action to finance quality education for all.}, language = {en}, urldate = {2021-01-20}, journal = {International Journal of Educational Development}, author = {Languille, Sonia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2019.02.003 2339240:AMBHFVJQ 2405685:9BXZPI9L}, keywords = {Budget, Financing, Political economy, Secondary education, Tanzania}, pages = {96--104}, } @article{larsen_understanding_2019, title = {Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles}, volume = {20}, doi = {10.17705/1jais.00556}, language = {en}, number = {7}, journal = {Journal of the Association for Information Systems}, author = {Larsen, K. and Hovorka, D. and Dennis, A.R.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00556 2405685:QNI8K9ZN 2486141:G3PRNUG5}, keywords = {\_Added-ailr-2024}, pages = {887--928}, } @techreport{lee_learning_2019, title = {Learning from {What} {Works}: {RBF} in {Education}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/31250/133932-WP-PUBLIC-21-1-2019-7-58-55-WBGLearningfromWhatWorksFinalclean.pdf?sequence=1&isAllowed=y}, urldate = {2022-04-07}, author = {Lee, Jessica and Medina, Octavio}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:99ZH7LFR 2405685:RTB9AMYG 4656463:L2JHG9SK}, } @article{lindvall_coherence_2019, title = {Coherence and the positioning of teachers in professional development programs. {A} systematic review}, volume = {27}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18302641}, doi = {10.1016/j.edurev.2019.03.005}, journal = {Educational Research Review}, author = {Lindvall, Jannika and Ryve, Andreas}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2405685:UXEQSP6H 2534378:R7UFM8RT}, keywords = {Important, Read}, pages = {140--154}, } @article{lindvall_coherence_2019, title = {Coherence and the positioning of teachers in professional development programs. {A} systematic review}, volume = {27}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18302641}, doi = {10.1016/j.edurev.2019.03.005}, journal = {Educational Research Review}, author = {Lindvall, Jannika and Ryve, Andreas}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2339240:T6FJICU7 2405685:NECFNMUF}, keywords = {Important, Read}, } @article{lindvall_coherence_2019, title = {Coherence and the positioning of teachers in professional development programs. {A} systematic review}, volume = {27}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18302641}, doi = {10.1016/j.edurev.2019.03.005}, journal = {Educational Research Review}, author = {Lindvall, Jannika and Ryve, Andreas}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2339240:T6FJICU7 2405685:NECFNMUF}, keywords = {Important, Read}, } @techreport{livingstone_global_2019, title = {Global {Kids} {Online}: {Comparative} report}, author = {Livingstone, Sonia and Kardefeld-Winther, Daniel and Saeed, Marium}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5J8ZAAR 2405685:JWM3JX3Z}, } @misc{loosemore_making_2019, type = {Public {Digital}}, title = {Making government as a platform real}, url = {https://public.digital/2018/09/25/making-government-as-a-platform-real}, language = {en}, urldate = {2022-04-07}, author = {Loosemore, Tom}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M95LD3KM 2405685:3L2FR4LM 4656463:W3T7J3V6}, } @article{lopez_matuto_2019, title = {Matuto, {Magbasa}, {Maglaro}: {Learning} to read braille through play}, issn = {1040-0435, 1949-3614}, shorttitle = {Matuto, {Magbasa}, {Maglaro}}, url = {https://www.tandfonline.com/doi/full/10.1080/10400435.2019.1619633}, doi = {10.1080/10400435.2019.1619633}, abstract = {In September 2016, Digital Learning for Development and All Children Reading released a “Grand Challenge for Development” urging researchers to explore the barriers that children with sensory disabilities in the Philippines face with respect to learning how to read. We sought to address one component of this challenge; engagement of persons with visual impairment in learning how to read in braille. The primary goal of this study was to engage in the co-design process to create a device to help young children with visual impairments learn to identify letters and short words in braille as a first step to reading.}, language = {en}, urldate = {2020-12-10}, journal = {Assistive Technology}, author = {Lopez, Rhianne M. and Pinder, Shane D. and Davies, T. Claire}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2019.1619633 2339240:KXPZKZ2F 2405685:Z3DSW4V3}, pages = {1--9}, } @article{loyalka_does_2019, title = {Does {Teacher} {Training} {Actually} {Work}? {Evidence} from a {Large}-{Scale} {Randomized} {Evaluation} of a {National} {Teacher} {Training} {Program}}, volume = {11}, issn = {1945-7782, 1945-7790}, shorttitle = {Does {Teacher} {Training} {Actually} {Work}?}, url = {https://pubs.aeaweb.org/doi/10.1257/app.20170226}, doi = {10.1257/app.20170226}, language = {en}, number = {3}, urldate = {2020-05-16}, journal = {American Economic Journal: Applied Economics}, author = {Loyalka, Prashant and Popova, Anna and Li, Guirong and Shi, Zhaolei}, month = jul, year = {2019}, note = {shortDOI: 10/ggx3rb KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170226 10/ggx3rb 2405685:JMUTWKKB}, keywords = {C:China}, pages = {128--154}, } @article{lwoga_icts_2019, title = {{ICTs} and development in developing countries: a systematic review of reviews}, volume = {85}, issn = {16814835}, shorttitle = {{ICTs} and development in developing countries}, url = {http://doi.wiley.com/10.1002/isd2.12060}, doi = {10.1002/isd2.12060}, abstract = {This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development.}, language = {en}, number = {1}, urldate = {2021-05-29}, journal = {The Electronic Journal of Information Systems in Developing Countries}, author = {Lwoga, Edda Tandi and Sangeda, Raphael Zozimus}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/isd2.12060 2405685:2HFH9EJX 2534378:8P8Y85JD}, pages = {e12060}, } @techreport{lynch_harnessing_2019, title = {Harnessing the power of data to improve education systems}, url = {https://www.globalpartnership.org/sites/default/files/2019-05-07-gpe-data-factsheet.pdf}, language = {en}, institution = {Global Partnership for Education}, author = {Lynch, Kelley}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RHIT7WRY 2405685:VAZ84RH2}, keywords = {⛔ No DOI found}, } @inproceedings{mabaso_whatsapp_2019, title = {{WhatsApp} utilisation at an initial teacher preparation programme at a university of technology in {South} {Africa}}, url = {https://ideas.repec.org/p/sek/itepro/8410560.html}, doi = {10.20472/TEC.2019.007.009}, abstract = {All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer’s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students’ needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country.}, booktitle = {Proceedings of {Teaching} and {Education} {Conferences}}, publisher = {International Institute of Social and Economic Sciences}, author = {Mabaso, Nkosinomusa and Meda, Lawrence}, year = {2019}, note = {Issue: 8410560 KerkoCite.ItemAlsoKnownAs: 10.20472/TEC.2019.007.009 2339240:GPXY25VR 2405685:9J2PHTPS 2534378:37UHHTGP 2534378:H6RM7XJ8}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425972, \_\_finaldtb}, } @inproceedings{mabaso_whatsapp_2019, title = {{WhatsApp} utilisation at an initial teacher preparation programme at a university of technology in {South} {Africa}}, url = {https://ideas.repec.org/p/sek/itepro/8410560.html}, doi = {10.20472/TEC.2019.007.009}, abstract = {All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer’s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students’ needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country.}, booktitle = {Proceedings of {Teaching} and {Education} {Conferences}}, publisher = {International Institute of Social and Economic Sciences}, author = {Mabaso, Nkosinomusa and Meda, Lawrence}, year = {2019}, note = {Issue: 8410560 KerkoCite.ItemAlsoKnownAs: 10.20472/TEC.2019.007.009 2339240:GPXY25VR 2405685:9J2PHTPS 2534378:37UHHTGP 2534378:H6RM7XJ8}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425972, \_\_finaldtb}, } @article{macentee_participatory_2019, title = {Participatory visual methods and school-based responses to {HIV} in rural {South} {Africa}: insights from youth, preservice and inservice teachers}, volume = {20}, issn = {1468-1811, 1468-1811}, url = {https://www.researchgate.net/publication/336065653_Participatory_visual_methods_and_school-based_responses_to_HIV_in_rural_South_Africa_insights_from_youth_preservice_and_inservice_teachers}, doi = {10.1080/14681811.2019.1661833}, abstract = {This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses.}, language = {English}, number = {3}, journal = {Sex Education: Sexuality, Society and Learning}, author = {MacEntee, Katie}, year = {2019}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396852077?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/14681811.2019.1661833 2339240:6T6MGSSZ 2405685:8C828K53 2405685:CB9W5QZV 2534378:2R8BXPSR 2534378:EMFZWYAL 2534378:TQ38MU35}, keywords = {Acquired Immunodeficiency Syndrome (AIDS), Children And Youth - About, Disadvantaged Schools, ERIC, Current Index to Journals in Education (CIJE), Educational Resources, Foreign Countries, HIV, Health Education, Higher Education, Media Selection, Photography, Postsecondary Education, Preservice Teachers, Rural Schools, Secondary Education, Secondary School Students, Sex Education, South Africa, Story Telling, Student Attitudes, Teacher Attitudes, Teaching Methods, Visual Aids, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096729, \_\_finaldtb, participatory visual methodology, rural education, sexual health education}, pages = {316--333}, } @inproceedings{madaio_everyone_2019, address = {Glasgow, Scotland UK}, title = {"{Everyone} {Brings} {Their} {Grain} of {Salt}": {Designing} for {Low}-{Literate} {Parental} {Engagement} with a {Mobile} {Literacy} {Technology} in {Côte} d'{Ivoire}}, isbn = {978-1-4503-5970-2}, shorttitle = {"{Everyone} {Brings} {Their} {Grain} of {Salt}"}, url = {http://dl.acm.org/citation.cfm?doid=3290605.3300695}, doi = {10.1145/3290605.3300695}, abstract = {Significant research has demonstrated the crucial role that parents play in supporting the development of children’s literacy, but in contexts where adults may lack sufficient literacy in the target language, it is not clear how to most effectively scaffold parental support for children’s literacy. Prior work has designed technologies to teach children literacy directly, but this work has not focused on designing for low-literate parents, particularly for multilingual and developing contexts. In this paper, we describe findings from a qualitative study conducted in several regions of rural Côte d’Ivoire to understand Ivorian parents’ beliefs, desires, and preferences for French literacy. We discuss themes that emerged from these interviews, surrounding ideas of trust, collaboration, and culturally-responsive design, and we highlight implications for the design of technology to scaffold low-literate parental support for children’s literacy.}, language = {en}, urldate = {2020-09-15}, booktitle = {Proceedings of the 2019 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems} - {CHI} '19}, publisher = {ACM Press}, author = {Madaio, Michael A. and Tanoh, Fabrice and Seri, Axel Blahoua and Jasinska, Kaja and Ogan, Amy}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3290605.3300695 2339240:28K7BQND 2405685:VMXK42BU}, pages = {1--15}, } @article{magrath_systems_2019, title = {Systems {Research} in {Education}: {Designs} and methods}, volume = {14}, shorttitle = {Systems {Research} in {Education}}, number = {1}, journal = {Research in Comparative and International Education}, author = {Magrath, Bronwen and Aslam, Monazza and Johnson, David}, year = {2019}, note = {Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 2339240:QPRI36LV 2405685:FSIPMHL2}, keywords = {\_\_\_working\_potential\_duplicate, ❓ Multiple DOI}, pages = {7--29}, } @misc{malawi_ministry_of_education_science_and_technology_ministry_2019, title = {Ministry of {Education}, {Science} and {Technology} - {Policy} {Reforms}}, url = {http://www.reforms.gov.mw/psrmu/ministry-education-science-and-technology}, abstract = {The Malawi Public Sector Reforms Management Unit exists to catalyse, drive and facilitate public sector reforms in Malawi. The reforms are implemented in Government ministries, departments and agencies (MDAs), local councils, parastatal organizations and constitutional bodies.}, language = {en}, urldate = {2022-11-01}, author = {Malawi Ministry of Education, Science {and} Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CVBB75DU 2405685:Z4Z43LCT}, } @misc{malwai_ministry_of_education_science_and_technology_malawi_malawi_2019, title = {Malawi {Education} {Sector} {Analysis}.pdf}, url = {https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf}, urldate = {2022-10-30}, author = {Malwai Ministry of Education, Science, {and} Technology, Malawi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5NERCHI 2405685:UKTVQWTU}, } @article{manca_beyond_2019, title = {Beyond disciplinary boundaries: {Mapping} educational science in the discourse on social media}, volume = {121}, number = {14}, journal = {Teachers College Record}, author = {Manca, S and Rehm, M and Brandon, D and Greenhow, Christine}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QS2MXPFP}, } @techreport{manuel_subnational_2019, address = {London/ Bristol}, title = {Subnational investment in human capital}, url = {https://cdn.odi.org/media/documents/12663.pdf}, institution = {Overseas Development Institute/ Development Initiatives}, author = {Manuel, Marcus and Coppard, Dan and Dodd, Amy and Desai, Harsh and Watts, Richard and Christensen, Zach and Manea, Stephanie}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QK4XUIPM 2405685:UICHGHVQ}, } @misc{martin_circl_2019, title = {{CIRCL} {Primer}: {Design}-{Based} {Implementation} {Research}. {In} {CIRCL} {Primer} {Series}.}, url = {http://circlcenter.org/dbir/}, author = {Martin, W and Fishman, Barry and Cheng, Britte and Penuel, William}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SC5Q93KQ 2405685:A962I7LW}, } @article{martins_analysis_2019, title = {Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study}, volume = {15}, issn = {1176-6328}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6366350/}, doi = {10.2147/NDT.S184510}, abstract = {Purpose To evaluate the performance improvement of individuals with hemiparesis cerebral palsy (CP) using a virtual task. Participants and methods Twenty individuals were selected and distributed into two groups. The experimental group (CP group) comprised ten individuals with a medical diagnosis of CP, and ten individuals with typical development (sex- and age-matched) composed the control group (TD group). Both groups followed the same intervention protocol, which included a virtual coincident timing task: the participants performed upper limb movements in front of a computer’s webcam and interacted with the task with the aim of virtually intercepting spheres that fell in four rows following the rhythm of a pre-selected song during an 8-minute period. To verify the influence on a real task, pre- and posttests were performed in a similar task, but with physical contact (using the spacebar on the keyboard of a computer). To analyze the data, we evaluated the variable, constant, and absolute errors during the task and in the pre- and posttests. Results The results showed that there was an improvement in performance between the pre- and posttests; that is, after practicing the task in an environment without physical contact, there was a performance improvement in posttests in the real task, but only for the CP group. Moreover, there were significant differences in precision and accuracy between the two groups, with worse performance in the CP group. Conclusion Individuals with CP presented better performance in the real task after practice in a virtual reality task, albeit with worse performance compared with individuals with TD. This is an interesting result that supports the possible use of virtual tasks for the rehabilitation of individuals with CP.}, urldate = {2020-12-10}, journal = {Neuropsychiatric Disease and Treatment}, author = {Martins, Fabiana Paula Almeida and Massetti, Thaís and Crocetta, Tania Brusque and Lopes, Priscila Bianchi and da Silva, Amanda Abreu and Figueiredo, Eliketylen Fernandes and de Abreu, Luiz Carlos and da Silva, Talita Dias and Monteiro, Carlos Bandeira de Mello}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.2147/NDT.S184510 2339240:CI3HQJFI 2405685:P8DEJMKH}, pages = {417--428}, } @misc{maryville_university_maryville_2019, title = {Maryville begins issuing student-owned digital diplomas}, url = {https://www.maryville.edu/mpress/digital-diplomas/?_gl=1*10m805a*_ga*MTg4ODM1ODM3NC4xNjQ4MTMzODQ2*_gid*OTE1MjQ4NjU4LjE2NDgxMzM4NDY.*_fplc*TlIwS2NFVmdGenR6aEZuNU51bWkzSVlFOHdyc0RlTkZSRFZyciUyQlRKQUg3cmlVTVRCTVZ3bVlCN2xUQnU5d0NZNlJZczdHJTJGVUw0UVlnY3Y0RU1aNW9HcmYxM1BUc3NWcnBXbU1YTXIyUW9SV2NWQnNpYkdjNjNuc0t6ak80dyUzRCUzRA}, author = {Maryville University}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DGIEZVR3 2405685:SMRTPUUI}, } @phdthesis{mason_devising_2019, type = {Durham theses}, title = {Devising {New} {Models} for {School} {Improvement} in {Developing} {Nations}: {Sierra} {Leone}, a case study}, url = {http://etheses.dur.ac.uk/13354/1/Devising_New_Models_for_School_Improvement_Final_%2B_corrections.pdf?DDD29+}, language = {en}, school = {Durham University}, author = {Mason, Miriam Theresa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:55RYBL9Q}, } @misc{mastercard_foundation_centre_2019, title = {The {Centre} for {Innovative} {Teaching} and {Learning} {Approach}}, url = {https://mastercardfdn.org/our-approach/}, language = {en}, urldate = {2020-07-01}, author = {Mastercard Foundation}, year = {2019}, note = {Library Catalog: mastercardfdn.org KerkoCite.ItemAlsoKnownAs: 2405685:VLG3BPAQ}, } @article{mbwiga_education_2019, title = {Education authority to launch free online school library}, url = {https://www.thecitizen.co.tz/news/Education-authority-to-launch-free-online-school-library/1840340-5047892-okil6e/index.html}, journal = {The Citizen}, author = {Mbwiga, Gladys}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XEQDPAF9 2405685:HHEWYAFT}, } @article{mclean_scaling_2019, title = {Scaling {Impact}; {Innovation} for the {Public} {Good}}, language = {en}, author = {McLean, Robert and Gargani, John}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9TNQFMSL 2405685:PP5MDTME}, keywords = {⛔ No DOI found}, } @techreport{mecss_comprehensive_2019, title = {Comprehensive {Indicators} of {Preschool} {Education}}, url = {https://mecss.gov.mn/media/uploads/66823122-0f00-466a-96bc-a0baa8711af5.pdf}, urldate = {2020-08-31}, institution = {Ministry of Education, Culture, Sciences and Sports}, author = {MECSS}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EGE8WEFY 2405685:7FI7LACE}, } @article{menashy_private_2019, title = {Private engagement in refugee education and the promise of digital humanitarianism}, doi = {10.1080/03054985.2019.1682536}, abstract = {This paper examines the prevalence of technological interventions in education in emergencies through a case study of private participation in Syrian refugee education in Jordan, Lebanon, and Turkey. This research is conceptually situated within critiques of ‘digital humanitarianism’, simultaneously interrogating the role of technology in humanitarian responses and the roles of private actors who promote this technology. Our study demonstrates that a pervasive optimism concerning education technology in emergencies accompanies a surge in private actor engagement in Syrian refugee education. Findings indicate that while access to technology in educational settings is important to the Syrian refugee populations, private actors’ disproportionate focus on technology is problematic, particularly when technological interventions are viewed as panaceas for refugee education; designed free from coordination; driven by profit motivations; and developed in a manner decontextualised from the learning context. This study attends to the necessity of countering the overwhelming optimism about technology as a panacea for refugee education, which fails to problematise the implications of interventions developed in the Global North for a distant ‘other’ in the Global South.}, journal = {Oxford Review of Education}, author = {Menashy, Francine and Zakharia, Zeena}, year = {2019}, note = {shortDOI: 10/ggs9ws KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2019.1682536 10/ggs9ws 2339240:UH2A3AGB 2405685:S8KCLCMR}, keywords = {GENERAL - to be categorised, Google Scholar/ "education technology" refugees}, pages = {1--18}, } @techreport{metni_digital_2019, title = {Digital {Learning} {Innovations} for {Syrian} {Refugees} and {Host} {Communities} in {Lebanon}}, url = {https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/58166/58301.pdf}, author = {Metni, Eliane}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D4326RKF 2405685:4GR2F2BC}, } @article{mfaume_awareness_2019, title = {Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in {Tanzania}}, volume = {15}, url = {https://files.eric.ed.gov/fulltext/EJ1220754.pdf}, abstract = {The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device.}, language = {en}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Mfaume, Hamisi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NILQKHAU 2405685:RZS5MRR5 2405685:T44EMRPB 2534378:CWRHE7XH 2534378:HJAYR2JU Place: Bridgetown Publisher: University of the West Indies Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2255700979?accountid=9851}, keywords = {Bali, Bangkok Thailand, Cellular telephones, Education, Educational technology, Japan, Learning, Pedagogy, Secondary school teachers, Students, Tanzania, Teaching, United Kingdom--UK, United States--US, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096774, \_\_finaldtb, ⛔ No DOI found}, pages = {154--170}, } @article{mfaume_harnessing_2019, title = {Harnessing the power of a mobile phone in the promotion of teacher ethics in {Tanzania}}, volume = {15}, abstract = {This study examined teachers’ perspectives on using a mobile phone in the promotion of teacher ethics in Tanzania. It was informed by the qualitative approach, using a sample of forty-eight (48) respondents who were drawn through purposive and convenient sampling techniques. Data were sought through Focus Group Discussions (FGDs) and were subjected to thematic data analysis. Findings indicated that a handful of respondents perceived a mobile phone as a viable tool in the promotion of teacher ethics. Moreover, ownership and accessibility, popularity and ease of use, internet coverage and connectivity, as well as the ubiquitous nature of the device were the reasons given for their perceptions. However, teachers’ lack of knowledge, attitude and beliefs, financial problems, limited network connection, and poor coordination and technical support were the anticipated challenges in using the device in the promotion of teacher ethics. Based on the noted potential of the device, the study recommends the need for Teachers’ Service Commission in Tanzania to adopt and use the device so as to ensure wider coverage of ethical information and combat unethical conduct amongst teachers.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using ICT}, author = {Mfaume, Hamisi and Mgaya, Rose and Bilinga, Margareth}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3XUZLE5P 2405685:ABAEIQD7}, keywords = {⛔ No DOI found}, pages = {118--132}, } @techreport{ministry_of_basic_and_secondary_education_annual_2019, title = {Annual {School} {Census} {Report}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/03/2019-Annual-School-Census-Report.pdf}, urldate = {2022-12-21}, author = {Ministry of Basic {and} Secondary Education}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3BAQ3WPG 2405685:FYWGE5WI}, } @techreport{ministry_of_basic_and_senior_secondary_education_2019_2019, address = {Sierra Leone}, title = {2019 {Annual} {School} {Census} {Report}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/03/2019-Annual-School-Census-Report.pdf#page=156&zoom=100,92,96}, urldate = {2020-10-06}, institution = {Ministry of Basic and Senior Secondary Education}, author = {{Ministry of Basic and Senior Secondary Education}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:99GBVUWP 2339240:NBI2YGW4 2405685:PF3NKF32 2405685:QNZEXSV3 2405685:SK6ZDI63 2486141:IVGKRIEH}, } @techreport{ministry_of_basic_and_senior_secondary_education_2019_2019, title = {2019 {Annual} {Schools} {Census} {Report}}, author = {Ministry of Basic {and} Senior Secondary Education and Education, Ministry of Basic {and} Senior Secondary}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:J7MURQFH 2486141:7DDR6BUJ}, } @techreport{ministry_of_education_approved_2019, address = {Republic of Kenya}, title = {Approved {Basic} {Education} {Statistical} {Booklet} 2019}, author = {Ministry of Education}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JFBPSH7S 2405685:GBA7WEDP}, } @techreport{ministry_of_education_isherig-2_2019, title = {{iSherig}-2 {Education} {ICT} {Master} {Plan} 2019-2023}, copyright = {© 2019 Ministry of Education}, url = {http://www.education.gov.bt/wp-content/uploads/2019/05/iSherig-2-Education-ICT-MNasterplan-2019-2023.pdf}, language = {en}, urldate = {2022-06-21}, institution = {Royal Government of Bhutan}, author = {{Ministry of Education}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y547BCXC 2405685:KA7K5USC}, } @misc{ministry_of_education_ghana_education_2019, title = {Education {Strategic} {Plan} 2018–2030}, url = {https://www.globalpartnership.org/content/education-strategic-plan-2018-2030-ghana}, abstract = {Building on Ghana's achievements in expanding education, this plan puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP 2010-2020.}, language = {en}, urldate = {2022-06-23}, publisher = {Ministry of Education, Ghana}, author = {{Ministry of Education, Ghana}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JHUHU9HY 2405685:R5XBKSUI}, } @misc{ministry_of_education_ghana_ministry_2019, title = {Ministry of {Education} {Ghana} - {Education} {Strategic} {Plan} 2018 - 2030}, shorttitle = {Education {Strategic} {Plan}}, url = {https://www.globalpartnership.org/sites/default/files/2019-05-education-strategic-plan-2018-2030.pdf}, abstract = {Building on Ghana's achievements in expanding education, the Education Strategic Plan sets out the vision and policies for realizing the ambition of transforming Ghana into a ‘learning nation'. It puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP for 2010-2020. This plan not only sets the long-term vision but also how this will be operationalized in the medium term through the accompanying Education Sector Medium Term Development Plan 2018-2021.}, language = {English}, publisher = {Ministry of Education, Ghana}, author = {Ministry of Education, Ghana}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2MX8W5EJ 2405685:U4CHV5DB}, } @misc{ministry_of_education_ghana_reform_secretariat_reform_2019, title = {Reform {Secretariat} at the {Ministry} of {Education}}, url = {http://moprempeh.com/reform-secretariat-ministry-of-education/}, abstract = {A Reform Secretariat has been formed at the Ministry of Education to ensure that all the agencies and bodies directly...}, language = {en-US}, urldate = {2020-06-23}, author = {Ministry of Education, Ghana, Reform Secretariat}, year = {2019}, note = {Library Catalog: moprempeh.com Section: Education Reform EdTechHub.ItemAlsoKnownAs: 2405685:XDFEBGMW}, } @misc{ministry_of_education_jordan_tawjihi_2019, title = {Tawjihi {Pass} {Rates}}, author = {Ministry of Education, Jordan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HFZTZW9C}, } @techreport{ministry_of_education_jordan__2019, title = {س للعام الدرا ي التقرير االحصائ}, url = {http://www.moe.gov.jo/sites/default/files/ltqryr_lhsyy_llm_ldrsy_2018-2019.pdf}, urldate = {2020-06-30}, author = {Ministry of Education, Jordan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UKI54W2G}, } @misc{ministry_of_education_republic_of_kenya_basic_2019, title = {Basic education statistical booklet}, url = {https://www.education.go.ke/images/Approved_Basic_Education_Statistical_Booklet_2019_approved_compressed.pdf}, urldate = {2021-04-14}, author = {Ministry of Education, Republic of Kenya}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:894SNAXV 2405685:49X4ADMZ}, } @techreport{ministry_of_education_science_and_technology_education_2019, title = {Education {Sector} {Analysis}}, url = {https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf}, author = {Ministry of Education, Science, {and} Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2455KDU 2405685:WFQZZHPI}, } @techreport{ministry_of_education_science_and_technology_education_2019, title = {Education {Sector} {Analysis}}, url = {https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf}, author = {Ministry of Education, Science, {and} Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2455KDU 2405685:WFQZZHPI}, } @techreport{ministry_of_education_science_and_technology_education_2019, title = {Education {Sector} {Analysis}}, url = {https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf}, author = {Ministry of Education, Science, {and} Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2455KDU 2405685:WFQZZHPI}, } @techreport{ministry_of_education_science_and_technology_education_2019, title = {Education {Sector} {Analysis}}, url = {https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf}, author = {Ministry of Education, Science, {and} Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2455KDU 2405685:WFQZZHPI}, } @misc{ministry_of_finance_and_development_planning_liberia_mfdp_2019, title = {{MFDP} {Provides} {Clarity} on {Teachers}’ {Salaries} {Payment}}, url = {https://www.mfdp.gov.lr/index.php/media-center/press-release/mfdp-clarifies-mcss-teachers-september-salary-issues}, abstract = {Monrovia, Liberia - The Ministry of Finance and Development Planning clarifies that the government has already paid the salaries of fifteen thousand (15,000) non-MCSS teachers for the month of August, and is now processing their September pay.}, language = {en-gb}, urldate = {2020-06-25}, author = {Ministry of Finance {and} Development Planning (Liberia)}, year = {2019}, note = {Library Catalog: www.mfdp.gov.lr KerkoCite.ItemAlsoKnownAs: 2405685:REVH3VSX}, } @techreport{ministry_of_information_communications_and_technology_kenya_national_2019, title = {National {Information}, {Communications} and {Technology} ({ICT}) {Policy}}, url = {https://www.ict.go.ke/wp-content/uploads/2019/12/NATIONAL-ICT-POLICY-2019.pdf}, urldate = {2020-07-01}, author = {Ministry of Information, Communications {and} Technology, Kenya}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3MTGT25S}, } @techreport{ministry_of_planning_and_economic_development_sierra_leone_sierra_2019, title = {Sierra {Leone} {Medium} {Term} {National} {Development} {Plan} ({Volume} 1)}, url = {http://www.moped.gov.sl/wp-content/uploads/2019/03/Medium-Term-National-Development-Plan-Volume-I.pdf}, urldate = {2020-06-25}, author = {Ministry of Planning {and} Economic Development (Sierra Leone)}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:CZE9NFVC}, } @techreport{ministry_of_primary_and_secondary_education_zimbabwe_ict_2019, title = {{ICT} {Policy} for {Primary} and {Secondary} {Education} (2019 - 2023).}, author = {{Ministry of Primary and Secondary Education (Zimbabwe)}}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ZK7M3DZ9}, } @article{minniti_implementing_2019, title = {Implementing {Low} {Cost} {Digital} {Libraries} for {Rural} {Communities} by {Re}-functioning {Obsolescent} {Television} {Sets}: {The} {Offline}-pedia {Project}}, volume = {8}, shorttitle = {Implementing {Low} {Cost} {Digital} {Libraries} for {Rural} {Communities} by {Re}-functioning {Obsolescent} {Television} {Sets}}, doi = {10.18146/2213-0969.2019.jethc169}, number = {15}, journal = {VIEW Journal of European Television History and Culture}, author = {Minniti, Sergio and Salazar, Joshua and Vega, Jorge}, year = {2019}, note = {Publisher: the Netherlands Institute for Sound and Vision shortDOI: 10/ghgn5c KerkoCite.ItemAlsoKnownAs: 10/ghgn5c 2405685:M979LTFN}, } @article{mishra_considering_2019, title = {Considering {Contextual} {Knowledge}: {The} {TPACK} {Diagram} {Gets} an {Upgrade}}, url = {https://www.tandfonline.com/doi/full/10.1080/21532974.2019.1588611}, doi = {10.1080/21532974.2019.1588611}, author = {Mishra, Punya}, year = {2019}, note = {zotzenLib.CopiedFrom: 2339240:TC4KJBR7 KerkoCite.ItemAlsoKnownAs: 10.1080/21532974.2019.1588611 2339240:TC4KJBR7 2405685:U6MW264I}, } @misc{missing_maps_supporting_2019, title = {Supporting {Open} {Data} {Kit}}, url = {https://www.missingmaps.org/blog/2019/01/08/odk-collect-improvements/}, urldate = {2022-07-11}, author = {{Missing Maps}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6ATM7QAX 2486141:IECBUB9S}, } @techreport{moe_master_2019, title = {Master plan for {ICT} in education in {Bangladesh} (2012-2021): {Progress} {Review} {Report} 2019}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000372984&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_ce3ddee6-2872-48b6-8169-5f6c789c2a20%3F_%3D372984eng.pdf&updateUrl=updateUrl6357&ark=/ark:/48223/pf0000372984/PDF/372984eng.pdf.multi&fullScreen=true&locale=en#%5B%7B%22num%22%3A12%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C17%2C862%2Cnull%5D}, author = {MoE}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JAJI53M3 2405685:QPP65VTW}, } @techreport{mopme_annual_2019, address = {Bangladesh}, title = {Annual {Primary} {School} {Census} 2019}, url = {https://mopme.portal.gov.bd/sites/default/files/files/mopme.portal.gov.bd/publications/4a81eee1_4fff_4c20_ab68_282c1db70caa/2.10.1%20APSC%20(2).pdf}, language = {en}, institution = {Directorate of Primary Education}, author = {{MoPME}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9X2J5EH3 2405685:TJ73RPSY}, pages = {222}, } @article{mtebe_mining_2019, title = {Mining students’ data to analyse usage patterns in {eLearning} systems of secondary schools in {Tanzania}}, volume = {6}, abstract = {The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students actually use them. Existing studies tend to focus on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA and KEEL as data mining tools to analyze students’ usage patterns and trends using 68,827 individual records from the log file of the Halostudy system implemented in secondary schools in Tanzania. The study found that the system usage is moderate and in decline. There is also variability in the usage of multimedia elements with biology having the highest number while mathematics has the lowest. Students from Dar es Salaam, Mwanza, and Arusha, in that order, had the highest system usage with the lowest being from the peripheral regions. The possible challenges limiting system usage are discussed. These findings show that data mining tools can be used to indicate usage patterns of systems implemented in sub-Saharan Africa and to help educators to find ways of maximising systems usage.}, language = {en}, number = {3}, journal = {Journal of Learning for Development}, author = {Mtebe, Joel S and Kondoro, Aron W}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AL8CL6D8 2405685:ECCVF4SL}, keywords = {⛔ No DOI found}, pages = {228--244}, } @article{muinde_determinants_2019, title = {Determinants of {Implementation} of {Public} {Sector} {Projects} in {Kenya}: {A} {Case} of {Laptop} {Project} in {Public} {Primary} {Schools} in {Kangundo} {Sub}-{County}, {Machakos} {County}}, issn = {2519-772X}, shorttitle = {Determinants of {Implementation} of {Public} {Sector} {Projects} in {Kenya}}, url = {https://kerd.ku.ac.ke/handle/123456789/1424}, abstract = {In One-to-one laptop programs are becoming popular across the globe. However available evidence suggests that their implementations in schools are often faced with challenges. For example, even though the government of Kenya began supplying laptops to public primary schools in 2016; reports indicate that the gadgets have not fully been put into use in many schools. Most of the empirical studies done in this area have majorly focused on the level of success and factors influencing implementation of the project and not the extent to which specific variables determine implementation of the project, thus resulting to a research gap. In order to fill this gap, study focused on the determinants of implementation of the laptop project in public primary schools in Kangundo Sub-county. The study was guided by 4 research objectives: i.) To assess the extent to which teachers’ perception determine implementation of the laptop project; ii) To establish the extent to which teachers’ capacity in ICT determine implementation of the laptop project; iii) To establish the extent to which availability of facilities determine the implementation of the laptop project; and iv) To establish the extent to which availability of digital subject content determine implementation of the laptop project. The study was premised on three (3) theories; Technology Acceptance Model, Constructivist Learning Theory and Resource Based Theory. The study adopted descriptive survey design. It targeted all the public primary schools, all teachers in lower primary and all the Ministry of Education officials heading the four zones that constitute Kangundo Sub-county. The study targeted all the 74 public primary schools which have 222 lower primary teachers, 74 head teachers and 4 MOEST officials making a total target population of 300. It adopted stratified random sampling in stratifying the schools into four zones and randomly selected 22 schools. All 22 school heads and all 66 lower primary school teachers of the participating schools were purposively sampled. Additionally, the 4 MOEST officials heading the four zones were included, making a sample of 92 participants. Tools of data collection included questionnaires for teachers and school heads, an interview guide for MOEST officials and an observation checklist. The data analysis was conducted using SPSS. Content analysis was adopted in analyzing qualitative data whereas descriptive statistics such as frequencies and percentages were used in analyzing quantitative data. Tables and figures were used to present the study results. The inferential analysis conducted shows that there was a significant relationship between independent and dependent variables. Both teachers’ capacity on ICT and availability of facilities were found to have significant effect on implementation of the laptop project while teachers’ perception and availability of digital subject content were found to have insignificant effect on the project in public primary schools in Kangundo Sub-County.}, language = {en}, urldate = {2021-04-02}, author = {Muinde, Samuel Mutisya and Mbataru, Patrick}, year = {2019}, note = {Accepted: 2020-06-30T09:17:59Z Publisher: International Academic Journal of Law and Society KerkoCite.ItemAlsoKnownAs: 2339240:2GJGUH3T 2405685:BVJFPMCV}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{muljono_developing_2019, title = {Developing {BacaBicara}: {An} {Indonesian} {Lipreading} {System} as an {Independent} {Communication} {Learning} for the {Deaf} and {Hard}-of-{Hearing}}, volume = {14}, issn = {1863-0383}, shorttitle = {Developing {BacaBicara}}, url = {https://onlinejour.journals.publicknowledgeproject.org/index.php/i-jet/article/view/9578}, doi = {10.3991/ijet.v14i04.9578}, abstract = {Deaf and hard-of-hearing people have limitations in communication, espe-cially on aspects of language, intelligence, and social adjustment. To com-municate, deaf people use sign language or lipreading. For normal people, it is very difficult to use sign language. They have to memorize many hand signs. Therefore, lipreading is a necessary for communication between nor-mal and deaf people. In Indonesia, there is still few education media for deaf people to learn lipreading. To overcome this challenge, we develop a lipread-ing educational media to help deaf and hard-of-hearing to learn Bahasa In-donesia, called BacaBicara. User-Centered Design (UCD) is implemented to design the application and to analyze the constraints and conceptual models for the needs of users. This conceptual model uses the picture, lipreading video, text, and sign language to help the users understand the contents. The High fidelity prototype was implemented for evaluating usability testing. Based on the evaluation of the application, the results show that the proto-type matches the usability goals and the user experience.}, language = {en}, number = {04}, urldate = {2020-12-10}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Muljono, Muljono and Saraswati, Galuh Wilujeng and Winarsih, Nurul Anisa Sri and Rokhman, Nur and Supriyanto, Catur and Pujiono, Pujiono}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i04.9578 2339240:9IPNSKPY 2405685:QD5FWZIS}, keywords = {Deaf and hard of hearing, Interaction, lipreading, user-centered design prototype}, pages = {44--57}, } @misc{mustafa_sudan_2019, title = {Sudan: '{Can}'t {Wait} to {Learn}!'}, shorttitle = {Sudan}, url = {https://www.unicef.org/sudan/stories/sudan-cant-wait-learn}, abstract = {How innovative learning is empowering children in Sudan}, language = {en}, urldate = {2022-01-13}, author = {Mustafa, Iman and Amin, Ahmed}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NHFP5HRG 2405685:NDRMWC9P}, } @article{mwakisole_cloud_2019, title = {Cloud computing architecture for {eLearning} in secondary schools}, volume = {11}, abstract = {In recent years, schools have been investing heavily on information and communications technology (ICT) infrastructure to implement eLearning systems to enhance the quality of education in secondary schools in Tanzania. The majority of these systems are implemented using a traditional web-based eLearning approach on school premises which is costly and limits usage due to lack of scalability and flexibility. Consequently, many schools have started adopting cloud computing as a solution. However, this adaption depends on well-defined cloud eLearning architecture. This study proposed cloud architecture for implementing an eLearning system in secondary schools in Tanzania by adopting various layers proposed in previous studies. The effectiveness of this proposal was evaluated by comparing its performance with a similar traditional web-based eLearning system using the Moodle benchmark tool and Apache Jmeter. The study found that eLearning systems implemented in the cloud-based infrastructure had better performance metrics than web-based eLearning systems on school premises.}, number = {4}, journal = {The African Journal of Information Systems}, author = {Mwakisole, Kennedy and Kissaka, Mussa and Mtebe, Joel}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H37DIS7E 2405685:QILWRT8Y}, keywords = {⛔ No DOI found}, pages = {299--313}, } @article{nag_home_2019, title = {Home language, school language and children's literacy attainments: {A} systematic review of evidence from low- and middle-income countries}, volume = {7}, issn = {2049-6613}, shorttitle = {Home language, school language and children's literacy attainments}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/rev3.3130}, doi = {10.1002/rev3.3130}, abstract = {The general consensus in the field is that when the home language is different from the language of instruction in school then children's literacy attainments could slow down. In this 26-year review of the literature on children's literacy attainments in low- to middle-income countries, 40 correlational, ethnographic and intervention studies provide the data. We test the ‘home language advantage’ hypothesis where we expect children who speak the same language at home and school to show better literacy learning. We also examine other attributes in the home language and literacy environment (HLLE). Among the multivariate studies, trends differ across countries, age and grade levels, and child measures. Rather than a universal home language advantage, the evidence shows that home language advantage is context-sensitive. The correlational and ethnographic evidence point to a multiple risk factors model of home and school language disconnection; and the ethnographic and intervention studies provide complementary evidence of both feelings of unease, disempowerment and wish to help among family members, and increased confidence following guided support. Possible underlying mechanisms are examined through parallel synthesis of evidence from multiple research methods on three HLLE dimensions—books-at-home, home tutoring and adult literacy practices. The data partially corroborate findings from high-income countries (e.g. home environments impact literacy development, responsive parenting is present across families) but also bring focus on context-specific realities. Neither low-income nor low-print environments are uniform constraints because communities differ and some homes use available resources more efficiently than others.}, language = {en}, number = {1}, urldate = {2022-04-20}, journal = {Review of Education}, author = {Nag, Sonali and Vagh, Shaher Banu and Dulay, Katrina May and Snowling, Margaret J.}, year = {2019}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rev3.3130 KerkoCite.ItemAlsoKnownAs: 10.1002/rev3.3130 2405685:RIZG682H 4042040:QLFNIHUN}, keywords = {home language advantage, home language and literacy environment, low-income countries}, pages = {91--150}, } @article{nakagawa_research_2019, title = {Research weaving: visualizing the future of research synthesis}, volume = {34}, shorttitle = {Research weaving}, url = {https://www.cell.com/trends/ecology-evolution/fulltext/S0169-5347(18)30278-7?ref=https://githubhelp.com}, doi = {10.1016/j.tree.2018.11.007}, number = {3}, urldate = {2024-01-18}, journal = {Trends in ecology \& evolution}, author = {Nakagawa, Shinichi and Samarasinghe, Gihan and Haddaway, Neal R. and Westgate, Martin J. and O’Dea, Rose E. and Noble, Daniel WA and Lagisz, Malgorzata}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.tree.2018.11.007 2405685:Y29WIV7Q 2486141:7IWVPGZQ 2486141:SFJ37LP4}, keywords = {\_Added-ailr-2024}, pages = {224--238}, } @misc{nakhoul_third_2019, title = {Third submarine cable to boost {Internet} service}, url = {http://www.businessnews.com.lb/cms/Story/StoryDetails/7158/Third-submarine-cable-to-boost-Internet-service}, abstract = {The aim is to turn Lebanon into a regional hub for Internet distribution}, language = {en-US}, urldate = {2020-09-29}, journal = {BusinessNews.com.lb}, author = {Nakhoul, Shikrallah}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BZYK8W8T 2405685:IH9QDU8V}, } @techreport{nascimbeni_digital_2019, address = {New York, NY}, type = {Scoping {Paper}}, title = {Digital literacy for children: exploring definitions and frameworks}, copyright = {© United Nations Children's Fund (UNICEF), August 2019}, url = {https://www.unicef.org/globalinsight/media/1271/file/%20UNICEF-Global-Insight-digital-literacy-scoping-paper-2020.pdf}, institution = {UNICEF Office of Global Insight and Policy}, author = {Nascimbeni, Fabio and Vosloo, Steven}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TG6T4TJF}, } @techreport{national_institute_of_population_studies_pakistan_2019, address = {Islamabad, Pakistan}, title = {Pakistan {Demographic} and {Health} {Survey}, 2017–18}, url = {https://dhsprogram.com/pubs/pdf/FR354/FR354.pdf}, urldate = {2020-07-20}, author = {{National Institute of Population Studies}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:436K5QBU}, keywords = {auto\_merged}, } @techreport{national_institute_of_population_studies_pakistan_2019, title = {Pakistan {Demographic} and {Health} {Survey} 2017-18}, url = {https://dhsprogram.com/publications/publication-FR354-DHS-Final-Reports.cfm}, language = {en}, urldate = {2020-06-08}, institution = {USAID, UKAID and UNFPA}, author = {National Institute of Population Studies}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ESFL9NXP 2405685:GLMJ5FAM 2405685:UQVGKUEN}, keywords = {⛔ No DOI found}, } @techreport{national_statistics_office_2018_2019, type = {Main {Report}}, title = {2018 {Population} and {Housing} {Census}}, url = {https://malawi.unfpa.org/en/resources/malawi-2018-population-and-housing-census-main-report}, urldate = {2023-05-29}, institution = {Government of Malawi}, author = {National Statistics Office}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UXWI3QF6 2405685:4KBEPZKW}, } @techreport{naylor_strengthening_2019, title = {Strengthening the {Education} {Workforce}}, url = {https://educationcommission.org/wp-content/uploads/2020/02/strengthening-the-education-workforce.pdf}, language = {en}, institution = {Education Commission}, author = {Naylor, Ruth and Jones, Charlotte and Boateng, Pearl}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:66PFUJWJ 2405685:YCU7P54S}, } @techreport{neilson_approximating_2019, title = {Approximating the equilibrium effects of informed school choice}, abstract = {This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we find that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we find that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families five years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we find that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers.}, language = {en}, institution = {Working Paper \#628, Princeton University Industrial Relations Section}, author = {Neilson, Christopher A}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2L3D59KP 2405685:SFXIW92Z}, keywords = {⛔ No DOI found}, pages = {52}, } @inproceedings{ngeze_online_2019, title = {Online teacher professional development in {ICT} integration in {Tanzania}: {An} experience report}, abstract = {Integration of Information and Communication Technology (ICT) in teaching and learning in schools has been hindered by many barriers, including lack of in-service teacher training, teacher beliefs and lack of infrastructure. In the effort to solve the challenge of teacher training in Tanzania, few in-service teachers, based on different parameters, are selected to participate in the face to face ICT training at the specified training centre. Scaling of such teacher training initiatives has been challenging over time. To reach more school teachers, we developed a ten-day online course, run over Moodle. A total of 134 teachers from all the regions of Tanzania registered and participated. Topics were developed based on the preference of the in-service teachers. Online surveys were used to collect qualitative and quantitative data before and after the course. Teachers were active during the duration of the course and many of them applied the skills in their schools by improving their teaching strategies, use of technology tools and sharing experiences with other teachers in their schools.}, language = {en}, booktitle = {Proceedings of the 27th {International} {Conference} on {Computers} in {Education}.}, author = {Ngeze, Lucian Vumilia and Iyer, Sridhar}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ADH54AWX 2405685:DEL3AXBD}, keywords = {⛔ No DOI found}, pages = {6}, } @misc{nir_ghana_2019, title = {In {Ghana}, {Free} {High} {School} {Brings} {Opportunity} and {Grumbling}}, url = {https://www.nytimes.com/2019/06/15/world/africa/ghana-free-senior-high-school-brings-chaos.html}, urldate = {2020-06-23}, author = {Nir, S.M.}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:V7XGFRLC}, } @inproceedings{nirwana_mapping_2019, title = {Mapping teacher distribution analysis with digitation technology implementation to improve education management in {Bengkkulu} {City}}, author = {Nirwana, Nirwana and Vatresia, Arie and Utama, F.P}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPX77ITN 2405685:92SJIVRG}, keywords = {⛔ No DOI found}, } @article{nwajiuba_evaluation_2019, title = {Evaluation of the extent school access programme assisted teachers to acquire {ICT} skills}, volume = {18}, issn = {16823915}, url = {http://www.medwelljournals.com/abstract/?doi=ajit.2019.67.71}, doi = {10.36478/ajit.2019.67.71}, abstract = {Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills}, number = {3}, urldate = {2019-11-08}, journal = {Asian Journal of Information Technology}, author = {Nwajiuba, Chinyere Augusta and Okoro, Kingsley O. and Edikpa, Edith}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.36478/ajit.2019.67.71 10/ggcmnh 2339240:WURRLWAG 2405685:SUTEI49U 2534378:2TFUSAV4 2534378:ENLRRMCY}, keywords = {\_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Education management, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426072, \_\_finaldtb}, pages = {67--71}, } @article{oconnor_supporting_2019, title = {Supporting teachers in taking up productive talk moves: {The} long road to professional learning at scale}, volume = {97}, issn = {08830355}, shorttitle = {Supporting teachers in taking up productive talk moves}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0883035517304160}, doi = {10.1016/j.ijer.2017.11.003}, abstract = {In this paper we describe our early, qualitative work on “teacher talk moves” such as revoicing, situated within the urban classrooms of highly skilled teachers, including their role in the work of managing multiple constraints while maintaining productive inclusivity. We then describe our attempts to discern the impact of these talk tools on student achievement in multiple classrooms, using both post-hoc controls and in vivo studies. We move on to the challenges present in disseminating this work in professional development settings; our approach includes framing talk tools as rational responses to actual classroom challenges. Finally we describe current efforts to disseminate cyber-enabled PD in science education K-12, including a central focus on academically productive talk.}, language = {en}, urldate = {2020-09-18}, journal = {International Journal of Educational Research}, author = {O’Connor, Catherine and Michaels, Sarah}, year = {2019}, note = {shortDOI: 10/ghgn5s KerkoCite.ItemAlsoKnownAs: 10/ghgn5s 2405685:X9V64KPT 2534378:LDIGVCHK}, pages = {166--175}, } @misc{oconnor_sierra_2019, title = {Sierra {Leone}: {Transforming} the {Country} through {Innovation}}, url = {https://www.unicef.org/innovation/stories/sierra-leone-transforming-country-through-innovation}, language = {en}, journal = {UNICEF}, author = {O'Connor, Shane and Zurutuza, Naroa}, year = {2019}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:XYSCRRC4}, } @misc{ochieng_teachers_2019, title = {Teachers’ {Perception} {About} {Integration} of {ICT} {Tools} in {Kiswahili} {Language} {Pedagogy} in {Homabay} {County}, {Kenya}}, url = {https://ijac.org.uk/teachers-perception-about-integration-of-ict-tools-inkiswahili-language-pedagogy-in-homabay-county-kenya/}, language = {en-US}, urldate = {2021-04-09}, journal = {International Journal of Arts and Commerce}, author = {Ochieng, BENSON ONYANGO and Miima, FLORENCE ABUYEKA}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E552R7C3 2405685:IEG3IU97}, } @misc{oecd_how_2019, title = {How we measure social and emotional skills - {OECD}}, url = {http://www.oecd.org/education/ceri/social-emotional-skills-study/measure/}, urldate = {2020-01-13}, journal = {OECD Study on Social and Emotional Skills}, author = {OECD}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D6XF5GKT 2405685:GI8HHQSN GI8HHQSN}, } @misc{oecd_programme_2019, title = {Programme for {International} {Student} {Assessment} ({PISA}): {Results} from {Pisa} 2018}, url = {https://www.oecd.org/pisa/publications/PISA2018_CN_JOR.pdf}, urldate = {2020-06-30}, author = {OECD}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6YJ7KLI5}, } @misc{oecd_path_2019, title = {The {Path} to {Becoming} a {Data}-{Driven} {Public} {Sector}}, url = {https://www.oecd-ilibrary.org/sites/9cada708-en/index.html?itemId=/content/component/9cada708-en}, urldate = {2022-06-15}, author = {OECD}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E6U46RNV 2405685:CQH4ADND}, } @article{ofcom_children_2019, title = {Children and parents: media use and attitudes report 2019}, language = {en}, author = {Ofcom}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7FENY3IH 2405685:R7D2BVIY}, keywords = {⛔ No DOI found}, pages = {36}, } @techreport{okeleke_power_2019, title = {The {Power} of {Mobile} to {Accelerate} {Digital} {Transformation} in {Pakistan}}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/06/The-Power-of-Mobile-to-Accelerate-Digital-Transformation-in-Pakistan-2019.pdf}, urldate = {2020-06-11}, institution = {GSMA}, author = {Okeleke, Kenechi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:52GDR44W 2405685:RL6EI64R}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{omidyar_network_scaling_2019, address = {Redwood City}, type = {Executive summary}, title = {Scaling {Access} and {Impact}: {Realizing} the {Power} of {EdTech}}, url = {https://omidyar.com/wp-content/uploads/2020/09/Scaling_Access_Impact_Realizing_Power_of_-EdTech.pdf}, urldate = {2020-01-10}, institution = {Omidyar Network}, author = {Omidyar Network}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CM2376RQ 2339240:DVANKZCR 2339240:I3GMH7FI 2339240:NTBHJHCH 2339240:X2A9CDQP 2405685:4E7EW2UF 2405685:5EUGCVFT 2405685:CREQEA9S 2405685:RV53FHR5 2405685:UX7HDLPW}, } @misc{openemis_openemis_data_security_practices_enpdf_2019, title = {{OpenEMIS}\_Data\_Security\_Practices\_en.pdf}, url = {https://www.openemis.org/wp-content/uploads/2019/10/OpenEMIS_Data_Security_Practices_en.pdf}, urldate = {2022-06-15}, author = {OpenEMIS}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3UEUQBTC 2405685:UUPHN22F}, } @misc{othman_education_2019, title = {Education {District} {Profile}, 2018 ({Unpublished})}, publisher = {Ministry of Education and Vocational Training}, author = {Othman, Othman S.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SGW9B7QE 2405685:P9KXFUNP}, } @techreport{pakistan_telecommunication_authority_annual_2019, title = {Annual {Report} 2019}, url = {https://www.pta.gov.pk/assets/media/pta_ann_rep_2019_27032020.pdf}, urldate = {2020-07-21}, author = {{Pakistan Telecommunication Authority}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J3DYL6EV 2405685:2B6LEWB7 2405685:3DRT5K3E}, } @misc{pakistan_telecommunication_authority_telecom_2019, title = {Telecom {Indicators} {\textbar} {PTA}}, url = {https://www.pta.gov.pk/en/telecom-indicators}, urldate = {2020-07-21}, author = {{Pakistan Telecommunication Authority}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8RXYUZE7 2405685:TEM3B6ES 2405685:VBDQ6XBI}, } @techreport{pakistan_telecommunications_authority_pta_2019, title = {{PTA} {Annual} {Report}}, url = {https://www.pta.gov.pk/assets/media/pta_ann_rep_2019_27032020.pdf}, urldate = {2020-06-11}, author = {Pakistan Telecommunications Authority}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8YV2FKZ7}, } @misc{pakistan_telecommunications_authority_telecom_2019, title = {Telecom {Indicators}}, url = {https://www.pta.gov.pk/en/telecom-indicators}, urldate = {2020-06-11}, author = {Pakistan Telecommunications Authority}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XTYU35HU}, } @misc{panigrahi_indian_2019, title = {The {Indian} state of {Odisha} publishes online dictionaries in 21 indigenous languages}, url = {https://globalvoices.org/2019/10/19/the-indian-state-of-odisha-publishes-online-dictionaries-in-21-indigenous-languages/}, author = {Panigrahi, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BHHGYFPQ 2405685:4LYCFA2P}, } @book{parker_learning_2019, title = {Learning through play at school: a study of playful integrated pedagogies that foster childrenâs holistic skills development in the primary school classroom.}, isbn = {978-87-999589-6-2}, shorttitle = {Learning through play at school}, abstract = {This scoping study seeks to understand the role and impact of learning through play at school. The evidence supporting learning through playâs positive impact on child development is strong. Yet many education systems have reduced opportunities for playful learning and increased emphasis on didactic and structured approaches to learning for school readiness and achievement. A re-calibration is needed, as experts have established that play supports the development of early literacy and numeracy skills while also cultivating childrenâs social, emotional, physical and creative skills. Eight pedagogical approaches are identified, namely active learning, collaborative and cooperative learning, experiential learning, guided discovery learning, inquiry-based learning, problem-based learning, project-based learning, and Montessori education. These pedagogies can altogether create learning experiences for children that are meaningful, actively engaging, iterative, socially interactive and joyful. [Abstract]}, language = {en}, author = {Parker, Rachel and Thomsen, Bo Stjerne}, year = {2019}, note = {OCLC: 1090691142 KerkoCite.ItemAlsoKnownAs: 2405685:IXNY2CV5}, } @article{parvez_measuring_2019, title = {Measuring {Effectiveness} of {Mobile} {Application} in {Learning} {Basic} {Mathematical} {Concepts} {Using} {Sign} {Language}}, doi = {10.3390/su11113064}, abstract = {Technology plays an important role in our society, especially in the field of education. It is quite regrettable that people, particularly the deaf, still face a lot of challenges in acquiring an education. Their learning methods are different as compared to hearing people. They use Sign Language (SL) rather than natural language to communicate and learn. They are required to put a lot of effort into learning different concepts using conventional pedagogies. Therefore, there is a dire need for some assistive technology to improve their learn-ability and understandability. In the present study, 192 deaf participants aged 5–10 years were sampled from two special child institutes. The objective of the present study was to determine the effectiveness of a mobile interface through a developed mobile application for learning basic mathematical concepts using Pakistan Sign Language (PSL). The present study bridges the gap between the technology-based method and conventional teaching methods, which are used for teaching mathematical concepts using PSL. The participants were divided into two groups, that is, one group learned through conventional methods (flash cards and board) and the other group through the developed mobile application. The difference in the performance of both the groups was evaluated by conducting quizzes. The quiz results were analyzed by the Z-test and ANOVA. The findings revealed that the Experimental Group (EG) participants, who were instructed by our mobile application showed higher proficiency in the quizzes as compared to the Control Group (CG). EG participants performed better than CG by 12\% in the quizzes. A gender based difference was also observed for the quiz scores. Male participants in category C (word problem learning) performed 2.7\% better than females in the EG and 2.5\% better in the CG. Moreover, a significant difference was also observed in the time taken by participants in both groups to complete the quizzes. CG participants took 20 min longer than EG participants to complete the quizzes. The results of the ANOVA showed that the quiz scores were directly affected by the mode of teaching used for participants in both groups.}, language = {en}, author = {Parvez, Komal and Khan, Muzafar and Iqbal, Javed and Tahir, Muhammad and Alghamdi, Ahmed and Alqarni, Mohammed and Alzaidi, Amer Awad and Javaid, Nadeem}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su11113064 2339240:PJGV4NQP 2405685:A5XR2HFD}, pages = {20}, } @article{pasanen_supporting_2019, title = {Supporting adaptive management}, language = {en}, author = {Pasanen, Tiina and Barnett, Inka}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YFAJNMFU 2405685:VGV37LM7}, keywords = {⛔ No DOI found}, pages = {32}, } @techreport{pathways_for_prosperity_commission_managing_2019, title = {Managing education in the digital age: {Policy} brief}, url = {https://pathwayscommission.bsg.ox.ac.uk/sites/default/files/2019-09/Positive_disruption_policy_brief_on_education.pdf}, urldate = {2020-03-30}, author = {Pathways for Prosperity Commission}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4JH3AW9R 2405685:25L92L73}, } @techreport{pathways_for_prosperity_commission_digital_2019, title = {The digital roadmap: {How} developing countries can get ahead}, url = {https://pathwayscommission.bsg.ox.ac.uk/digital-roadmap}, institution = {Pathways for Prosperity Commission}, author = {Pathways for Prosperity Commission}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FD8HG5C4 2405685:I4ZZB6W6}, } @techreport{pellini_notes_2019, title = {Notes for the political economy analysis design workshop for the {Strengthening} the {Use} of {Evidence} for {Development} {Impact} ({SEDI}) project in {Pakistan}}, institution = {ODI}, author = {Pellini, Arnaldo and Shaxson, Louise and Rocha Menocal, A}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VYJAG3A6 2405685:EVI6J4R5}, } @article{pima_factors_2019, title = {Factors that motivate teachers to use {ICT} in teaching: {A} case of {Kaliua} {District} secondary schools in {Tanzania}}, volume = {5}, url = {https://files.eric.ed.gov/fulltext/EJ1214272.pdf}, number = {1}, urldate = {2020-11-18}, journal = {The International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Pima, John Marco}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q6SW4TNI 2405685:9C6V9Q5Q}, keywords = {⛔ No DOI found}, pages = {175--189}, } @article{pitchford_interactive_2019, title = {Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐{Sahara} {Africa}}, volume = {22}, url = {https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12864}, number = {5}, urldate = {2021-01-19}, journal = {Developmental Science}, author = {Pitchford, Nicola J. and Chigeda, Antonie and Hubber, Paula J.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IDAICQ4J 2405685:DUCHF4J8}, keywords = {⛔ No DOI found}, pages = {1--14}, } @article{pitchford_interactive_2019, title = {Interactive apps prevent gender discrepancies in early-grade mathematics in a low-income country in sub-{Saharan} {Africa}}, volume = {22}, copyright = {© 2019 The Authors. Developmental Science Published by John Wiley \& Sons Ltd.}, issn = {1467-7687}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12864}, doi = {10.1111/desc.12864}, abstract = {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}, language = {en}, number = {5}, urldate = {2020-03-30}, journal = {Developmental Science}, author = {Pitchford, Nicola J. and Chigeda, Antonie and Hubber, Paula J.}, year = {2019}, note = {\_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}, pages = {1--14}, } @techreport{plan_international_uk_left_2019, title = {Left out, left behind: adolescent girls’ secondary education in crises}, url = {https://www.planinternational.nl/uploaded/2019/06/Left-out-Left-behind-report.pdf?x65987}, urldate = {2021-10-03}, author = {{Plan International UK}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZBUBLI5A 2405685:PRP5JTIX}, } @article{poirier_spotlight_2019, title = {A {Spotlight} on {Lack} of {Evidence} {Supporting} the {Integration} of {Blended} {Learning} in {K}-12 {Education}: {A} {Systematic} {Review}}, volume = {11}, copyright = {Access limited to members}, issn = {1941-8647}, shorttitle = {A {Spotlight} on {Lack} of {Evidence} {Supporting} the {Integration} of {Blended} {Learning} in {K}-12 {Education}}, url = {https://www.igi-global.com/article/a-spotlight-on-lack-of-evidence-supporting-the-integration-of-blended-learning-in-k-12-education/236079}, doi = {10.4018/IJMBL.2019100101}, language = {en}, number = {4}, urldate = {2020-07-18}, journal = {International Journal of Mobile and Blended Learning (IJMBL)}, author = {Poirier, Mark and Law, Jeremy M. and Veispak, Anneli}, year = {2019}, note = {Publisher: IGI Global shortDOI: 10/ghgn4q KerkoCite.ItemAlsoKnownAs: 10/ghgn4q 2405685:VPKA2Y2U}, pages = {1--14}, } @techreport{pope_playbook_2019, title = {Playbook: {Government} as {Platform}}, shorttitle = {Playbook}, url = {https://ash.harvard.edu/publications/playbook-government-platform}, author = {Pope, Richard}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R7R7PJV9 2405685:EEWJPVKT 4656463:EKD46ZDX}, } @incollection{power_approaches_2019, address = {London}, title = {Approaches to teacher professional development in low-to-middle-income countries}, url = {https://bit.ly/3r82ePY}, abstract = {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.}, booktitle = {Sustainable {English} language teacher development at scale: lessons from {Bangladesh}}, publisher = {Bloomsbury Academic}, author = {Power, Tom}, year = {2019}, note = {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}, pages = {47--65}, } @inproceedings{power_evidence-based_2019, title = {Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities}, copyright = {https://creativecommons.org/licenses/by-sa/4.0/}, url = {http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y}, language = {EN}, publisher = {Commonwealth of Learning (COL)}, author = {Power, Tom and Hedges, C and McCormick, R and Rahman, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7}, keywords = {C:Poor and marginalised communities, ⛔ No DOI found}, } @article{pritchett_randomizing_2019, title = {Randomizing {Development}: {Method} or {Madness}?}, abstract = {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.}, language = {en}, author = {Pritchett, Lant}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9MD7M5KH 2447227:RULPAH4C}, keywords = {⛔ No DOI found}, pages = {32}, } @misc{pwc_making_2019, title = {Making sense of bitcoin, cryptocurrency and blockchain}, url = {https://www.pwc.com/us/en/industries/financial-services/fintech/bitcoin-blockchain-cryptocurrency.html}, author = {PwC}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P8J8VMLH 2405685:S5J77WM6}, } @article{rahman_english_2019, title = {English language teaching in {Bangladesh} today: {Issues}, outcomes and implications}, volume = {9}, issn = {2229-0443}, shorttitle = {English language teaching in {Bangladesh} today}, url = {https://languagetestingasia.springeropen.com/articles/10.1186/s40468-019-0085-8}, doi = {10.1186/s40468-019-0085-8}, abstract = {Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachers’ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.}, language = {en}, number = {1}, urldate = {2021-04-18}, journal = {Language Testing in Asia}, author = {Rahman, Mohammad Mosiur and Islam, Md Shaiful and Karim, Abdul and Chowdhury, Takad Ahmed and Rahman, Muhammad Mushfiqur and Seraj, Prodhan Mahbub Ibna and Singh, Manjet Kaur Mehar}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s40468-019-0085-8 10/gg398d 2339240:6DJW9B5P 2339240:T5V5WJQJ 2405685:EH4KT3RK 2405685:VUKTNAHY}, pages = {9}, } @techreport{rahman_bangladesh_2019, address = {Bangladesh}, title = {Bangladesh {Tertiary} {Education} {Sector} {Review}}, url = {https://documents1.worldbank.org/curated/en/303961553747212653/pdf/Bangladesh-Tertiary-Education-Sector-Review-Skills-and-Innovation-for-Growth.pdf}, institution = {World Bank}, author = {Rahman, T and Nakata, S and Nagashima, Y and Rahman, M and Sharma, U and Rahman, M.A.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WMUIJ9VC 2405685:VCP3HEWK}, } @article{ramos-ramirez_videogame_2019, title = {Videogame to support the teaching of reading to deaf children using gamification}, url = {https://search.proquest.com/scholarly-journals/videogame-support-teaching-reading-deaf-children/docview/2348877991/se-2?accountid=201395}, number = {E23}, journal = {Revista Ibérica de Sistemas e Tecnologias de Informação}, author = {Ramos-Ramirez, Rancés and Mauricio, David}, year = {2019}, note = {ISBN: 1646-9895 Publisher: Associação Ibérica de Sistemas e Tecnologias de Informacao KerkoCite.ItemAlsoKnownAs: 2339240:D2F5H3MW 2405685:HDA26ARZ}, keywords = {⛔ No DOI found}, pages = {145--157}, } @techreport{raudonyte_use_2019, type = {{UNESCO} {IIEP} {Working} {Paper}}, title = {Use of learning assessment data in education policy-making {\textbar} {IIEP}-{UNESCO}}, url = {http://www.iiep.unesco.org/en/publication/use-learning-assessment-data-education-policy-making}, urldate = {2021-05-05}, institution = {UNESCO IIEP}, author = {Raudonyte, Ieva}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VJAGTN84 2405685:GLNRL2JL}, } @techreport{ref_ref_2019, title = {Ref 2019: {Panel} {Criteria} and {Working} {Methods}}, url = {https://www.ref.ac.uk/media/1084/ref-2019_02-panel-criteria-and-working-methods.pdf}, urldate = {2019-12-12}, author = {{REF}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F93TEKLT 2405685:7VLNWDHY F93TEKLT}, } @techreport{rise_rise_2019, title = {{RISE} in {Nigeria}: {Non}-technical {Research} {Overview}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/attachments/Nigeria%20CRT%20non%20tech%20summary%20.pdf}, urldate = {2020-07-07}, author = {RISE}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LXSP52B2}, } @techreport{rodriguez_evaluacion_2019, title = {Evaluacion de {Impacto}. {Proyecto}: {Rompiendo} {Estereotipos}, {STEM} es para chicas}, url = {http://enorbita.org/wp-content/uploads/2019/08/En-Orbita-Evaluacion-de-Impacto.pdf}, urldate = {2022-01-19}, author = {Rodriguez, Lucina and Rivera, Antonella and Orjeda Fernandez, Gisella and Caillaux Icochea, Marcela and Quiroz Zafra, Sofia}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XFFE7CUZ 2405685:6XPUURQU}, } @incollection{rose_developing_2019, address = {Singapore}, title = {Developing {Inclusive} {Education} {Policy} in {Sierra} {Leone}: {A} {Research} {Informed} {Approach}}, isbn = {978-981-13-5961-3}, url = {https://link.springer.com/chapter/10.1007/978-981-13-5962-0_21}, urldate = {2020-12-15}, booktitle = {Inclusion, {Equity} and {Access} for {Individuals} with {Disabilities}.}, publisher = {Palgrave Macmillan}, author = {Rose, R. and Garner, P. and Farrow, B.}, year = {2019}, note = {https://doi.org/10.100/ 978-981-13-5962-0\_21 KerkoCite.ItemAlsoKnownAs: 2405685:AMF2AQAE}, } @article{russell-rose_2dsearch_2019, title = {{2Dsearch}: {Facilitating} reproducible and valid searching in evidence synthesis}, volume = {24}, language = {en}, number = {Suppl 1}, journal = {BMJ Evidence-Based Medicine}, author = {Russell-Rose, T and Shokraneh, F}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N4IU2ZAD 2486141:NFPZ7TMZ}, keywords = {⛔ No DOI found}, pages = {36}, } @misc{rwanda_education_board_e-learning_2019, title = {e-{Learning} {Platform}}, url = {https://elearning.reb.rw/}, urldate = {2020-08-17}, author = {Rwanda Education Board}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TBU3AFWV 2405685:8L4ZNNUC}, } @misc{rwanda_information_society_authority_welcome_2019, title = {Welcome to {RISA}}, url = {https://www.risa.rw/home/}, urldate = {2020-08-17}, author = {Rwanda Information Society Authority}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEYR6F9X 2405685:AUKXWKYX}, } @article{saleem_technological_2019, title = {Technological {Hazards} in {Classroom} {Instruction}: {Rebooting} the {School} {Education} {System} in {Pakistan}}, volume = {Volume 39}, url = {http://pjss.bzu.edu.pk/website/journal/article/5ed12246219ad/page}, abstract = {The classroom instruction had undergone radical changes since the introduction of computers in the 1990s for educational purposes. New techniques and methods of classroom instruction and student-teacher interaction have emerged. The use of ICTs has put forward new prospects for the teachers as well as students. But, the introduction of these media and methods has made it difficult for the teachers to collaborate efficiently with the ever-changing classroom applications. The present study is an effort to disinter the status of the use ICTs for classroom instruction. For this purpose a questionnaire consisting of most common interactive social media apps and classroom instructional materials was used to collect data from the elementary level school teachers. The analysis of data revealed that the teachers are rarely using these apps and materials during their classroom instruction. Moreover, no training had ever been arranged for the teachers to help them use these apps and materials. It is, therefore, recommended that extensive teacher training is needed to enable the teachers for the effective use of ICTs in the classroom. School education cannot be made successful unless the whole system is rebooted through effective measures and productive use of ICTs.}, language = {en}, number = {Issue 2}, author = {Saleem, Khalid and Farid, Shahid and Atiq, Hira}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:23MDID4M 2405685:8JGH8ESN}, keywords = {⛔ No DOI found}, } @article{salloum_factors_2019, title = {Factors affecting the {E}-learning acceptance: {A} case study from {UAE}}, volume = {24}, issn = {1360-2357, 1573-7608}, shorttitle = {Factors affecting the {E}-learning acceptance}, url = {http://link.springer.com/10.1007/s10639-018-9786-3}, doi = {10.1007/s10639-018-9786-3}, abstract = {The main objective of this article is to study the factors that affect university students’ acceptance of E-learning systems. To achieve this objective, we have proposed a new model that aims to investigate the impact of innovativeness, quality, trust, and knowledge sharing on E-learning acceptance. Data collection has taken place through an online questionnaire survey, which was carried out at The British University in Dubai (BUiD) and University of Fujairah (UOF) in the UAE. There were 251 students participated in this study. Data were analyzed using SmartPLS and SPSS. The Structural Equation Modelling (SEM) has been used to validate the proposed model. The outcomes revealed that knowledge sharing and quality in the universities have a positive influence on E-learning acceptance among the students. Innovativeness and trust were found not to significantly affect the E-learning system acceptance. By identifying the factors that influence the E-learning acceptance, it will be more useful to provide better services for E-learning. Other implications are also presented in the study.}, language = {en}, number = {1}, urldate = {2021-08-05}, journal = {Education and Information Technologies}, author = {Salloum, Said A. and Al-Emran, Mostafa and Shaalan, Khaled and Tarhini, Ali}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9786-3 10/gmfk2x 2339240:MM9G52U9 2405685:SHKQ2S7Z}, pages = {509--530}, } @article{sangra_learning_2019, title = {Learning ecologies through a lens: {Ontological}, methodological and applicative issues. {A} systematic review of the literature}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Learning ecologies through a lens}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12795}, doi = {10.1111/bjet.12795}, abstract = {The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society.}, language = {en}, number = {4}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Sangrá, Albert and Raffaghelli, Juliana Elisa and Guitert‐Catasús, Montse}, year = {2019}, note = {shortDOI: 10/gf5f7h KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12795 10/gf5f7h 2339240:B3XDZLNT 2405685:64NV5INX}, keywords = {Reviewed}, pages = {1619--1638}, } @misc{sarkar_generation_2019, title = {Generation {Unlimited}: {Investing} for and with {Young} {People}}, url = {https://www.unicef.org/rosa/media/5661/file/urmila-sarkar-presentation-2019.pdf.pdf}, urldate = {2022-04-29}, author = {Sarkar, Urmila}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6R8V7X9Q 2405685:YB8WZC3W}, } @article{sarowardy_issues_2019, title = {The {Issues} and {Challenges} of {Using} {Multimedia} at a {District} {Level}, {Specialized} {Girls}’ {College} in {Bangladesh}}, volume = {10}, issn = {2151-4755, 2151-4771}, url = {http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2019.107110}, doi = {10/gj37jg}, abstract = {The use of multimedia in imparting education has inevitably been trendy owing to its multifold benefits which have been established and reinvestigated as inseparable teaching aid and tool in teaching-learning process. But This technological assisting component cannot be accorded in many of the institutions of Bangladesh due to several internal as well as external factors. This paper aims to highlight the emerging factors that beset in the institution of Bangladesh. This institutional study on the issues and challenges of using of multimedia in a district (urban area) level girls’ college projects a thorough realization of the difficulties what this types of attributive colleges face in Bangladesh. The resource constraint, the lack of motivation of the teachers, the lack of expert human resource, the insufficient digital tools and lack of multimedia-enabled class environment are found to be barriers and some guiding directives are also imposed in this paper that emerges through the interviews of the teachers and the Vice principal. Thus, the paper, in a miniature effort, tries to lay out the challenges the college of Bangladesh faces and highlight some remedial ways to cope up the challenges.}, language = {en}, number = {07}, urldate = {2021-06-11}, journal = {Creative Education}, author = {Sarowardy, Muhammad Hasan and Halder, Deb Proshad}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10/gj37jg 2339240:M5B3GAH9 2405685:LDBLDTX5}, pages = {1507--1524}, } @techreport{sattar_nigeria_2019, title = {Nigeria : {A} {Short} {Update} on {Poverty} and {Shared} {Prosperity}}, url = {http://documents1.worldbank.org/curated/en/636531549879664295/pdf/NIGERIA-Poverty-Briefing-Note.pdf}, urldate = {2020-07-07}, institution = {World Bank}, author = {Sattar, Sarosh and Kalam Azad, Abul}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XHKAC398}, } @article{schmiedel_topic_2019, title = {Topic modeling as a strategy of inquiry in organizational research: {A} tutorial with an application example on organizational culture}, volume = {22}, doi = {10.1177/1094428118773858}, language = {en}, number = {4}, journal = {Organizational Research Methods}, author = {Schmiedel, T. and Müller, O and Brocke, J.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1094428118773858 2405685:E5FNF8J8 2486141:L8RC8FY4}, keywords = {\_Added-ailr-2024}, pages = {941--968}, } @techreport{schulze_final_2019, title = {Final {Evaluation} {Report}: {Evaluation} of {Africa} {Educational} {Trust}’s {Speak} {Up} {II} in {South} {Sudan}}, url = {https://africaeducationaltrust.org/wp-content/uploads/2014/10/Speak-Up-II-Final-Evaluation.pdf}, urldate = {2020-04-04}, institution = {African Education Trust}, author = {Schulze, Charles}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5AX82WHH 2405685:FWQJFXQN}, } @techreport{schwab_global_2019, title = {The {Global} {Competitiveness} {Report}}, language = {en}, institution = {World Economic Forum}, author = {Schwab, Klaus}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CU6VHKQI}, } @techreport{schwab_global_2019, title = {The {Global} {Competitiveness} {Report} 2019}, url = {http://www3.weforum.org/docs/WEF_TheGlobalCompetitivenessReport2019.pdf}, language = {en}, institution = {World Economic Forum}, author = {Schwab, Klaus}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3ITY5U7T}, keywords = {auto\_merged, ⛔ No DOI found}, pages = {666}, } @techreport{scutt_teacher_2019, title = {Teacher {CPD}: {International} trends, opportunities and challenges}, url = {http://viscountnelson.net/wp/wp-content/uploads/2019/12/CCT-Publication-CPD-Report-.pdf#page=60}, urldate = {2020-08-19}, institution = {Chartered College of Teaching}, author = {Scutt, Cat and Baeyer, Sarah}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:36UKQ92L}, keywords = {C:International}, } @article{seid_impact_2019, title = {The impact of learning first in mother tongue: {Evidence} from a natural experiment in {Ethiopia}}, volume = {51}, issn = {0003-6846, 1466-4283}, shorttitle = {The impact of learning first in mother tongue}, url = {https://www.tandfonline.com/doi/full/10.1080/00036846.2018.1497852}, doi = {10.1080/00036846.2018.1497852}, language = {en}, number = {6}, urldate = {2022-06-08}, journal = {Applied Economics}, author = {Seid, Yared}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00036846.2018.1497852 2405685:CYI57FGE 4042040:Z62RLKMM}, pages = {577--593}, } @misc{serbic_introduction_2019, title = {Introduction to {Systematic} {Reviews}}, urldate = {2019-12-11}, author = {Serbic, Danijela}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QZ275HD2 2405685:NQ9IFWKD QZ275HD2}, } @techreport{shamsuna_ahmed_highlightsbreakdown_2019, title = {Highlights/{Breakdown} of the 2020 {Approved} {Budget}}, author = {Shamsuna Ahmed, Zainab}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PWJ5P7HV}, } @article{siddaway_how_2019, title = {How to {Do} a {Systematic} {Review}: {A} {Best} {Practice} {Guide} for {Conducting} and {Reporting} {Narrative} {Reviews}, {Meta}-{Analyses}, and {Meta}-{Syntheses}}, volume = {70}, issn = {1545-2085}, shorttitle = {How to {Do} a {Systematic} {Review}}, doi = {10.1146/annurev-psych-010418-102803}, abstract = {Systematic reviews are characterized by a methodical and replicable methodology and presentation. They involve a comprehensive search to locate all relevant published and unpublished work on a subject; a systematic integration of search results; and a critique of the extent, nature, and quality of evidence in relation to a particular research question. The best reviews synthesize studies to draw broad theoretical conclusions about what a literature means, linking theory to evidence and evidence to theory. This guide describes how to plan, conduct, organize, and present a systematic review of quantitative (meta-analysis) or qualitative (narrative review, meta-synthesis) information. We outline core standards and principles and describe commonly encountered problems. Although this guide targets psychological scientists, its high level of abstraction makes it potentially relevant to any subject area or discipline. We argue that systematic reviews are a key methodology for clarifying whether and how research findings replicate and for explaining possible inconsistencies, and we call for researchers to conduct systematic reviews to help elucidate whether there is a replication crisis.}, language = {eng}, journal = {Annual Review of Psychology}, author = {Siddaway, Andy P. and Wood, Alex M. and Hedges, Larry V.}, year = {2019}, pmid = {30089228}, note = {shortDOI: 10/gftjxg KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-psych-010418-102803 10/gftjxg 2339240:XIMFRKVQ 2405685:QWKJ9FR4}, keywords = {Guidelines as Topic, Humans, Meta-Analysis as Topic, Publication Bias, Reviewed, Systematic Reviews as Topic, evidence, guide, meta-analysis, meta-synthesis, narrative, systematic review, theory}, pages = {747--770}, } @article{siddiqui_using_2019, title = {Using secondary data in education research}, doi = {https://sru.soc.surrey.ac.uk/SRU68.pdf}, language = {en}, number = {68}, journal = {Social Research Update}, author = {Siddiqui, Nadia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EILE8N78 2405685:EZTM6SAR}, keywords = {⚠️ Invalid DOI}, } @misc{sierra_leone_education_innovation_challenge_sierra_2019, title = {Sierra {Leone} invests \$1.5 million to bring education innovation to schools for better learning outcomes}, url = {https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/}, abstract = {A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Sierra Leone Education Innovation Challenge}, year = {2019}, note = {Library Catalog: www.dsti.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:XUALMEQ5}, } @article{simkulet_informed_2019, title = {Informed consent and nudging}, volume = {33}, copyright = {© 2018 John Wiley \& Sons Ltd}, issn = {1467-8519}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bioe.12449}, doi = {10.1111/bioe.12449}, abstract = {In order to avoid patient abuse, under normal situations before performing a medical intervention on a patient, a physician must obtain informed consent from that patient, where to give genuine informed consent a patient must be competent, understand her condition, her options and their expected risks and benefits, and must expressly consent to one of those options. However, many patients refrain from the option that their physician believes to be best, and many physicians worry that their patients make irrational healthcare decisions, hindering their ability to provide efficient healthcare for their patients. Some philosophers have proposed a solution to this problem: they advocate that physicians nudge their patients to steer them towards their physician's preferred option. A nudge is any influence designed to predictably alter a person's behavior without limiting their options or giving them reasons to act. Proponents of nudging contend that nudges are consistent with obtaining informed consent. Here I argue that nudging is incompatible with genuine informed consent, as it violates a physician's obligation to tell their patients the truth, the whole truth, and nothing but the truth during adequate disclosure.}, language = {en}, number = {1}, urldate = {2024-02-23}, journal = {Bioethics}, author = {Simkulet, William}, year = {2019}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bioe.12449 KerkoCite.ItemAlsoKnownAs: 10.1111/bioe.12449 2339240:QV33NIH3 2405685:4GJDPR2X}, keywords = {bullshit, decision-making, informed consent, libertarian paternalism, lying, nudging, professional ethics, truth-telling}, pages = {169--184}, } @techreport{simpson_behavioural_2019, title = {Behavioural {Innovation}: embracing behavioural science for lasting impact}, url = {https://medium.com/hellobrink-co/behavioural-innovation-embracing-behavioural-science-for-lasting-impact-85d1d78688f4}, institution = {Brink}, author = {Simpson, Lea}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCJXFRIC 2405685:ILLVHDH4}, } @article{singal_education_2019, title = {Education and {Disability} in the {Global} {South}: new perspectives from {Africa} and {Asia}. {London}: {Bloomsbury} {Publishing}.}, volume = {46}, issn = {1467-8578}, shorttitle = {Singal, {N}., {Lynch}, {P}. \& {Johansson}, {S}. {T}. (eds) (2019) {Education} and {Disability} in the {Global} {South}}, url = {http://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12292}, doi = {10.1111/1467-8578.12292}, language = {en}, number = {4}, urldate = {2020-12-10}, journal = {British Journal of Special Education}, author = {Singal, Nidhi and Lynch, P and Johansson, S. T}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8578.12292 2339240:EVTHNM88 2405685:3M6AJUNM}, pages = {511--512}, } @techreport{sita_sita_2019, title = {{SITA} {Group} {CSR} {Report} 2019}, url = {https://www.sita-group.cn/globalassets/docs/surveys--reports/sita-csr-report-2019.pdf}, abstract = {Towards a Sustainable Future}, urldate = {2020-08-28}, author = {{SITA}}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:GWT7IX55}, } @techreport{sobhy_expensive_2019, title = {Expensive {Classrooms}, {Poor} {Learning}: {The} {Imperatives} of {Reforming} {School} {Construction} in {Egypt}}, url = {https://pure.mpg.de/rest/items/item_3219461/component/file_3219462/content}, urldate = {2022-04-07}, institution = {Alternative Policy Solutions}, author = {Sobhy}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDXJZ3NX 2405685:RTUVJKMS 4656463:RJ4BGGQV}, } @techreport{solomon_what_2019, title = {What do {Tanzanian} parents want from primary schools—and what can be done about it?}, url = {https://www.riseprogramme.org/publications/what-do-tanzanian-parents-want-primary-schools-and-what-can-be-done-about-it-0}, urldate = {2021-02-02}, institution = {Research on Improving Systems of Education (RISE)}, author = {Solomon, Samuel and Zeitlin, Andrew}, year = {2019}, doi = {10.35489/BSG-RISE-RI_2019/009}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2019/009 2129771:WRWFX4LH 2339240:MKH7QA3N 2405685:3Y9DDX62 2405685:89L48PRQ}, } @misc{spier_early_2019, title = {Early {Years} {Preschool} {Program} {Impact} {Evaluation} 2018, {Midline} {Survey}}, url = {https://microdata.worldbank.org/index.php/catalog/study/BGD_2018_EYPP-ML_v01_M}, doi = {10.48529/ASWC-7R84}, urldate = {2022-07-04}, publisher = {World Bank, Development Data Group}, author = {Spier, Elizabeth}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.48529/ASWC-7R84 2405685:4Q6ZLDXY 2486141:PHAA4RZ7}, } @techreport{t-tel_annual_2019, title = {Annual {Survey} of {Progress} and {Achievement}}, url = {https://t-tel.org/download/year-4-t-tel-annual-survey-of-progress-achievement_1st-october-2018-30th-september-2019/?wpdmdl=4177&refresh=613b1dbcb6d241631264188}, language = {en}, author = {{T-TEL}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8MWHYQCT 2405685:PSLM9PT6}, } @article{tandika_pre-primary_2019, title = {Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in {Tanzania}}, volume = {121}, issn = {2398-5348}, doi = {10.1108/ILS-01-2019-0009}, abstract = {Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities}, language = {eng}, number = {1/2}, journal = {Information and learning science}, author = {Tandika, Pambas Basil and Ndijuye, Laurent Gabriel}, year = {2019}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-01-2019-0009 2339240:T4KLPYB6 2405685:TZWTRL92}, keywords = {Information and communication technology, Learning and quality instruction, Pre-primary education, Preparedness, Teaching}, pages = {79--94}, } @misc{teacher_development_programme_teacher_2019, title = {Teacher {Development} {Programme} {End} of {Programme} {Report}}, url = {https://www.tdpnigeria.org/assets/resources/pre-service/research-and-evidence/Programme%20Reports/TDP%20End%20of%20Programme%20Report.pdf}, urldate = {2022-08-23}, author = {{Teacher Development Programme}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YREGV4VF 2405685:AIWDTWHX}, } @misc{the_asia_foundation_lets_2019, title = {Let’s {Read}}, url = {https://asiafoundation.org/publication/lets-read/}, author = {The Asia Foundation}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HM8MTIIC 2405685:Y4NFIS88}, } @misc{the_global_e-waste_statistics_partnership_statistics_2019, title = {Statistics}, url = {https://globalewaste.org/statistics/}, abstract = {Continent / Region / Country statistics}, language = {en-US}, urldate = {2022-04-12}, journal = {E-Waste in Africa}, author = {The Global E-Waste Statistics Partnership}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D3C55V34 2405685:GNE5FSXL}, } @misc{the_personal_data_protection_bill_personal_2019, title = {The {Personal} {Data} {Protection} {Bill} 2019}, url = {http://164.100.47.4/BillsTexts/LSBillTexts/Asintroduced/373_2019_LS_Eng.pdf}, urldate = {2022-06-15}, author = {The Personal Data Protection Bill}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q2TCIVX4 2405685:WLGITJRI}, } @techreport{thukral_supporting_2019, type = {Baseline {Report} {Final}}, title = {Supporting {Adolescent} {Girls} {Education} in {Zimbabwe}}, url = {https://girlseducationchallenge.org/media/swvdgiu0/sage-lngb-baseline-evaluation.pdf}, institution = {School-to-School International}, author = {Thukral, H and Conrad, L and Laesecke, A and Reeves, A and Sibal, M and Zasoski, L}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RS9XM7XC 2405685:PVRJTG4H}, } @inproceedings{tiguryera_teacher_2019, address = {San Francisco, CA}, title = {Teacher {Training} {Delivery} {Mode} {Research}}, publisher = {USAID, RTI}, author = {Tiguryera, Scholastica}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WI5IJ7ZS 2405685:S546AYYY}, keywords = {⛔ No DOI found}, } @techreport{tofaris_research_2019, title = {Research on {Children} with {Disabilities} {Influences} {Education} {Policy} in {Pakistan}}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14502}, language = {en}, urldate = {2021-02-15}, institution = {REAL Centre, University of Cambridge and The Impact Initiative}, author = {Tofaris, Elizabeth and Bari, Faisal and Malik, Rabea}, year = {2019}, doi = {10.35648/20.500.12413/11781/ii333}, note = {KerkoCite.ItemAlsoKnownAs: 10.35648/20.500.12413/11781/ii333 2339240:5PXUHZI5 2405685:UZRF9Y2H}, } @techreport{touqeer_technology_2019, title = {Technology is transforming governance in {Pakistan}}, url = {https://blogs.worldbank.org/endpovertyinsouthasia/technology-transforming-governance-pakistan}, abstract = {Punjab Excise and Taxation Service Center. Photo: World Bank Technology is changing our world faster than ever before. And Pakistan, home to more than 64 million internet users and 62 million people connected to mobile data, is no exception. As they’ve become more digital-savvy, Pakistanis are now expecting better digital ...}, language = {en}, urldate = {2021-02-10}, institution = {World Bank Group}, author = {Touqeer, Irum and Rontoyanni, Clelia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EELM2PKK 2405685:FM2QXUDY}, } @techreport{trako_making_2019, title = {Making great strides yet a learning crisis remains in {Tanzania}: {Results} of the {SDI} and {SABER} service delivery surveys}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/AFR/Tanzania/SDI/Tanzania-SDI_SABER%20SD%20Report_Oct7.pdf}, urldate = {2021-01-18}, institution = {The World Bank}, author = {Trako, Iva and Molina, Ezequiel and Asim, Salman}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SNZ3GBER 2405685:V4XEV62U}, } @article{tripathi_slum_2019, title = {Slum children: barrier faced by children in accessing primary education}, volume = {01}, url = {https://uijrt.com/articles/v1/i2/UIJRTV1I20005.pdf}, abstract = {Children are mostly recognised by the society as diamond gift from the God, as jewellers cleaves the diamond from other unwanted and rough pieces. In the same way, parents of the children cleave off unwanted thoughts, societal behaviour and environment from the life of the society so that brilliancy of children luminous in the world. The responsibility of parents as well as government of country is to make availability of healthy and friendly environment for the learning of the children. The slum children’s faces lots of barriers and hurdles in accessing and attaining the education. The education is the eminent phase of socialising the child. Education is a power to accelerate skills and talents among children. Education helps to transform the living conditions and thinking ability of children. The right to education is not only the right to access education but also the right to receive an education of good quality. Education must be available and accessible but also acceptable and adaptable. The most of the slum children are indulging their precious time in doing labour, earning a coin, fighting daily from the challenges of life and wandering here a there for having a meal. The children are no doubt a tribute from Almighty but they should be preserve and nurture very sensitively in span of life. Urban children face a particularly complex set of challenges affecting their development and the fulfilment of their rights. The worst consequences of urbanisation, industrialisation and modernisation give birth to diverse group of children in urban areas like slum children, runaway children, working children, street children, orphan child. These children spend their precious time as rag picker, construction workers, factory workers, child beggars, migrant labourer, sex worker and domestic workers in swanky lifestyle of cities. These un-notified and homeless children are far from the reach of the policies of the government and even not noticed by the policy maker of the government. These children are deprived from their rights of survival, rights of protection, rights of development and rights of participation. These children even fight for their basic necessities of life.}, language = {en}, number = {02}, journal = {United International Journal for Research \& Technology}, author = {Tripathi, Alpica}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFXBURV4 2405685:WPJAASED}, keywords = {⛔ No DOI found}, pages = {35--41}, } @misc{twaweza_east_africa_are_2019, title = {Are our children learning? {Uwezo} {Tanzania} learning assessment report 2019 {\textbar} {Unesco} {IIEP} {Learning} {Portal}}, url = {https://learningportal.iiep.unesco.org/en/library/are-our-children-learning-uwezo-tanzania-learning-assessment-report-2019}, urldate = {2021-05-22}, author = {Twaweza East Africa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AL7LX9CJ 2405685:7KQIECHH}, } @misc{uis_sustainable_2019, type = {Database}, title = {Sustainable {Development} {Goal} 4 : 4.c.1 {Proportion} of teachers who have received at least the minimum organized teacher training}, url = {http://data.uis.unesco.org/index.aspx?queryid=3487}, urldate = {2019-12-09}, journal = {Sustainable Development Goal 4}, author = {UIS}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NHPAFI8E 2405685:3FRX2EUN}, } @techreport{ukfiet_research_2019, title = {Research on children with disabilities influences education policy in {Pakistan}}, url = {https://www.ukfiet.org/2019/research-on-children-with-disabilities-influences-education-policy-in-pakistan/}, abstract = {This impact story was written and produced by the Impact Initiative for International Development Research – a collaboration between the REAL Centre, University of Cambridge and the Institute of Development Studies, University of Sussex. You can download and read the full impact story here.  According to new research generated by the Research for Equitable Access […]}, language = {en-GB}, urldate = {2021-02-15}, institution = {UKFIET: The Education and Development Forum}, author = {UKFIET and Education, 2019 {\textbar} and Disabilities {\textbar} 0}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HLAR6CJT 2405685:PEJWTXNK}, } @misc{un_sustainable_2019, title = {Sustainable {Development} {Knowledge} {Platform}}, url = {https://sustainabledevelopment.un.org/}, urldate = {2019-10-23}, author = {UN}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XX8K6IWH 2405685:8JT6YXRS 8JT6YXRS}, } @techreport{undp_inequalities_2019, title = {Inequalities in {Human} {Development} in the 21st {Century}}, url = {https://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/RWA.pdf}, author = {UNDP}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V6TNP72D 2405685:9TDAZW6S}, } @techreport{undp_inequalities_2019, title = {Inequalities in {Human} {Development} in the 21st {Century}, {Ghana}}, url = {http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/GHA.pdf}, urldate = {2020-06-23}, author = {UNDP}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:HDRIMSCU}, } @techreport{undp_inequalities_2019, type = {Human {Development} {Report}}, title = {Inequalities in {Human} {Development} in the 21st {Century}, {Kenya}}, url = {http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/KEN.pdf}, urldate = {2020-07-01}, author = {UNDP}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:392IVFST}, } @techreport{undp_inequality_2019, title = {Inequality in {Human} {Development} in the 21st {Century}, {Jordan}}, url = {http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/JOR.pdf}, urldate = {2020-06-30}, author = {UNDP}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3EEM6V4S}, } @techreport{unesco_access_2019, title = {Access to information: {A} {New} {Promise} for {Sustainable} {Development}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000371485}, urldate = {2022-06-14}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TIQ7G37D 2405685:XQQP38SL}, } @techreport{unesco_ict_2019, address = {France}, type = {Periodical}, title = {{ICT} {Transforming} {Education} in {Africa} {UNESCO}-{KFIT} project update, {January}-{March} 2019 - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000367858}, language = {EN}, number = {10069}, urldate = {2020-07-07}, institution = {UNESCO}, author = {{UNESCO}}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:E6JTI753}, pages = {13}, } @misc{unesco_new_2019, title = {New {Methodology} {Shows} that 258 {Million} {Children}, {Adolescents} and {Youth} {Are} {Out} of {School}}, author = {{UNESCO}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DFK8M42B 4042040:6Q4K3URI}, } @misc{unesco_right_2019, title = {Right to education handbook}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000366556&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_2691991b-d5ca-4449-a0c6-0f638a350b19%3F_%3D366556eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000366556/PDF/366556eng.pdf#1474_19_ED_handbook_right_to_ED_INT_E.indd%3A.48984%3A499}, language = {English}, urldate = {2022-08-21}, publisher = {UNESCO}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6YQ6VKH6 2405685:PFS3CXZ3}, } @misc{unesco_world_2019, title = {The world is off track in achieving the global education goal, {SDG4}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000368935}, urldate = {2019-10-18}, publisher = {UNESCO}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MY93PCGX 2405685:UVVIK4X9}, } @misc{unesco_training_2019, title = {Training {Trainers} on {Gender} {Responsive} {Pedagogy} {\textbar} {UNESCO}-{IICBA}}, url = {http://www.iicba.unesco.org/?q=node/337}, urldate = {2021-06-11}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:89V62T8K 2405685:6D3Y4NWN}, } @techreport{unesco-iiep_education_2019, title = {Education sector analysis methodological guidelines. {Vol}. 2: {Sub}-sector specific analysis}, shorttitle = {Education sector analysis methodological guidelines. {Vol}. 2}, url = {https://www.iiep.unesco.org/en/publication/education-sector-analysis-methodological-guidelines-vol-2-sub-sector-specific-analysis}, abstract = {The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support.}, language = {en}, number = {2}, urldate = {2022-12-29}, author = {{UNESCO-IIEP} and {World Bank} and {UNICEF} and {Global Partnership for Education}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BRN5TXIS}, } @techreport{unesco_institute_for_statistics_new_2019, title = {New methodology shows that 258 million children, adolescents and youth are out of school}, url = {http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf}, institution = {UNESCO Institute for Statistics}, author = {{UNESCO Institute for Statistics}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8NSWCYW9 2405685:G6XBUYV2}, } @techreport{unesco-uis_new_2019, title = {New methodology shows that 258 million {Children}, {Adolescents} and {Youth} are out of school}, url = {http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf}, number = {Fact Sheet No. 56}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO-UIS}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXZWG9VF 2405685:3NXMC26R}, } @techreport{unicef_digital_2019, title = {Digital literacy for children — 10 things to know}, url = {https://www.unicef.org/globalinsight/documents/digital-literacy-children-10-things-know}, abstract = {Digital literacy goes beyond technical know-how. It refers to the knowledge, skills and attitudes that allow children to be both safe and empowered in an increasingly digital world. This encompasses their play,  participation, socializing, searching and learning through digital technologies. What constitutes digital literacy will vary according to children’s age, local culture and context.   Children need to be digitally literate even when they are not online. Facial scanning and artificial intelligence-based profiling increasingly affect children’s lives. Children’s schooling, social welfare and future job opportunities may depend on how well they understand the digital world around them.   Digital literacy is a growing part of any approach to skills development. It features in UNICEF’s framework which seeks to prepare children and adolescents for school, work and life. In addition to digital literacy, other interconnected skills for UNICEF are: foundational skills (literacy and numeracy); transferable skills (also known as life skills, 21st-century skills or soft skills); and job-specific skills (technical and vocational skills).   Tools to develop and assess digital literacy are proliferating. A number of digital competence frameworks have been developed by both international agencies and companies. Frameworks are a necessary starting point as they define the boundaries of what constitutes digital literacy and inform curricula and assessments. Despite using a range of labels (e.g. digital literacy, skills, citizenship), they broadly converge around the idea of a set of competencies that include technical as well as transferable skills, such as communication and problem solving.   Yet most existing tools place little emphasis on children. Digital literacy definitions usually focus on citizens of all ages and not on children specifically. UNICEF believes there is a need to focus more on digital literacy for children, who have unique needs. In this area, there is a slow change from a risk and safety paradigm towards rights-based approaches that favour expression, play and development.   Few programmes operate at scale or have been evaluated for impact. One contributing factor is the lack of global consensus and standards that makes it difficult for governments and other stakeholders to design and implement comparative and cost-effective initiatives, especially within developing countries.   Similarly, UNICEF programmes would benefit from greater coordination. While UNICEF has delivered a range of digital literacy programmes at the request of governments, a survey of 40 initiatives carried out by 37 Country Offices shows they are not well coordinated with each other, and knowledge is not systematically generated or shared about efficacy and impact.   Implementing digital literacy is not easy. According to the Country Offices surveyed, key barriers to digital literacy programming are: lack of teachers’ and trainers’ capacity; lack of ICT infrastructure; low connectivity (especially for remote areas); and a lack of understanding from decision-makers. The Country Offices are asking for policy development support, digital literacy frameworks, curriculum guidelines and practical tools, such as training manuals and toolkits.   Some existing digital literacy frameworks or tools suit UNICEF well. These include the DigComp framework of the European Commission and the Digital Kids Asia-Pacific framework developed by the UNESCO Asia and Pacific Regional Office in Bangkok. If using existing digital literacy frameworks, UNICEF can add value by focusing on children.   Digital literacy programmes should be context-driven. Implementing digital literacy programmes effectively requires more than simply importing a good programme from elsewhere. Beyond choosing a framework, an integrated approach to digital literacy involves undertaking a preliminary diagnostic review of the local context, developing operationalization guidelines and conducting impact assessments.}, language = {en}, urldate = {2022-04-24}, author = {{UNICEF}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DAVC5T72 2405685:LGV5JGFE}, } @techreport{unicef_early_2019, title = {Early {Literacy} and {Multilingual} {Education} in {South} {Asia}}, url = {https://www.unicef.org/rosa/media/3036/file/Early%20literacy%20and%20multilingual%20education%20in%20South%20Asia.pdf}, author = {UNICEF}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YPILCB6K 2405685:BIML6DRG}, } @techreport{unicef_every_2019, title = {Every child learns: {UNICEF} education strategy 2019–2030}, url = {https://www.unicef.org/reports/UNICEF-education-strategy-2019-2030}, abstract = {UNICEF education strategy 2019–2030}, language = {en}, urldate = {2021-07-22}, author = {UNICEF}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ZGVZ22B 2405685:LTZFWSMN}, } @techreport{unicef_every_2019, address = {New York, NY}, title = {Every child learns: {UNICEF} education strategy 2019-2030}, url = {https://www.unicef.org/media/59856/file/UNICEF-education-strategy-2019-2030.pdf}, institution = {United Nations Children's Fund}, author = {UNICEF}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3EKFXYT2 2405685:4FYKRPLC}, } @techreport{unicef_including_2019, title = {Including {Everyone} {Strengthening} the {Collection} and {Use} of {Data} {About} {Persons} with {Disabilities} in {Humanitarian} {Situations}}, url = {https://data.unicef.org/resources/including-everyone-strengthening-the-collection-and-use-of-data-about-persons-with-disabilities-in-humanitarian-situations/}, author = {UNICEF}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4ACZGLC4 2405685:LPKBXGZH}, } @techreport{unicef_multiple_2019, title = {Multiple {Indicator} {Cluster} {Survey} {Findings} {Report}: {Zimbabwe}}, url = {https://www.unicef.org/zimbabwe/media/2536/file/Zimbabwe%202019%20MICS%20Survey%20Findings%20Report-31012020_English.pdf}, urldate = {2020-06-27}, author = {UNICEF}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XBYY45NG}, } @techreport{universalia_final_2019, title = {Final {Report} - {SENEGAL}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-04-summative-evaluation-of-gpe-country-level-support-to-education-senegal.pdf}, language = {en}, author = {Universalia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QHLV2XP3}, pages = {161}, } @techreport{usaid_2018_2019, title = {2018 {Civil} {Society} {Organization} {Sustainability} {Index} - for {Asia} 5th {Edition} – {December} 2019}, url = {https://www.fhi360.org/sites/default/files/media/documents/resource-csosi-2018-report-asia.pdf}, author = {USAID}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SA6U2LEK 2405685:3ILYUE9N}, } @misc{usaid_early_2019, title = {Early {Grade} {Reading} {Study} {II} ({EGRS} {II})}, url = {https://www.edu-links.org/about/education-programs/early-grade-reading-study-ii-egrs-ii}, abstract = {The activity team works in partnership with the Department of Basic Education to evaluate the efficacy and cost-effectiveness of interventions focused on improving the performance of grade 1 and 2 learners in the subject English First Additional Language.}, language = {en}, urldate = {2020-06-30}, author = {USAID}, year = {2019}, note = {Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2405685:FPWA6KU3}, } @misc{usaid_improving_2019, title = {Improving {Education} {Opportunities} {USAID} {Senegal} {Fact} {Sheet}}, url = {https://www.usaid.gov/sites/default/files/documents/1860/Improving_Education_Opportunities_USAID_Senegal_Fact_Sheet_Feb_2019_final_508.pdf}, urldate = {2020-06-22}, author = {USAID}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BVBHJWJC}, } @misc{vegas_how_2019, title = {How ed-tech can help leapfrog progress in education}, url = {https://www.brookings.edu/research/how-ed-tech-can-help-leapfrog-progress-in-education/}, abstract = {This brief analyzes the use of ed-tech innovations around the world.}, language = {en-US}, urldate = {2021-05-04}, journal = {Brookings}, author = {Vegas, Emiliana and Ziegler, Lauren and Zerbino, Nicolas}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LH87HU6C 2405685:D9VNFXR8}, } @techreport{venalainen_evaluation_2019, type = {Evaluation {Report}}, title = {Evaluation of {Inclusive} {Basic} {Education} in the {UNICEF} {Country} {Programmes} 2012-2016 and 2017-2021}, url = {https://www.unicef.org/evaldatabase/files/UNICEF_MONGOLIA_FINAL_REPORT_2019.pdf}, urldate = {2020-08-31}, institution = {UNICEF}, author = {Venäläinen, Raisa and Chultemsuren, Tamir and Tsendendamba, Batsugar}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PMGRMUMI 2405685:S2JMNIPP}, } @inproceedings{waistell_using_2019, title = {Using examination and learning assessment data to uncover foundational skill gaps in {Sierra} {Leone}’s secondary schools}, booktitle = {Education technology and data science for inclusive systems}, author = {Waistell, Daniel and De, Sourovi and Ofori Owusu, Diana and Allen, Reg and Sanni, Kayode and Dupigny, Albert}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:J8IWHLVQ}, keywords = {⛔ No DOI found}, } @article{wali_assessment_2019, title = {Assessment of accelerated education to catch up with missed school programme in post crisis settings: {Case} study of selected {IDP} camps in {Maiduguri} metropolitan council}, volume = {7}, url = {https://www.researchgate.net/publication/331558901_ASSESSMENT_OF_ACCELERATED_EDUCATION_TO_CATCH_UP_WITH_MISSED_SCHOOL_PROGRAMME_IN_POST_CRISIS_SETTINGS_CASE_STUDY_OF_SELECTED_IDP_CAMPS_IN_MAIDUGURI_METROPOLITAN_COUNCIL}, number = {3}, urldate = {2022-08-26}, journal = {British Journal of Educational Studies}, author = {Wali, Yagana S and Muhammad Ali, Mustapha}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GV95QIPL 2405685:VQUVNDCL}, keywords = {⛔ No DOI found}, pages = {12--18}, } @inproceedings{waqar_redesigning_2019, title = {Redesigning the design: a review of education technology interventions in {Pakistan}}, url = {http://oasis.col.org/bitstream/handle/11599/3273/PCF9_Papers_paper_163.pdf?sequence=1&isAllowed=y}, urldate = {2021-11-10}, author = {Waqar, Yasira and Bokhari, Tahira Batool}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QCA97BYT 2405685:GTK8US66}, keywords = {⛔ No DOI found}, } @techreport{war_child_cant_2019, title = {Can’t {Wait} to {Learn} {Lebanon}}, author = {War Child}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2DC7K49J 2405685:WGG5SRLK}, } @techreport{west_id_2019, title = {I'd blush if {I} could: closing gender divides in digital skills through education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000367416.page=1}, urldate = {2020-08-05}, institution = {UNESCO}, author = {West, Mark and Kraut, Rebecca and Ei Chew, Han}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GZ2PGRST 2405685:ZQPSPXQG}, } @misc{who_assistive_2019, title = {Assistive technology}, url = {https://www.who.int/news-room/fact-sheets/detail/assistive-technology}, abstract = {WHO fact sheet on assistive technology. Assistive technology enables people to live healthy, productive, independent, and dignified lives, and to participate in education, the labour market and civic life.}, language = {en}, urldate = {2021-03-04}, author = {WHO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3GM7SDTZ 2405685:AAEKD76U}, } @article{wilkins_liberia_2019, chapter = {News}, title = {Liberia: {Farewell} 2019 - {A} {Review} of {ICT} {Initiatives} in {Liberia}}, shorttitle = {Liberia}, url = {https://allafrica.com/stories/201912310442.html}, language = {en}, urldate = {2020-06-25}, journal = {All Africa}, author = {Wilkins, Darren}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PKSW9KQS}, } @article{wolf_examining_2019, title = {Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices}, volume = {86}, issn = {0742051X}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0742051X18315853}, doi = {10.1016/j.tate.2019.07.003}, abstract = {We examine second-year impacts of a 1-year pre-primary teacher training and coaching program, delivered with and without parental-awareness meetings, evaluated with a school-level randomized trial. Outcomes included teachers’ professional well-being and classroom practices. Most gains observed during the program year faded out. However, there were small sustained impacts on the implementation of training activities. Counteracting effects of the parental-awareness meetings were evident, with suggestive evidence that teachers in this treatment group displayed lower scores on one dimension of classroom qualitydSupporting Student Expressiondcompared to controls. Implications for professional development and educational quality are discussed.}, language = {en}, urldate = {2020-01-28}, journal = {Teaching and Teacher Education}, author = {Wolf, Sharon and Peele, Morgan E.}, month = nov, year = {2019}, note = {shortDOI: 10/ggjk6c KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2019.07.003 10/ggjk6c 2339240:GB3MPNJU 2405685:M8ZR3GRF}, keywords = {\_proposed-for: Scoping review}, } @techreport{world_bank_country_2019, title = {Country {Diagnostic} of {Senegal}}, url = {http://documents.worldbank.org/curated/en/814111559645179494/pdf/Country-Diagnostic-of-Senegal.pdf}, language = {EN}, urldate = {2020-05-03}, author = {World Bank}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:HPZVAMCI}, } @misc{world_bank_salvador_2019, title = {El {Salvador} {\textbar} {Data}}, url = {https://data.worldbank.org/country/el-salvador}, urldate = {2021-12-20}, author = {{World Bank}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R3QZYUMR 2405685:ETUARZB7}, } @techreport{world_bank_ending_2019, title = {Ending {Learning} {Poverty}: {What} will it take?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/32553/142659.pdf?sequence=7&isAllowed=y}, urldate = {2020-07-27}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3VBYYMMW 2405685:IN2IKH2L}, } @misc{world_bank_kenya_2019, title = {Kenya {Overview}}, url = {https://www.worldbank.org/en/country/kenya/overview}, abstract = {The World Bank’s work in Kenya supports the government’s Vision 2030 development strategy, which aims to accelerate sustainable growth, reduce inequality, and manage resource scarcity.}, language = {en}, urldate = {2020-07-01}, author = {World Bank}, year = {2019}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:3KINEYR6}, } @misc{world_bank_learning_2019, title = {Learning poverty}, url = {https://www.worldbank.org/en/topic/education/brief/learning-poverty}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HBB55RC3 2339240:MKW7W6F6 2405685:JL3T5B44 2405685:LM9S4WTM}, } @techreport{world_bank_learning_2019, title = {Learning {Poverty} {Brief}}, url = {http://pubdocs.worldbank.org/en/843181571223525631/SAS-LPBRIEF.pdf}, language = {en}, author = {{World Bank}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GBKAU9Q5 2405685:NGEPLHDI 2405685:YBW7KR4Z}, pages = {10}, } @techreport{world_bank_liberia_2019, title = {Liberia - {Improving} {Results} in {Secondary} {Education} {Project}}, url = {http://documents.worldbank.org/curated/en/924071562378509179/pdf/Liberia-Improving-Results-in-Secondary-Education-Project.pdf}, urldate = {2020-05-08}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B759A5Q3}, } @misc{world_bank_nigeria_2019, title = {Nigeria {\textbar} {Population}}, url = {https://data.worldbank.org/indicator/SP.POP.TOTL?locations=NG}, urldate = {2020-07-07}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GA3Y3TKV}, } @techreport{world_bank_pakistan_2019, title = {Pakistan - {Learning} {Poverty} {Brief}}, url = {https://www.worldbank.org/en/topic/education/brief/learning-poverty}, institution = {World Bank Group}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6NDFBFR9 2405685:9GTWUCR4}, } @techreport{world_bank_population_2019, title = {Population growth (annual \%) - {Pakistan}}, url = {https://data.worldbank.org/indicator/SP.POP.GROW?locations=PK}, urldate = {2021-02-09}, institution = {World Bank Group}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U4A7B3YM 2405685:FR9ZYXYR}, } @techreport{world_bank_population_2019, title = {Population, total - {Pakistan} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.TOTL?locations=PK}, urldate = {2021-02-09}, institution = {World Bank Group}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AEP6WKXX 2405685:B2N4JR6B}, } @techreport{world_bank_project_2019, title = {Project {Information} {Document}: {Sierra} {Leone} {Free} {Education} {Project}}, url = {http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf}, urldate = {2020-06-25}, author = {World Bank}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:GIC5MV46}, } @techreport{world_bank_secondary_2019, type = {Project {Appraisal} {Document}}, title = {Secondary {Education} {Quality} {Improvemen} {Project} ({SEQUIP})}, url = {http://documents1.worldbank.org/curated/en/299851580138262444/pdf/Tanzania-Secondary-Education-Quality-Improvement-Project-SEQUIP.pdf}, number = {PAD3378}, urldate = {2020-11-19}, institution = {World Bank Group}, author = {{World Bank}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:38JKD79X 2405685:SWHXQAFJ}, } @misc{world_bank_secondary_2019, title = {Secondary {Education} {Quality} {Improvement} {Project} ({SEQUIP})}, url = {http://documents.worldbank.org/curated/en/299851580138262444/pdf/Tanzania-Secondary-Education-Quality-Improvement-Project-SEQUIP.pdf}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PX9AA76T 2405685:TGPWHJQ8}, } @misc{world_bank_future_2019, title = {The {Future} of {Work} in {Africa}: {The} {Roles} of {Skills}, {Informality}, and {Social} {Protection} in {Unleashing} the {Promise} of {Digital} {Technologies} for {All}}, shorttitle = {The {Future} of {Work} in {Africa}}, url = {https://www.worldbank.org/en/region/afr/publication/africa-future-of-work}, abstract = {A new World Bank report says Sub-Saharan African countries could benefit from well-harnessed technological adoption.}, language = {en}, urldate = {2022-09-08}, journal = {World Bank}, author = {{World Bank}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WY5ZPXR9 2405685:W8VE6V9D}, } @techreport{world_bank_third_2019, title = {The {Third} {Punjab} {Education} {Sector} {Project} ({PESP} {III})}, url = {http://documents1.worldbank.org/curated/en/422121565181941577/pdf/Pakistan-Third-Punjab-Education-Sector-Project-Mid-Term-Review-Mission-April-23-to-30-2019.pdf}, institution = {World Bank Group}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SLADUHSN 2405685:6K54KZ57}, } @misc{world_bank_world_2019, title = {The {World} {Bank} {In} {Zimbabwe}}, url = {https://www.worldbank.org/en/country/zimbabwe/overview}, abstract = {The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work.}, language = {en}, urldate = {2020-06-27}, author = {World Bank}, year = {2019}, note = {Library Catalog: www.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:GGXFDY2S}, } @techreport{world_bank_urban_2019, title = {Urban population - {Pakistan} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.URB.TOTL?locations=PK}, urldate = {2021-02-09}, institution = {World Bank Group}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:46DZPS2B 2405685:5DQAJU7Q}, } @techreport{world_bank_group_bangladesh_2019, title = {Bangladesh - {Additional} {Financing} to the {Second} {Reaching} {Out}-of-{School} {Children} {Project} : {Learning} {Opportunities} for {Displaced} {Rohingya} {Children}}, url = {https://documents.worldbank.org/pt/publication/documents-reports/documentdetail/960131568290123486/bangladesh-additional-financing-to-the-second-reaching-out-of-school-children-project-learning-opportunities-for-displaced-rohingya-children}, author = {World Bank Group}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XP8M9YUK 2405685:Z37EUUD9}, } @techreport{xprize_global_2019, title = {Global learning {XPRIZE}: {Executive} summary}, url = {https://assets-us-01.kc-usercontent.com/5cb25086-82d2-4c89-94f0-8450813a0fd3/80bc5998-a295-4d8b-8e7b-963c413a4d86/GLEXP_E%20Summary_Draft%2013_August.pdf}, urldate = {2021-01-15}, institution = {XPRIZE}, author = {XPRIZE}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LMHWGYMG 2405685:RF9I68JG}, } @book{yarrow_securing_2019, title = {Securing learning for children in conflict and crisis}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-1234-7_ch3}, publisher = {World Bank}, author = {Yarrow, Noah and Capek, Maja}, year = {2019}, note = {Publisher: World Bank Publications KerkoCite.ItemAlsoKnownAs: 2339240:CLJU3BUW 2405685:R8XFHX2K}, } @inproceedings{yi_towards_2019, title = {Towards equitable access to information and opportunity for all: mapping schools with high-resolution {Satellite} {Imagery} and {Machine} {Learning}}, shorttitle = {Towards equitable access to information and opportunity for all}, url = {https://openaccess.thecvf.com/content_CVPRW_2019/html/cv4gc/Yi_Towards_equitable_access_to_information_and_opportunity_for_all_mapping_CVPRW_2019_paper.html}, urldate = {2022-10-28}, author = {Yi, Zhuangfang and Zurutuza, Naroa and Bollinger, Drew and Garcia-Herranz, Manuel and Kim, Dohyung}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DHZ6C2T4 4042040:ATJ89RKU}, pages = {60--66}, } @article{zuurmond_support_2019, title = {A support programme for caregivers of children with disabilities in {Ghana}: {Understanding} the impact on the wellbeing of caregivers}, volume = {45}, issn = {03051862}, shorttitle = {A support programme for caregivers of children with disabilities in {Ghana}}, url = {https://onlinelibrary.wiley.com/doi/10.1111/cch.12618}, doi = {10.1111/cch.12618}, language = {en}, number = {1}, urldate = {2023-08-16}, journal = {Child: Care, Health and Development}, author = {Zuurmond, Maria and Nyante, Gifty and Baltussen, Marjolein and Seeley, Janet and Abanga, Jedidia and Shakespeare, Tom and Collumbien, Martine and Bernays, Sarah}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/cch.12618 2405685:NPVKZCTP}, pages = {45--53}, } @misc{noauthor_tcf_2018, title = {{TCF} - {The} {Citizens} {Foundation}}, url = {https://www.tcf.org.pk/}, abstract = {TCF is a non-profit organisation which provides education for those people who cannot afford it. It is an NGO run by professional people.}, language = {en-US}, urldate = {2020-07-20}, month = dec, year = {2018}, note = {Library Catalog: www.tcf.org.pk KerkoCite.ItemAlsoKnownAs: 2405685:CYT64SM2}, keywords = {auto\_merged}, } @article{yousafzai_effectiveness_2018, title = {Effectiveness of a youth-led early childhood care and education programme in rural {Pakistan}: {A} cluster-randomised controlled trial}, volume = {13}, issn = {1932-6203}, shorttitle = {Effectiveness of a youth-led early childhood care and education programme in rural {Pakistan}}, url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0208335}, doi = {10.1371/journal.pone.0208335}, abstract = {Background The United Nation’s Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality early childhood care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5–6.5 years) delivered by female youth (18–24 years) in rural Pakistan would be effective on children’s school readiness. Methods In partnership with the National Commission for Human Development in Pakistan, we implemented the ‘Youth Leaders for Early Childhood Assuring Children are Prepared for School’ (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children’s school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children’s school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. Findings At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95\% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95\% CI 38.8 to 52.3). The effect size (Cohen’s d) was 0.3. Conclusion Trained female youth delivered an ECCE programme that was effective in benefitting young children’s school readiness. The cross-generational model is a promising approach to support early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development.}, language = {en}, number = {12}, urldate = {2023-09-21}, journal = {PLOS ONE}, author = {Yousafzai, Aisha K. and Rasheed, Muneera A. and Rizvi, Arjumand and Shaheen, Fariha and Ponguta, Liliana A. and Reyes, Chin R.}, month = dec, year = {2018}, note = {Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0208335 2339240:PD93RTYY 2405685:ZUGJ62HH}, keywords = {Caregivers, Child development, Children, Human learning, Pakistan, Schools, Supervisors, Teachers}, pages = {1--14}, } @misc{ross_difference_2018, title = {The difference between economic and financial analysis for {WASH} services}, url = {https://washeconomics.com/2018/12/18/the-difference-between-economic-and-financial-analysis/}, abstract = {The distinction between economic analysis and financial analysis is not always straightforward. In this post I try to clarify this. Definitions I have previously defined WASH economics as “the stud…}, language = {en}, urldate = {2021-05-21}, journal = {WASHeconomics.com}, author = {Ross, Ian}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RI9C4FHT 2405685:QWR4ZRBS}, } @book{singal_education_2018, title = {Education and {Disability} in the {Global} {South}: {New} {Perspectives} from {Africa} and {Asia}}, isbn = {978-1-4742-9121-7}, shorttitle = {Education and {Disability} in the {Global} {South}}, abstract = {Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.}, language = {en}, publisher = {Bloomsbury Publishing}, author = {Singal, Nidhi and Lynch, Paul and Johansson, Shruti Taneja}, month = dec, year = {2018}, note = {Google-Books-ID: get1DwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:DZELW96T 2405685:9MZNXBIX}, keywords = {Education / Educational Policy \& Reform / General, Education / Inclusive Education, Education / Special Education / General}, } @misc{daems_getting_2018, title = {Getting back to normal after {Ebola} strikes}, url = {https://www.unicef.org/stories/getting-back-normal-after-ebola-strikes}, abstract = {Beating Ebola starts in the classroom. It doesn't end there}, language = {en}, urldate = {2020-08-18}, journal = {UNICEF}, author = {Daems, Typhaine and Willemot, Yves}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3I6BWQ34 2405685:T24CRW2F}, } @misc{matic_making_2018, title = {Making {Kolibri} an {All}-{Around} {Inclusive} {EdTech}}, url = {https://blog.learningequality.org/kolibri-an-all-around-inclusive-edtech-8601afb4da9}, abstract = {Interactive Components, Documentation and Beyond}, language = {en}, urldate = {2020-09-01}, journal = {Medium}, author = {Matic, Radina}, month = dec, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:6ZBP3PUP}, } @article{bold_experimental_2018, title = {Experimental evidence on scaling up education reforms in {Kenya}}, volume = {168}, issn = {0047-2727}, url = {https://www.sciencedirect.com/science/article/pii/S0047272718301518}, doi = {10.1016/j.jpubeco.2018.08.007}, abstract = {What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.}, language = {en}, urldate = {2022-04-07}, journal = {Journal of Public Economics}, author = {Bold, Tessa and Kimenyi, Mwangi and Mwabu, Germano and Ng’ang’a, Alice and Sandefur, Justin}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2018.08.007 2339240:58EIIZ3H 2405685:XRHDAKJR 4656463:B7GSKCJK}, keywords = {Contract teachers, Education, External validity, Kenya, Randomized evaluation, State capacity}, pages = {1--20}, } @techreport{bbc_media_action_sierra_2018, title = {Sierra {Leone} {Media} {Landscape} {Report}}, url = {https://www.communityengagementhub.org/wp-content/uploads/sites/2/2019/09/Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf}, urldate = {2020-11-25}, author = {{BBC Media Action}}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7N6UW9TG 2405685:644SZI8D}, } @techreport{dhar_reshaping_2018, type = {Working {Paper}}, title = {Reshaping adolescents' gender attitudes: evidence from a school-based experiment in {India}}, shorttitle = {Reshaping adolescents' gender attitudes}, url = {https://www.nber.org/papers/w25331}, abstract = {Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16\% of participants' regressive views. In addition, self-reported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended.}, number = {25331}, urldate = {2022-03-04}, institution = {National Bureau of Economic Research}, author = {Dhar, Diva and Jain, Tarun and Jayachandran, Seema}, month = dec, year = {2018}, doi = {10.3386/w25331}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25331 2339240:W8AREQBB 2405685:NBD6LG5T}, } @techreport{dhar_reshaping_2018, type = {Working {Paper}}, title = {Reshaping adolescents' gender attitudes: evidence from a school-based experiment in {India}}, shorttitle = {Reshaping adolescents' gender attitudes}, url = {https://www.nber.org/papers/w25331}, abstract = {Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16\% of participants' regressive views. In addition, self-reported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended.}, number = {25331}, urldate = {2022-03-04}, institution = {National Bureau of Economic Research}, author = {Dhar, Diva and Jain, Tarun and Jayachandran, Seema}, month = dec, year = {2018}, doi = {10.3386/w25331}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25331 2339240:W8AREQBB 2405685:NBD6LG5T}, } @techreport{ngware_impact_2018, title = {Impact evaluation of {Tayari} school readiness program in {Kenya}}, url = {https://aphrc.org/wp-content/uploads/2019/07/Impact_Evaluation_ECDE_Tayari-long-report.pdf}, urldate = {2021-12-06}, institution = {APHRC}, author = {Ngware, Moses and Hungi, Njora and Wekulo, Patricia and Mutisya, Maurice and Njagi, Joan and Muhia, Nelson and Wambiya, Elvis and Donfouet, Hermann and Gathoni, Grace and Mambe, Shem}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:547KU8IY 2405685:ZPLJMSX2}, } @techreport{romero_beyond_2018, title = {Beyond {Short}-{Term} {Learning} {Gains}: {The} {Impact} of {Outsourcing} {Schools} in {Liberia} after {Three} {Years} [long report]}, abstract = {After one year, outsourcing the management of ninety-three randomly-selected government primary schools in Liberia to eight private operators led to modest learning gains (Romero, Sandefur, \& Sandholtz, in press). In this paper, we revisit the program two years later. After the first year, treatment effects on learning gains plateaued (e.g., the intention-to-treat effect on English was .18σ after one year, and .16σ after three years, equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51\%), but increased dropout (by 3.3 percentage points from a base of 15\%) and failed to reduce sexual abuse. Behind these average effects, the identity of the contractor mattered. Despite facing similar contracts and settings, some providers produced uniformly positive results, while others present stark trade-offs between learning gains, access to education, child safety, and financial sustainability.}, language = {en}, number = {521}, institution = {Centre for Global Development}, author = {Romero, Mauricio and Sandefur, Justin}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DGLM6PKR}, pages = {56}, } @article{sailin_improving_2018, title = {Improving {Student} {Teachers}' {Digital} {Pedagogy} through {Meaningful} {Learning} {Activities}}, volume = {15}, issn = {1675-8110}, url = {https://eric.ed.gov/?id=EJ1201692}, doi = {10.32890/mjli2018.15.2.6}, abstract = {Purpose: This study aims to examine the attributes of meaningful learning that student teachers perceived as enabling them to improve their digital pedagogy. It is concerned with how the meaningful learning activities help to prepare student teachers to successfully integrate digital technologies in their future teaching practice. Methodology: This study adopted a qualitative research design and was underpinned by a meaningful learning theory as the theoretical and analytical framework. A total of 24 final year student teachers participated in this study. Data were mainly collected through student teachers' reflections regarding their learning experience. Thematic analysis was utilized to analyze and present the findings. Findings: The findings offer some important insights into how the learning activities carried out in this Scholarship of Teaching and Learning (SoTL) project have directly and indirectly accelerated the acquisition of all the five attributes of meaningful learning. The findings of this study reveal that meaningful learning activities contribute to the improvement of the student teachers' knowledge of and skills in using Web 2.0. This improvement has boosted their confidence to integrate digital pedagogy in future teaching practices. The findings also indicate that although student teachers value their experiences in meaningful learning activities, they have some concerns regarding firstly, their capacities in applying digital pedagogy and secondly, the practicality of integrating Web 2.0 tools in the school setting because of several inherent limitations. Significance: Meaningful learning activities when incorporated into teacher training programmes will expose student teachers to authentic experiences which will be beneficial for their own learning and future teaching practice.}, language = {en}, number = {2}, urldate = {2021-06-11}, journal = {Malaysian Journal of Learning and Instruction}, author = {Sailin, Siti Nazuar and Mahmor, Noor Aida}, month = dec, year = {2018}, note = {Publisher: Universiti Utara Malaysia Press KerkoCite.ItemAlsoKnownAs: 10.32890/mjli2018.15.2.6 2339240:I5SE5VEN 2405685:UTJAKN83}, keywords = {Educational Technology, Foreign Countries, Learning Activities, Preservice Teachers, Self Esteem, Student Attitudes, Teaching Methods, Technological Literacy, Technology Integration, Technology Uses in Education, Web 2.0 Technologies}, pages = {143--173}, } @misc{singal_what_2018, title = {What works? {The} case of inclusive education {\textbar} {Unesco} {IIEP} {Learning} {Portal}}, shorttitle = {What works?}, url = {http://learningportal.iiep.unesco.org/en/blog/what-works-the-case-of-inclusive-education}, abstract = {The Sustainable Development Goals with their commitment to ensuring all young people will have access to good quality primary and lower secondary education by 2030 have spearheaded an increased focus on children with disabilities. The SDGs explicit mention of persons with disabilities, across education and other goals have resulted in intense discussions on how to make these commitments a reality.}, language = {en}, urldate = {2020-04-03}, author = {Singal, Nidhi}, month = nov, year = {2018}, note = {Library Catalog: learningportal.iiep.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:FHDY4ZTC 2405685:IJ7WBNAN IJ7WBNAN}, } @misc{wageningen_university_and_research_licenses_2018, title = {Licenses for open material}, url = {https://www.wur.nl/en/Library/Teachers/OER/Licenses-for-open-material.htm}, abstract = {Open materials are any material provided with an open license. You can use an open license to indicate what other people are allowed to do with your work.}, language = {en-us}, urldate = {2020-08-19}, journal = {WUR}, author = {Wageningen University {and} Research}, month = nov, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:JAX76AQP}, } @article{larrabee_sonderlund_efficacy_2018, title = {The efficacy of learning analytics interventions in higher education: {A} systematic review}, volume = {0}, issn = {0007-1013}, shorttitle = {The efficacy of learning analytics interventions in higher education}, url = {https://onlinelibrary.wiley.com/doi/10.1111/bjet.12720}, doi = {10.1111/bjet.12720}, abstract = {Abstract Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness.}, number = {0}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Larrabee Sønderlund, Anders and Hughes, Emily and Smith, Joanne}, month = nov, year = {2018}, note = {shortDOI: 10/gf5f7f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12720 10/gf5f7f 2339240:E5LLMQQY 2405685:CFKVBYIP}, keywords = {Reviewed}, } @misc{ferry_true_2018, title = {The {True} {Cost} of {Freemium}}, url = {https://www.cpomagazine.com/data-privacy/the-true-cost-of-freemium/}, language = {en-US}, urldate = {2021-07-14}, journal = {CPO Magazine}, author = {Ferry, Anna}, month = nov, year = {2018}, note = {Section: Data Privacy KerkoCite.ItemAlsoKnownAs: 2339240:IUSPGZNA 2405685:RR5WASM6}, } @misc{harris_educational_2018, title = {Educational {Technology} {Standards} and {Frameworks}}, url = {https://mattharrisedd.com/2018/11/09/educational-technology-standards-frameworks/}, abstract = {An overview of the most common Educational Technology Standards and Frameworks, such as ISTE, UNESCO, iNACOL, P21, SAMR, TPACK, RAT, TIM, PICRAT, SAMMS, 4Shifts}, language = {en-US}, urldate = {2020-12-15}, journal = {The International EdTech Blog with Matt Harris Ed.D.}, author = {Harris, Matt and {Ed.D.}}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z6MA5CSE 2405685:YK48WEEL}, } @article{bozkurt_analysis_2018, title = {An analysis of peer reviewed publications on openness in education in half a century: {Trends} and patterns in the open hemisphere}, volume = {35}, copyright = {Copyright (c) 2018 Australasian Journal of Educational Technology}, issn = {1449-5554}, shorttitle = {An analysis of peer reviewed publications on openness in education in half a century}, url = {https://ajet.org.au/index.php/AJET/article/view/4252}, doi = {10.14742/ajet.4252}, abstract = {Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.}, language = {en}, number = {4}, urldate = {2019-03-22}, journal = {Australasian Journal of Educational Technology}, author = {Bozkurt, Aras and Koseoglu, Suzan and Singh, Lenandlar}, month = nov, year = {2018}, note = {shortDOI: 10/gf5f7n KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4252 10/gf5f7n 2339240:8XL5IRCU 2405685:KCMI3HXH}, keywords = {Open Education, Open Educational Practices (OEPs), Open Educational Resources (OERs), Open Learning, Openness, Reviewed}, } @article{avitabile_heterogeneous_2018, title = {The heterogeneous effect of information on student performance: {Evidence} from a randomized control trial in {Mexico}}, volume = {135}, issn = {0304-3878}, shorttitle = {The heterogeneous effect of information on student performance}, url = {https://www.sciencedirect.com/science/article/pii/S0304387818304565}, doi = {10.1016/j.jdeveco.2018.07.008}, abstract = {We use data from the randomized control trial of the Percepciones pilot to study whether providing 10th grade students with information about the average earnings associated with different educational attainments, life expectancy, and obtaining funding for higher education can contribute to improving student outcomes. We find that the intervention had no effects on a proxy for on-time high school completion, but a positive and significant impact on standardized test scores and self-reported measures of effort. The effects on standardized test scores are larger for girls and for students from households with relatively high incomes. We also find positive, but not statistically significant effects, on the probability of taking a university entry exam and of obtaining a high score in the exam.}, language = {en}, urldate = {2022-03-28}, journal = {Journal of Development Economics}, author = {Avitabile, Ciro and de Hoyos, Rafael}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2018.07.008 2339240:92INVKXW 2405685:LTY77SXQ}, keywords = {Gender, Information, School performance, Subjective expectations}, pages = {318--348}, } @article{bonner_voices_2018, title = {Voices {From} {Urban} {Classrooms}: {Teachers}’ {Perceptions} on {Instructing} {Diverse} {Students} and {Using} {Culturally} {Responsive} {Teaching}}, volume = {50}, issn = {0013-1245}, shorttitle = {Voices {From} {Urban} {Classrooms}}, url = {https://doi.org/10.1177/0013124517713820}, doi = {10.1177/0013124517713820}, abstract = {This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.}, language = {en}, number = {8}, urldate = {2021-11-02}, journal = {Education and Urban Society}, author = {Bonner, Patricia J. and Warren, Susan R. and Jiang, Ying H.}, month = nov, year = {2018}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0013124517713820 2339240:FNKUDWZC 2405685:JUZUBP8C}, keywords = {multicultural education, social justice, students, teachers, urban education}, pages = {697--726}, } @article{quaife_how_2018, title = {How well do discrete choice experiments predict health choices? {A} systematic review and meta-analysis of external validity}, volume = {19}, issn = {1618-7601}, shorttitle = {How well do discrete choice experiments predict health choices?}, url = {https://doi.org/10.1007/s10198-018-0954-6}, doi = {10.1007/s10198-018-0954-6}, abstract = {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.}, language = {en}, number = {8}, urldate = {2021-05-03}, journal = {The European Journal of Health Economics}, author = {Quaife, Matthew and Terris-Prestholt, Fern and Di Tanna, Gian Luca and Vickerman, Peter}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10198-018-0954-6 2405685:6UTTG9K5}, pages = {1053--1066}, } @techreport{education_endowment_foundation_peer_2018, title = {Peer {Tutoring}}, url = {https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=140&t=Teaching%20and%20Learning%20Toolkit&e=140&s=}, urldate = {2020-07-23}, institution = {Education Endowment Foundation}, author = {Education Endowment Foundation}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XUX39MF7 2405685:TVRIGR3Z}, } @techreport{twawezaorg_preparing_2018, title = {Preparing the next generation: {Ugandans}’ experiences and opinions on education}, url = {https://www.twaweza.org/uploads/files/SautiUg-EducationWeb.pdf}, language = {EN}, number = {Brief No. 8}, urldate = {2020-07-07}, author = {{Twaweza.org}}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A3KL8UY3 2405685:CRTF5LT7 2405685:RGKCA3G7}, keywords = {⛔ No DOI found}, pages = {16}, } @techreport{world_bank_mongolia_2018, title = {Mongolia: {Systematic} {Country} {Diagnostic}}, url = {http://documents1.worldbank.org/curated/en/576101543874150141/pdf/mongolia-scd-final-version-november-2018-11282018-636792121231072289.pdf}, urldate = {2020-08-31}, institution = {World Bank}, author = {World Bank}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L72JN738 2405685:PBVZ8CDR}, } @book{chang_lean_2018, address = {Hoboken, New Jersey}, edition = {1 edition}, title = {Lean {Impact}: {How} to {Innovate} for {Radically} {Greater} {Social} {Good}}, isbn = {978-1-119-50660-7}, shorttitle = {Lean {Impact}}, url = {https://www.wiley.com/en-us/Lean+Impact%3A+How+to+Innovate+for+Radically+Greater+Social+Good-p-9781119506645}, abstract = {Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices popularized by bestseller The Lean Startup that have fueled technology breakthroughs touching every aspect of our lives, LEAN IMPACT turns our attention to a new goal--achieving radically greater social good.  Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the needs. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a Silicon Valley executive to her most recent experience as Chief Innovation Officer at USAID. She brings the book to life with inspiring stories from interviews spanning more than 200 organizations across the U.S. and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.}, language = {English}, publisher = {Wiley}, author = {Chang, Ann Mei}, collaborator = {Ries, Eric}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PEQKDJHC 2339240:XNBA9I6L 2405685:6L9G8KMG 2405685:CDVCSBVT}, } @inproceedings{hossain_data_2018, title = {Data {Privacy} in {Bangladesh} {A} {Review} of {Three} {Key} {Stakeholders} {Perspectives}}, isbn = {978-1-63248-164-1}, url = {https://www.seekdl.org/conferences/paper/details/9840.html}, doi = {10.15224/978-1-63248-164-1-32}, language = {en}, urldate = {2020-10-06}, booktitle = {Seventh {International} {Conference} on {Advances} in {Social} {Science}, {Economics} and {Management} {Study} - {SEM} 2018}, publisher = {Institute of Research Engineers and Doctors}, author = {Hossain, Kamal and Alam, Khabirul and Khan, Umme Saara}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.15224/978-1-63248-164-1-32 2339240:KCTEUWP5 2405685:B99HJAAP}, pages = {46--50}, } @book{poth_innovation_2018, title = {Innovation in {Mixed} {Methods} {Research}: {A} {Practical} {Guide} to {Integrative} {Thinking} with {Complexity}}, isbn = {978-1-5264-5373-0}, shorttitle = {Innovation in {Mixed} {Methods} {Research}}, abstract = {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.}, language = {en}, publisher = {SAGE Publications Limited}, author = {Poth, Cheryl N.}, month = oct, year = {2018}, note = {Google-Books-ID: 661vDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:4UFUNNYC 2339240:LGF86DD7 2405685:GYD8JF6F}, keywords = {Reference / Research, Social Science / Methodology}, } @misc{bruns_bringing_2018, title = {In {Bringing} a {Literacy} {Project} to {Scale}, has {Kenya} {Found} a {Holy} {Grail}?}, url = {https://www.cgdev.org/blog/bringing-literacy-project-scale-has-kenya-found-holy-grail}, abstract = {An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy.}, language = {en}, urldate = {2020-08-12}, journal = {Center For Global Development}, author = {Bruns, Barbara}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2D7IEEZ6 2339240:GIKWZG8S 2405685:IUEBJUAM}, } @article{muigai_parental_2018, title = {{PARENTAL} {INVOLVEMENT} {IN} {PRIMARY} {SCHOOLS} {IN} {KENYA} {AS} {A} {MAJOR} {STRATEGY} {FOR} {ACADEMIC} {SUCCESS}}, copyright = {Copyright (c) 2018 Jecinta W. Muigai}, issn = {25011111}, url = {https://www.oapub.org/edu/index.php/ejes/article/view/2011}, doi = {10.46827/ejes.v0i0.2011}, abstract = {The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum.  Article visualizations:}, language = {en}, number = {0}, urldate = {2022-03-09}, journal = {European Journal of Education Studies}, author = {Muigai, Jecinta W.}, month = oct, year = {2018}, note = {Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2405685:H59Q6NHX}, keywords = {academic achievement, parental involvement, primary schools, ⚠️ Invalid DOI}, } @article{muigai_parental_2018, title = {Parental {Involvement} in {Primary} {Schools} in {Kenya} as a {Major} {Strategy} for {Academic} {Success}}, volume = {5}, issn = {25011111}, url = {https://oapub.org/edu/index.php/ejes/article/view/2011/4648}, language = {en}, number = {3}, journal = {European Journal of Education Studies}, author = {Muigai, Jecinta W.}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2339240:DIGA96IK 2405685:YUHYVPSU}, keywords = {⚠️ Invalid DOI}, } @article{muigai_parental_2018, title = {{PARENTAL} {INVOLVEMENT} {IN} {PRIMARY} {SCHOOLS} {IN} {KENYA} {AS} {A} {MAJOR} {STRATEGY} {FOR} {ACADEMIC} {SUCCESS}}, copyright = {Copyright (c) 2018 Jecinta W. Muigai}, issn = {25011111}, url = {https://www.oapub.org/edu/index.php/ejes/article/view/2011}, doi = {10.46827/ejes.v0i0.2011}, abstract = {The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum.  Article visualizations:}, language = {en}, number = {0}, urldate = {2022-03-09}, journal = {European Journal of Education Studies}, author = {Muigai, Jecinta W.}, month = oct, year = {2018}, note = {Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2405685:H59Q6NHX}, keywords = {academic achievement, parental involvement, primary schools, ⚠️ Invalid DOI}, } @misc{unicef_girlforce_2018, title = {{GirlForce}: {Skills}, education and training for girls now}, shorttitle = {{GirlForce}}, url = {https://data.unicef.org/resources/girlforce-brochure/}, abstract = {A generation of girls risk being left outside the labour force or trapped in vulnerable or low quality employment, due to a lack of skills, absence of quality jobs, and gendered expectations of their roles as caregivers. The brochure uses the most recent data to call attention to the fact that despite significant investment by the global community in the education of girls, girls are not moving into the workforce in high numbers.}, language = {en-US}, urldate = {2021-12-31}, journal = {UNICEF DATA}, author = {{UNICEF}}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SKDPTTBR 2405685:4MV2C9LG}, } @techreport{world_bank_poverty_2018, address = {Washington, D.C.}, title = {Poverty and shared prosperity 2018: piecing together the poverty puzzle}, url = {http://hdl.handle.net/10986/30418}, language = {en}, urldate = {2022-03-06}, institution = {World Bank}, author = {{World Bank}}, month = oct, year = {2018}, doi = {10.1596/978-1-4648-1330-6}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1330-6 2339240:D7ILVMJG 2405685:HH839XBS}, } @misc{evans_can_2018, title = {Can technology enable effective teacher coaching at scale?}, url = {https://blogs.worldbank.org/impactevaluations/can-technology-enable-effective-teacher-coaching-scale}, abstract = {Teachers are important. And many teachers in low- and middle-income countries would benefit from support to improve their pedagogical skills. But how to do it? Again and again, evidence suggests that short teacher trainings – usually held in a central location – don’t do much of anything to improve teacher ...}, language = {EN}, urldate = {2020-05-10}, author = {Evans, David}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7HET7C9K 2405685:XCWVRPKM}, } @misc{laura_silver_basic_2018, title = {Basic mobile phones more common than smartphones in sub-{Saharan} {Africa}}, url = {https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/}, abstract = {Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a}, language = {en-US}, urldate = {2020-04-28}, journal = {Pew Research Center's Global Attitudes Project}, author = {{Laura Silver} and Johnson, Courtney}, month = oct, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XKY5WMET}, } @article{piper_mathematics_2018, title = {Mathematics from the beginning: {Evaluating} the {Tayari} preprimary program’s impact on early mathematics skills}, volume = {5}, copyright = {Copyright (c) 2018 Global Education Review}, issn = {2325-663X}, shorttitle = {Mathematics from the {Beginning}}, url = {https://ger.mercy.edu/index.php/ger/article/view/434}, abstract = {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.}, language = {en}, number = {3}, urldate = {2022-12-02}, journal = {Global Education Review}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Nderu, Evangeline}, month = oct, year = {2018}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2339240:NZYMKPRM 2405685:FE8S3EHI}, keywords = {Sub-Saharan Africa, ⛔ No DOI found}, pages = {57--81}, } @misc{silver_internet_2018, title = {Internet connectivity seen as having positive impact on life in sub-{Saharan} {Africa}}, url = {https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/}, abstract = {Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a}, language = {en-US}, urldate = {2020-09-15}, journal = {Pew Research Center's Global Attitudes Project}, author = {Silver, Laura and Johnson, Courtney}, month = oct, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:H282TBDA}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{sims_characteristics_2018, type = {Working paper}, title = {Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out}, url = {https://improvingteaching.co.uk/characteristics-cpd/.}, abstract = {Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subject-specific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions.}, language = {en}, author = {Sims, Sam and Fletcher-Wood, Harry}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2VB6UKTN 2405685:75VHL4AH 2405685:UH59JRDH}, keywords = {C:International, CitedIn:OER4Schools-HHH3-A, ⛔ No DOI found}, pages = {25}, } @article{dlamini_discourse_2018, title = {The discourse on {ICT} teacher professional development needs: {The} case of a {South} {African} teachers’ union}, volume = {14}, issn = {1814-0556}, shorttitle = {The discourse on {ICT} teacher professional development needs}, url = {https://www.learntechlib.org/p/184684/}, abstract = {The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school...}, language = {en}, number = {2}, urldate = {2022-07-01}, journal = {International Journal of Education and Development using ICT}, author = {Dlamini, Reuben and Mbatha, Khanyisile}, month = oct, year = {2018}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:JX8TEHVV 2405685:UB39IXQK}, keywords = {⛔ No DOI found}, } @article{dlamini_discourse_2018, title = {The discourse on {ICT} teacher professional development needs: {The} case of a {South} {African} teachers’ union}, volume = {14}, issn = {1814-0556}, shorttitle = {The discourse on {ICT} teacher professional development needs}, url = {https://www.learntechlib.org/p/184684/}, abstract = {The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school...}, language = {en}, number = {2}, urldate = {2022-07-01}, journal = {International Journal of Education and Development using ICT}, author = {Dlamini, Reuben and Mbatha, Khanyisile}, month = oct, year = {2018}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:JX8TEHVV 2405685:UB39IXQK}, keywords = {⛔ No DOI found}, } @article{lee_technology_2018, title = {Technology functions for personalized learning in learner-centered schools}, volume = {66}, issn = {1556-6501}, url = {https://doi.org/10.1007/s11423-018-9615-9}, doi = {10.1007/s11423-018-9615-9}, abstract = {Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12\% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21\% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.}, language = {en}, number = {5}, urldate = {2021-11-09}, journal = {Educational Technology Research and Development}, author = {Lee, Dabae and Huh, Yeol and Lin, Chun-Yi and Reigeluth, Charles M.}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-018-9615-9 2339240:GUNE7QI3 2405685:YKDTT2EJ}, pages = {1269--1302}, } @techreport{ministry_of_education_revised_2018, title = {Revised {Special} {Needs} and {Inclusive} {Education} {Policy}}, url = {https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/SNE_Policy__4.10.2018.pdf}, urldate = {2020-08-28}, institution = {Republic of Rwanda}, author = {{Ministry of Education}}, month = oct, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FIC7SLRH}, } @techreport{silver_internet_2018, title = {Internet {Connectivity} {Seen} as {Having} {Positive} {Impact} on {Life} in {Sub}-{Saharan} {Africa}}, url = {https://www.pewresearch.org/global/2018/10/09/internet-connectivity-seen-as-having-positive-impact-on-life-in-sub-saharan-africa/#table}, language = {EN}, institution = {Pew Research Center}, author = {Silver, Laura and Johnson, Courtney}, month = oct, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BRQSIYV5}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{tang_research_2018, title = {Research on deep learning techniques in breaking text-based {Captchas} and designing image-based {Captcha}}, volume = {13}, issn = {1556-6021}, doi = {10.1109/TIFS.2018.2821096}, abstract = {The ability of hackers to infiltrate computer systems using computer attack programs and bots led to the development of Captchas or Completely Automated Public Turing Tests to Tell Computers and Humans Apart. The text Captcha is the most popular Captcha scheme given its ease of construction and user friendliness. However, the next generation of hackers and programmers has decreased the expected security of these mechanisms, leaving websites open to attack. Text Captchas are still widely used, because it is believed that the attack speeds are slow, typically two to five seconds per image, and this is not seen as a critical threat. In this paper, we introduce a simple, generic, and fast attack on text Captchas that effectively challenges that supposition. With deep learning techniques, our attack demonstrates a high success rate in breaking the Roman-character-based text Captchas deployed by the top 50 most popular international websites and three Chinese Captchas that use a larger character set. These targeted schemes cover almost all existing resistance mechanisms, demonstrating that our attack techniques are also applicable to other existing Captchas. Does this work then spell the beginning of the end for text-based Captcha? We believe so. A novel image-based Captcha named Style Area Captcha (SACaptcha) is proposed in this paper, which is based on semantic information understanding, pixel-level segmentation, and deep learning techniques. Having demonstrated that text Captchas are no longer secure, we hope that our proposal shows promise in the development of image-based Captchas using deep learning techniques.}, number = {10}, journal = {IEEE Transactions on Information Forensics and Security}, author = {Tang, Mengyun and Gao, Haichang and Zhang, Yang and Liu, Yi and Zhang, Ping and Wang, Ping}, month = oct, year = {2018}, note = {Conference Name: IEEE Transactions on Information Forensics and Security KerkoCite.ItemAlsoKnownAs: 10.1109/TIFS.2018.2821096 2339240:HKNAN37V 2405685:4GMXQAMG}, keywords = {CAPTCHAs, Captcha, Character recognition, Computer security, Image segmentation, Machine learning, Resistance, convolutional neural network, deep learning, image-based, security, text-based}, pages = {2522--2537}, } @article{zengin_incorporating_2018, title = {Incorporating the dynamic mathematics software {GeoGebra} into a history of mathematics course}, volume = {49}, issn = {0020739X}, url = {https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course}, doi = {10.1080/0020739X.2018.1431850}, abstract = {The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.}, language = {English}, number = {7}, journal = {International Journal of Mathematical Education in Science and Technology}, author = {Zengin, Yilmaz}, month = oct, year = {2018}, note = {Place: London Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2405685:3B8PG5WG 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX}, keywords = {Colleges \& universities, Computer Software, Content analysis, Data acquisition, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, GeoGebra, Geometry, Higher Education, History, History of mathematics, Mathematical Concepts, Mathematical Logic, Mathematical analysis, Mathematics, Mathematics Instruction, Mathematics Teachers, Preservice Teachers, Qualitative analysis, Qualitative research, Software, Student Attitudes, Teachers, Turkey, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098800, \_\_finaldtb, dynamic mathematics software, pre-service teachers' views}, pages = {1083--1098}, } @article{zengin_incorporating_2018, title = {Incorporating the dynamic mathematics software {GeoGebra} into a history of mathematics course}, volume = {49}, issn = {0020739X}, url = {https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course}, doi = {10.1080/0020739X.2018.1431850}, abstract = {The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.}, language = {English}, number = {7}, journal = {International Journal of Mathematical Education in Science and Technology}, author = {Zengin, Yilmaz}, month = oct, year = {2018}, note = {Place: London Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2339240:D3GVXCKA 2405685:MPZV6K2F 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX}, keywords = {Colleges \& universities, Computer Software, Content analysis, Data acquisition, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, GeoGebra, Geometry, Higher Education, History, History of mathematics, Mathematical Concepts, Mathematical Logic, Mathematical analysis, Mathematics, Mathematics Instruction, Mathematics Teachers, Preservice Teachers, Qualitative analysis, Qualitative research, Software, Student Attitudes, Teachers, Turkey, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098800, \_\_finaldtb, dynamic mathematics software, pre-service teachers' views}, } @misc{icdl_rwanda_2018, title = {Rwanda {Revenue} {Authority} becomes {ICDL} {Accredited} {Test} {Centre}}, url = {https://icdlafrica.org/references-and-endorsements/rwanda-revenue-authority-becomes-icdl-accredited-test-centre/}, abstract = {The Rwanda Revenue Authority (RRA) is a government revenue collection agency established by the Parliament of Rwanda. The RRA is charged with enforcing, assessing, collecting, and accounting for the various taxes imposed in Rwanda. As part of its work to support digitalisation and improve service delivery, the RRA is training and certifying its staff to …}, language = {en-GB}, urldate = {2020-08-28}, journal = {ICDL Africa}, author = {{ICDL}}, month = sep, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:S6FPJA85}, } @techreport{cilliers_how_2018, title = {How to {Improve} {Teaching} {Practice}? {Experimental} {Comparison} of {Centralized} {Training} and {In}-classroom {Coaching}}, shorttitle = {How to {Improve} {Teaching} {Practice}?}, url = {https://www.riseprogramme.org/publications/rise-working-paper-18024-how-improve-teaching-practice-experimental-comparison}, abstract = {We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the official literacy curriculum. Pupils exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proficiency.}, language = {en}, urldate = {2020-05-16}, institution = {Research on Improving Systems of Education (RISE)}, author = {Cilliers, Jacobus and Fleisch, Brahm and Prinsloo, Cas and Taylor, Stephen}, month = sep, year = {2018}, doi = {10.35489/BSG-RISE-WP_2018/024}, note = {shortDOI: 10/ghgnff KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2018/024 10/ghgnff 2405685:WYIY3SSM}, keywords = {C: South Africa}, } @misc{rees_how_2018, title = {How {Geospatial} {Technology} {Changed} over {Time}}, url = {https://medium.com/soar-earth/how-geospatial-technology-changed-over-time-a128565aa89c}, abstract = {Geospatial technology has changed significantly over the years. It started in a scientific environment and has gotten a wider adoption over…}, language = {en}, urldate = {2022-10-29}, journal = {Soar}, author = {Rees, Eric van}, month = sep, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:787ZSFLE 4042040:Y968VLN5}, } @article{ramanaik_education_2018, title = {Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout: {A} qualitative study from {Karnataka}, southern {India}}, volume = {13}, issn = {1932-6203}, shorttitle = {Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6124724/}, doi = {10.1371/journal.pone.0202470}, abstract = {Background Gender-related norms and poverty remain important structural barriers to secondary school attendance among adolescent girls in southern India. We analyse how gender norms interact with family deprivation and dynamics to result in girls dropping out of school; we identify the main facilitators of school retention and changes to gender socialisation. Methods Longitudinal qualitative case studies with 36 girls were nested within a cluster randomized trial to evaluate the Samata intervention targeting adolescent girls in Bagalkote and Vijayapura districts in northern Karnataka. We used two rounds of in-depth interviews, conducted in 2014 at a time when respondents were in 8th standard at the age of 13 to 14 and sixteen months later. We combined thematic and narrative analyses. Results Our study found that poverty and socioeconomic realities at the household level strongly affect conformity with discriminatory gender practices such as restricting girls’ mobility. The value placed on education by parents clearly differentiates the regular school goers from those frequently absent and others who dropped out. With active encouragement of the girls’ educational and career aspirations, parents engendered the girl’s agency to communicate openly both at home and at school, allowing subtle changes to gender performance while resisting the pressure of social sanctions. In contrast, where educational aspirations were weak, parents invested more intensely in enforcing correct performance of gender, prioritising her well-being by aiming to secure her future in a good marriage. Among poorer families, girls’ domestic duties came at the cost of schooling with concerns about protecting her sexual purity predominating. Conclusions In contexts where a strong gender ideology of virginity before marriage rules, subtle shifts in harmful gender practices are possible. Interventions aiming to improve education need to target the most deprived families, focussing on trust building through open communication.}, number = {9}, urldate = {2020-05-17}, journal = {PLoS ONE}, author = {Ramanaik, Satyanarayana and Collumbien, Martine and Prakash, Ravi and Howard-Merrill, Lottie and Thalinja, Raghavendra and Javalkar, Prakash and Murthy, Srikanta and Cislaghi, Ben and Beattie, Tara and Isac, Shajy and Moses, Stephen and Heise, Lori and Bhattacharjee, Parinita}, month = sep, year = {2018}, pmid = {30183747}, pmcid = {PMC6124724}, note = {shortDOI: 10/gd6jwg KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0202470 10/gd6jwg 2405685:Z8HRZP6T}, } @misc{noauthor_ensuring_2018, title = {Ensuring excellence new standards for graduate teachers {\textbar} {NSW} {Government}}, url = {https://www.nsw.gov.au/media-releases/ensuring-excellence-new-standards-for-graduate-teachers}, language = {en-AU}, urldate = {2020-06-18}, month = sep, year = {2018}, note = {Last Modified: 2020-03-04 Library Catalog: www.nsw.gov.au Publisher: NSW Government KerkoCite.ItemAlsoKnownAs: 2405685:9CIXBW5M 2405685:YKQSUC5H}, } @article{burch_technocentrism_2018, title = {Technocentrism and social fields in the {Indian} {EdTech} movement: formation, reproduction and resistance}, volume = {33}, issn = {0268-0939, 1464-5106}, shorttitle = {Technocentrism and social fields in the {Indian} {EdTech} movement}, url = {https://www.tandfonline.com/doi/full/10.1080/02680939.2018.1435909}, doi = {10.1080/02680939.2018.1435909}, abstract = {All over the globe, educational technology (EdTech) is being sold to schools as a central mechanism for improving access to quality learning for high poverty populations. There is a growing scholarship that interrogates the institutional drivers of the ‘EdTech craze’. Building on this work, this paper examines how technocentrism as a specific strain of neoliberalism is reflected at both the organizational and institutional levels, both by private and public sectors in the case of school education in India. We argue that using institutional theory to explain complex multi-layered reforms means looking in tandem at macro principles defined through interactions in the organizational field and the re-experiencing and transformation of those processes at the micro level.}, language = {en}, number = {5}, urldate = {2020-12-07}, journal = {Journal of Education Policy}, author = {Burch, Patricia and Miglani, Neha}, month = sep, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2018.1435909 2339240:5ZMGP38H 2339240:MRFCBMCJ 2339240:WHH9EURE 2405685:HEHKWVQS}, pages = {590--616}, } @article{psacharopoulos_returns_2018, title = {Returns to investment in education: a decennial review of the global literature}, volume = {26}, issn = {0964-5292}, shorttitle = {Returns to investment in education}, url = {https://doi.org/10.1080/09645292.2018.1484426}, doi = {10.1080/09645292.2018.1484426}, abstract = {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.}, number = {5}, urldate = {2022-04-01}, journal = {Education Economics}, author = {Psacharopoulos, George and Patrinos, Harry Anthony}, month = sep, year = {2018}, note = {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}, pages = {445--458}, } @article{templier_transparency_2018, title = {Transparency in literature reviews: an assessment of reporting practices across review types and genres in top {IS} journals}, volume = {27}, issn = {0960-085X}, shorttitle = {Transparency in literature reviews}, url = {https://doi.org/10.1080/0960085X.2017.1398880}, doi = {10.1080/0960085X.2017.1398880}, abstract = {The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.}, number = {5}, urldate = {2024-01-18}, journal = {European Journal of Information Systems}, author = {Templier, Mathieu and Paré, Guy}, month = sep, year = {2018}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/0960085X.2017.1398880 KerkoCite.ItemAlsoKnownAs: 10.1080/0960085X.2017.1398880 2405685:Q276HLE3 2486141:87GPNG7X 2486141:NU76JNZC 2486141:RWR6BN8D 2486141:YMRZDEHX}, keywords = {Literature reviews, assessment, reporting, transparency, trustworthiness}, pages = {503--550}, } @article{major_classroom_2018, title = {Classroom dialogue and digital technologies: {A} scoping review}, volume = {23}, issn = {1573-7608}, shorttitle = {Classroom dialogue and digital technologies}, url = {https://doi.org/10.1007/s10639-018-9701-y}, doi = {10.1007/s10639-018-9701-y}, abstract = {This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.}, language = {en}, number = {5}, urldate = {2020-01-07}, journal = {Education and Information Technologies}, author = {Major, L. and Warwick, P. and Rasmussen, I. and Ludvigsen, S. and Cook, V.}, month = sep, year = {2018}, note = {shortDOI: 10/gdm2tx KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9701-y 10/gdm2tx 2339240:X7R88KV5 2405685:QLMSBRPI 2405685:T6GR54KG}, keywords = {Classroom dialogue, Collaboration, Digital technology, Edtech, Talk, \_THEME: Teacher Professional Development}, pages = {1995--2028}, } @book{bashir_facing_2018, address = {Washington, DC}, title = {Facing {Forward}: {Schooling} for {Learning} in {Africa}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, isbn = {978-1-4648-1260-6}, shorttitle = {Facing {Forward}}, url = {https://openknowledge.worldbank.org/handle/10986/29377}, abstract = {This book lays out a range of policy and implementation actions that are needed for countries in sub-Saharan Africa to meet the challenge of improving learning while expanding access and completion of basic education for all. It underscores the importance of aligning the education system to be relentlessly focused on learning outcomes and to ensuring that all children have access to good schools, good learning materials, and good teachers. It is unique in characterizing countries according to the challenges they faced in the 1990s and the educational progress they have made over the past 25 years. The authors review the global literature and contribute their extensive new analyses of multiple datasets from over three dozen countries in the region. They integrate findings about what affects children's learning, access to schooling, and progress through basic education. The book examines four areas to help countries better align their systems to improve learning: completing the unfinished agenda of reaching universal basic education with quality; ensuring effective management and support of teachers; targeting spending priorities and budget processes on improving quality; and closing the institutional capacity gap. It concludes with an assessment of how future educational progress may be affected by projected fertility rates and economic growth. The primary audience for this book are policy makers in Africa, practitioners, and partners concerned about building the knowledge capital of sub-Saharan Africa.}, language = {English}, urldate = {2022-04-07}, publisher = {World Bank}, author = {Bashir, Sajitha and Lockheed, Marlaine and Ninan, Elizabeth and Tan, Jee-Peng}, month = sep, year = {2018}, doi = {10.1596/978-1-4648-1260-6}, note = {Accepted: 2018-02-27T16:15:42Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1260-6 2339240:Y9QPSZXG 2405685:VYN2EFHC 4656463:NVHXUYRY}, keywords = {Education Management, Education Spending, Human Capital, Institutional Capacity, Knowledge Capital, Service Delivery, Teacher Effectiveness, Universal Basic Education}, } @techreport{leh_wi_lan_tangerine_2018, title = {Tangerine {Pilot}: {Report} on pilot implementation}, author = {Leh Wi Lan}, month = sep, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FAHXZEH4 2405685:9RZWXU6Y}, } @article{nami_interaction_2018, title = {Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations}, volume = {30}, issn = {09583440}, url = {https://www.researchgate.net/publication/325322528_Interaction_in_a_discussion_list_An_exploration_of_cognitive_social_and_teaching_presence_in_teachers'_online_collaborations}, doi = {10.1017/S0958344017000349}, abstract = {Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.}, language = {English}, number = {3}, journal = {ReCALL: the Journal of EUROCALL}, author = {Nami, Fatemeh and Marandi, S Susan and Sotoudehnama, Elaheh}, month = sep, year = {2018}, note = {Place: Cambridge Publisher: Cambridge University Press Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2084810389?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344017000349 2405685:WM42S327 2534378:59HFNMGI 2534378:A5Y5932K 2534378:EEFLCSXC 2534378:G3TW72LP}, keywords = {Asynchronous Communication, Blended Learning, CALL teacher education, CASE studies, COMPUTER assisted language instruction, Cognitive processes, Collaborative learning, Colleges \& universities, Computer Mediated Communication, Computer assisted instruction--CAI, Computer assisted language learning, Critical thinking, Curriculum development, Data analysis, Discourse Analysis, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Educational technology, English (Second Language), English as a second language instruction, Faculty Development, Foreign Countries, Foreign languages, Group Discussion, Higher Education, Higher education, Hybrid computers, Interactive learning, Iran, LANGUAGE \& languages, Language Teachers, Linguistics--Computer Applications, PROFESSIONAL education, Professional development, School environment, Second Language Instruction, Second language teachers, Social factors, TEACHERS, Teacher Education Programs, Teacher education, Teachers, Teaching, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095858, \_\_finaldtb, asynchronous interaction, cognitive presence, online collaboration, social presence, teaching presence}, pages = {375--398}, } @article{schweik_world_2018, title = {World {Librarians}: {A} {Peer}-to-{Peer} {Commons} for {Closing} the {Global} {Digital} {Divide}}, volume = {6}, copyright = {Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access ). All third-party images reproduced on this journal are shared under Educational Fair Use. For more information on Educational Fair Use , please see this useful checklist prepared by Columbia University Libraries . All copyright of third-party content posted here for research purposes belongs to its original owners. Unless otherwise stated all references to characters and comic art presented on this journal are ©, ® or ™ of their respective owners. No challenge to any owner’s rights is intended or should be inferred.}, issn = {2162-3309}, shorttitle = {World {Librarians}}, url = {http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2249/}, doi = {1535742082}, abstract = {The Journal of Librarianship and Scholarly Communication seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing and the roles of libraries evolve, it is our hope that the work shared in the journal will inform practices that strengthen librarianship and that increase access to the "common Stock of Knowledge."JLSC is particularly interested in the intersection of librarianship and publishing and the resulting role of libraries in both content dissemination and content creation. Related areas of interest include new methods for the dissemination of information and information exchange; the theory and practice of the organization, use and curation of information; and issues related to the review, credentialing, reputation and impact of scholarly work.}, language = {eng}, number = {2}, urldate = {2020-09-15}, journal = {Journal of Librarianship and Scholarly Communication}, author = {Schweik, Charlie and Smith, Jeremy and Meyer, Carl}, month = aug, year = {2018}, note = {Number: 2 Publisher: Pacific University Libraries KerkoCite.ItemAlsoKnownAs: 2405685:SNL2WFXW}, keywords = {⚠️ Invalid DOI}, pages = {eP2249}, } @phdthesis{stubbe_designing_2018, type = {Dissertation}, title = {Designing learning opportunities for the hardest to reach - {Game}-based mathematics learning for out-of-school children in {Sudan}}, copyright = {Open Access (free)}, url = {http://localhost/handle/1874/369718}, abstract = {Worldwide, 61 million children are not in school. Despite many campaigns and initiatives, this number has not decreased over the last 10 years. There is a growing recognition that especially the most marginalised children will not be reached by simply expanding the current education system. Innovative education technology, coupled with a context specific approach, could provide opportunities. This thesis describes a project that attempts to provide education for hard to reach children. To support children to learn, without additional instruction from teachers, it was decided to design and develop a mathematics game, targeting children in Sudan with no ready access to education (in remote areas, nomadic or Internally Displaced People). The overall question of this thesis is: How can children in remote villages in Sudan learn mathematics from playing a mathematics game without additional instruction from teachers? As there was no existing curriculum-based, Arabic mathematics game, a new game had to be designed. Following a research-based approach, a set of requirements for a mathematics game that could reach these children was identified. Then the mathematics game was designed, developed and evaluated. To study whether children in remote villages in Sudan can learn mathematics from playing the game autonomously, two pilots were carried out. Pilot I focused on the question whether out-of-school children in remote villages in Sudan can learn mathematics from playing the game at all. Following positive results, sustained learning was studied in pilot II; a longer pilot, including more children and more, diverse, learning objectives. The question whether children can learn can be answered with a wholehearted ’yes’. Children who played the game have learned as much as, and probably more than, children in the control groups (no education in the same period; informal education in the same period). The set of requirements that was identified and the careful game design have resulted in a mathematics game that is engaging and motivating for the target population, leading to significant learning results. Unintentionally, even the flexibility of the game-based learning approach was proven: children only played an average 2-3 days a week instead of the planned five days a week and still increased their test scores significantly. This shows that skipping a few days a week, or even a whole week once in a while, does not get in the way of learning. Finally, the influence of child-related and context factors on learning effect was studied. The distance to the nearest primary school, self-esteem and self-efficacy showed positive correlations with test results, with a medium effect. At the same time, self-esteem has increased during the pilot. For the Sudan game, this does not mean immediate changes are necessary. When taking the game to a school context, changes should be made. At the same time, the design process and the game components can and have been used to adapt the game. The mathematics game has been adapted for Lebanon and Jordan, with Syrian refugees in mind. In addition, a literacy game for Sudan and Jordan was designed and developed.}, language = {en}, urldate = {2020-05-07}, author = {Stubbé, Hester}, month = aug, year = {2018}, note = {Accepted: 2018-09-21T16:26:53Z ISBN: 9789039370070 Publisher: Utrecht University Volume: 98? KerkoCite.ItemAlsoKnownAs: 2339240:BZ4B3PJS 2405685:UM3SWTHU}, } @techreport{maada_bio_keynote_2018, address = {Miatta Conference Centre}, title = {Keynote {Address} by {His} {Excellency} {President} {Julius} {Maada} {Bio} on the theme of: "{Education} for {Development}" at the launch of the {Free} {Quality} {School} {Education} {Programme}}, url = {https://www.sierra.amavserver.com/wp-content/uploads/2018/12/Statement-by-HE.-President-Julius-Maada-Bio-on-the-Launching-of-the-Free-Education-20.08.2018.pdf}, urldate = {2020-11-23}, author = {Maada Bio, Julius}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5TSMLUKK 2405685:FW7MT9FE}, } @techreport{price_inclusive_2018, title = {Inclusive and special education approaches in developing countries}, url = {https://assets.publishing.service.gov.uk/media/5c6ac403ed915d4a39787401/373_Inclusive_and_Special_Education_Approaches.pdf}, language = {en}, institution = {Institute of Development Studies}, author = {Price, Roz}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7AUCVAJC 2405685:ICKQU7NT}, keywords = {⛔ No DOI found}, pages = {20}, } @article{sofo_investigating_2018, title = {Investigating the self-reported professional development activities of school leaders in {Ghanaian} rural basic schools}, volume = {44}, issn = {1941-5257, 1941-5265}, url = {https://www.tandfonline.com/doi/full/10.1080/19415257.2017.1359795}, doi = {10.1080/19415257.2017.1359795}, language = {en}, number = {4}, urldate = {2020-03-10}, journal = {Professional Development in Education}, author = {Sofo, Francesco and Abonyi, Usman Kojo}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2017.1359795 2339240:HNS48A2C 2405685:I9W5G33L}, pages = {521--538}, } @article{piper_scaling_2018, title = {Scaling up successfully: {Lessons} from {Kenya}’s {Tusome} national literacy program}, volume = {19}, issn = {1389-2843, 1573-1812}, shorttitle = {Scaling up successfully}, url = {https://doi.org/10.1007/s10833-018-9325-4}, doi = {10.1007/s10833-018-9325-4}, abstract = {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.}, language = {en}, number = {3}, urldate = {2020-04-02}, journal = {Journal of Educational Change}, author = {Piper, Benjamin and Destefano, Joseph and Kinyanjui, Esther M. and Ong’ele, Salome}, month = aug, year = {2018}, note = {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}, pages = {293--321}, } @article{piper_scaling_2018, title = {Scaling up successfully: {Lessons} from {Kenya}’s {Tusome} national literacy program}, volume = {19}, issn = {1573-1812}, shorttitle = {Scaling up successfully}, url = {https://doi.org/10.1007/s10833-018-9325-4}, doi = {10.1007/s10833-018-9325-4}, abstract = {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.}, language = {en}, number = {3}, urldate = {2021-05-17}, journal = {Journal of Educational Change}, author = {Piper, Benjamin and Destefano, Joseph and Kinyanjui, Esther M. and Ong’ele, Salome}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 10/gf6298 2339240:3W37ZTWQ 2405685:ME5VHAM9}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {293--321}, } @article{piper_scaling_2018, title = {Scaling up successfully: {Lessons} from {Kenya}’s {Tusome} national literacy program}, volume = {19}, issn = {1573-1812}, shorttitle = {Scaling up successfully}, url = {https://doi.org/10.1007/s10833-018-9325-4}, doi = {10.1007/s10833-018-9325-4}, abstract = {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.}, language = {en}, number = {3}, urldate = {2022-12-07}, journal = {Journal of Educational Change}, author = {Piper, Benjamin and Destefano, Joseph and Kinyanjui, Esther M. and Ong’ele, Salome}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 2339240:X8L2E7PR 2405685:TQU6RKR4}, keywords = {Evaluation, Implementation, Literacy, National, Reading, Reform, Systems}, pages = {293--321}, } @article{stockard_effectiveness_2018, title = {The {Effectiveness} of {Direct} {Instruction} {Curricula}: {A} {Meta}-{Analysis} of a {Half} {Century} of {Research}}, volume = {88}, issn = {0034-6543}, shorttitle = {The {Effectiveness} of {Direct} {Instruction} {Curricula}}, url = {https://doi.org/10.3102/0034654317751919}, doi = {10.3102/0034654317751919}, abstract = {Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.}, language = {en}, number = {4}, urldate = {2020-05-18}, journal = {Review of Educational Research}, author = {Stockard, Jean and Wood, Timothy W. and Coughlin, Cristy and Rasplica Khoury, Caitlin}, month = aug, year = {2018}, note = {Publisher: American Educational Research Association shortDOI: 10/gftkwf KerkoCite.ItemAlsoKnownAs: 10.3102/0034654317751919 10/gftkwf 2405685:N5D4AFRF}, pages = {479--507}, } @techreport{andrabi_upping_2018, address = {Washington, DC}, type = {Working {Paper}}, title = {Upping the {Ante}: {The} {Equilibrium} {Effects} of {Unconditional} {Grants} to {Private} {Schools}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Upping the {Ante}}, url = {https://openknowledge.worldbank.org/handle/10986/30290}, abstract = {This paper tests for financial constraints as a market failure in education in a low-income country. In an experimental setup, unconditional cash grants are allocated to one private school or all private schools in a village. Enrollment increases in both treatments, accompanied by infrastructure investments. However, test scores and fees only increase in the setting of all private schools along with higher teacher wages. This differential impact follows from a canonical oligopoly model with capacity constraints and endogenous quality: greater financial saturation crowds-in quality investments. The findings of higher social surplus in the setting of all private schools, but greater private returns in the setting of one private school underscore the importance of leveraging market structure in designing educational subsidies.}, language = {English}, urldate = {2022-04-07}, institution = {World Bank}, author = {Andrabi, Tahir and Das, Jishnu and Khwaja, Asim I. and Ozyurt, Selcuk and Singh, Niharika}, month = aug, year = {2018}, doi = {10.1596/1813-9450-8563}, note = {Accepted: 2018-08-23T17:19:28Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8563 2339240:6Y2Q8MG7 2405685:DA7JLW8K 4656463:K4ANUEBW}, keywords = {Education Markets, Financial Innovation, Private Education, Return to Capital, SMEs, Small and Medium Enterprises, Student Achievement, Unconditional Cash Transfers}, } @techreport{popova_teacher_2018, title = {Teacher {Professional} {Development} around the {World}: {The} {Gap} between {Evidence} and {Practice}}, shorttitle = {Teacher {Professional} {Development} around the {World}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-8572}, language = {EN}, urldate = {2020-05-15}, institution = {World Bank}, author = {Popova, Anna and Evans, David K. and Breeding, Mary E. and Arancibia, Violeta}, month = aug, year = {2018}, doi = {10.1596/1813-9450-8572}, note = {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}, } @misc{rasbey_first_2018, title = {First {50Mb}/s {Internet} connection put online}, url = {http://www.businessnews.com.lb/cms/Story/StoryDetails/6655/First-50Mb/s-Internet-connection-put-online}, abstract = {460,000 users to be connected to fiber optics in one year}, language = {en-US}, urldate = {2020-09-30}, journal = {BusinessNews.com.lb}, author = {Rasbey, Samer}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCV97U56 2405685:APNEZW26}, } @article{muthanna_brain_2018, title = {Brain drain in higher education: {Critical} voices on teacher education in {Yemen}}, volume = {16}, issn = {1474-8460}, shorttitle = {Brain drain in higher education}, url = {http://www.ingentaconnect.com/content/10.18546/LRE.16.2.09}, doi = {10.18546/lre.16.2.09}, abstract = {Brain drain is a context-based issue and has direct impact on the quality of higher education for institutions where a significant number of instructors migrate to take up work in other countries. This is a critical problem in Yemen where higher teacher education programmes still lack teachers. Interpretive analysis of in-depth interviews with two university administrators and ten teacher educators revealed four key factors affecting the occurrence of brain drain: ineffective application of sabbatical leave regulations; failure to equalize returning teachers’ salaries with those of their colleagues; lack of resources to support research; and the presence of internal and external conflicts. The study also provides insights for decreasing brain drain in Yemen.}, language = {en}, number = {2}, urldate = {2020-05-29}, journal = {London Review of Education}, author = {Muthanna, Abdulghani and Sang, Guoyuan}, month = jul, year = {2018}, note = {shortDOI: 10/gg26fm KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.16.2.09 10/gg26fm 2339240:J5J9SRGC 2405685:W26R6J94 4803016:IVSBZHVR}, pages = {296--307}, } @misc{unicourses_myunisa_2018, title = {{MyUnisa} {Digi}-{Band}}, url = {https://unicourses.co.za/myunisa-digi-band/}, abstract = {The my Unisa Digi-band is a device that allows students to store an offline, yet updatable , copy of their myUnisa group site on a flash drive}, language = {en-US}, urldate = {2020-08-16}, journal = {University Courses}, author = {{unicourses}}, month = jul, year = {2018}, note = {Section: MyUNISA KerkoCite.ItemAlsoKnownAs: 2405685:8YQA3IFU}, } @techreport{chatfield_research_2018, title = {Research with, not about, communities — {Ethical} guidance towards empowerment in collaborative research, a report for the {TRUST} {Project}}, url = {https://trust-project.eu/wp-content/uploads/2018/07/TRUST-Community-Participation-in-Research-Final.pdf}, language = {en}, institution = {TRUST}, author = {Chatfield, Kate and Biernacki, Olivia and Schroeder, Doris and Cavallaro, Francesca and Cook, Julie and N’Diaye, Dieynaba and Bompart, Francois and Chennells, Roger and Toohey, Jacintha and Wynberg, Rachel and van Niekirk, Jaci and Ait, Myriam}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YSSRQE2V 2405685:VLUSM32C}, } @misc{cline_10_2018, title = {10 {Important} {Facts} {About} {Girls}' {Education} in {Somalia}}, url = {https://borgenproject.org/tag/literacy-in-somalia}, author = {Cline, Matthew}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GWI7YLXI 2405685:EI2YAW8S}, } @article{medie_power_2018, title = {Power, knowledge and the politics of gender in the {Global} {South}}, volume = {1}, doi = {10.1332/251510818X15272520831157}, abstract = {Critical feminists have argued that research on women and gender is not sufficiently 'global' in its representation of scholars and perspectives. We draw on these works to argue that the scholarship on women, gender and politics does not sufficiently consider the effects of the global order in the Global South. We propose the adoption of a 'global lens' to address this gap. We further examine the representation of South-based scholars by analysing leading women, gender and politics journals, and find that they are severely under-represented as authors. We propose steps to address this underrepresentation and to decolonise the scholarship.}, number = {1-2}, journal = {European Journal of Politics and Gender}, author = {Medie, Peace A. and Kang, Alice J.}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1332/251510818X15272520831157 2339240:UEFV7NJV 2405685:3IN84AU4}, keywords = {GENDER, GLOBAL INEQUALITY, GLOBAL SOUTH, JOURNALS, POLITICAL, PUBLICATIONS, SCIENCE}, pages = {37--53}, } @article{connolly_trials_2018, title = {The trials of evidence-based practice in education: a systematic review of randomised controlled trials in education research 1980–2016}, volume = {60}, issn = {0013-1881}, shorttitle = {The trials of evidence-based practice in education}, url = {https://doi.org/10.1080/00131881.2018.1493353}, doi = {10.1080/00131881.2018.1493353}, abstract = {Background: The use of randomised controlled trials (RCTs) in education has increased significantly over the last 15 years. However, their use has also been subject to sustained and rather trenchant criticism from significant sections of the education research community. Key criticisms have included the claims that: it is not possible to undertake RCTs in education; RCTs are blunt research designs that ignore context and experience; RCTs tend to generate simplistic universal laws of ‘cause and effect’; and that they are inherently descriptive and contribute little to theory.Purpose: This article seeks to assess the above four criticisms of RCTs by considering the actual evidence in relation to the use of RCTs in education in practice.Design and methods: The article is based upon a systematic review that has sought to identify and describe all RCTs conducted in educational settings and including a focus on educational outcomes between 1980 and 2016. The search is limited to articles and reports published in English.Results: The systematic review found a total of 1017 unique RCTs that have been completed and reported between 1980 and 2016. Just over three quarters of these have been produced over the last 10 years, reflecting the significant increase in the use of RCTs in recent years. Overall, just over half of all RCTs identified were conducted in North America and a little under a third in Europe. The RCTs cover a wide range of educational settings and focus on an equally wide range of educational interventions and outcomes. The findings not only disprove the claim that it is not possible to do RCTs in education but also provide some supporting evidence to challenge the other three key criticisms outlined earlier.Conclusions: While providing evidence to counter the four criticisms outlined earlier, the article suggests that there remains significant progress to be made. The article concludes by outlining some key challenges for researchers undertaking RCTs in education.}, number = {3}, urldate = {2022-12-07}, journal = {Educational Research}, author = {Connolly, Paul and Keenan, Ciara and Urbanska, Karolina}, month = jul, year = {2018}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00131881.2018.1493353 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2018.1493353 2339240:IGPCB9G7 2405685:2CVG8HCS}, keywords = {Correction, RCT, Systematic reviews, context, education, educational settings, theory}, pages = {276--291}, } @article{styles_randomised_2018, title = {Randomised controlled trials ({RCTs}) in education research – methodological debates, questions, challenges}, volume = {60}, issn = {0013-1881}, url = {https://doi.org/10.1080/00131881.2018.1500194}, doi = {10.1080/00131881.2018.1500194}, number = {3}, urldate = {2022-12-07}, journal = {Educational Research}, author = {Styles, Ben and Torgerson, Carole}, month = jul, year = {2018}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00131881.2018.1500194 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2018.1500194 2339240:RAXWGWMW 2405685:VW9BMID8}, pages = {255--264}, } @article{alain_process_2018, title = {A {Process} for {Co}-{Designing} {Educational} {Technology} {Systems} for {Refugee} {Children}}, url = {https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2018.162}, doi = {10.14236/ewic/hci2018.162}, abstract = {There is a growing interest in the potential for technology to facilitate emergency education of refugee children. However, designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from the practical experience of those who are on the ground facing the problem in real life. This paper describes a process for designing appropriate technology for these settings. The process draws on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We emphasise a thorough understanding of the problem definition, the nature of the emergency, and of socio-cultural aspects that can inform the design process. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. This drew on involving different groups of participants such as social-workers, parents, and children.}, urldate = {2020-04-28}, author = {Alain, George and Coughlan, Tim and Adams, Anne and Yanacopulos, Helen}, month = jul, year = {2018}, note = {Publisher: BCS Learning \& Development shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq KerkoCite.ItemAlsoKnownAs: 10.14236/ewic/hci2018.162 10/ggtdgq 2339240:IXBXQ9QF 2405685:V3KX4V3W}, keywords = {Google Scholar/ "refugee education" ICT, NOTdocs.opendeved.net, RER theme\_pedagogies and modalities}, } @techreport{cortes_too_2018, title = {Too little or too much? {Actionable} advice in an early-childhood text messaging experiment}, shorttitle = {Too little or too much?}, url = {https://www.nber.org/papers/w24827.pdf}, abstract = {Text-message based parenting programs have proven successful in improving parental engagement and preschoolers’ literacy development. The tested programs have provided a combination of (a) general information about important literacy skills, (b) actionable advice (i.e.,specific examples of such activities), and (c) encouragement. The regularity of the texts – each week throughout the school year – also provided nudges to focus parents’ attention on their children. This study seeks to identify mechanisms of the overall effect of such programs. It investigates whether the actionable advice alone drives previous study’s results and whether additional texts of actionable advice improve program effectiveness. The findings provide evidence that text messaging programs can supply too little or too much information. A single text per week is not as effective at improving parenting practices as a set of three texts that also include information and encouragement, but a set of five texts with additional actionable advice is also not as effective as the three-text approach. The results on children’s literacy development depend strongly on the child’s pre-intervention literacy skills. For children in the lowest quarter of the pre-treatment literacy assessments, only providing one example of an activity decreases literacy scores by 0.15 standard deviations relative to the original intervention. Literacy scores of children in higher quarters are marginally higher with only one tip per week. We find no positive effects of increasing to five texts per week.}, language = {EN}, number = {w24827}, urldate = {2020-05-03}, institution = {National Bureau of Economic Research}, author = {Cortes, Kalena and Fricke, Hans and Loeb, Susanna and Song, David}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w24827 2339240:9CSWFM66 2405685:6R2T8MU5 2405685:76A6BBRX}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{digital_literacy_trust_technology_2018, address = {Nairobi, Kenya}, title = {Technology for {Inclusive} {Education} ({TFIE}) {Pilot} {Report}}, url = {https://www.ekitabu.com/wp-content/uploads/2019/08/Technology-for-Inclusive-Education-Pilot-Report-31-AUG-2018.pdf}, language = {EN}, urldate = {2020-08-27}, author = {{Digital Literacy Trust}}, month = jul, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:SH5FCHUZ}, } @techreport{goransson_apping_2018, title = {Apping and resilience: {How} smartphones help {Syrian} refugees in {Lebanon} negotiate the precarity of displacement}, url = {https://www.clingendael.org/sites/default/files/2018-07/PB_Mobile_phones_July_2018.pdf}, urldate = {2020-09-29}, institution = {Clingendael Netherlands Institute of International Relations}, author = {Göransson, Markus}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XWGZ2UPM 2405685:U9DIK4S6}, } @techreport{hasler_wraha_2018, address = {Cambridge, UK}, title = {{WRAHA}: {We} {Refugees} {Also} {Have} {Ambitions}! - research design for an unsuccessful {eCubed} application}, copyright = {Creative Commomns Attribution 4.0}, institution = {Open Development \& Education}, author = {Haßler, Björn}, month = jul, year = {2018}, note = {EdTechHub.Source: 2129771:XH2ESLDR KerkoCite.ItemAlsoKnownAs: 2129771:XH2ESLDR 2339240:X22MW4SZ 2405685:6PAFL5VC}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{mbiti_inputs_2018, type = {Working {Paper}}, title = {Inputs, {Incentives}, and {Complementarities} in {Education}: {Experimental} {Evidence} from {Tanzania}}, shorttitle = {Inputs, {Incentives}, and {Complementarities} in {Education}}, url = {https://www.nber.org/papers/w24876}, abstract = {We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (a) unconditional grants, (b) teacher incentives based on student performance, and (c) both of the above. After two years, we find (a) no impact on student test scores from providing school grants, (b) some evidence of positive effects from teacher incentives, and (c) significant positive effects from providing both programs. Most importantly, we find strong evidence of complementarities between the two programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (which is the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education.}, number = {24876}, urldate = {2022-04-07}, institution = {National Bureau of Economic Research}, author = {Mbiti, Isaac and Muralidharan, Karthik and Romero, Mauricio and Schipper, Youdi and Manda, Constantine and Rajani, Rakesh}, month = jul, year = {2018}, doi = {10.3386/w24876}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w24876 2339240:6KRPH6ZG 2405685:N3H3SZ7C 4656463:DX4NAZF7}, } @misc{ministry_of_education_science_and_technology_education_2018, title = {Education sector development plan 2016/17–2020/21: {Tanzania} mainland}, url = {https://www.globalpartnership.org/sites/default/files/2019-04-gpe-tanzania-esp.pdf}, language = {en}, publisher = {The United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P9N9FWTP 2405685:EJXB68SF}, } @article{olumorin_students_2018, title = {Students {Awareness} and {Utilization} of {Educational} {Broadcasts} to {Learn} in {Ogbomoso}, {Oyo} {State} {Nigeria}}, volume = {19}, issn = {1302-6488}, url = {https://eric.ed.gov/?id=EJ1183355}, doi = {10.17718/tojde.445122}, abstract = {Radio and Television are broadcast media meant to disseminate audio and video signal, messages, information or programs to wide range of audience. Radio and television are already playing a role in educating the populace non-formally through various educational channels and programs, but there is significant potential to capitalize on their ability to enhance development and learning curriculum content among secondary school students. This study: 1) Find out the awareness of educational radio and television programs by secondary school students in Ogbomoso 2) Investigate secondary school students access to educational radio and television programs in Ogbomoso and 3) Investigate problems militating against students' use of educational radio and television programs for learning. Questionnaire was used as instrument to elicit responses from 100 secondary school students on their awareness-on and access to seven educational radio and television programs. The findings revealed that the students were not aware of the educational radio and television programs even though they have access to it. The study recommends that teachers in secondary schools should include educational broadcasts as forms of stimulus variation that they could apply to their classes and educational programs producers on both radio and television should create enough awareness about the programs to enable students follow the programs at appropriate time.}, language = {en}, number = {3}, urldate = {2021-11-02}, journal = {Turkish Online Journal of Distance Education}, author = {Olumorin, Charles Olubode and Aderoju, Musiliu Adekola and Onojah, Amos Ochayi}, month = jul, year = {2018}, note = {Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.445122 2339240:UNNNDHTX 2405685:FDFUW8VP}, keywords = {Access to Education, Audiovisual Instruction, Barriers, Distance Education, Educational Radio, Educational Television, Familiarity, Foreign Countries, Questionnaires, Secondary School Students, Student Surveys}, pages = {182--192}, } @article{abuya_support_2018, title = {Support to children’s education in the urban slums of {Nairobi}: community and parents’ perceptions with an expanded phase of an education intervention program}, volume = {7}, copyright = {Copyright (c) 2018 Qualitative Research in Education}, issn = {2014-6418}, shorttitle = {Support to children’s education in the urban slums of nairobi}, url = {https://hipatiapress.com/hpjournals/index.php/qre/article/view/3240}, doi = {10.17583/qre.2018.3240}, abstract = {The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents.}, language = {en}, number = {2}, urldate = {2021-10-25}, journal = {Qualitative Research in Education}, author = {Abuya, Benta A. and Wekulo, Patricia and Muhia, Nelson}, month = jun, year = {2018}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 10.17583/qre.2018.3240 2339240:RWE4QDVW 2405685:UBUMJHXV}, keywords = {teachers}, pages = {118--143}, } @book{pellini_knowledge_2018, title = {Knowledge, {Politics} and {Policymaking} in {Indonesia}}, isbn = {9789811301674}, url = {https://www.springer.com/gp/book/9789811301667}, abstract = {This edited volume examines key questions about evidence-informed policymaking in Indonesia. It draws on insights and evidence acquired through the implementation of the Knowledge Sector Initiative, a donor-funded programme that aims to increase the demand for and use of evidence in policymaking in Indonesia. Featuring contributions from academics, policy researchers, policymakers and development practitioners, the volume will deepen readers’ understanding of how knowledge and politics shape the policymaking process in Indonesia. As such, it will be of interest to Indonesian and international researchers, academics, students, practitioners and policymakers concerned with various aspects of evidence-informed policymaking research and processes. In particular, regional and international development practitioners and development partners interested in learning from Indonesia’s efforts to improve how evidence is used to address key development challenges will find this volume valuable.}, language = {en}, publisher = {Springer}, author = {Pellini, Arnaldo and Prasetiamartati, Budiati and Nugroho, Kharisma Priyo and Jackson, Elisabeth and Carden, Fred}, month = jun, year = {2018}, note = {Google-Books-ID: jSVhDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:LFFYGQRP 2405685:G6K9FGDK}, keywords = {Political Science / Political Process / General, Political Science / Public Affairs \& Administration, Political Science / Public Policy / General, Social Science / Developing \& Emerging Countries, Social Science / Sociology / General}, } @techreport{avvisati_which_2018, address = {Paris}, title = {In which countries do the most highly qualified and experienced teachers teach in the most difficult schools?}, url = {https://www.oecd-ilibrary.org/education/in-which-countries-do-the-most-highly-qualified-and-experienced-teachers-teach-in-the-most-difficult-schools_3ef99aba-en}, abstract = {Teachers are the most important school resource. In every country, teachers’ salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have significant returns. Research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. But not all students are equal when it comes to access to high-quality teaching. In fact, PISA data show that there are inequities in access to experienced and qualified teachers in many countries, and that they are related to the gap in learning outcomes between advantaged and disadvantaged students.}, language = {en}, urldate = {2022-10-29}, institution = {OECD}, author = {Avvisati, Francesco}, month = jun, year = {2018}, doi = {10.1787/3ef99aba-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/3ef99aba-en 2405685:98ZJG6VS 4042040:UKW2VQZ3}, } @misc{bizimungu_meet_2018, title = {Meet the {Rwandan} innovation for {One}-{Laptop}-{Per}-{Child}}, url = {https://www.newtimes.co.rw/business/meet-rwandan-innovation-one-laptop-child}, urldate = {2020-08-17}, journal = {The New Times}, author = {Bizimungu, Julius}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U6CFZ9UP 2405685:R2ZWT8EX}, } @misc{kirkpatrick_web_2018, title = {Web {Content} {Accessibility} {Guidelines} ({WCAG}) 2.1}, url = {https://www.w3.org/TR/WCAG21/}, language = {EN}, urldate = {2020-09-01}, publisher = {W3C}, author = {Kirkpatrick, Andrew and O Connor, Joshue and Campbell, Alastair and Cooper, Michael}, month = jun, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:8TX6IQZM}, } @techreport{mitchell_literature_2018, title = {Literature search protocol for the {African} {Education} {Research} {Database}}, url = {https://zenodo.org/record/1245521#.XSdQf4hKg2w}, abstract = {This methodological note provides an overview of the ‘Mapping education research in sub-Saharan Africa’ project. It presents the protocols for the literature search, data extraction, and development of the African Education Research Database.}, urldate = {2019-07-11}, institution = {Zenodo}, author = {Mitchell and Rose}, month = jun, year = {2018}, doi = {10.5281/zenodo.1245521}, note = {shortDOI: 10/ghgnfp KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1245521 10/ghgnfp 2339240:3WYP59B9 2405685:CK2VGGRV}, keywords = {Reviewed, \_not\_EdTechHub, \_zenodoOTHER, education research, sub-Saharan Africa}, } @article{basma_teacher_2018, title = {Teacher {Professional} {Development} and {Student} {Literacy} {Growth}: a {Systematic} {Review} and {Meta}-analysis}, volume = {30}, issn = {1573-336X}, shorttitle = {Teacher {Professional} {Development} and {Student} {Literacy} {Growth}}, url = {https://doi.org/10.1007/s10648-017-9416-4}, doi = {10.1007/s10648-017-9416-4}, abstract = {This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p {\textless} 0.001) but more than 30 PD hours was not significant (g = 0.143, p {\textgreater} .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p {\textless} 0.001 for high-quality studies, g = 0.077, p {\textgreater} 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.}, language = {en}, number = {2}, urldate = {2020-08-26}, journal = {Educational Psychology Review}, author = {Basma, Badriah and Savage, Robert}, month = jun, year = {2018}, note = {shortDOI: 10/ghgn5t KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-017-9416-4 10/ghgn5t 2405685:9XT28XJI}, keywords = {C: International}, pages = {457--481}, } @article{bruns_through_2018, title = {Through the looking glass: can classroom observation and coaching improve teacher performance in {Brazil}?}, volume = {64}, issn = {0272-7757}, shorttitle = {Through the looking glass}, url = {https://www.researchgate.net/publication/323850707_Through_the_Looking_Glass_Can_Classroom_Observation_and_Coaching_Improve_Teacher_Performance_in_Brazil}, doi = {10.1016/j.econedurev.2018.03.003}, abstract = {We conducted a randomized evaluation of a program in Brazil that provided secondary schools with classroom observation feedback and access to expert coaching. Coaching content was based on Teach Like A Champion, by Douglas Lemov, which imparts practical strategies to increase teachers’ effectiveness by maximizing time on instruction and student engagement. In treatment schools, the program raised the skills of pedagogical coordinators tasked with supporting teachers to improve instruction, increased teachers’ time on instruction, raised student engagement and produced statistically significant student learning gains. Program schools performed 0.05–0.09 SD higher in 10th grade math and Portuguese on a state test and 0.06 SD higher in Portuguese on a national high school leaving test (12th grade). High quality coaching delivered to the coordinators via Skype kept costs at \$2.40 per student, making the program a cost-effective and promising strategy for school-based efforts to raise teachers’ classroom effectiveness. (I21, I25, I28, J18, O15)}, language = {en}, urldate = {2020-09-28}, journal = {Economics of Education Review}, author = {Bruns, Barbara and Costa, Leandro and Cunha, Nina}, month = jun, year = {2018}, note = {Extra URL: http://www.sciencedirect.com/science/article/pii/S0272775717303576 KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 10/ggft3x 2129771:PXEQ493U 2339240:EJ9DHWVT 2339240:TJCEV7VS 2405685:27VSFIJU 2405685:7A2ZCMGH 2405685:PH86GT2T 2534378:CH4WAJDT 2534378:FM4VRQ7G 2534378:X3NNFD6B}, keywords = {Classroom observation, Economic development, Economic impact, Educational economics, Randomization, Teacher coaching, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425900, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {214--250}, } @article{damgaard_nudging_2018, title = {Nudging in education}, volume = {64}, issn = {0272-7757}, url = {https://www.sciencedirect.com/science/article/pii/S0272775717306374}, doi = {10.1016/j.econedurev.2018.03.008}, abstract = {Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of self-control, limited attention and social norms) likely influence choices and this may motivate the use of low cost ‘nudges’ to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.}, urldate = {2024-02-14}, journal = {Economics of Education Review}, author = {Damgaard, Mette Trier and Nielsen, Helena Skyt}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.008 2339240:YBXW7W6Z 2405685:TFBCJC4T}, keywords = {Behavioural bias, Boost policies, Human capital investment}, pages = {313--342}, } @article{piper_identifying_2018, title = {Identifying the essential ingredients to literacy and numeracy improvement: {Teacher} professional development and coaching, student textbooks, and structured teachers’ guides}, volume = {106}, issn = {0305-750X}, shorttitle = {Identifying the essential ingredients to literacy and numeracy improvement}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0305750X18300287}, doi = {10.1016/j.worlddev.2018.01.018}, abstract = {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.}, language = {en}, urldate = {2019-10-03}, journal = {World Development}, author = {Piper, Benjamin and Simmons Zuilkowski, Stephanie and Dubeck, Margaret and Jepkemei, Evelyn and King, Simon J.}, month = jun, year = {2018}, note = {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}, pages = {324--336}, } @article{bai_impact_2018, title = {Impact of {Online} {Computer} {Assisted} {Learning} on {Education}: {Evidence} from a {Randomized} {Controlled} {Trial} in {China}}, abstract = {Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion.}, language = {en}, author = {Bai, Yu and Tang, Bin and Wang, Boya and Auden, Emma and Mandell, Blake}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UVG9KSAI 2405685:HM587PSY}, keywords = {⛔ No DOI found}, pages = {51}, } @unpublished{bursztyn_misperceived_2018, title = {Misperceived social norms: female labor force participation in {Saudi} {Arabia}}, url = {https://home.uchicago.edu/bursztyn/Misperceived_Norms_2018_06_20.pdf}, abstract = {Through the custom of guardianship, husbands typically have the final word on their wives’ labor supply decisions in Saudi Arabia, a country with very low female labor force participation (FLFP). We provide incentivized evidence (both from an experimental sample in Riyadh and from a national sample) that the vast majority of young married men in Saudi Arabia privately support FLFP outside of home from a normative perspective, while they substantially underestimate the level of support for FLFP by other similar men – even men from their same social setting, such as their neighbors. We then show that randomly correcting these beliefs about others increases married men’s willingness to let their wives join the labor force (as measured by their costly sign-up for a job-matching service for their wives). Finally, we find that this decision maps onto real outcomes: four months after the main intervention, the wives of men in our original sample whose beliefs about acceptability of FLFP were corrected are more likely to have applied and interviewed for a job outside of home. Together, our evidence indicates a potentially important source of labor market frictions, where job search is underprovided due to misperceived social norms.}, language = {en}, author = {Bursztyn, Leonardo and Gonzalez, Alessandra L and Yanagizawa-Drott, David}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPL67IC4 2405685:Q5LSEXBV}, } @misc{hollingworth_acceptable_2018, title = {Acceptable {Use} {Policy}}, url = {http://www.longhill.org.uk/wp-content/uploads/2018/08/Acceptable-Use-Policy-3.pdf}, publisher = {Longhill High School}, author = {Hollingworth, Jimmy}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BJ2YR528 2405685:DF5L4MNY}, } @techreport{law_global_2018, type = {Information {Paper}}, title = {A {Global} {Framework} of {Reference} on {Digital} {Literacy} {Skills} for {Indicator} 4.4.2}, url = {http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf}, abstract = {The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework.}, language = {EN}, number = {No. 51}, urldate = {2020-07-08}, institution = {UNESCO}, author = {Law, N. and Woo, David and Wong, Gary}, month = jun, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QB69UIDS}, pages = {146}, } @article{susantini_using_2018, title = {Using instructional video to improve awareness of scientific approach in science classroom}, volume = {19}, url = {https://www.eduhk.hk/apfslt/download/v19_issue1_files/susantini.pdf}, doi = {https://www.eduhk.hk/apfslt/download/v19_issue1_files/susantini.pdf}, abstract = {Instructional videos have been developed to engage pre-service teachers to learn how to teach scientific approach in science classroom. This study aimed to improve preservice teachers' awareness of scientific approach in science classroom through instructional video along with their responses. Thirty two pre-service science teachers from Universitas Negeri Surabaya, Surabaya, Indonesia, participated in this study and observed two different instructional videos using video-analysis worksheet supplemented by the supervisor. In response to the instructional video, results showed that pre-service teachers noticed well about application of scientific approach in inquiry-based teaching and cooperative learning models. Pre-service teachers also showed positive views about the instructional videos and became a reflection for their own future teaching actions and practices. Supplementation of the video-analysis worksheet during the implementation and peer-discussion among preservice teachers can be used to improve pre-service teachers' awareness as well as to provide clear exemplary about how to integrate scientific approach at each phase of inquiry-based teaching and cooperative learning models. This study implies that the present instructional videos and followed-up video-analysis task are adequate to facilitate pre-service teachers to understand what to do in actual classroom in terms of applying scientific approach as envisioned by Indonesia curriculum reform.}, language = {English}, number = {1}, journal = {Asia-Pacific Forum on Science Learning and Teaching}, author = {Susantini, Endang and Faizah, Ulfi and Yonata, Bertha and Kurniasari, Ika and {Suryanti}}, month = jun, year = {2018}, note = {Publisher: Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong KerkoCite.ItemAlsoKnownAs: 2339240:BN9QC37H 2339240:LBY74V36 2405685:DVSNFSAI 2405685:S42A5QRW 2534378:JX3N56UR 2534378:JZI7NCMR 2534378:WYRLILRV}, keywords = {Active Learning, Biology, Chemistry, Classrooms, Cooperative Learning, Cooperative learning, Curricula, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Foreign Countries, Higher Education, Hypotheses, Indonesia, Inquiry, Inquiry method, Instructional Material Evaluation, Mathematics, Models, Pedagogy, Preservice Teacher Education, Preservice Teachers, Professional development, Science Instruction, Science Teachers, Science education, Sciences: Comprehensive Works, Scientific Methodology, Student Attitudes, Students, Teacher education, Teaching Methods, Teaching methods, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097317, \_\_finaldtb, ⚠️ Invalid DOI, ⛔ No DOI found}, pages = {1--22}, } @incollection{agyekum_linguistic_2018, address = {Berlin}, title = {Linguistic imperialism and language decolonisation in {Africa} through documentation and preservation}, isbn = {978-3-96110-036-1}, url = {https://zenodo.org/record/1251718}, abstract = {This paper addresses the politics of language use in African nations and societies. It highlights the role of power and economics in the choice of language. It discusses linguistic imperialism and language shift, and how they lead to language endangerment. The paper also discusses linguistic decolonization whereby societies resist linguistic domination and endangerment and embark on language maintenance. It touches on the methods employed in language decolonisation, namely language revitalisation, resistance, maintenance, documentation and preservation. Attention will be on lexicology, terminology and the role of radio and TV. We argue that as a society tries to redeem itself from linguistic imperialism through decolonisation, certain stronger politico-economic factors push it back into linguistic imperialism. We will find out that some of the indigenous people themselves kick against language decolonisation. The paper hinges on the theoretical base of language endangerment. Examples are taken from African and Ghanaian languages with emphasis on Akan.}, language = {eng}, urldate = {2022-06-27}, booktitle = {African linguistics on the prairie}, publisher = {Language Science Press}, author = {Agyekum, Kofi}, month = may, year = {2018}, doi = {10.5281/zenodo.1251718}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1251718 2405685:DKKX2Q3F 4042040:5IUAYIB2}, pages = {87--104}, } @techreport{piper_effectiveness_2018, title = {Effectiveness of {Teachers}’ {Guides} in the {Global} {South}: {Scripting}, {Learning} {Outcomes}, and {Classroom} {Utilization}}, shorttitle = {Effectiveness of {Teachers}’ {Guides} in the {Global} {South}}, url = {https://www.rti.org/rti-press-publication/effectiveness-teachers-guides-global-south}, abstract = {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.}, language = {en}, urldate = {2020-05-17}, institution = {RTI Press}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Mejia, Jessica and Betts, Kellie}, month = may, year = {2018}, doi = {10.3768/rtipress.2018.op.0053.1805}, note = {shortDOI: 10/ggjrfk KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 10/ggjrfk 2339240:G6QUKYB2 2405685:8N3DSXF9 2405685:BX25H7CF 2405685:NLYSQ2ZG 2534378:AJ5Q28IL}, } @techreport{sabarwal_better_2018, address = {Washington, DC}, type = {Working {Paper}}, title = {Better {Than} {Most}: {Teacher} {Beliefs} about {Effort} and {Ability} in {Uganda}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Better {Than} {Most}}, url = {https://openknowledge.worldbank.org/handle/10986/29846}, abstract = {Do teachers have accurate beliefs about their effort and ability? This paper explores this through a survey experiment in public-private partnership schools in Uganda, wherein teacher self-beliefs are contrasted with their beliefs about other teachers in the same school. The study finds that, on average, teachers tend to rate ability, effort, and job satisfaction more positively for themselves than for other teachers. This tendency is called high relative self-regard. The study finds no systematic evidence of high relative self-regard around perceptions of student engagement quality and available support structures. More experienced teachers are less likely to exhibit high relative self-regard, while teachers showing low effort are more likely to exhibit it. This is analogous to the Dunning-Kruger effect in psychology, except respondents rate themselves as better than most (not better than average) and variation is explored over effort (not cognitive ability). High relative self-regard is less pronounced in owner-managed public-private partnership schools, suggesting that when principle-agent problems are less severe, schools find ways to correct for inaccurate teacher self-beliefs. These results provide suggestive evidence of cognitive biases that help teachers rationalize suboptimal effort in the classroom. This in turn points to the importance of providing objective feedback to teachers about their effort and performance as one potential way to improve their performance. Teacher self-beliefs are important areas of intervention because they are likely to affect how teachers optimize their effort and training investments. Self-beliefs are also likely to affect how teachers respond to changes in incentive and accountability regimes.}, language = {English}, urldate = {2022-06-06}, institution = {World Bank}, author = {Sabarwal, Shwetlena and Kacker, Kanishka and Habyarimana, James}, month = may, year = {2018}, doi = {10.1596/1813-9450-8440}, note = {Accepted: 2018-05-16T20:43:41Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8440 2339240:JKYKI677 2405685:K7ZQLSVC 4656463:N4JI739Y}, keywords = {Absenteeism, Accountability, Education, Incentives, Public-Private Partnerships, Self-Belief, Self-Regard, Subjective Assessment, Teacher Effectiveness, Teaching Effort}, } @techreport{unicef_rosa_gender_2018, title = {Gender {Responsive} {Communication} for {Development}: {Guidance}, {Tools} and {Resources}}, url = {https://www.unicef.org/rosa/media/1786/file}, author = {UNICEF ROSA}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A9LXC4RW 2405685:EU6MP9JM}, } @misc{world_bank_boosting_2018, title = {Boosting {Prosperity}, {Improving} {Equity} in {North} and {North} {Eastern} {Kenya}}, url = {https://www.worldbank.org/en/news/feature/2018/05/08/boosting-prosperity-improving-equity-in-north-and-north-eastern-kenya}, urldate = {2023-04-04}, author = {World Bank}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9V2IVCR2 2405685:4Y9H2JHW}, } @techreport{baker_bias_2018, type = {{CEPA} {Working} {Paper}}, title = {Bias in {Online} {Classes}: {Evidence} from a {Field} {Experiment}}, url = {https://cepa.stanford.edu/content/bias-online-classes-evidence-field-experiment}, abstract = {The anonymity of online discussion forums does not deter instructors from exhibiting bias in favor of white males.}, language = {en-US}, number = {18-03}, urldate = {2021-06-11}, institution = {Stanford Center for Education Policy Analysis}, author = {Baker, Rachel and Dee, Thomas S. and Brent, Evans and John, June}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V9WT2SZW 2405685:J42K6V4I}, } @article{rogers_reducing_2018, title = {Reducing student absences at scale by targeting parents’ misbeliefs}, volume = {2}, issn = {2397-3374}, url = {https://www.nature.com/articles/s41562-018-0328-1}, doi = {10.1038/s41562-018-0328-1}, language = {en}, number = {5}, urldate = {2024-02-14}, journal = {Nature Human Behaviour}, author = {Rogers, Todd and Feller, Avi}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-018-0328-1 2339240:X3BLNPAB 2405685:7HVGZF7V}, pages = {335--342}, } @misc{singh_understanding_2018, title = {Understanding the {EdTech} {Product} {Landscape}}, url = {https://medium.com/the-edtech-world/edtech-landscape-743716608675}, abstract = {EdTech is expanding. Today you can find an app to learn almost anything. This is causing EdTech landscape to evolve \& diversify.}, language = {en}, urldate = {2021-04-19}, journal = {Medium}, author = {Singh, Ashmeet}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WEWQUGFR 2405685:K8FCGJW3}, } @inproceedings{johnson_achievement_2018, address = {San Diego, CA, USA}, series = {{ANSS} '18}, title = {The achievement gap phenomenon: a practical application of modeling \& simulation}, isbn = {978-1-5108-6014-8}, shorttitle = {The achievement gap phenomenon}, abstract = {The academic achievement gap is a persistent phenomenon in U.S. education system despite a long history of efforts and billions of dollars spent to correct it. Literature abounds with theories about why the gap exist, such as: student self-perception, parent involvement, teacher quality, and others. Model based approaches have been used to understand various aspects of the phenomenon. However, no models were identified that consider a comprehensive set of theories, and is specifically designed to investigate potential policies and strategies for reducing the gap. We build such a model using a methodology that includes: a) Modeling and Simulation-System Development Framework (MS-SDF); b) Systems Modeling Language (SysML); and c) a Systems Dynamics approach. Preliminary findings indicate that concepts from prevailing theories about the achievement gap can be accurately represented in a single system dynamics model. We also identify key stakeholders, functions, and variables affecting the achievement gap.}, urldate = {2021-02-28}, booktitle = {Proceedings of the {Annual} {Simulation} {Symposium}}, publisher = {Society for Computer Simulation International}, author = {Johnson, John J. and Padilla, Jose and Diallo, Saikou Y.}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7RAEZQ9S 2405685:IN6SRBXL}, keywords = {M\&S system development framework (MS-SDF), achievement gap, modeling and simulation, system dynamics, systems modeling language (SysML)}, pages = {1--12}, } @misc{duquesnoy_9_2018, title = {9 avantages la technologie en classe \& 18 façons de l’intégrer dans ses cours}, url = {http://portaileduc.net/website/9-avantages-la-technologie-en-classe-18-facons-de-lintegrer-dans-ses-cours/}, abstract = {Le site Jen Reviews propose un article intéressant sur les apports et l’intégration de la technologie dans ses enseignements. L’article (en anglais) est disponible via le lien Cet artic…}, language = {fr-FR}, urldate = {2020-07-14}, journal = {PortailEduc}, author = {Duquesnoy, Maxime}, month = apr, year = {2018}, note = {Library Catalog: portaileduc.net EdTechHub.ItemAlsoKnownAs: 2405685:N33JHTS7}, } @article{siddique_developing_2018, title = {Developing {Adaptive} {E}-{Learning} {Environment} {Using} {Cognitive} and {Noncognitive} {Parameters}:}, copyright = {© The Author(s) 2018}, shorttitle = {Developing {Adaptive} {E}-{Learning} {Environment} {Using} {Cognitive} and {Noncognitive} {Parameters}}, url = {https://journals.sagepub.com/doi/10.1177/0735633118769433}, doi = {10.1177/0735633118769433}, abstract = {The falling learning outcome is one of the major challenges faced by most of the educational systems. Adaptive educational systems (AESs) are viewed as catalyst...}, language = {en}, urldate = {2020-12-01}, journal = {Journal of Educational Computing Research}, author = {Siddique, Ansar and Durrani, Qaiser S. and Naqvi, Husnain A.}, month = apr, year = {2018}, note = {Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0735633118769433 2339240:9LEPY9XD 2405685:BF7H6LZK}, } @article{kunc_computational_2018, title = {A computational literature review of the field of {System} {Dynamics} from 1974 to 2017}, volume = {12}, issn = {1747-7778}, url = {https://doi.org/10.1080/17477778.2018.1468950}, doi = {10.1080/17477778.2018.1468950}, abstract = {System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.}, number = {2}, urldate = {2024-01-18}, journal = {Journal of Simulation}, author = {Kunc, Martin and Mortenson, Michael J. and Vidgen, Richard}, month = apr, year = {2018}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/17477778.2018.1468950 KerkoCite.ItemAlsoKnownAs: 10.1080/17477778.2018.1468950 2405685:KNZA7VQE 2486141:2X7SQ6MJ 2486141:Y3KUR5CN}, keywords = {System Dynamics, computational literature review, healthcare, methodology, supply chain}, pages = {115--127}, } @techreport{kho_impact_2018, title = {Impact of {Internet} {Access} on {Student} {Learning} in {Peruvian} {Schools}}, url = {https://ideas.repec.org/p/ris/msuecw/2018_003.html}, abstract = {We investigate the impacts of school-based internet access on pupil achievement in Peru, using a large panel of 5,903 public primary schools that gained internet connections during 2007-2014. We employ an event study approach and a trend break analysis that exploit variation in the timing of internet roll-out up to 5 years after installation. We find that internet access has a moderate, positive short-run impact on school-average standardized math scores, but importantly that this effect grows over time. We provide evidence that schools require time to adapt to internet access by hiring teachers with computer training and that this process is not immediate. These dynamics highlight the need for complementary investments to fully exploit new technological inputs and underscores the importance of using an extended evaluation window to allow the effects of school-based internet on learning to materialize.}, language = {en}, number = {2018-3}, urldate = {2021-05-28}, institution = {Michigan State University, Department of Economics}, author = {Kho, Kevin and Lakdawala, Leah and Nakasone, Eduardo}, month = apr, year = {2018}, note = {Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:7URC6DBK 2405685:SHDUYVBY}, keywords = {Education, ICT, Internet, Schooling}, } @book{banbeis_pocket_2018, address = {Dhaka, Bangladesh}, title = {Pocket {Book} on {Bangladesh} {Education} {Statistics} 2017}, url = {http://lib.banbeis.gov.bd/BANBEIS_PDF/Pocket%20Book%20on%20Bangladesh%20Education%20Statistics%202017.pdf}, number = {457}, publisher = {Bangladesh Bureau of Education Information and Statistics}, author = {BANBEIS}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZHXMREZX 2405685:7BICVCRT}, } @article{barquero_mathematical_2018, title = {Mathematical modelling in teacher education: dealing with institutional constraints}, volume = {50}, issn = {1863-9690, 1863-9690}, url = {https://www.researchgate.net/publication/322397290_Mathematical_modelling_in_teacher_education_Dealing_with_institutional_constraints}, doi = {10.1007/s11858-017-0907-z}, abstract = {Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools.}, language = {English}, number = {1-2}, journal = {ZDM: The International Journal on Mathematics Education}, author = {Barquero, Berta and Bosch, Marianna and Romo, Avenilde}, month = apr, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101593199?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-017-0907-z 2339240:4YXECT54 2405685:2GGB99HT 2405685:6B4BREQ8 2534378:8BWRCH2S 2534378:RTGC7399}, keywords = {Anthropological theory of the didactic, Barriers, Case Studies, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Ecological Factors, Ecology, Foreign Countries, Functions, Inservice Teacher Education, Institutional constraints, Instructional Design, Mathematical Models, Mathematical modelling, Mathematics Teachers, Mexico, Online Courses, Prediction, Regression (Statistics), Social Media, Study and research path, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095891, \_\_finaldtb}, pages = {31--43}, } @article{li_influence_2018, title = {The {Influence} of {Interactive} {Learning} {Materials} on {Self}-{Regulated} {Learning} and {Learning} {Satisfaction} of {Primary} {School} {Teachers} in {Mongolia}}, volume = {10}, copyright = {http://creativecommons.org/licenses/by/3.0/}, url = {https://www.mdpi.com/2071-1050/10/4/1093}, doi = {10.3390/su10041093}, abstract = {The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1) teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2) teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.}, language = {en}, number = {4}, urldate = {2021-08-13}, journal = {Sustainability}, author = {Li, Shengru and Yamaguchi, Shinobu and Takada, Jun-ichi}, month = apr, year = {2018}, note = {Number: 4 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su10041093 2339240:K7VEMP7J 2405685:EKITST4W}, keywords = {ICT in education, country-specific developments, in-service teacher training, interactive learning environments, self-regulated learning}, pages = {1093}, } @article{lok_investigating_2018, title = {Investigating effects of using digital video in teacher training in {Cambodia}}, volume = {26}, issn = {1059-7069}, url = {https://www.learntechlib.org/primary/p/178451/}, abstract = {While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and...}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {Journal of Technology and Teacher Education}, author = {Lok, Leandra and Schellings, Gonny and Brouwer, Niels and Brok, Perry Den}, month = apr, year = {2018}, note = {Publisher: Society for Information Technology \& Teacher Education KerkoCite.ItemAlsoKnownAs: 2339240:2DX9UEXA 2405685:XK4TIVSF}, keywords = {⛔ No DOI found}, } @article{lok_investigating_2018, title = {Investigating effects of using digital video in teacher training in {Cambodia}}, volume = {26}, issn = {1059-7069, 1059-7069}, url = {https://www.learntechlib.org/primary/p/178451/}, abstract = {While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.}, language = {English}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Lok, Leandra and Schellings, Gonny and Brouwer, Niels and Den Brok, Perry}, month = apr, year = {2018}, note = {Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2405685:DBMD28PC 2534378:5IAKXKPQ 2534378:INDI72PC 2534378:W5INGKSD 2534378:ZPX4ANVW}, keywords = {Active Learning, Behavior Change, Cambodia, Cultural Context, ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Faculty Development, Foreign Countries, Instructional Effectiveness, Knowledge Base for Teaching, Learning, Mixed Methods Research, Questionnaires, Student Centered Learning, Studies, Teacher Attitudes, Teacher Behavior, Teacher education, Teachers, Teaching, Teaching Methods, Training, Video, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095890, \_\_finaldtb, ⛔ No DOI found}, pages = {275--298}, } @techreport{ministry_of_education_science_and_technology_proposal_2018, type = {Programme {Document}}, title = {Proposal to the {Global} {Partnership} for {Education} for a contribution towards the implementation of the 2018-2020 {Education} {Sector} {Plan}}, url = {https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf}, urldate = {2020-11-23}, institution = {Government of Sierra Leone; UNICEF}, author = {{Ministry of Education, Science and Technology}}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:843DCCS6 2405685:HZ89SJYF}, } @phdthesis{taner_digital_2018, type = {{MRes}}, title = {Digital literacies for international teacher education: a {Ghanaian} perspective}, shorttitle = {Digital literacies for international teacher education}, url = {http://oro.open.ac.uk/54964/}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, urldate = {2019-11-19}, school = {The Open University}, author = {Taner, Lisa}, month = apr, year = {2018}, note = {http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UFXME9DD}, keywords = {THEME: Curriculum and resources, THEME: Education management, THEME: Open systems, THEME: School management, THEME: Teacher Professional Development, \_Source:Intuitive, \_\_\_working\_potential\_duplicate}, } @phdthesis{taner_digital_2018, type = {{MRes}}, title = {Digital literacies for international teacher education: a {Ghanaian} perspective}, shorttitle = {Digital literacies for international teacher education}, url = {http://oro.open.ac.uk/54964/}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, urldate = {2019-11-19}, school = {The Open University}, author = {Taner, Lisa}, month = apr, year = {2018}, note = {http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UFXME9DD}, keywords = {THEME: Curriculum and resources, THEME: Education management, THEME: Open systems, THEME: School management, THEME: Teacher Professional Development, \_Source:Intuitive, \_\_\_working\_potential\_duplicate}, } @misc{itu_kio_2018, title = {The {Kio} {Kit}: a digital learning solution engineered in {Africa} for the world}, shorttitle = {The {Kio} {Kit}}, url = {https://news.itu.int/the-kio-kit-african-solution-digital-learning/}, abstract = {To mark Mobile Learning Week 2018, ITU News caught up with Nivi Sharma, the Managing Director of BRCK (brck.com), whose mission is to connect Africa to the internet, through providing a WiFi infrastructure to allow anyone with a smartphone to have free and open access to the internet.}, language = {english}, urldate = {2020-08-26}, journal = {ITU News}, author = {ITU}, month = mar, year = {2018}, note = {Section: Emerging Trends KerkoCite.ItemAlsoKnownAs: 2339240:QQLRK37W 2405685:Z52V3UNZ}, } @article{boskic_using_2018, title = {Using {Technology} to {Provide} {Higher} {Education} for {Refugees}}, url = {https://brill.com/view/book/edcoll/9789004366077/BP000025.xml}, doi = {10.1163/9789004366077_014}, abstract = {"Using Technology to Provide Higher Education for Refugees" published on 24 Mar 2018 by Brill {\textbar} Sense.}, language = {en}, urldate = {2020-05-05}, journal = {Transnational Perspectives on Innovation in Teaching and Learning Technologies}, author = {Boškić, Natasha and Sork, Thomas J. and Irwin, Rita and Nashon, Samson and Nicol, Cynthia and Meyer, Karen and Hu, Sharon}, month = mar, year = {2018}, note = {Publisher: Brill Sense Section: Transnational Perspectives on Innovation in Teaching and Learning Technologies shortDOI: 10/ggtwpr KerkoCite.ItemAlsoKnownAs: 10.1163/9789004366077\_014 10/ggtwpr 2339240:LAN4C6SI 2405685:RK8N5ERM}, pages = {285--304}, } @misc{rti_international_assessing_2018, title = {Assessing social and emotional learning in {Tanzania}: an interview with {Matthew} {Jukes}}, url = {https://rti-intl-dev.medium.com/assessing-social-and-emotional-learning-in-tanzania-an-interview-with-matthew-jukes-523e93f0922}, abstract = {Social emotional learning is likely to be strongly influenced by culture, but global variation has yet to be captured because much of the…}, language = {en}, urldate = {2021-06-06}, journal = {Medium}, author = {{RTI International}}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5FZ522XC 2405685:RHBSN9NZ}, } @techreport{hasler_donor_2018, title = {Donor {Organizations} \& the {Principles} for {Digital} {Development}: {A} {Landscape} {Assessment} and {Gap} {Analysis}. ({Principles} for {Digital} {Development} — {Resource} {Development} {Program} {Asset} {No}. 1)}, shorttitle = {Donor {Organizations} \& the {Principles} for {Digital} {Development}}, url = {https://zenodo.org/record/1204703#.XfJKv3X7Qeo}, abstract = {Donor Organizations \& the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018\_interactive.pdf}, urldate = {2019-12-12}, institution = {Jigsaw and Open Develoment \& Education}, author = {Haßler, Björn and Brugha, Meaghan and Muyoya, Chisenga and Mitchell, Joel and Hollow, David and Jackson, Alan}, month = mar, year = {2018}, doi = {10.5281/zenodo.1204703}, note = {EdTechHub.Source: 2129771:I2CG3TP3 shortDOI: 10/ghgk6z KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1204703 10/ghgk6z 2129771:I2CG3TP3 2129771:SI7RBL6P 2405685:46SDL9HI}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, copyright = {Copyright (c) 2018 Journal of Learning for Development - JL4D}, issn = {2311-1550}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://jl4d.org/index.php/ejl4d/article/view/264}, doi = {10.56059/jl4d.v5i1.264}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {Journal of Learning for Development}, author = {Haßler, Bjoern and Hennessy, Sara and Hofmann, Riikka}, month = mar, year = {2018}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v5i1.264 2339240:P65I7MGU 2405685:T2I86FZT}, keywords = {Open Educational Resources, Sustainable Development Goal 4, Teacher Professional Development, peer-facilitation, school-based active learning, sub-Saharan Africa}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License}, issn = {2311-1550}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://files.eric.ed.gov/fulltext/EJ1174461.pdf}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.}, language = {en}, number = {1}, journal = {Journal of Learning for Development}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, month = mar, year = {2018}, note = {00000 EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:AAT7FR3H 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2249382:CS9PALG8 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:C7CKIPL7 2339240:D83N6FTA 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:7X2D9JDG 2405685:CUHYHFLV 2405685:NKSYKNQN 2405685:NVEVT9HX 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {Active Learning, Africa, Author:Haßler, C:sub-Saharan Africa, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, Inservice Teacher Education, Low Income Groups, Motivation, Open Educational Resources, Peer Teaching, Resource Allocation, Rural Schools, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, Teacher Professional Development, Technology Uses in Education, Telecommunications, \_\_\_working\_potential\_duplicate, dode\_eth-src-dode, dode\_eth-trf2-dode, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, pages = {58--78}, } @misc{save_the_children_edtech_2018, title = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}: {A} rigorous review and narrative synthesis}, shorttitle = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}}, url = {https://resourcecentre.savethechildren.net/library/edtech-learning-emergencies-and-displaced-settings-rigorous-review-and-narrative-synthesis}, abstract = {Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries.}, language = {en}, urldate = {2020-05-29}, journal = {Resource Centre}, author = {{Save the Children}}, month = mar, year = {2018}, note = {Library Catalog: resourcecentre.savethechildren.net KerkoCite.ItemAlsoKnownAs: 2339240:ISB9H8CV 2405685:R6FFWHM5 4803016:VD3EZWEN}, } @book{hasler_synergies_2018, address = {Cambridge, UK}, title = {Synergies {Between} the {Principles} for {Digital} {Development} and {Four} {Case} {Studies}}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {https://zenodo.org/record/1219919#.XfJKv3X7Qeo}, abstract = {This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education \& Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico).}, urldate = {2019-12-12}, publisher = {Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Broadbent, E. and Cunningham, A. and Chimombo, J. and Jamil, B. R. and Kauthria, R. and Lake, L. and Rose, P. and Sarfraz, S. and Szekely, M.}, month = mar, year = {2018}, doi = {10.5281/zenodo.1219919}, note = {shortDOI: 10/ghgngb KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1196830 10.5281/zenodo.1219919 10/ghgnf9 10/ghgngb 1867969:MS4YEFUV 2129771:3HPEHK45 2339240:6UEQFTXM 2339240:HYX3RTJZ 2339240:WNVALD7D 2405685:A8G2S2ZT 2405685:FUKJ5SE8 2405685:IGGQMIXI 2405685:PWCIYQJM}, keywords = {\_DOILIVE, \_\_\_working\_potential\_duplicate, \_not\_EdTechHub, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @book{hasler_synergies_2018, address = {Cambridge, UK}, title = {Synergies {Between} the {Principles} for {Digital} {Development} and {Four} {Case} {Studies}}, url = {https://zenodo.org/record/1219919#.XfJKv3X7Qeo}, abstract = {This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education \& Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico).}, urldate = {2019-12-12}, publisher = {Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Broadbent, E. and Cunningham, A. and Chimombo, J. and Jamil, B. R. and Kauthria, R. and Lake, L. and Rose, P. and Sarfraz, S. and Szekely, M.}, month = mar, year = {2018}, keywords = {\_DOILIVE, \_\_\_working\_potential\_duplicate, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @book{hasler_synergies_2018, address = {Cambridge, UK}, title = {Synergies {Between} the {Principles} for {Digital} {Development} and {Four} {Case} {Studies}}, publisher = {Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Broadbent, E. and Cunningham, A. and Chimombo, J. and Jamil, B. R. and Kauthria, R. and Lake, L. and Rose, P. and Sarfraz, S. and Szekely, M.}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IG2SDM9M 2486141:SKVSDTSW}, } @book{hasler_synergies_2018, address = {Cambridge, UK}, title = {Synergies {Between} the {Principles} for {Digital} {Development} and {Four} {Case} {Studies}}, url = {https://zenodo.org/record/1219919#.XfJKv3X7Qeo}, abstract = {This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education \& Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico).}, urldate = {2019-12-12}, publisher = {Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Broadbent, E. and Cunningham, A. and Chimombo, J. and Jamil, B. R. and Kauthria, R. and Lake, L. and Rose, P. and Sarfraz, S. and Szekely, M.}, month = mar, year = {2018}, keywords = {\_DOILIVE, \_\_\_working\_potential\_duplicate, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @misc{hasler_global_2018, title = {Global {Public} {Goods}: {Example} document for licensing and publishing documents}, shorttitle = {Global {Public} {Goods}}, url = {https://docs.opendeved.net/lib/NCQCUJ4Z}, abstract = {This is an example document to illustrate licensing and publishing, including upload to Zenodo.}, language = {eng}, urldate = {2019-11-05}, author = {Haßler, Björn}, month = mar, year = {2018}, doi = {10.5281/zenodo.1201612}, note = {EdTechHub.Source: 2129771:NCQCUJ4Z shortDOI: 10/ggkzrv KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1201612 10/ggkzrv 2129771:NCQCUJ4Z 2339240:NKJDCS7P 2405685:34B85SEP 2405685:8FBS8XA8}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, } @misc{miller_9_2018, title = {9 {Amazing} {Benefits} of {Technology} in the {Classroom} (+18 {Best} {Ways} to {Incorporate} {Technology})}, url = {https://www.jenreviews.com/classroom-technology/}, language = {en-US}, urldate = {2020-07-14}, journal = {Jen Reviews}, author = {Miller, Jen}, month = mar, year = {2018}, note = {Library Catalog: www.jenreviews.com KerkoCite.ItemAlsoKnownAs: 2405685:X9JHWLI3}, } @article{gafeeva_what_2018, title = {What else can your payment card do? {Multifunctionality} of payment modes can reduce payment transparency}, volume = {29}, issn = {1573-059X}, shorttitle = {What else can your payment card do?}, url = {https://doi.org/10.1007/s11002-017-9445-2}, doi = {10.1007/s11002-017-9445-2}, abstract = {Payment modes (e.g., cash vs. credit card) vary in the transparency of the outflow of money. Smartcards (multifunctional cards), which bundle payment with non-payment functions (e.g., loyalty programs, identification, and other information functions), have become an increasingly popular payment mode. This shift toward multifunctionality in payment modes is assumed to reduce payment transparency and consequently to decrease consumers’ recall accuracy of past expenditures. We employ a field study to examine recall accuracy for recent purchases with cash, a single-function card, and a multifunctional card. We find that recall accuracy is lower when using a single- or a multifunction card than cash. We also find that it is not the multifunctionality of the card that results in a higher recall error but the individual usage patterns: A higher usage frequency of the non-payment functions results in a higher recall error.}, language = {en}, number = {1}, urldate = {2022-09-26}, journal = {Marketing Letters}, author = {Gafeeva, Rufina and Hoelzl, Erik and Roschk, Holger}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11002-017-9445-2 2339240:DMG9PCAU 2405685:LPYS8JCS}, keywords = {Digital payment modes, Money, Multifunctionality, Payment distinctiveness, Recall error, Transparency}, pages = {61--72}, } @article{lomas_resolving_2018, title = {Resolving the “{Cost}-{Effective} but {Unaffordable}” {Paradox}: {Estimating} the {Health} {Opportunity} {Costs} of {Nonmarginal} {Budget} {Impacts}}, volume = {21}, issn = {1098-3015}, shorttitle = {Resolving the “{Cost}-{Effective} but {Unaffordable}” {Paradox}}, url = {https://www.sciencedirect.com/science/article/pii/S1098301517336136}, doi = {10.1016/j.jval.2017.10.006}, abstract = {Considering whether or not a proposed investment (an intervention, technology, or program of care) is affordable is really asking whether the benefits it offers are greater than its opportunity cost. To say that an investment is cost-effective but not affordable must mean that the (implicit or explicit) “threshold” used to judge cost-effectiveness does not reflect the scale and value of the opportunity costs. Existing empirical estimates of health opportunity costs are based on cross-sectional variation in expenditure and mortality outcomes by program budget categories (PBCs) and do not reflect the likely effect of nonmarginal budget impacts on health opportunity costs. The UK Department of Health regularly updates the needs-based target allocation of resources to local areas of the National Health Service (NHS), creating two subgroups of local areas (those under target allocation and those over). These data provide the opportunity to explore how the effects of changes in health care expenditure differ with available resources. We use 2008–2009 data to evaluate two econometric approaches to estimation and explore a range of criteria for accepting subgroup specific effects for differences in expenditure and outcome elasticities across the 23 PBCs. Our results indicate that health opportunity costs arising from an investment imposing net increases in expenditure are underestimated unless account is taken of likely nonmarginal effects. They also indicate the benefits (reduced health opportunity costs or increased value-based price of a technology) of being able to “smooth” these nonmarginal budget impacts by health care systems borrowing against future budgets or from manufacturers offering “mortgage” type arrangements.}, language = {en}, number = {3}, urldate = {2022-03-29}, journal = {Value in Health}, author = {Lomas, James and Claxton, Karl and Martin, Stephen and Soares, Marta}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jval.2017.10.006 2339240:LGRL2L6H 2405685:XZML4VWY}, pages = {266--275}, } @misc{open_data_kit_odk_2018, title = {{ODK}}, url = {https://getodk.org/}, abstract = {The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.}, language = {en}, urldate = {2020-07-28}, journal = {ODK}, author = {{Open Data Kit}}, month = mar, year = {2018}, note = {Library Catalog: getodk.org KerkoCite.ItemAlsoKnownAs: 2405685:9CTM6SC2}, } @misc{open_data_kit_odk_2018, title = {{ODK}}, url = {https://getodk.org/}, abstract = {The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.}, language = {en}, urldate = {2022-07-04}, journal = {ODK}, author = {Open Data Kit and Kit, Open Data}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:32TBDFZT 2486141:CKAU3BCK}, } @article{wang_overview_2018, title = {An overview of e-learning in {China}: {History}, challenges and opportunities}, volume = {13}, issn = {1745-4999}, shorttitle = {An overview of e-learning in {China}}, url = {https://doi.org/10.1177/1745499918763421}, doi = {10.1177/1745499918763421}, abstract = {The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.}, language = {en}, number = {1}, urldate = {2021-09-02}, journal = {Research in Comparative and International Education}, author = {Wang, Yan and Liu, Xuan and Zhang, Zhenhong}, month = mar, year = {2018}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/1745499918763421 2405685:5RZFNBJU 2534378:WASU4R5U}, keywords = {Challenges, China, ICT in education, e-learning, professional development, successes}, pages = {195--210}, } @article{demir_using_2018, title = {Using online peer assessment in an instructional technology and material design course through social media}, volume = {75}, issn = {0018-1560, 0018-1560}, url = {https://www.researchgate.net/publication/316117107_Using_online_peer_assessment_in_an_Instructional_Technology_and_Material_Design_course_through_social_media}, doi = {10.1007/s10734-017-0146-9}, abstract = {This study was designed to investigate the student teachers perceptions about and benefits and challenges of using Facebook as an online peer assessment tool for the student teachers' works. The study group included 24 student teachers in science education department of a state university located in the southeast region of Turkey. A case study approach of the qualitative method was employed in the research. Semi-structured interviews were conducted to collect the data. The interviews were audio recorded, and records of all the interviews were transcribed into full text in Turkish. Collected data were analyzed using an emergent coding approach. Codes, then, were categorized to constitute themes and subthemes. The findings indicated that the student teachers were able to give objective feedback on their peers' work and engaged more actively in class after participating in online peer assessment. Additionally, the students found it exciting and productive to use Facebook as a peer assessment tool in their learning.}, language = {English}, number = {3}, journal = {Higher Education: The International Journal of Higher Education Research}, author = {Demir, Mehmet}, month = mar, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524252?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-017-0146-9 2339240:I42X9GJR 2405685:9QLMMRGN 2534378:G3WM932R 2534378:Q94E3FCI 2534378:YRDI45P7}, keywords = {Case Studies, Case studies, Coding, College students, Computer Uses in Education, ERIC, Current Index to Journals in Education (CIJE), Education--Higher Education, Educational Technology, Educational technology, Feedback, Feedback (Response), Foreign Countries, Higher Education, Higher education, Instructional Technology and Material Design, Internet, Interviews, Learner Engagement, Learning, Mass media, Peer Evaluation, Peer assessment, Peers, Preservice Teachers, Qualitative Research, Qualitative research, Science education, Semi Structured Interviews, Social Media, Social classes, Social media, Social networks, Structured interviews, Student Attitudes, Student teachers, Students, Teachers, Technology, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097831, \_\_finaldtb}, pages = {399--414}, } @article{sun_tale_2018, title = {A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning}, volume = {49}, issn = {0007-1013, 0007-1013}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571}, doi = {10.1111/bjet.12571}, abstract = {Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.}, language = {English}, number = {2}, journal = {British Journal of Educational Technology}, author = {Sun, Zhong and Lin, Chin-Hsi and Wu, Minhua and Zhou, Jianshe and Luo, Liming}, month = mar, year = {2018}, note = {Publisher: Wiley-Blackwell, 350 Main Street, Malden, MA 02148 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524047?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:PKJIVPW8 2405685:EPP6N37E 2405685:IARRK6UB 2534378:L8X5Q62N 2534378:UH8EAVTI 2534378:UIYLRWUW}, keywords = {Applications programs, China, Collaborative learning, Collaborative virtual environments, Communication, Computer Mediated Communication, Computer Software, Computer assisted instruction--CAI, Content Analysis, Content analysis, Cooperative Learning, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational technology, Foreign Countries, Handheld Devices, Higher Education, Learning, Network Analysis, Network analysis, Preferences, Preservice Teachers, Social Networks, Social factors, Student Attitudes, Student Surveys, Synchronous Communication, Telecommunications, Tools, Undergraduate Students, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096807, \_\_finaldtb}, pages = {248--261}, } @article{sun_tale_2018, title = {A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning}, volume = {49}, issn = {0007-1013, 0007-1013}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571}, doi = {10.1111/bjet.12571}, abstract = {Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.}, language = {English}, number = {2}, journal = {British Journal of Educational Technology}, author = {Sun, Zhong and Lin, Chin-Hsi and Wu, Minhua and Zhou, Jianshe and Luo, Liming}, month = mar, year = {2018}, note = {Publisher: Wiley-Blackwell, 350 Main Street, Malden, MA 02148 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524047?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:PKJIVPW8 2405685:EPP6N37E 2405685:IARRK6UB 2534378:L8X5Q62N 2534378:UH8EAVTI 2534378:UIYLRWUW}, keywords = {Applications programs, China, Collaborative learning, Collaborative virtual environments, Communication, Computer Mediated Communication, Computer Software, Computer assisted instruction--CAI, Content Analysis, Content analysis, Cooperative Learning, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational technology, Foreign Countries, Handheld Devices, Higher Education, Learning, Network Analysis, Network analysis, Preferences, Preservice Teachers, Social Networks, Social factors, Student Attitudes, Student Surveys, Synchronous Communication, Telecommunications, Tools, Undergraduate Students, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096807, \_\_finaldtb}, pages = {248--261}, } @techreport{world_bank_bangladesh_2018, title = {Bangladesh - {Quality} {Learning} for {All} {Program} for {Results} : {Environmental} and social system assessment ({English})}, shorttitle = {Bangladesh - {Quality} {Learning} for {All} {Program} for {Results}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail}, abstract = {Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English)}, language = {en}, urldate = {2022-01-16}, author = {{World Bank}}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GMW5LP2I 2405685:555EASFK}, } @article{buliva_teachers_2018, title = {Teachers’ attitudes towards the utility of computers in education in {Kenya}}, volume = {6}, doi = {10.30918/aerj.61.18.004}, journal = {African Educational Research Journal}, author = {Buliva, Newton}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.61.18.004 10.30918/aerj.61.18.004 10/gj37d7 2339240:7GZZFLDB 2405685:UDGTWCSZ}, pages = {5--9}, } @article{the_nation_nigeria_nigerias_2018, title = {Nigeria’s disappointing investment in education}, url = {https://thenationonlineng.net/nigerias-disappointing-investment-education/}, abstract = {For as far as most Nigerians can remember, this country has been proudly referred to as the Giant of Africa. The appellation was earned by virtue of Nigeria’s intimidating size and population. However, the country is fast losing the respect, not only in Africa but across the globe. The factors responsible for this are not […]}, language = {en-US}, author = {The Nation (Nigeria)}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UQVFDECB}, } @article{khan_status_2018, title = {The status of early childhood education in {Pakistan}: {Inside} stories}, volume = {19}, shorttitle = {The status of early childhood education in {Pakistan}}, doi = {10.1177/1463949118757049}, abstract = {This article analyses the status of early childhood education in Pakistan. The education systems in place in Pakistan are mainly framed within a didactic approach to teaching and learning, which addresses certain areas of education but does not teach the child as a whole. Domains of children’s holistic development such as social, ethical, cultural, intellectual, emotional and physical well-being, and some other key academic skills, are not fully covered. In this kind of education, students are taught to follow rules without question and do as instructed, which corresponds to an autocratic view of learning. In the context of early childhood education in Pakistan, teachers occupy dominant roles, which positions them as the imparters and sources of knowledge and children as dependent and the receivers of knowledge, rather than considering them as potential, curious and powerful learners with unlimited capabilities. The literature indicates that this approach to teaching and learning does not privilege the holistic development and well-being of children. In contrast, many developed countries use research-based contemporary approaches to children’s education and development, giving children a more central role in their learning to ensure that every child has the opportunity to develop to their full potential. This kind of approach reminds teachers to view all children not as needy or deficient individuals.}, journal = {Contemporary Issues in Early Childhood}, author = {Khan, Afzal}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1463949118757049 2339240:EGKJGMSG 2405685:CTRU98H8}, pages = {146394911875704}, } @article{misra_moocs_2018, title = {{MOOCs} for {Teacher} {Professional} {Development}: {Reflections} and {Suggested} {Actions}}, volume = {10}, issn = {2304-070X}, shorttitle = {{MOOCs} for {Teacher} {Professional} {Development}}, url = {http://openpraxis.org/index.php/OpenPraxis/article/view/780}, doi = {10.5944/openpraxis.10.1.780}, abstract = {Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.}, language = {en}, number = {1}, urldate = {2021-03-29}, journal = {Open Praxis}, author = {Misra, Pradeep Kumar}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.10.1.780 2339240:27J8DKI6 2405685:AYFYMSM8}, pages = {67}, } @article{essien_role_2018, title = {The {Role} of {Language} in the {Teaching} and {Learning} of {Early} {Grade} {Mathematics}: {An} 11-year {Account} of {Research} in {Kenya}, {Malawi} and {South} {Africa}}, volume = {22}, shorttitle = {The {Role} of {Language} in the {Teaching} and {Learning} of {Early} {Grade} {Mathematics}}, doi = {10.1080/18117295.2018.1434453}, abstract = {The purpose of this study was to provide a systematic review of research that has been carried out between 2006 and 2016 on the role of language in early grade (Grades 1–4) mathematics teaching and learning in three countries—Kenya, Malawi and South Africa. These countries were selected because they have similar characteristics: teaching and learning occur in a multilingual context; their language in education policies are similar; transition from mother tongue to English happens during the early grades; and most of the learners learn mathematics in English—a language which for most is not their first/home language. Research outputs between 2006 and 2016 from the three countries were sourced from peer-reviewed mathematics and general education journals, monitoring and evaluation reports, and book chapters. Findings from the study revealed that there is a lack of longitudinal studies that investigate the impact of language on the teaching and learning of mathematics and that there are few studies on how teachers are and should be trained to teach mathematics in the early grades. The study also found that the implementation of the language in education policies in the three different focus countries is fraught with difficulties owing to a number of factors, amongst them the fact that the indigenous languages are not yet fully developed as academic languages. Finally, existing literature highlights the importance of the use of code switching and the provision of materials in the home language(s) of early graders. Recommendations regarding policy/curriculum, teacher education and pedagogic practices are made.}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, author = {Essien, Anthony}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18117295.2018.1434453 2405685:IWGA86UZ 4042040:U3N3KGSI}, pages = {1--12}, } @article{myers_eyes_2018, title = {Eyes in the room trump eyes on the screen: effects of a responsive co-viewer on toddlers’ responses to and learning from video chat}, volume = {12}, shorttitle = {Eyes in the room trump eyes on the screen}, doi = {10.1080/17482798.2018.1425889}, abstract = {Scaffolding may be important for children to overcome puzzling aspects of video chat. We examined whether live co-viewer behavior (responsive or unresponsive), video chat partner’s eye gaze (aligned or misaligned), and object similarity (similar or dissimilar) impacted 24- to 30-month-old children’s responsiveness to (and short-term learning from) video chat. Co-viewer behavior was the primary factor influencing children’s responsiveness and learning; the on-screen Partner’s eye gaze was only influential in the presence of a responsive co-viewer; and object similarity did not impact the outcomes measured. Co-viewing provides essential support for children to respond to and learn from video chat interactions because it demonstrates the relevance and usefulness of the on-screen information. Findings suggest that children depend primarily on their live social partners to make sense of their media experiences.}, number = {3}, journal = {Journal of Children and Media}, author = {Myers, Lauren and Crawford, Emily and Murphy, Claire and Aka-Ezoua, Edoukou and Felix, Christopher}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2018.1425889 2339240:REKQPIXQ 2405685:2JA6V5L4}, pages = {275--294}, } @article{kohl_online_2018, title = {Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on {CADIMA} and review of existing tools}, volume = {7}, issn = {2047-2382}, shorttitle = {Online tools supporting the conduct and reporting of systematic reviews and systematic maps}, url = {https://doi.org/10.1186/s13750-018-0115-5}, doi = {10.1186/s13750-018-0115-5}, abstract = {Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Environmental Evidence}, author = {Kohl, Christian and McIntosh, Emma J. and Unger, Stefan and Haddaway, Neal R. and Kecke, Steffen and Schiemann, Joachim and Wilhelm, Ralf}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13750-018-0115-5 2405685:7WGMZPAG 2486141:PBSSCM7N 2486141:WI9XD8XN}, keywords = {Evidence synthesis, Managing systems, Rapid review, Review management, Systematic review software, Text mining, Time management, \_Added-ailr-2024}, pages = {8}, } @article{mccoy_home-_2018, title = {Home- and center-based learning opportunities for preschoolers in low- and middle-income countries}, volume = {88}, doi = {10.1016/j.childyouth.2018.02.021}, abstract = {Recent international development efforts have emphasized the importance of supporting early childhood development, yet little is known about the availability of early learning opportunities in low- and middle-income countries (LMICs). The present study uses nationally representative data from {\textgreater}163,000 three- and four-year-olds living in 63 countries to estimate the availability of in- and out-of-home early learning opportunities in LMICs. Results suggest that 71.9\% of preschool-aged children experience high levels of at-home stimulation (e.g., reading, counting, drawing), 33.6\% attend center-based early childhood care and education (ECCE) programming, 29.1\% experience both, and 22.9\% experience neither. Large geographical and socioeconomic disparities in learning opportunities were found both across and within countries, particularly for ECCE.}, journal = {Children and Youth Services Review}, author = {McCoy, Dana and Salhi, Carmel and Yoshikawa, Hirokazu and Black, Maureen and Britto, Pia and Fink, Günther}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2018.02.021 2339240:S8TZ62IH 2405685:YJULP68B}, pages = {44--56}, } @techreport{new_zealand_government_teaching_2018, title = {Teaching approaches and strategies that work; {Keeping} children engaged and achieving in mathematics}, url = {https://www.ero.govt.nz/assets/Uploads/ERO-17763-Teaching-Strategies-that-work-Mathematics-v7.pdf}, urldate = {2020-05-16}, author = {New Zealand Government}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2XPLP8YB}, keywords = {C:New Zealand}, } @techreport{teaching_service_commission_comprehensive_2018, title = {A {Comprehensive} {Situation} {Analysis} of {Teachers} and the {Teaching} {Profession} in {Sierra} {Leone}: {Final} report presented to the {Teaching} {Service} {Commission}}, url = {https://tsc.gov.sl/reports/}, urldate = {2020-12-15}, institution = {Global Partnership for Education}, author = {{Teaching Service Commission}}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CFRE6D4Q}, pages = {en}, } @techreport{wright_comprehensive_2018, title = {A {Comprehensive} {Situation} {Analysis} of {Teachers} and the {Teaching} {Profession} in {Sierra} {Leone}: {Final} report presented to the {Teaching} {Service} {Commission}}, url = {https://tsc.gov.sl/wp-content/uploads/2020/11/18-448-Sierra-Leone-Teaching-report-web.pdf}, urldate = {2020-12-04}, institution = {Global Partnership for Education; World Bank}, author = {Wright, Dr. Cream}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9VRVIUE6 2405685:UU3R28HB}, } @misc{united_nations_general_assembly_general_2018, title = {General {Assembly} {Designates} 7 {April} {International} {Day} of {Reflection} on 1994 {Genocide} against {Tutsi} in {Rwanda}, {Amending} {Title} of {Annual} {Observance} {\textbar} {Meetings} {Coverage} and {Press} {Releases}}, url = {https://www.un.org/press/en/2018/ga12000.doc.htm}, urldate = {2020-08-26}, journal = {United Nations: Media Coverage and Press Releases}, author = {{United Nations General Assembly}}, month = jan, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:YYZVG5YV}, } @techreport{ministry_of_education_science_and_technology_education_2018, title = {Education {Sector} {Plan}, 2018-2020: {Getting} {It} {Right} – {Service} {Delivery}, {Integrity} and {Learning} in {Sierra} {Leone}}, url = {https://www.globalpartnership.org/sites/default/files/sierra_leones_education_sector_plan_2018-2020.pdf}, language = {EN}, urldate = {2020-11-23}, institution = {Government of Sierra Leone}, author = {{Ministry of Education, Science and Technology}}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AIISD4KD 2405685:DFHS5ZVL}, } @article{musita_second_2018, title = {A second chance to dream: initiating {ODeL} in secondary school re-entry programs for young adult secondary school dropouts the case of {Mumias} {District}, {Western} {Kenya}}, volume = {39}, issn = {0158-7919}, shorttitle = {A second chance to dream}, url = {https://doi.org/10.1080/01587919.2018.1429896}, doi = {10.1080/01587919.2018.1429896}, abstract = {The Kenyan education system has very limited re-entry options for learners who drop out before attaining secondary school certificate. It is very difficult to access training and or secure a job that requires at least secondary school education. This study examined the prospects of initiating Open and Distance e-Learning(ODeL) in re-entry programmes into high school for out of school Young Adult Secondary School Dropouts (Y.A.S.S.D). The study focused on the enablers and challenges of initiating ODeL in the secondary school re-entry programmes. An alternative flexible and sustainable community based ODeL model that potentially can address re-entry for the Y.A.S.S.D is proposed. A qualitative phenomenological design was used; focus group discussion and interviews were conducted from a purposeful sample of participants. The study revealed that the potential of ODeL in addressing re-entry into secondary school for Y.A.S.S.D great. Majority of the participants were aware of the existing secondary school re-entry options, however, ODeL appeared new. Despite there being challenges in introducing the ODeL mode of study in secondary school re-entry programmes, it is viable and requires further exploration. The enablers of this mode of study are largely in place to the extent appreciated by participants in the study.}, number = {1}, urldate = {2020-01-31}, journal = {Distance Education}, author = {Musita, Richard and Ogange, Betty O. and Lugendo, Dorine}, month = jan, year = {2018}, note = {shortDOI: 10/ggdcng KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2018.1429896 10/ggdcng 2339240:FKXTDETC 2405685:XWRSN3WD}, keywords = {Re-entry, dropouts, open distance e-learning}, pages = {122--133}, } @article{tamim_blended_2018, title = {Blended {Learning} for {Learner} {Empowerment}: {Voices} from the {Middle} {East}}, volume = {50}, issn = {1539-1523, 1945-0818}, shorttitle = {Blended {Learning} for {Learner} {Empowerment}}, url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2017.1405757}, doi = {10.1080/15391523.2017.1405757}, language = {en}, number = {1}, urldate = {2020-07-21}, journal = {Journal of Research on Technology in Education}, author = {Tamim, Rana M.}, month = jan, year = {2018}, note = {shortDOI: 10/gg5s28 KerkoCite.ItemAlsoKnownAs: 10/gg5s28 2405685:WJST56EU}, pages = {70--83}, } @article{waddington_what_2018, title = {What have we learned after ten years of systematic reviews in international development?}, volume = {10}, issn = {1943-9342, 1943-9407}, url = {https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1441166}, doi = {10.1080/19439342.2018.1441166}, abstract = {The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the first decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis.}, language = {en}, number = {1}, urldate = {2018-04-07}, journal = {Journal of Development Effectiveness}, author = {Waddington, Hugh and Masset, Edoardo and Jimenez, Emmanuel}, month = jan, year = {2018}, note = {shortDOI: 10/gf5f7j KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1441166 10/gf5f7j 2339240:NQXMMWG7 2405685:SSJWH27S UA-e9af1e1b-7cd7-4efa-a8ad-391a3c96f523}, keywords = {Reviewed}, pages = {1--16}, } @article{borzekowski_quasi-experiment_2018, title = {A quasi-experiment examining the impact of educational cartoons on {Tanzanian} children}, volume = {54}, issn = {0193-3973}, url = {http://www.sciencedirect.com/science/article/pii/S0193397317300850}, doi = {10.1016/j.appdev.2017.11.007}, abstract = {Educational media can positively impact young children; however, few studies have been conducted in developing countries. Researchers investigated the impact of an animated educational series, where participants were randomized to see Akili and Me versus other popular programs. In interviews with children, researchers assessed measures before and after four weeks of exposure. From Morogoro, Tanzania, 568 children (mean age - 4.8years) participated. Controlling for the child's sex, age, and baseline skills in the assessed follow up outcome, exposure to Akili and Me significantly improved drawing skills, shape knowledge, number recognition, counting, and English skills. Young and vulnerable children can benefit from a locally-produced educational program. Media interventions should be encouraged as they effectively and efficiently alter school readiness.}, language = {en}, urldate = {2020-03-25}, journal = {Journal of Applied Developmental Psychology}, author = {Borzekowski, Dina L. G.}, month = jan, year = {2018}, note = {shortDOI: 10/gczvxt KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2017.11.007 10/gczvxt 2339240:7VNNEECK 2339240:ITCSRTPS 2339240:TV3YF5VR 2405685:9KZC8YTW 2405685:G2F33XBN 2405685:I27K89G7 2405685:XVBCRWSR}, keywords = {Educational media, Literacy, Numeracy, School readiness, Television}, pages = {53--59}, } @article{nedungadi_towards_2018, title = {Towards an inclusive digital literacy framework for digital {India}}, volume = {60}, issn = {0040-0912}, url = {https://doi.org/10.1108/ET-03-2018-0061}, doi = {10.1108/et-03-2018-0061}, abstract = {Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.}, number = {6}, urldate = {2020-01-31}, journal = {Education + Training}, author = {Nedungadi, Prema P. and Menon, Rajani and Gutjahr, Georg and Erickson, Lynnea and Raman, Raghu}, month = jan, year = {2018}, note = {shortDOI: 10/ggjtpg KerkoCite.ItemAlsoKnownAs: 10.1108/et-03-2018-0061 10/ggjtpg 2339240:UKTM2QDP 2405685:BF5LTHCE}, keywords = {Digital competence, Digital divide, Digital inclusion, Digital learning, Indigenous people, Information and communication technologies (ICT)}, pages = {516--528}, } @article{pisani_developing_2018, title = {Developing and validating the {International} {Development} and {Early} {Learning} {Assessment} ({IDELA})}, volume = {91}, issn = {0883-0355}, url = {https://www.sciencedirect.com/science/article/pii/S0883035518301885}, doi = {10.1016/j.ijer.2018.06.007}, abstract = {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.}, language = {en}, urldate = {2022-11-29}, journal = {International Journal of Educational Research}, author = {Pisani, Lauren and Borisova, Ivelina and Dowd, Amy Jo}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2018.06.007 2339240:2282V67A 2405685:Y3BWXKFI}, keywords = {Assessment, Early childhood development, Early childhood education, Learning}, pages = {1--15}, } @article{wickramanayake_social_2018, title = {Social media use by undergraduate students of education in {Nigeria}: a survey}, volume = {36}, issn = {0264-0473}, shorttitle = {Social media use by undergraduate students of education in {Nigeria}}, url = {https://doi.org/10.1108/EL-01-2017-0023}, doi = {10.1108/EL-01-2017-0023}, abstract = {Purpose This paper aims to investigate teacher students’ perceptions, intentions, experiences, attitudes, opinions and barriers concerning social media use and impact of social media on their learning process. Design/methodology/approach A stratified sampling technique was applied to draw the sample, and 242 teacher students were selected as a sample from three higher educational institutions in Gombe State, Nigeria. A questionnaire survey method was used to collect the data. Data analysis was by means of simple and inferential statistics. Findings The students widely used mobile phones to access social media, and social media was extremely popular for education, entertainment and communication among them. Educational and informational communities were also preferred by students to other social media communities. The study further revealed that effective social media usage among students enhanced their different types of skills including learning. Unstable electricity connections, security and privacy issues, internet costs and unreliable internet connections were recorded as some barriers concerning students’ social media use. Originality/value The outcome of this study will be a unique contribution because the pertinent literature provides little evidence or research highlights concerning teacher students’ social media use. Even more, the results of the present study may be a useful resource for university administrators, education policymakers and innovative teachers in universities – especially in developing countries and particularly Nigeria – when considering integration of modern techniques and technologies with university teaching and learning.}, number = {1}, urldate = {2022-08-22}, journal = {The Electronic Library}, author = {Wickramanayake, Lalith and Muhammad Jika, Saidu}, month = jan, year = {2018}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/EL-01-2017-0023 2339240:AGAUINHT 2405685:PISZZ6ZX}, keywords = {Internet-based learning, Media-based teaching, Nigeria, Social media, Teaching students, User studies}, } @article{habibi_building_2018, title = {Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program}, volume = {19}, url = {https://www.researchgate.net/publication/322129440_Building_an_Online_Community_Student_Teachers'_Perceptions_on_the_Advantages_of_Using_Social_Networking_Services_in_A_Teacher_Education_Program}, doi = {10.17718/tojde.382663}, abstract = {This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.}, language = {English}, number = {1}, journal = {Turkish Online Journal of Distance Education}, author = {Habibi, Akhmad and Mukinin, Amirul and Riyanto, Yatim and Prasohjo, Lantip Diat and Sulistiyo, Urip and Sofwan, Muhammad and Saudagar, Ferdiaz}, month = jan, year = {2018}, note = {Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2405685:J6BE7A45 2534378:E9ZSB7L9 2534378:MCTX9ZFS}, keywords = {Case Studies, College Students, Computer Mediated Communication, Critical Thinking, Data Analysis, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Focus Groups, Foreign Countries, Group Discussion, Higher Education, Independent Study, Indonesia, Interpersonal Communication, Learner Engagement, Learning Motivation, Practicums, Preservice Teacher Education, Qualitative Research, Social Networks, Student Teacher Attitudes, Teacher Education Programs, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097353, \_\_finaldtb}, pages = {46--61}, } @article{habibi_building_2018, title = {Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program}, volume = {19}, url = {https://www.researchgate.net/publication/322129440_Building_an_Online_Community_Student_Teachers'_Perceptions_on_the_Advantages_of_Using_Social_Networking_Services_in_A_Teacher_Education_Program}, doi = {10.17718/tojde.382663}, abstract = {This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.}, language = {English}, number = {1}, journal = {Turkish Online Journal of Distance Education}, author = {Habibi, Akhmad and Mukinin, Amirul and Riyanto, Yatim and Prasohjo, Lantip Diat and Sulistiyo, Urip and Sofwan, Muhammad and Saudagar, Ferdiaz}, month = jan, year = {2018}, note = {Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2339240:76QI6ABS 2405685:27N3HDGU 2534378:E9ZSB7L9 2534378:MCTX9ZFS}, keywords = {Case Studies, College Students, Computer Mediated Communication, Critical Thinking, Data Analysis, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Focus Groups, Foreign Countries, Group Discussion, Higher Education, Independent Study, Indonesia, Interpersonal Communication, Learner Engagement, Learning Motivation, Practicums, Preservice Teacher Education, Qualitative Research, Social Networks, Student Teacher Attitudes, Teacher Education Programs, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097353, \_\_finaldtb}, } @misc{kenya_institute_of_curriculum_development_standards_2018, title = {Standards for {Competence} {Based} {Digital} {Course} {Materials}}, url = {https://kicd.ac.ke/wp-content/uploads/2018/05/STANDARDS-FOR-DIGITAL-CONTENT-COURSE-MATERIALS_CBC-2018-Revised.pdf}, author = {Kenya Institute of Curriculum Development}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7JIAARG7 2405685:RUIF6MP8}, } @article{nedungadi_improving_2018, title = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsApp}: findings from rural {India}}, volume = {23}, issn = {1360-2357, 1360-2357}, shorttitle = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsAPP}}, url = {https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India}, doi = {10.1007/s10639-017-9588-z}, abstract = {Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.}, language = {English}, number = {1}, journal = {Education and Information Technologies}, author = {Nedungadi, Prema and Mulki, Karunya and Raman, Raghu}, month = jan, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013521521?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9588-z 2129771:FUJHTZ2D 2339240:KMCH965J 2339240:P4NQHVXZ 2339240:WE6J7JIZ 2405685:6WP3TDP7 2405685:KNKBHWBG 2405685:UGF4PS66 2405685:WF9JZ9QL 2534378:9HNTLUFX 2534378:H8CJ8ZGT 2534378:V4VN2T5H 4556019:7XRZPBHX}, keywords = {Absenteeism, Academic Achievement, Attendance, Attendance Patterns, Computer Oriented Programs, Computers--Information Science And Information Theory, ERIC, Current Index to Journals in Education (CIJE), Educational Opportunities, Educational Quality, Educational technology, Foreign Countries, ICT, India, Monitoring, Quality of education, Rural Areas, Rural areas, Rural education, School education, Software, Students, Teacher Effectiveness, Teacher absence, Teacher monitoring, Teachers, Tele-education, WhatsApp, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097863, \_\_finaldtb}, pages = {113--127}, } @article{nedungadi_improving_2018, title = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsApp}: findings from rural {India}}, volume = {23}, issn = {1360-2357, 1360-2357}, shorttitle = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsAPP}}, url = {https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India}, doi = {10.1007/s10639-017-9588-z}, abstract = {Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.}, language = {English}, number = {1}, journal = {Education and Information Technologies}, author = {Nedungadi, Prema and Mulki, Karunya and Raman, Raghu}, month = jan, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013521521?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9588-z 2339240:P4NQHVXZ 2405685:6WP3TDP7 2405685:UGF4PS66 2534378:9HNTLUFX 2534378:H8CJ8ZGT 2534378:V4VN2T5H}, keywords = {Absenteeism, Academic Achievement, Attendance, Attendance Patterns, Computer Oriented Programs, Computers--Information Science And Information Theory, ERIC, Current Index to Journals in Education (CIJE), Educational Opportunities, Educational Quality, Educational technology, Foreign Countries, ICT, India, Monitoring, Quality of education, Rural Areas, Rural areas, Rural education, School education, Software, Students, Teacher Effectiveness, Teacher absence, Teacher monitoring, Teachers, Tele-education, WhatsApp, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097863, \_\_finaldtb}, pages = {113--127}, } @misc{noauthor_fttx_2018, title = {{FTTX} to be distributed by three companies: {Ogero} head}, url = {http://www.dailystar.com.lb/News/Lebanon-News/2018/Feb-13/437876-fttx-to-be-distributed-by-three-companies-ogero-head.ashx}, urldate = {2020-09-29}, journal = {The Daily Star Lebanon}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WH3PAJH6 2405685:9ZFKDXMZ}, } @misc{noauthor_kenya_2018, title = {Kenya {National} {Examination} {Council}}, url = {https://www.knec.ac.ke/}, urldate = {2020-07-01}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LVGWP5NJ}, } @misc{noauthor_making_2018, title = {Making {Ghanaian} {Girls} {Great}}, url = {https://www.varkeyfoundation.org/what-we-do/programmes/making-ghanaian-girls-great/}, abstract = {The MGCubed Project uses solar-powered and satellite-enabled distance learning infrastructure to deliver interactive learning sessions to students, teachers, communities and government officials.}, language = {en}, urldate = {2020-06-29}, journal = {Varkey Foundation}, year = {2018}, note = {Library Catalog: www.varkeyfoundation.org KerkoCite.ItemAlsoKnownAs: 2405685:6EV93QSQ}, } @misc{noauthor_train_2018, title = {Train for {Tomorrow}, {Ghana}}, url = {https://www.varkeyfoundation.org/what-we-do/programmes/train-for-tomorrow-ghana/}, abstract = {Funded by Dubai Cares, Train for Tomorrow (T4T) is a US\$ 2 million remote teacher training project in Ghana’s Eastern Region .}, language = {en}, urldate = {2020-06-29}, journal = {Varkey Foundation}, year = {2018}, note = {Library Catalog: www.varkeyfoundation.org KerkoCite.ItemAlsoKnownAs: 2405685:WEE8R6DP}, } @misc{60_million_girls_mobile_2018, title = {Mobile {Learning} {Lab} {Evaluation} \& {Analysis}}, url = {https://60millionsdefilles.org/en/rd/evaluation-report/}, language = {en-US}, urldate = {2020-06-25}, journal = {60 million girls}, author = {60 Million Girls}, year = {2018}, note = {Library Catalog: 60millionsdefilles.org EdTechHub.ItemAlsoKnownAs: 2405685:ZPG2W382}, } @techreport{abdulai_operational_2018, title = {Operational research on the use of mobile school report card ({mSRC}) as a management tool}, url = {https://www.unicef.org/ghana/media/1436/file/The%20Mobile%20School%20Report%20Card%20(mSRC).pdf}, language = {en}, institution = {Ghana Education Service/UNICEF}, author = {Abdulai, Abdul-Gafaru and Nunyonameh, Collins and Salifu, Adam}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YJTTAR43 2405685:MK9QD2G2}, pages = {51}, } @article{adeniji_effect_2018, title = {Effect of {Mastery} {Learning} {Approach} on {Senior} {School} {Students}' {Academic} {Performance} and {Retention} in {Circle} {Geometry}.}, volume = {11}, doi = {10.12973/iji.2018.11460a}, number = {4}, journal = {International Journal of Instruction}, author = {Adeniji, Saidat Morenike and Ameen, Saka Khadijat and Dambatta, B. U. and Orilonise, Razak}, year = {2018}, note = {shortDOI: 10/ggjhrp KerkoCite.ItemAlsoKnownAs: 10.12973/iji.2018.11460a 10/ggjhrp 2339240:ZESAHQG5 2405685:EBLXIR5N}, pages = {951--962}, } @techreport{afridi_equity_2018, title = {Equity and {Quality} in an {Education} {Public}-{Private} {Partnership}: {A} study of the {World} {Bank}-supported {PPP} in {Punjab}, {Pakistan}}, shorttitle = {Equity and {Quality} in an {Education} {Public}-{Private} {Partnership}}, url = {http://hdl.handle.net/10546/620529}, language = {en}, urldate = {2021-03-10}, institution = {Oxfam}, author = {Afridi, Momina}, year = {2018}, doi = {10.21201/2018.3002}, note = {KerkoCite.ItemAlsoKnownAs: 10.21201/2018.3002 2339240:FY65CE3A 2405685:SWSUISKU}, } @misc{ahmad_classification_2018, title = {Classification of {HEC} {Recognized} {Journals}}, url = {https://draftab.wordpress.com/2018/03/30/classification-of-hec-recognized-journals/}, language = {en}, author = {Ahmad, Aftab}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9KQRKAKK 2405685:XUW9GZ98}, } @phdthesis{al_hashmi_developing_2018, title = {Developing a situational judment test for adminission into initial teacher education in {Oman}: {An} exploratory study}, url = {http://etheses.whiterose.ac.uk/24212/1/Waleed%20Al%20Hashmi%27s%20Thesis%20-FINAL.pdf}, urldate = {2020-06-17}, school = {University of York}, author = {Al Hashmi, WaleedTalib Abdullah}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:CBV2XIFH}, } @misc{alesina_revealing_2018, title = {Revealing {Stereotypes}: {Evidence} from {Immigrants} in {Schools}}, shorttitle = {Revealing {Stereotypes}}, url = {https://www.iza.org/publications/dp/11981/revealing-stereotypes-evidence-from-immigrants-in-schools}, abstract = {If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading im...}, language = {en}, urldate = {2021-12-15}, author = {Alesina, Alberto and Carlena, Michaela and La Ferrara, Eliana and Pinotti, Paolo}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7MPLNPV9 2405685:CVFUTRBR}, } @article{alhabeeb_e-learning_2018, title = {E-learning critical success factors: {Comparing} perspectives from academic staff and students}, volume = {127}, issn = {03601315}, shorttitle = {E-learning critical success factors}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131518302112}, doi = {10.1016/j.compedu.2018.08.007}, abstract = {This article advances knowledge on the factors that lead to successful e-learning in universities, through a comparative study of the perspectives of academic staff and students. In particular, it contributes to the limited knowledge bases on the effectiveness of e-learning in Saudi Arabia, and on the differences in perspectives of different groups of stakeholders in e-learning. Based on previous research, a questionnaire was designed and distributed to convenience samples of academic staff and students at King Saud University, Saudi Arabia. Respondents were invited to express their opinion regarding the importance of a number of factors to the success of e-learning. Principal Component Analysis was conducted on each dataset, in turn, to assess the loading of items onto factors, and the variance explained. The most important finding from this study is that the perspectives of students and academic staff differ, with there being nine factors for academic staff and seven for students. Categories that are common to both groups are: student characteristics, instructor characteristics, ease of access, and support and training. The order for academics is: student characteristics, ease of access, instructor characteristics, and support and training; and, the order for students is: instructor characteristics, student characteristics, support and training, and ease of access.}, language = {en}, urldate = {2021-08-05}, journal = {Computers \& Education}, author = {Alhabeeb, Abdullah and Rowley, Jennifer}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2018.08.007 10/ggb9vb 2339240:C93AKSXB 2405685:DZ3WBTCE}, pages = {1--12}, } @misc{all_children_reading_all_2018, title = {All {Children} {Reading} {Announces} {eKitabu} and {SIL} {LEAD} as {Winners} of {Book} {Boost}: {Access} for {All} {Challenge}}, url = {https://allchildrenreading.org/news/all-children-reading-announces-ekitabu-and-sil-lead-as-winners-of-book-boost-access-for-all-challenge/}, author = {All Children Reading}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WHDRK6YA 2405685:Y6AIHC5N}, } @article{amin_skills-building_2018, title = {Skills-{Building} {Programs} to {Reduce} {Child} {Marriage} in {Bangladesh}: {A} {Randomized} {Controlled} {Trial}}, volume = {63}, url = {https://www.sciencedirect.com/science/article/abs/pii/S1054139X18301940}, doi = {10/gd96mw}, number = {3}, journal = {Journal of Adolescent Health Volume 63, Issue 3, September 2018, Pages 293-300}, author = {Amin, S and Saha, J and Ahmed, J}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10/gd96mw 2339240:KQXGLUE6 2405685:39W3RT7X}, pages = {293--300}, } @misc{anderson_nearly_2018, title = {Nearly one-in-five teens can’t always finish their homework because of the digital divide}, url = {https://www.pewresearch.org/fact-tank/2018/10/26/nearly-one-in-five-teens-cant-always-finish-their-homework-because-of-the-digital-divide/}, abstract = {Some teens in America are more likely to face digital hurdles when trying to complete their homework.}, language = {en-US}, urldate = {2020-12-08}, journal = {Pew Research Center}, author = {Anderson, Monica and Perrin, Andrew}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2FDBPKHB 2405685:KGJ7KCMN}, } @techreport{aser_centre_annual_2018, title = {Annual {Status} of {Education} {Report} (rural) 2018}, url = {https://learningportal.iiep.unesco.org/en/library/annual-status-of-education-report-rural-2018}, urldate = {2022-09-23}, institution = {Assessment Survey Evaluation Research (India)}, author = {ASER Centre}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JNVC8NTE 2405685:4GRETSNN}, } @techreport{azad_government_of_the_state_of_jammu__kashmir_annual_2018, title = {Annual {Development} {Plan} 2019/20}, url = {https://pndajk.gov.pk/ADP/2019-20/ADP%202019-20.pdf}, author = {Azad Government of the State of Jammu \& Kashmir}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WY99ANEK 2405685:HBIUHQNK}, } @techreport{bai_impact_2018, title = {Impact of {Online} {Computer} {Assisted} {Learning} on {Education}: {Evidence} from a {Randomized} {Controlled} {Trial} in {China}}, abstract = {Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion.}, language = {en}, number = {Working Paper 329}, institution = {Stanford University}, author = {Bai, Yu and Tang, Bin and Wang, Boya and Auden, Emma and Mandell, Blake}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZLVS7CVZ 2405685:7L744UX5}, keywords = {Quality: H, Relevance: M, ⛔ No DOI found}, pages = {51}, } @book{bakker_design_2018, title = {Design {Research} in {Education}: {A} {Practical} {Guide} for {Early} {Career} {Researchers}}, isbn = {978-1-138-57448-9}, shorttitle = {Design {Research} in {Education}}, abstract = {Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.}, language = {en}, publisher = {Routledge}, author = {Bakker, Arthur}, year = {2018}, note = {Google-Books-ID: uI3gtAEACAAJ EdTechHub.Copy: 2129771:ZBKEAZHR KerkoCite.ItemAlsoKnownAs: 2129771:ZBKEAZHR 2339240:ZRBLTX25 2405685:IPVIQS97}, } @article{balducci_unstructured_2018, title = {Unstructured data in marketing}, volume = {46}, doi = {10.1007/s11747-018-0581-x}, language = {en}, number = {4}, journal = {Journal of the Academy of Marketing Science}, author = {Balducci, B and Marinova, D}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11747-018-0581-x 2405685:RTNHA8JP 2486141:GRQZTIKQ}, pages = {557--590}, } @techreport{bandiera_economic_2018, title = {The {Economic} {Lives} of {Young} {Women} in the {Time} of {Ebola}: {Lessons} from an {Empowerment} {Program}}, shorttitle = {The {Economic} {Lives} of {Young} {Women} in the {Time} of {Ebola}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/31219}, abstract = {We evaluate an intervention to raise young women’s economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can …nd support, receive information on health/reproductive issues and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. Our analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4 700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend signi…cantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16pp drop in school enrolment post-crisis. These adverse e¤ects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. Our analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women, and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. JEL Classi…cation: I25, J13, J24.}, language = {en}, urldate = {2020-07-21}, institution = {World Bank}, author = {Bandiera, Oriana and Buehren, Niklas and Goldstein, Markus and Rasul, Imran and Smurra, Andrea}, month = dec, year = {2018}, doi = {10.1596/31219}, note = {shortDOI: 10/ghgngq KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8760 10.1596/31219 10/ghgngn 10/ghgngq 2339240:P9QQ2FKF 2405685:2TEE6A8C 2405685:BA7ISGH3}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{barnett_redesigning_2018, title = {Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in {Sierra} {Leone}}, volume = {363}, copyright = {Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions. This is an Open Access article distributed under the terms of the Creative Commons Attribution IGO License (https://creativecommons.org/licenses/by-nc/3.0/igo/), which permits use, distribution, and reproduction for non-commercial purposes in any medium, provided the original work is properly cited.}, issn = {0959-8138, 1756-1833}, shorttitle = {Redesigning an education project for child friendly radio}, url = {http://www.bmj.com/lookup/doi/10.1136/bmj.k4667}, doi = {10.1136/bmj.k4667}, abstract = {{\textless}p{\textgreater}\textbf{Sarah Barnett and colleagues} describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone{\textless}/p{\textgreater}}, language = {en}, journal = {BMJ}, author = {Barnett, Sarah and van Dijk, Jetske and Swaray, Abdulai and Amara, Tamba and Young, Patricia}, year = {2018}, note = {shortDOI: 10/ggqvr7 KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 10/ggqvr7 2339240:6IXLT92N 2405685:6Z36JH5J 2405685:S35X3HD9}, pages = {k4667}, } @book{bazeley_integrating_2018, address = {London}, title = {Integrating analyses in mixed methods research}, isbn = {978-1-5264-1719-0}, url = {https://methods.sagepub.com/book/integrating-analyses-in-mixed-methods-research}, abstract = {Integrating Analyses for Mixed Methods Research goes beyond mixed methods research design and data collection, providing a pragmatic discussion of the challenges of effectively integrating data to facilitate a more comprehensive and rigorous level of analysis. Showcasing a range of strategies for integrating different sources and forms of data as well as different approaches in analysis, readers learn to plan, conduct, and disseminate complex analyses with confidence. Key techniques include: . Building an integrative framework . Analyzing sequential, complementary and comparative data . Identifying patterns and contrasts in linked data . Categorizing, counting, and blending mixed data . Managing dissonance and divergence . Transforming analysis into warranted assertions With clear steps that can be tailored to any project, this book is perfect for students and researchers undertaking their own mixed methods research.}, language = {eng}, publisher = {SAGE Publications Ltd.}, author = {Bazeley, Patricia}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VQ9CBAJM 2405685:SWHQHA7X}, keywords = {Methodology, Mixed methods research, Research, Social sciences}, } @techreport{beatty_indonesia_2018, title = {Indonesia got schooled: 15 years of rising enrolment and flat learning profiles}, url = {https://learningportal.iiep.unesco.org/en/library/indonesia-got-schooled-15-years-of-rising-enrolment-and-flat-learning-profiles}, urldate = {2022-09-23}, institution = {Research on Improving Systems of Education}, author = {Beatty, Amanda and Berkhout, Emilie and Bima, Luhur and Coen, Thomas and Pradhan, Menno and Suryadarma, Daniel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EQJ6EPPM 2405685:KRUEWZDW}, } @article{belotto_data_2018, title = {Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis.}, volume = {23}, shorttitle = {Data analysis methods for qualitative research}, url = {https://nsuworks.nova.edu/tqr/vol23/iss11/2/}, doi = {10.46743/2160-3715/2018.3492}, number = {11}, journal = {The Qualitative Report}, author = {Belotto, Michael J.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2018.3492 2405685:5N7JRUCZ 2405685:VFBZDQZ4 2534378:6EM4AA2V 2534378:EHPTTHWF}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {2622--2633}, } @techreport{bertoni_teacher_2018, title = {Teacher {Policies}, {Incentives}, and {Labor} {Markets} in {Chile}, {Colombia}, and {Perú}: {Implications} for {Equality}}, shorttitle = {Teacher {Policies}, {Incentives}, and {Labor} {Markets} in {Chile}, {Colombia}, and {Perú}}, url = {https://publications.iadb.org/handle/11319/9124}, urldate = {2022-05-16}, institution = {Inter-American Development Bank}, author = {Bertoni, Eleonora and Elacqua, Gregory and Jaimovich, Analía and Rodríguez, Julio and Santos, Humberto}, month = aug, year = {2018}, doi = {10.18235/0001319}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0001319 2339240:4RHG5HRJ 2405685:QUXD8IIV}, } @article{bowsher_preparation_2018, title = {Preparation and support for teachers in public schools: {Reflections} on the first year of teaching}, url = {https://nces.ed.gov/programs/}, author = {Bowsher, A. and Sparks, D. and Hoyer, K.M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TSCMK9TQ}, keywords = {⛔ No DOI found}, } @techreport{british_council_university_2018, title = {The {University} {Research} {System} in {Pakistan}}, url = {https://www.britishcouncil.pk/about/research-reports/university-research-system-pakistan}, abstract = {With the support of the Higher Education Commission of Pakistan and the British Council, Knowledge Platform conducted in 2018 a seminal research project titled The University Research System}, language = {en}, urldate = {2021-02-03}, author = {British Council}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FZNEBDL7 2405685:U6LB4RQA}, } @techreport{brookings_toward_2018, title = {Toward data-driven education systems: {Insights} into using information to measure results and manage change}, url = {https://www.brookings.edu/research/toward-data-driven-education-systems-insights-into-using-information-to-measure-results-and-manage-change/}, urldate = {2022-09-28}, institution = {Brookings Institution}, author = {{Brookings}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NUJIHWHG 2405685:A7LND39E 4656463:I2U6Q6T4}, } @article{cano_applying_2018, title = {Applying the information search process model to analyze aspects in the design of serious games for children with hearing impairment}, volume = {17}, issn = {1615-5297}, url = {https://doi.org/10.1007/s10209-016-0520-x}, doi = {10.1007/s10209-016-0520-x}, abstract = {Deaf children traditionally face greater challenges and encounter difficulties particular to their abilities. The Information Search Process model (ISP) is oriented in the context of the present work as a process of searching for information about children with a hearing impairment in the area of literacy, applying the different stages of the ISP model to identify different aspects of hearing impairment. A case study was carried out at the USAER school in Aguascalientes, Mexico, a school that enables children with hearing impairments to be included in regular secondary schooling. The children here are aged 12–15 years and have literacy problems. Eight children from 7 to 11 years of age were also evaluated in the Institute for Deaf and Blind Children in Cali, Colombia. The ISP model can be deemed to have been useful for identifying the relevant needs to support both teachers and deaf children. A need was identified, to construct a game that integrates the activities undertaken following the FitzGerald keys and in turn allow them to assess learning through different activities that help increase the semantic repertoire.}, language = {en}, number = {1}, urldate = {2021-03-04}, journal = {Universal Access in the Information Society}, author = {Cano, Sandra and Alghazzawi, Daniyal M. and Arteaga, Jaime Muñoz and Fardoun, Habib M. and Collazos, César A. and Amador, Viviana Bustos}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10209-016-0520-x 2339240:UHUF6RAC 2405685:FBY7T8A3}, pages = {83--95}, } @misc{cast_universal_2018, title = {Universal {Design} for {Learning} {Guidelines} version 2.2.}, url = {http://udlguidelines.cast.org/}, urldate = {2020-06-01}, author = {CAST}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:6XPC3WHH}, } @article{castillo_supporting_2018, title = {Supporting home language reading through technology in rural {South} {Africa}}, volume = {36}, abstract = {This paper describes a short-term longitudinal study in South Africa, with children in grades 1-3, some of whom received a multimedia technology reading support program in one of three home languages and English (through exisiting computer labs in schools). Findings reveal a positive and significant impact on local language reading acquisition among children with multimedia support. The study shows that effective literacy support can help struggling rural learners make significant gains that will help them complete their schooling. The ability to accomplish a full cycle of primary school with fully developed reading skills has significant implications for life-long learning.}, language = {en}, journal = {Journal Articles (Literacy.org)}, author = {Castillo, Nathan M and Wagner, Daniel A}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ERTXSBTT 4042040:AJUCZRX7}, keywords = {⛔ No DOI found}, } @book{centola_how_2018, address = {Princeton; Oxford}, series = {Princeton {Analytical} {Sociology} {Series}}, title = {How behavior spreads: the science of complex contagions}, isbn = {978-0-691-17531-7}, shorttitle = {How behavior spreads}, abstract = {"A new, counterintuitive theory for how social networks influence the spread of behavior. New social movements, technologies, and public-health initiatives often struggle to take off, yet many diseases disperse rapidly without issue. Can the lessons learned from the viral diffusion of diseases be used to improve the spread of beneficial behaviors and innovations? In How Behavior Spreads, Damon Centola presents over a decade of original research examining how changes in societal behavior--in voting, health, technology, and finance--occur and the ways social networks can be used to influence how they propagate. Centola's startling findings show that the same conditions accelerating the viral expansion of an epidemic unexpectedly inhibit the spread of behaviors. While it is commonly believed that "weak ties"--long-distance connections linking acquaintances--lead to the quicker spread of behaviors, in fact the exact opposite holds true. Centola demonstrates how the most well-known, intuitive ideas about social networks have caused past diffusion efforts to fail, and how such efforts might succeed in the future. Pioneering the use of Web-based methods to understand how changes in people's social networks alter their behaviors, Centola illustrates the ways in which these insights can be applied to solve countless problems of organizational change, cultural evolution, and social innovation. His findings offer important lessons for public health workers, entrepreneurs, and activists looking to harness networks for social change.Practical and informative, How Behavior Spreads is a must-read for anyone interested in how the theory of social networks can transform our world"--Provided by publisher}, publisher = {Princeton University Press}, author = {Centola, Damon}, year = {2018}, note = {OCLC: on1035756208 KerkoCite.ItemAlsoKnownAs: 2339240:848LEBT4 2405685:42X86VX5}, keywords = {Human behavior}, } @techreport{centre_for_international_development_pdia_2018, title = {{PDIA} {Toolkit}: {A} {DIY} {Approach} to {Solving} {Complex} {Problems}}, url = {https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf}, institution = {Harvard University}, author = {Centre for International Development}, editor = {Samji, Salimah and Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:KEV55ST7}, } @article{chaplin_internal_2018, title = {The {Internal} and {External} {Validity} of the {Regression} {Discontinuity} {Design}: {A} {Meta}-{Analysis} of 15 {Within}-{Study} {Comparisons}}, volume = {37}, copyright = {© 2018 by the Association for Public Policy Analysis and Management}, issn = {1520-6688}, shorttitle = {The {Internal} and {External} {Validity} of the {Regression} {Discontinuity} {Design}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.22051}, doi = {10.1002/pam.22051}, abstract = {Theory predicts that regression discontinuity (RD) provides valid causal inference at the cutoff score that determines treatment assignment. One purpose of this paper is to test RD's internal validity across 15 studies. Each of them assesses the correspondence between causal estimates from an RD study and a randomized control trial (RCT) when the estimates are made at the same cutoff point where they should not differ asymptotically. However, statistical error, imperfect design implementation, and a plethora of different possible analysis options, mean that they might nonetheless differ. We test whether they do, assuming that the bias potential is greater with RDs than RCTs. A second purpose of this paper is to investigate the external validity of RD by exploring how the size of the bias estimates varies across the 15 studies, for they differ in their settings, interventions, analyses, and implementation details. Both Bayesian and frequentist meta-analysis methods show that the RD bias is below 0.01 standard deviations on average, indicating RD's high internal validity. When the study-specific estimates are shrunken to capitalize on the information the other studies provide, all the RD causal estimates fall within 0.07 standard deviations of their RCT counterparts, now indicating high external validity. With unshrunken estimates, the mean RD bias is still essentially zero, but the distribution of RD bias estimates is less tight, especially with smaller samples and when parametric RD analyses are used.}, language = {en}, number = {2}, urldate = {2021-05-03}, journal = {Journal of Policy Analysis and Management}, author = {Chaplin, Duncan D. and Cook, Thomas D. and Zurovac, Jelena and Coopersmith, Jared S. and Finucane, Mariel M. and Vollmer, Lauren N. and Morris, Rebecca E.}, year = {2018}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pam.22051 KerkoCite.ItemAlsoKnownAs: 10.1002/pam.22051 2405685:WS7XADDG}, pages = {403--429}, } @article{chirwa_access_2018, title = {Access and use of internet in teaching and learning at two selected teachers’ colleges in {Tanzania}}, volume = {14}, abstract = {Recently, the application of Information and Communication Technologies (ICTs) is inevitable especially in improving education system. It is on the basis of this reality that this paper investigated access and use of Internet in teaching and learning in teachers’ colleges (TCs), basing on two selected colleges in Tanzania. The results indicate that the majority (83.2\%) of respondents used the Internet for academic purposes, 61.3\% used it for searching news and 50\% for communication, slightly more than a half (52\%) of the respondents were using Internet for games and entertainments while only (43\%) used it for social network. However, the frequency of using internet for academic purposes is not convincing as only 12.5\% of the respondents used it daily. There is also limited access to internet and ICT facilities in these teachers’ colleges in Tanzania. It is therefore, concluded that the parent ministry in co-operation with college principals should improve Internet access and use in TCs by ensuring that there is good access to ICT facilities that offers internet services, tutors are well trained on ICTs basics and information literacy, and that the ratio of tutors and student-teachers to computers and other ICTs available in their colleges is improved.}, language = {en}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Chirwa, Mussa}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JTNPEQLC 2405685:JRNKD45P}, keywords = {⛔ No DOI found}, pages = {4--16}, } @techreport{cite_comprehensive_initiative_on_technology_education_framework_2018, address = {Cambridge, Massachusetts}, title = {A framework for evaluating appropriateness of educational technology use in global development programs}, url = {https://www.edu-links.org/sites/default/files/media/file/A%20FRAMEWORK%20FOR%20EVALUATING%20APPROPRIATENESS.pdf}, institution = {Comprehensive Initiative on Technology Education (CITE), Massachusetts Institute of Technology (MIT)}, author = {CITE (Comprehensive Initiative on Technology Education)}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UKY5W649 2405685:FSFHRK83}, } @misc{clifton_staggering_2018, title = {'{Staggering}' trade in fake degrees revealed}, url = {https://www.bbc.co.uk/news/uk-42579634}, author = {Clifton, Helen and Chapman, Matthew and Cox, Simon}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IT5F2PZK 2405685:Y98LD7G9}, } @misc{comings_assessing_2018, title = {Assessing the {Impacts} of {Literacy} {Learning} {Games} for {Syrian} {Refugee} {Children}: {An} executive overview of {Antura} and the {Letters} and {Feed} the {Monster} {Impact} {Evaluations}}, shorttitle = {Assessing the {Impacts} of {Literacy} {Learning} {Games} for {Syrian} {Refugee} {Children}}, url = {https://resourcecentre.savethechildren.net/node/13365/pdf/eduapp4syria-ie-summary-2018.pdf}, language = {en}, urldate = {2020-04-29}, journal = {Resource Centre}, author = {Comings, J}, year = {2018}, note = {Library Catalog: resourcecentre.savethechildren.net KerkoCite.ItemAlsoKnownAs: 2339240:5LHG7PS3 2405685:FVNNLQD4}, keywords = {RER theme\_pedagogies and modalities}, } @techreport{connal_evaluation_2018, title = {Evaluation of the {Global} {Partnership} for {Education} ({GPE}) – {Literacy} and {Numeracy} {Education} {Support} ({LANES}) program in {Tanzania} (2014–2018)}, url = {https://www.globalpartnership.org/sites/default/files/2019-04-sida-evaluation-tanzania-lanes-program.pdf}, urldate = {2021-01-30}, institution = {Global Partnership for Education (GPE)}, author = {Connal, Criana and Strath, Annelie and Dihenga, Khalid}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7NCCCT65 2405685:ZQUC7ZNS}, } @techreport{cpdi_policy_2018, title = {Policy {Paper} on {Punjab} {Provincial} {Finance} {Commission} ({PFC}) {Award}}, url = {https://www.cpdi-pakistan.org/wp-content/uploads/2019/02/Policy-Paper-Punjab-PFC-Award.pdf}, urldate = {2023-05-12}, author = {{CPDI}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PWFFNEVU 2405685:U3BPCIUJ 4656463:JVRVIG8W 5055029:VFWN9VV3}, } @techreport{crouch_worldwide_2018, address = {Oxford}, title = {Worldwide inequality and poverty in cognitive results: {Cross}-sectional evidence and time-based trends}, url = {https://riseprogramme.org/sites/default/files/2020-11/RISE_WP-019_Crouch-Gustafsson.pdf}, number = {RISE-WP 18/019}, institution = {University of Oxford}, author = {Crouch, Luis and Gustafsson, Martin}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BWCVWIEB 2405685:7AP6WKFU}, } @article{cui_meta-analysis_2018, title = {A {Meta}-analysis of the {Peer} {Evaluation} {Effects} on {Learning} {Achievements} in {Blended} {Learning} {Environment}}, doi = {10.1007/978-3-319-94505-7_18}, journal = {International Conference on Blended Learning}, author = {Cui, Papan and Zheng, Lanqin}, year = {2018}, note = {shortDOI: 10/ghgn4n KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-94505-7\_18 10/ghgn4n 2405685:XDP92C9L}, } @misc{custer_6_2018, title = {6 key insights into the data and information education leaders want most}, url = {https://www.brookings.edu/blog/education-plus-development/2018/02/20/6-key-insights-into-the-data-and-information-education-leaders-want-most/}, abstract = {Researchers summarize their new analysis of two unique global surveys that assess the use of data and evidence by education leaders in developing countries.}, language = {en-US}, urldate = {2020-12-18}, journal = {Brookings Institute}, author = {Custer, Samantha and King, Elizabeth and Atinc, Tamar Manuelyan and Read, Lindsay and Sethi, Tanya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CUVUYU5E 2405685:YWY9KVI4}, } @techreport{custer_toward_2018, title = {Toward data-driven education systems: {Insights} into using information to measure results and manage change}, institution = {Brookings Institute}, author = {Custer, Samantha and King, Elizabeth and Atinc, Tamar Manuelyan and Read, Lindsay and Sethi, Tanya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NVMGTGNN 2405685:NAUJIU5T}, } @inproceedings{czerniewicz_inequality_2018, title = {Inequality as higher education goes online}, doi = {10.1007/978-3-319-74857-3_6}, booktitle = {Networked learning}, publisher = {Springer}, author = {Czerniewicz, Laura}, year = {2018}, note = {shortDOI: 10/ghgn5d KerkoCite.ItemAlsoKnownAs: 10/ghgn5d 2405685:CBPGKS9D}, pages = {95--106}, } @misc{dark_for_2018, title = {For children with disabilities in {Nigeria}, educational opportunities remain scant}, url = {https://www.devex.com/news/for-children-with-disabilities-in-nigeria-educational-opportunities-remain-scant-93819}, urldate = {2020-07-07}, journal = {Devex}, author = {Dark, Shayera}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3VDV3IBS}, } @inproceedings{deacon_wrapping_2018, title = {Wrapping of a {Social} {Innovation} {MOOC}}, booktitle = {{ICEL} 2018 13th {International} {Conference} on e-{Learning}}, publisher = {Academic Conferences and publishing limited}, author = {Deacon, Andrew and Jaffer, Tasneem and Jawitz, Jeff and Small, Janet and Walji, Sukaina}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:MV5F5QJ8}, keywords = {⛔ No DOI found}, pages = {61}, } @misc{debroy_how_2018, title = {How is {E}-{Learning} helping to combat {Southeast} {Asia} teacher shortage?}, url = {https://edtechreview.in/news/3127-e-learning-to-combat-southeast-asia-teacher-shortage}, author = {Debroy, Ananya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J76PGQSH 2405685:I9PG7LWZ}, } @article{degraff_kreyol_2018, title = {Kreyòl, pedagogy, and technology for opening up quality education in {Haiti}: {Changes} in teachers' metalinguistic attitudes as first steps in a paradigm shift}, volume = {94}, shorttitle = {Kreyòl, pedagogy, and technology for opening up quality education in {Haiti}}, doi = {10.1353/lan.2018.0030}, number = {2}, journal = {Language}, author = {DeGraff, Michel and Stump, Glenda S.}, year = {2018}, note = {Publisher: Linguistic Society of America KerkoCite.ItemAlsoKnownAs: 2405685:TBPSKJ55 4042040:FQ8JKR53}, pages = {e127--e157}, } @misc{developmentaid_khyber_2018, title = {Khyber {Pakhtunkhwa} {Education} {Sector} {Programme} ({KESP}) 2}, url = {https://www.developmentaid.org/}, abstract = {Innovative membership organization offering services to the international sector. Instant access to high quality CV’s, procurement notices shortlist and awards information.}, language = {en}, urldate = {2021-02-13}, journal = {DevelopmentAid}, author = {DevelopmentAid}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EL3GQSC6 2405685:3CR2GMFA}, } @techreport{dfid_dfid_2018, title = {{DFID} {Digital} {Strategy}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/701443/DFID-Digital-Strategy-23-01-18a.pdf}, urldate = {2020-09-06}, author = {{DFID}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WHMH62EM 2405685:JXKSWHHT}, } @techreport{dfid_dfid_2018, title = {{DFID} {Education} {Policy}: {Get} {Children} {Learning}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/685536/DFID-Education-Policy-2018a.pdf}, language = {en}, author = {{DFID}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QWCG3Z4G 2339240:CH6NJBI5 2405685:EX3LGFKW 2405685:LZRSS3GU 2405685:WP53PKT3 2534378:9HQCM62H}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {46}, } @misc{dfid_dfid_2018, title = {{DFID} {Education} policy: get children learning}, url = {https://www.edu-links.org/sites/default/files/media/file/DFID-Education-Policy-2018a.pdf}, language = {en}, author = {DFID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZIM7BYSJ 2405685:ZVNXCXRB}, } @techreport{dfid_girls_2018, title = {Girls {Education} {Challenge}: {Thematic} {Review} ({Education} {Technology})}, url = {https://dfid-gec-api.s3.amazonaws.com/linked-resources/Thematic-Review-Educational-Technology.pdf}, institution = {DFID}, author = {DFID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJJSGCBR 2405685:WQ3F6U6S}, } @misc{dfid_leh_2018, title = {Leh {Wi} {Learn} - {Sierra} {Leone} {Secondary} {Education} {Improvement} {Programme}}, language = {EN}, urldate = {2020-12-15}, author = {{DFID}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9PJP3ZYU}, } @article{dlamini_discourse_2018, title = {The discourse on {ICT} teacher professional development needs: {The} case of a {South} {African} teachers’ union}, volume = {14}, issn = {1814-0556}, url = {https://files.eric.ed.gov/fulltext/EJ1190045.pdf}, abstract = {The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school factors and system, and other external factors. This exploratory study was conducted within the framework of a teachers’ union to understand members’ preparedness to integrate ICT tools in their teaching practices. Findings indicate the need for in-service professional development activities in the use of ICT for teaching, in teaching in multicultural environments, and in classroom management. Equally important is the role of school management and administration in the adoption and integration of ICT tools in education. In addition, the research provided clear evidence that despite the huge investments into ICT infrastructure by government, inequalities in ICT competencies among teachers remain. The most important conclusion is that the investments being made are politically motivated and that teachers are being side-lined in the decision-making processes and preference given to political visions.}, language = {en}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Dlamini, Reuben and Mbatha, Khanyisile}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FCJF68RN 2405685:HQE8MXWS}, keywords = {⛔ No DOI found}, pages = {17--37}, } @techreport{dolton_global_2018, title = {Global {Teacher} {Status} {Index} 2018}, url = {https://www.varkeyfoundation.org/media/4867/gts-index-13-11-2018.pdf}, urldate = {2021-08-03}, institution = {Varkey Foundation}, author = {Dolton, Peter and Marcenaro, Oscar and De Vries, Robert and She, Po-Wen}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2WNEVKAW 2534378:5DF2C2QB}, } @article{donkor_community_2018, title = {Community {Involvement} and {Teacher} {Attendance} in {Basic} {Schools}: {The} {Case} of {East} {Mamprusi} {District} in {Ghana}}, volume = {6}, issn = {23116897, 23103868}, shorttitle = {Community {Involvement} and {Teacher} {Attendance} in {Basic} {Schools}}, url = {https://archive.conscientiabeam.com/index.php/61/article/view/561}, doi = {10.18488/journal.61.2018.62.50.63}, number = {2}, urldate = {2022-01-06}, journal = {International Journal of Education and Practice}, author = {Donkor, Anthony Kudjo and Waek, Biliman Izal}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2018.62.50.63 2129771:E9APLJTI 2405685:PP65IURJ 4556019:EPP8DR5S}, pages = {50--63}, } @article{durusoy_effect_2018, title = {The effect of instructional material design process to mathematics teacher candidates' {TPACK}}, volume = {4}, issn = {2501-1111, 2501-1111}, url = {https://oapub.org/edu/index.php/ejes/article/view/1577/4209}, doi = {10.5281/zenodo.1222082}, abstract = {It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates.}, language = {English}, number = {5}, journal = {European Journal of Education Studies}, author = {Durusoy, Okan and Karamete, Aysen}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1222082 2405685:Z8PNPHM8 2534378:R5TGHBGN 2534378:TVJIU5KV}, keywords = {ERIC, Resources in Education (RIE), Foreign Countries, Higher Education, Instructional Design, Instructional Materials, Material Development, Mathematics Education, Mathematics Teachers, Pedagogical Content Knowledge, Postsecondary Education, Preservice Teachers, Scores, Technological Literacy, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096821, \_\_finaldtb, \_not\_EdTechHub}, pages = {35--45}, } @article{economist_pakistan_2018, title = {Pakistan is home to the most frenetic education reforms in the world}, issn = {0013-0613}, url = {https://www.economist.com/briefing/2018/01/04/pakistan-is-home-to-the-most-frenetic-education-reforms-in-the-world}, abstract = {Reformers are trying to make up for generations of neglect}, urldate = {2020-12-21}, journal = {The Economist}, author = {Economist}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YEAF5JMF 2405685:XI9CLLJE}, } @techreport{education_endowment_foundation_collaborative_2018, title = {Collaborative learning}, url = {https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/collaborative-learning}, abstract = {Toolkit Strand: Collaborative learning, Moderate impact for very low cost, based on extensive evidence.}, language = {en}, urldate = {2020-07-21}, author = {Education Endowment Foundation}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XZTVAWVE}, } @techreport{education_endowment_foundation_feedback_2018, title = {Feedback}, url = {https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=131&t=Teaching%20and%20Learning%20Toolkit&e=131&s=}, language = {en}, urldate = {2020-07-20}, author = {Education Endowment Foundation}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BV4UWW34}, } @techreport{eriksen_tanzania_2018, title = {Tanzania: {A} political-economy analysis}, url = {https://nupi.brage.unit.no/nupi-xmlui/bitstream/handle/11250/2488663/NUPI_rapport_Tanzania_SundstolEriksen.pdf?sequence=2}, language = {en}, institution = {Norwegian Institute of International Affairs}, author = {Eriksen, Stein Sundstøl}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4U8585S9 2405685:KYTPDW4N}, pages = {46}, } @misc{euromoney_learning_what_2018, title = {What is blockchain?}, url = {https://www.euromoney.com/learning/blockchain-explained/what-is-blockchain}, author = {Euromoney Learning}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X86I2N26 2405685:AAI5LF57}, } @article{faize_revamping_2018, title = {Revamping {Higher} {Education} {Research} in {Pakistan}}, volume = {15}, issn = {1812-1829}, url = {https://www.jstor.org/stable/10.13169/polipers.15.2.0085}, doi = {10.13169/polipers.15.2.0085}, abstract = {The world economy has shifted from export of natural resources to Knowledge-Based Economy (KBE) at present. The addition of hi-tech knowledge to finished products has provided impetus to many crippling economies. The role of higher education is very vital in realising this KBE. This is evident from the role that the US and European universities have assumed as business incubators and income generators through intensive industry-university liaison. However, the higher education institutes in Pakistan are still teaching-focussed. The need is to revamp higher education institutions by identifying the impediments in higher education research and exploring ways and means for improving it. The data for this study was collected from 655 faculty members selected from six universities through an open-ended questionnaire. For increasing reliability in the findings, a short semi-structured interview was conducted with 20 research experts. The questionnaire data was quantitatively analysed using percentages while the interviews were thematically analysed for drawing conclusions.}, number = {2}, urldate = {2021-02-02}, journal = {Policy Perspectives}, author = {Faize, Fayyaz Ahmad and Khan, Adnan Sarwar and Kalim, Inayat}, year = {2018}, note = {Publisher: Pluto Journals KerkoCite.ItemAlsoKnownAs: 10.13169/polipers.15.2.0085 10/ghzt9d 2339240:B93HYZ9R 2405685:7GNQGM5A}, pages = {85--97}, } @techreport{fawe_gender_2018, address = {Nairobi, Kenya}, title = {Gender responsive pedagogy: {A} toolkit for teachers and schools. 2nd ed.}, url = {https://www.unicef.org/esa/media/6726/file/GRP-A-Toolkit-for-Teachers-and-Schools-2020.pdf}, urldate = {2021-04-29}, institution = {Forum for African Women Educationalists (FAWE).}, author = {FAWE}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H5QIUE3J 2405685:WMBZ8VMB}, } @techreport{fellows_learning_2018, address = {Seattle, WA, USA}, title = {The learning circle experience: {Findings} from the {P2PU} participant survey}, url = {https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/40986/Findings%20from%20the%20P2PU%20learning%20circle%20participant%20post-survey.pdf}, urldate = {2020-07-20}, institution = {University of Washington Information School}, author = {Fellows, Michelle}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9R6YAL7K}, } @techreport{ferreira_baseline-endline_2018, title = {Baseline-{Endline} {Report}: {Reaching} the {Unreached} ({RtU}) through {Open} and {Distance} {Learning} ({ODL}) in {Bangladesh}, {India} and {Pakistan}}, shorttitle = {Baseline-{Endline} {Report}}, url = {http://oasis.col.org/handle/11599/2848}, abstract = {This report documents the baseline-endline study by the GIRLS Inspire team's Reaching the Unreached project to examine the implications of skills training and education for women's and girls' empowerment and sustainable livelihoods in Bangladesh, India and Pakistan. It is based on data collected from quarterly reports mirrored against the project outcomes, meeting reports and surveys from March 2016 to March 2017. The quarterly and meeting reports documented the activities undertaken to provide training for unreached women and girls in the selected countries. While the actual training was offered exclusively to women and girls, the reports and surveys also captured the input of men and boys in terms of their participation in various community events and as staff members of the partner organisations.}, urldate = {2020-12-01}, institution = {Commonwealth of Learning}, author = {Ferreira, Frances and Cruz, Charisse and Smith, Kristina and {Commonwealth of Learning (COL) (British Columbia)}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6XL37978 2405685:NM8GPWDQ}, keywords = {Access to Education, Bangladesh, Barriers, Child Abuse, Decision Making, Distance Education, Dropouts, Economic Factors, Educational Attainment, Elementary Secondary Education, Employer Attitudes, Employment, Empowerment, Females, Foreign Countries, Health, Income, India, Job Skills, Marriage, Occupational Aspiration, Pakistan, Postsecondary Education, Program Effectiveness, Skill Development, Sustainability, Training, Womens Education}, } @misc{fesf_family_educational_services_foundation_technology_2018, title = {Technology {Based} {Deaf} {Education} {Initiative} by {FESF} {Pakistan} {Wins} {Prestigious} {WISE} {Awards}}, url = {https://www.fesf.org.pk/technology-based-deaf-education-initiative-by-fesf-pakistan-wins-prestigious-wise-awards/}, language = {en-US}, urldate = {2020-07-21}, author = {{FESF. Family Educational Services Foundation}}, year = {2018}, note = {Library Catalog: www.fesf.org.pk KerkoCite.ItemAlsoKnownAs: 2405685:EBK48Q7M}, keywords = {auto\_merged}, } @book{field_discovering_2018, address = {Los Angeles ; London}, edition = {5th edition.}, title = {Discovering statistics using {IBM} {SPSS} statistics}, isbn = {978-1-5264-1951-4}, language = {eng}, publisher = {SAGE}, author = {Field, Andy P.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BN3B36D 2405685:CFJAF8HE}, keywords = {Computer programs; Statistics as Topic; Software; Database Management Systems; Social Sciences, Handbooks, manuals, etc, Statistical methods, Statistics; Social sciences, methods; Data Interpretation, Statistical; SPSS (Computer file)}, } @techreport{filmer_learning-adjusted_2018, address = {Washington, DC}, type = {Policy {Research} {Working} {Paper};{No}. 8591}, title = {Learning-{Adjusted} {Years} of {Schooling} ({LAYS}): {Defining} {A} {New} {Macro} {Measure} of {Education}}, copyright = {© World Bank. https://openknowledge.worldbank.org/handle/10986/30464 License: CC BY 3.0 IGO.}, url = {http://hdl.handle.net/10986/30464}, language = {en}, institution = {World Bank}, author = {Filmer, Deon and Rogers, Halsey and Angrist, Noam and Sabarwal, Shwetlena}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8591 2339240:3A9F6FVB 2339240:KGVQPHCJ 2405685:59ERQXRR 2405685:GSG23QSA 2405685:TP9IZVSC 2447227:6BFXZ6TA 2561267:ELKQGNZN}, keywords = {\_B:important, \_\_\_working\_potential\_duplicate, \_final\_bib, \_important, \_s:DFID, ⛔ No DOI found, ❓ Multiple DOI}, pages = {61}, } @article{fitzgerald_literature_2018, title = {A literature synthesis of personalised technology-enhanced learning: what works and why}, volume = {26}, issn = {2156-7077}, shorttitle = {A literature synthesis of personalised technology-enhanced learning}, url = {http://oro.open.ac.uk/57942/}, doi = {10.25304/rlt.v26.2095}, abstract = {Personalised learning, having seen both surges and declines in popularity over the past few decades, is once again enjoying a resurgence. Examples include digital resources tailored to a particular learner’s needs, or individual feedback on a student’s assessed work. In addition, personalised technology-enhanced learning (TEL) now seems to be attracting interest from philanthropists and venture capitalists indicating a new level of enthusiasm for the area and a potential growth industry. However, these industries may be driven by profit rather than pedagogy, and hence it is vital these new developments are informed by relevant, evidence-based research. For many people, personalised learning is an ambiguous and even loaded term that promises much but does not always deliver. This paper provides an in-depth and critical review and synthesis of how personalisation has been represented in the literature since 2000, with a particular focus on TEL. We examine the reasons why personalised learning can be beneficial and examine how TEL can contribute to this. We also unpack how personalisation can contribute to more effective learning. Lastly, we examine the limitations of personalised learning and discuss the potential impacts on wider stakeholders.}, urldate = {2020-05-12}, journal = {Research in Learning Technology}, author = {FitzGerald, Elizabeth and Jones, Ann and Kucirkova, Natalia and Scanlon, Eileen}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v26.2095 10/ggtvrf 2339240:BQZN4QMG 2339240:MNB3BJD3 2339240:PQY29F39 2405685:NMBZ59MG}, } @misc{foreign_commonwealth_and_development_office_ilm_2018, title = {Ilm {Ideas} {Education} {Innovation} {Programme} - {Phase} {II} ({Ilm}-2)}, url = {https://devtracker.fcdo.gov.uk/projects/GB-1-204277/documents}, urldate = {2021-03-02}, author = {Foreign, Commonwealth {and} Development Office}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BWHYKMHD 2405685:RN53J7PC}, } @techreport{forti_e-waste_2018, title = {E-{Waste} {Statistics}: {Guidelines} on classification reporting and indicators}, url = {http://collections.unu.edu/eserv/UNU:6477/RZ_EWaste_Guidelines_LoRes.pdf}, number = {Second edition}, institution = {United Nations University}, author = {Forti, Vanessa and Balde, Kees and Kuehr, Ruediger}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XWDG6GIB 2405685:QTBL8NPC}, } @techreport{gaible_scoping_2018, title = {A {Scoping} {Study}: {Transforming} {Education} {Through} {Technology}}, url = {https://www.heart-resources.org/assignment/a-scoping-study-transforming-education-through-technology/}, language = {en}, institution = {The Health \& Education Advice \& Resource Team}, author = {Gaible, Edmond}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CD2E8VHE 2405685:64LZQNBS}, keywords = {⛔ No DOI found}, } @techreport{gaible_transforming_2018, address = {London, UK}, title = {Transforming education through technology: {Second}-stage report}, language = {en}, institution = {The Health \& Education Advice \& Resource Team (HEART)}, author = {Gaible, Edmond}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5AU4L3E3 2405685:WSUKVSRT}, } @article{gambari_effects_2018, title = {Effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools students in geometry}, volume = {4}, number = {4}, journal = {MOJES: Malaysian Online Journal of Educational Sciences}, author = {Gambari, Amosa Isiaka and Shittu, Ahmed Tajudeen and Daramola, Florence Olutunu and James, Moses}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4S7GQLI 2405685:HCUSVZFM}, keywords = {⛔ No DOI found}, pages = {31--47}, } @misc{gavi_drcs_2018, title = {{DRC}’s solar revolution}, url = {https://www.gavi.org/vaccineswork/drcs-solar-revolution}, language = {en}, urldate = {2022-11-14}, author = {{GAVI}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AIPGPP7C 2339240:VL9RM8EW 2405685:78PNQEQR 2405685:88V9YNWU 4656463:ATZF95TH}, } @techreport{gavin_mid-term_2018, title = {Mid-term performance evaluation for the {Tusome} {Pamoja} ({Let}’s {Read} {Together}) activity in {Tanzania}}, url = {https://pdf.usaid.gov/pdf_docs/PA00TGR7.pdf}, language = {en}, institution = {USAID}, author = {Gavin, Megan and Davis, Michelle and Komba, Immakulata and Pearson, Brenda and Laden, Jacob and Teli, Godfrey and Usika, Gerald}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPSP5FH3 2405685:42YXQJ2X}, } @techreport{ghana_statistical_survey__unicef_ghana_2018, type = {Survey {Findings} {Report}}, title = {Ghana {Multiple} {Indicator} {Cluster} {Survery} 2017/2018}, url = {https://www.unicef.org/ghana/sites/unicef.org.ghana/files/2019-04/MICS%20Report.pdf}, abstract = {The Multiple Indicator Cluster Survey Six (MICS 6) was conducted in 2017/18 by Ghana Statistical Service in collaboration with the Ministry of Health, Ministry of Education, Ministry of Sanitation and Water Resources, Ministry of Gender, Children and Social Protection, Ghana Health Service and the Ghana Education Service as part of the Global MICS Programme. Technical support was provided by the United Nations Children’s Fund (UNICEF), with government funding and financial support of UNICEF, KOICA, UNDP, USAID and the World Bank through the Statistics for Results Facility – Catalytic Fund (SRF-CF). The Global MICS Programme was developed by UNICEF in the 1990s as an international multi-purpose household survey programme to support countries in collecting internationally comparable data on a wide range of indicators on the situation of children and women. MICS surveys measure key indicators that allow countries to generate data for use in policies, programmes, and national development plans, and to monitor progress towards the Sustainable Development Goals (SDGs) and other internationally agreed upon commitments.}, urldate = {2020-06-23}, author = {Ghana Statistical Survey \& UNICEF}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SGN2Z4NH 2339240:TA8SP5N7 2405685:65AVJUKD 2405685:65LG7X5H 2405685:JV6UZAGF}, } @misc{ghanaweb_ghana_2018, title = {Ghana to get a {Digital} {Strategy} {Policy} soon}, url = {https://www.ghanaweb.com/GhanaHomePage/business/Ghana-to-get-a-Digital-Strategy-Policy-soon-680791}, abstract = {Ghana has started the process of developing a new Digital Strategy Policy, that's according to the Ministry of Communications. Currently, the Ministry has a 2012 Broadband Policy and an outdated Telecoms policy.}, language = {en}, urldate = {2020-06-23}, author = {GhanaWeb}, year = {2018}, note = {Library Catalog: www.ghanaweb.com EdTechHub.ItemAlsoKnownAs: 2405685:BWVWMR4V}, } @techreport{girl_effect_real_2018, title = {Real girls, real lives, connected}, url = {https://static1.squarespace.com/static/5b8d51837c9327d89d936a30/t/5bbe7cbe9140b7d43f282e21/1539210748592/GE_VO_Executive+Summary+Report.pdf}, urldate = {2020-07-21}, author = {Girl Effect and Vodafone Foundation}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:E59HUMCH}, } @techreport{girls_education_challenge_thematic_2018, title = {Thematic review: {Educational} technology}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/730861/TR-Educational-Technology.pdf}, urldate = {2021-03-04}, institution = {Department for International Development}, author = {Girls Education Challenge}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NA8KXCUL 2405685:THTBI2F2}, } @misc{global_economy_student_2018, title = {Student teacher ratio, primary school in {Africa}}, url = {https://www.theglobaleconomy.com/rankings/student_teacher_ratio_primary_school/Africa/}, urldate = {2020-06-27}, author = {Global Economy}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LF7527RK 2405685:CIPJ3D8F}, } @misc{global_partnership_for_education_global_2018, title = {Global {Partnership} for {Education} launches new public-private initiative to address the data challenge in global education}, url = {https://www.globalpartnership.org/news/global-partnership-education-launches-new-public-private-initiative-address-data-challenge-global-education}, abstract = {In an effort to help developing countries strengthen their collection, management and utilization of education data, high-level representatives from the private sector, international organizations, developing country governments and other partners are coming together at the Global Partnership for Education (GPE) Financing Conference to launch a major new initiative called the Education Data Solutions Roundtable.}, language = {en}, urldate = {2021-02-01}, journal = {Global Partnership for Education}, author = {Global Partnership for Education}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TKZR8775 2405685:P6NCTW32}, } @article{godfrey_redesigning_2018, title = {Redesigning local games to stimulate pupils’ interest in learning numeracy in {Tanzania}}, volume = {14}, abstract = {The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries.}, language = {en}, number = {3}, journal = {International Journal of Education and Development Using Information and Communication Technology}, author = {Godfrey, Zitto and Mtebe, Joel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S24WW8YM 2405685:KKH7XJTH}, keywords = {⛔ No DOI found}, pages = {17--37}, } @article{gothwal_randomized_2018, title = {Randomized {Trial} of {Tablet} {Computers} for {Education} and {Learning} in {Children} and {Young} {People} with {Low} {Vision}}, volume = {95}, issn = {1538-9235}, url = {https://journals.lww.com/optvissci/Fulltext/2018/09000/Randomized_Trial_of_Tablet_Computers_for_Education.23.aspx}, doi = {10.1097/OPX.0000000000001270}, abstract = {SIGNIFICANCE  Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE  A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS  This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between {\textless}20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS  Nineteen participants (95\%) enrolled within 6 months in the United Kingdom, and 20 participants (100\%), in India. Retention at 3 months was 85\% (n = 17) in the United Kingdom and 95\% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90\%) found it easily accessible. CONCLUSIONS  This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.}, language = {en-US}, number = {9}, urldate = {2021-03-04}, journal = {Optometry and Vision Science}, author = {Gothwal, Vijaya K. and Thomas, Rachel and Crossland, Michael and Bharani, Seelam and Sharma, Sujata and Unwin, Hilary and Xing, Wen and Khabra, Komel and Dahlmann-Noor, Annegret}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0000000000001270 2339240:SXY2YJHR 2405685:UGWPD2IR}, pages = {873--882}, } @misc{government_of_bangladesh_national_2018, title = {National {ICT} {Policy} 2018}, url = {https://www.policy.gov.bd/policy/ict-division?lang=en}, author = {{Government of Bangladesh}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H56MA5IU 2405685:2X3HT3PX}, } @misc{government_of_ghana_education_2018, title = {Education {Sector} {Performance} {Report} 2018}, shorttitle = {{ESPR} 2018}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-16-Ghana%20-%20ESP-IR.pdf}, urldate = {2022-06-09}, author = {{Government of Ghana}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z7835E53 2405685:9ZZWBVR6 4656463:TFP8BJT6}, } @techreport{government_of_pakistan_pakistan_2018, title = {Pakistan {Education} {Statistics} 2016-17}, url = {http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202016-17.pdf}, urldate = {2020-06-11}, institution = {Government of Pakistan}, author = {Government of Pakistan}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SECKE4CB 2405685:AQDUZ6BJ 2405685:VX7D4S3R}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{government_of_pakistan_pakistan_2018, address = {Islamabad, Pakistan}, title = {Pakistan {Education} {Statistics} 2016-17.pdf}, url = {http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202016-17.pdf}, urldate = {2020-07-20}, author = {{Government of Pakistan} and {Ministry of Federal Education and Professional Training} and {National Education Management Information System} and {Academy of Educational Planning and Management}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CUXC3C5A 2405685:JC6NK8YQ 2405685:PLDXDU8E}, } @techreport{government_of_the_punjab_punjab_2018, title = {Punjab {IT} {Policy}}, url = {https://policy.pitb.gov.pk/system/files/Punjab_IT_Policy_2018_05062018.pdf}, urldate = {2020-07-20}, author = {{Government of the Punjab}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LFJZRJPR}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{gpe_ghana_2018, title = {Ghana education sector analysis. 2018 {\textbar} {Documents} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/content/ghana-education-sector-analysis-2018}, abstract = {Ghana’s Education Sector Analysis (ESA) 2018 provides an objective assessment of the state of education in the country. It has been produced to inform the finalization of the Education Sector Plan (ESP) 2018–2030 and to ensure a broad evidence base for future policymaking.}, language = {en}, urldate = {2022-06-09}, author = {{GPE}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RDJIZ8QW 2405685:QS9P7AFP 4656463:DS6H59W5}, } @misc{gsma_digital_2018, title = {Digital transformation in {Tanzania}. {The} role of mobile technology and impact on development goals}, url = {https://data.gsmaintelligence.com/api-web/v2/research-file-download?id=39256224&file=2736-180319-Tanzania.pdf}, author = {GSMA}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R9F7Z4VM 2405685:PDC2FA2K}, } @misc{gsma_gsma_2018, title = {{GSMA} {Mobile} {Connectivity} {Index}}, url = {https://www.mobileconnectivityindex.com/}, abstract = {The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions}, language = {English}, urldate = {2020-04-28}, journal = {GSMA Mobile Connectivity Index}, author = {GSMA}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:5WXLVYAH}, } @misc{gsma_gsma_2018, title = {{GSMA} {Mobile} {Connectivity} {Index} {\textbar} {Sierra} {Leone}}, url = {https://www.mobileconnectivityindex.com/}, abstract = {The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions}, urldate = {2020-06-25}, author = {GSMA}, year = {2018}, note = {Library Catalog: www.mobileconnectivityindex.com EdTechHub.ItemAlsoKnownAs: 2405685:AGNKXIPC}, } @techreport{gsma_que_2018, title = {¿{Qué} debe incluir la política pública del próximo presidente para integrar completamente a {El} {Salvador} a la economía digital?}, url = {https://www.gsma.com/latinamerica/wp-content/uploads/2019/01/GSMA-EL-SALVADOR-DIGITAL.pdf}, urldate = {2021-12-20}, author = {{GSMA}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97MH9542 2405685:RS4FH537}, } @article{gyawali_need_2018, title = {Need for optical intervention in children attending a school for the blind in {Eritrea}}, volume = {101}, copyright = {© 2017 Optometry Australia}, issn = {1444-0938}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/cxo.12601}, doi = {10.1111/cxo.12601}, abstract = {Purpose To identify the need for optical intervention including spectacles and low vision devices (LVDs) in children attending the only school for the blind in Eritrea. Methods A total of 92 children were examined using the World Health Organization Prevention of Blindness program form for the recording of children with blindness and vision impairment. Examination included distance and near visual acuity (VA), refraction, trial of LVDs and evaluation of anterior and posterior segments. All the children who showed at least one line improvement in distance or near VA with refractive correction and/or LVDs were provided with these devices. Results Six children had distance VA of ≥6/18 (no vision impairment, NVI) at presentation and were excluded from analysis. For the remaining 86 children, male to female ratio was 1.2:1.0 with a mean age of 11.8 ± 2.8 years (range: 6–17 years). At presentation, 47 (54.7 per cent) children were blind (VA {\textless}3/60) and 24 (27.9 per cent) were severely visually impaired (VA {\textless}6/60–3/60), which reduced to 42 (48.9 per cent) and seven (8.1 per cent) children after refraction, respectively. A further 5.8 per cent (five children) achieved NVI with refractive correction. Using distance LVDs, 26 (30.2 per cent) and 16 (18.6 per cent) children had NVI and moderate vision impairment (VA {\textless}6/18–6/60), respectively. In terms of near vision, eight (9.3 per cent) children had near VA better than 1.00 M at presentation, which improved to 11 (12.8 per cent) with refractive correction and 19 (22.1 per cent) with near LVDs. A total of 29 spectacles and 42 LVDs were provided. Conclusion A significant number of children at the school for the blind benefited from refractive correction and LVDs. With such optical intervention, many of these children could study at mainstream schools with print media. A system including comprehensive vision examinations before admission to the school, refractive services and low vision rehabilitation is required to ensure that children with adequate residual vision do not have to be limited to learning in Braille media.}, language = {en}, number = {4}, urldate = {2021-03-04}, journal = {Clinical and Experimental Optometry}, author = {Gyawali, R and Moodley, V R}, year = {2018}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/cxo.12601 KerkoCite.ItemAlsoKnownAs: 10.1111/cxo.12601 2339240:LHWAJYVQ 2405685:QQPVFFVQ}, keywords = {childhood vision impairment, low vision, low vision devices, schools for the blind}, pages = {565--570}, } @article{hansson_teachers_2018, title = {The {Teachers}’ {Portal} as a tool for teachers’ professional development in {Bangladesh}: {Facilitating} nationwide networking and digital multimedia content for 40,000 schools}, volume = {14}, url = {https://www.learntechlib.org/p/188280/}, abstract = {The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and preparing the young generation with quality education.}, number = {3}, journal = {International Journal of Education and Development using ICT}, author = {Hansson, H and Sultana, S and Sarwar, A and Ahmed, F and Uddin, R and Saha, P and Islam, G and Islam, M}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YUIF5MMJ 2405685:ZSXBG9LT}, keywords = {⛔ No DOI found}, pages = {113--130}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} for {Teacher} {Professional} {Development}}, volume = {5}, number = {1}, journal = {Journal for Learning for Development}, author = {Haßler, B and Hennessy, S and Hofmann, R}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9BPXVI62 2405685:3GSCKVWC}, keywords = {⛔ No DOI found}, pages = {55--78}, } @techreport{hasler_synergies_2018, address = {Cambridge}, title = {Synergies between the principles for digital development and four case studies}, url = {https://zenodo.org/record/1219919#.YSvjgNNKj9G}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Haßler, Bjoern}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NGZHXKD5 2405685:C4X9KNTW}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://jl4d.org/index.php/ejl4d/article/view/264}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.}, number = {1}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, year = {2018}, note = {00000 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:AAT7FR3H 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2249382:CS9PALG8 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2339240:YSVITTWH 2405685:M8UDHT7A 2405685:NZ3GKZCR 2405685:ZFJ79LQS 2486141:Z3PRLX4K 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {AWP2, Active Learning, Africa, Author:Haßler, CitedIn:DFID\_SRF, CitedIn:OER4S-TPE-Anon, CitedIn:OER4Schools-2012-HHH1-anon, CitedIn:PhD\_Thesis, DIAL-RDO, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, IMPORT\_FROM\_DFID\_RITE, InPrep, Inservice Teacher Education, Low Income Groups, Motivation, OER4Schools, Open Educational Resources, Peer Teaching, RPF-May-2016, Resource Allocation, Rural Schools, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, Teacher Professional Development, Technology Uses in Education, Telecommunications, \_\_\_working\_potential\_duplicate, missingHU, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://jl4d.org/index.php/ejl4d/article/view/264}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.}, number = {1}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, year = {2018}, note = {00000 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:AAT7FR3H 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2249382:CS9PALG8 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2339240:YSVITTWH 2405685:M8UDHT7A 2405685:NZ3GKZCR 2405685:ZFJ79LQS 2486141:Z3PRLX4K 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {AWP2, Active Learning, Africa, Author:Haßler, CitedIn:DFID\_SRF, CitedIn:OER4S-TPE-Anon, CitedIn:OER4Schools-2012-HHH1-anon, CitedIn:PhD\_Thesis, DIAL-RDO, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, IMPORT\_FROM\_DFID\_RITE, InPrep, Inservice Teacher Education, Low Income Groups, Motivation, OER4Schools, Open Educational Resources, Peer Teaching, RPF-May-2016, Resource Allocation, Rural Schools, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, Teacher Professional Development, Technology Uses in Education, Telecommunications, \_\_\_working\_potential\_duplicate, missingHU, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, } @techreport{hayes_universal_2018, address = {Washington, D.C.}, title = {Universal {Design} for {Learning} to {Help} {All} {Children} {Read}: {Promoting} {Literacy} for {Learners} with {Disabilities}}, language = {en}, institution = {USAID}, author = {Hayes, Anne and Turnbull, Ann and Moran, Norma}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BQZXP46T 2405685:QAQ8FR9B}, pages = {184}, } @book{hespanha_linear_2018, title = {Linear systems theory}, publisher = {Princeton university press}, author = {Hespanha, Joao P.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GSZKISLH 2405685:6T5JW898}, } @misc{higher_education_council_nrpu_2018, title = {{NRPU} {Approved} {Projects} 2017-18}, url = {https://hec.gov.pk/english/services/universities/nrpu/Pages/NRPU%20Approved%20Projects.aspx}, urldate = {2021-02-03}, author = {Higher Education Council}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NDH6S4XZ 2405685:XZQHTNWR}, } @techreport{hong_mixed_2018, title = {Mixed methods appraisal tool ({MMAT}), version 2018}, url = {http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf}, urldate = {2019-12-12}, author = {Hong, Q.N. and Pluye, P. and Fabregues, S. and Bartlett, G. and Boardman, F. and Cargo, M. and Dagenais, P. and Gagnon, M-P. and Griffiths, F. and Nicolau, B. and O'Cathain, A. and Rousseau, M-C. and Vedel, I.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VPTYK3KB 2405685:WJWIBS9S VPTYK3KB}, } @misc{hong_mixed_2018, title = {Mixed methods appraisal tool ({MMAT}), version 2018 user guide}, url = {http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf}, urldate = {2019-12-12}, publisher = {McGill University Department of Family Medicine}, author = {Hong, Q.N. and Pluye, P. and Fabregues, S. and Bartlett, G. and Boardman, F. and Cargo, M. and Dagenais, P. and Gagnon, M-P. and Griffiths, F. and Nicolau, B. and O'Cathain, A. and Rousseau, M-C. and Vedel, I.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:U2U6MV3S 2405685:VGEQX2AW 2534378:T56FHVRW VPTYK3KB}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{hrw_shall_2018, title = {"{Shall} {I} feed my daughter, or {Educate} her?": {Barriers} to {Girls}' {Education} in {Pakistan}}, url = {https://www.hrw.org/report/2018/11/12/shall-i-feed-my-daughter-or-educate-her/barriers-girls-education-pakistan#}, institution = {Human Rights Watch}, author = {HRW}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PT2YE8RZ 2405685:GVVQQU5S}, } @article{ilie_who_2018, title = {Who benefits from public spending on higher education in {South} {Asia} and sub-{Saharan} {Africa}?}, volume = {48}, issn = {0305-7925, 1469-3623}, url = {https://www.tandfonline.com/doi/full/10.1080/03057925.2017.1347870}, doi = {10.1080/03057925.2017.1347870}, abstract = {Most countries are far from achieving the new sustainable development target of equal access to higher education by 2030, with those in South Asia and sub-Saharan Africa furthest behind. This raises questions about the allocation of public resources across the education system to promote equity. We use data from Demographic and Health Surveys and UNESCO Institute for Statistics in 31 countries in these regions to assess who benefits from public spending on education. Our results reveal an overall pattern of pro-rich education spending, increasing with education level. We find that this pattern can be traced to an allocation of resources to higher education that is disproportionate to the subsector’s size: even when higher education spending overall represents a small proportion of total educational expenditure, per-capita expenditure is extremely high. Given that the richest predominantly gain access to higher education, the current spending patterns are likely to reinforce wealth-driven education inequalities.}, language = {en}, number = {4}, urldate = {2021-08-30}, journal = {Compare: A Journal of Comparative and International Education}, author = {Ilie, Sonia and Rose, Pauline}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2017.1347870 2339240:KQ8HNB2E 2405685:ZDDL4CR3}, pages = {630--647}, } @misc{impact_initiative_statement_2018, title = {Statement of {Action}: {Accelerate} {Equitable} and {Quality} {Inclusive} {Education} for {Children} and {Youth} with {Disabilities}.}, url = {https://www.theimpactinitiative.net/sites/default/files/Statement_of_Action.pdf}, author = {Impact Initiative}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VFTE8K5B 2405685:NHVRS8KU}, } @techreport{international_telecommunications_union_liberia_2018, title = {Liberia {Profile}}, url = {https://www.itu.int/itu-d/apis/clients/res/pdf/country_profile/report_LBR.pdf}, urldate = {2020-06-25}, author = {International Telecommunications Union}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7B7I5Z5W}, } @misc{international_telecommunications_union_measuring_2018, title = {Measuring the {Information} {Society} {Report} 2018 – {Volume} 2: {Country} {Profile}\_Senegal}, url = {https://www.itu.int/en/ITU-D/LDCs/Documents/2017/Country%20Profiles/Country%20Profile_Senegal.pdf}, urldate = {2020-06-22}, author = {International Telecommunications Union}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2BP8IRAP}, } @misc{investment_development_authority_of_lebanon_ict_2018, title = {{ICT} {Sector} in {Lebanon} - 2018 {Factbook}}, url = {https://investinlebanon.gov.lb/Content/uploads/Publication/181205011004908~IDAL-ICT%20FACTBOOK%202018.pdf}, urldate = {2020-09-08}, author = {Investment Development Authority of Lebanon}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TMY2LAGC 2405685:VQ3AFIVV}, } @techreport{itu_ict_2018, type = {Brief}, title = {{ICT} {Country} {Profiles}: {Mongolia}}, url = {https://www.itu.int/en/ITU-D/LDCs/Documents/2017/Country%20Profiles/Country%20Profile_Mongolia.pdf}, urldate = {2020-07-15}, institution = {The International Telecommunication Union}, author = {ITU}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3GT5TVKL 2405685:256VVLTX}, } @misc{itu_digital_inclusion_division_vodafone_2018, title = {Vodafone {Instant} {Schools} platform leverages technology to boost high quality education in {Ghana}}, url = {http://digitalinclusionnewslog.itu.int/2018/01/17/vodafone-instant-schools-platform-leverages-technology-to-boost-high-quality-education-in-ghana/}, language = {en-US}, urldate = {2020-06-23}, author = {ITU Digital Inclusion Division}, year = {2018}, note = {Library Catalog: digitalinclusionnewslog.itu.int EdTechHub.ItemAlsoKnownAs: 2405685:JTE25BIR}, } @article{iyare_effectiveness_2018, title = {The effectiveness of integrating interactive technology in reading comprehension: {A} case study of {Jamaica}'s grade school}, volume = {17}, issn = {1547-9714, 1547-9714}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2130847720?accountid=9851}, doi = {10.28945/4098}, abstract = {Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua \& Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups -- an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students' motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results.}, language = {English}, journal = {Journal of Information Technology Education: Research}, author = {Iyare, Ngozi F. and James, Julia and Amonde, Tom M.}, year = {2018}, note = {Publisher: Informing Science Institute, 131 Brookhill Court, Santa Rosa, CA 95409 KerkoCite.ItemAlsoKnownAs: 10.28945/4098 2339240:D393J5PP 2405685:57ZK2DLD 2534378:8J9G8HNR 2534378:CCG5NKEW}, keywords = {Case Studies, Control Groups, Conventional Instruction, ERIC, Current Index to Journals in Education (CIJE), Elementary Education, Elementary School Students, Experimental Groups, Foreign Countries, Grade 3, Instructional Effectiveness, Jamaica, Mastery Learning, Outcomes of Education, Reading Comprehension, Reading Improvement, Reading Instruction, Teaching Methods, Technology Integration}, pages = {227--246}, } @article{jan_investigating_2018, title = {Investigating the {Relationship} between {Students}' {Digital} {Literacy} and {Their} {Attitude} towards {Using} {ICT}}, volume = {5}, issn = {2476-0730}, url = {https://eric.ed.gov/?id=EJ1197718}, abstract = {This study aimed to explore the relationship between secondary school students' digital literacy and their attitude towards using information and communication technology in a private secondary school in Karachi, Pakistan. For this study, the data were collected through survey questionnaire using google forms. The total sample size for this study was 344 secondary school students having almost equal ratio of male and female. On bivariate correlation analysis, digital literacy was found to be associated with students' attitude towards using information and communication technology (ICT) and other ICT related demographics. Further analysis using multiple linear regression analysis showed that digital literacy (DL), use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students' attitude towards using ICT.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {International Journal of Educational Technology}, author = {Jan, Salma}, year = {2018}, note = {Publisher: International Society for Educational Technology KerkoCite.ItemAlsoKnownAs: 2339240:GN89MJ8X 2405685:YJQ7SI9N}, keywords = {Computer Literacy, Educational Technology, Foreign Countries, Handheld Devices, Incidence, Secondary School Students, Student Attitudes, Student Characteristics, Technological Literacy, Technology Uses in Education, Telecommunications, Training, ⛔ No DOI found}, pages = {26--34}, } @article{jan_investigating_2018, title = {Investigating the relationship between students’ digital literacy and their attitude towards using {ICT}}, volume = {5}, url = {https://ecommons.aku.edu/pakistan_ied_pdck/304}, language = {en}, number = {2}, journal = {International Journal of Educational Technology}, author = {Jan, Salma}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:83946ZQQ 2405685:GXYYF63V}, keywords = {⛔ No DOI found}, pages = {26--34}, } @article{jeremiah_development_2018, title = {Development of digital diary for enhanced parental school involvement in {Tanzania}}, volume = {10}, abstract = {The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the majority of respondents (84.4\% of parents and 96.7\% of teachers) indicated that the digital diary was useful tool as enabled them to track children’s progress via their smartphones. Moreover, computer generated reports showed that messages to/from parents were delivered with approximately 90\% success rate. This research argues for schools to adopt and use digital diaries for easy, engaging, and effective for better parental school involvement.}, number = {3}, journal = {The African Journal of Information Systems}, author = {Jeremiah, Sekione R. and Mtebe, Joel S.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W5QVIB2S 2405685:BYLMXZHB}, keywords = {⛔ No DOI found}, pages = {246--260}, } @techreport{jimenez_mixing_2018, type = {Working paper}, title = {Mixing and {Matching}: {Using} {Qualitative} {Methods} to {Improve} {Quantitative} {Impact} {Evaluations} ({IEs}) and {Systematic} {Reviews} ({SRs}) of {Development} {Outcomes}}, url = {https://cedilprogramme.org/mixing-matching-using-qualitative-methods-quantitative-impact-evaluations/}, language = {en}, author = {Jimenez, Emmanuel and Waddington, Hugh and Goel, Neeta and Prost, Audrey and Pullin, Andrew}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2317526:EYC6GBR4 2339240:IIS8RA6V 2405685:Z5JFW6JH UA-13cdba5f-8af7-4414-ad70-592098eeea4b}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, 3ie, publicImportV1}, pages = {32}, } @article{joyce-gibbons_mobile_2018, title = {Mobile phone use in two secondary schools in {Tanzania}}, volume = {23}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-017-9586-1}, doi = {10.1007/s10639-017-9586-1}, abstract = {Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students’ use – and awareness of misuse – of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning.}, language = {en}, number = {1}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Joyce-Gibbons, Andrew and Galloway, David and Mollel, Andrew and Mgoma, Sylvester and Pima, Madeleke and Deogratias, Enos}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9586-1 2339240:FRIFJCLC 2405685:Q6LX8W5X}, pages = {73--92}, } @article{joynes_overview_2018, title = {An overview of {ICT} for education of refugees and {IDPs}}, abstract = {This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson \& Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson \& Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson \& Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin \& Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson \& Stannard 2018).}, language = {en}, author = {Joynes, Chris and James, Zoe}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:75ZRE2RA 2339240:J9VYGNUA 2339240:N4VI3AHC 2405685:3Z2JBF58 2405685:UUEEVW9Z 2405685:VSQUMYUI}, keywords = {Google Scholar/ "education technology" refugees, RER theme\_general, RER theme\_pedagogies and modalities, ⛔ No DOI found}, pages = {24}, } @article{karabulutilgu_systematic_2018, title = {A systematic review of research on the flipped learning method in engineering education}, volume = {49}, copyright = {© 2017 The Authors British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of BERA}, issn = {1467-8535}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12548}, doi = {10.1111/bjet.12548}, abstract = {The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering.}, language = {en}, number = {3}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Karabulut‐Ilgu, Aliye and Cherrez, Nadia Jaramillo and Jahren, Charles T.}, year = {2018}, note = {shortDOI: 10/gddfxx KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12548 10/gddfxx 2339240:4PWRK2AD 2405685:BGH3UFRL}, keywords = {Reviewed}, pages = {398--411}, } @mastersthesis{kathombe_reward_2018, title = {Reward management strategies on employee performance in selected universities in {Nakuru} {County}, {Kenya}}, url = {http://41.89.96.81:8080/xmlui/handle/123456789/1957}, abstract = {Rewards play an important role in increasing employee job satisfaction resulting in improving organizational performance. Motivated employees are the cornerstone of any successful organization. The main objective of this study was to establish the effects of reward management strategies on employee performance in selected universities in Nakuru County. The specific objectives were: to determine the effect of financial rewards on employee performance, to determine the effect of non-financial rewards on employee performance and to determine the combined effect of financial and non-financial rewards on employee performance. Descriptive survey design was adopted in conducting this study, as it was suitable for collecting information that described an existing phenomenon. The target population was 620 lecturers in two universities in Kenya namely Egerton and Kabarak Universities, which comprised a sample of 242 lecturers. The study primarily used a questionnaire to gather data from the respondents. Data from the questionnaire were systematically analyzed according to the research objectives and hypotheses. All hypotheses were tested using regression statistics and the results of the findings established that there is a strong positive association between combined effect of financial and non-financial rewards on employees‟ performance. According to the findings of this study, financial and non-financial rewards motivate employees to better performance. Thus, employee performance will be high in Kenyan universities that adopt an integrated effort on both financial and non-financial reward measurements. The study recommends the following: First, lecturers‟ promotion should be done regularly on merit. Secondly, Universities establish a competitive retirement benefit scheme to its employees. Third, Universities should engage their lecturers on regular training programs.}, school = {Egerton University}, author = {Kathombe, Mary Wambui}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VC2P9XQR}, } @article{kaume-mwinzi_teaching_2018, title = {Teaching {Practices} in the 21st {Century} in {Kenya}: {A} {Qualitative} {Approach}}, volume = {4}, issn = {23735929}, shorttitle = {Teaching {Practices} in the 21st {Century} in {Kenya}}, url = {http://www.anagmendez.net/umet/pdf/ijee_kaume_4_1_77_99.pdf}, doi = {10.18562/ijee.034}, abstract = {Education is an engine for the growth and progress of any society and it is responsible for building human capital which sets technological and economic growth. In the pre-technology education context, the teacher controlled the instructional process, the content was delivered to the entire class and the teacher emphasized factual knowledge. However, the current global demands in education require the use of approaches that are learner-centered and embracing integration of ICT. The purpose of this study is to establish the pedagogy used in Kenya for the 21st century learner. The case study design was used to collect qualitative data from three teachers who were purposively sampled from three education sub-sectors in Kenya: primary, secondary and university. The interview was guided by three research questions: Which teaching practices are used in Kenya? Which are the ‘best’ teaching practices in Kenya in the 21st century? What are the barriers for the ‘best’ teaching practices in Kenya? The findings were that the teaching methods currently in use were mainly teacher-centered although the respondents revealed that the ‘best’ teaching practices for the 21st century learner were student-centered. However, the barriers were large classes, lack of resources and facilities among other factors. The study recommends realignment of education policies to give priority to build pedagogical capabilities of teachers, provide digital tools and other resources. This would enable the 21st century learners’ opportunity to unleash their potential.}, language = {en}, number = {1}, urldate = {2021-03-17}, journal = {International Journal of Educational Excellence}, author = {Kaume-Mwinzi, Regina K.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.18562/ijee.034 10/ggjrhq 2339240:T76TEDIL 2405685:XJKPKRMP}, pages = {77--99}, } @misc{kennedy_handbook_2018, title = {Handbook of {Research} on {K}-12 {Online} and {Blended} {Learning} ({Second} {Edition})}, url = {https://press.etc.cmu.edu/index.php/product/handbook-of-research-on-k-12-and-blending-learning-second-edition/}, author = {Kennedy, Kathryn and Ferdig, Richard E}, year = {2018}, note = {Publication Title: ETC Press KerkoCite.ItemAlsoKnownAs: 2405685:9JNECH38}, } @article{kerwin_making_2018, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, issn = {1556-5068}, shorttitle = {Making the {Grade}}, url = {https://www.ssrn.com/abstract=3002723}, doi = {10.2139/ssrn.3002723}, language = {en}, urldate = {2020-06-18}, journal = {SSRN Electronic Journal}, author = {Kerwin, Jason and Thornton, Rebecca L.}, year = {2018}, note = {shortDOI: 10/ghgn5h KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3002723 10/ghgn5h 2405685:NY5IKG96}, keywords = {\_C:Australia AUS, \_C:Chad TCD, \_C:Ecuador ECU, \_C:India IND, \_C:Kenya KEN, \_C:Mexico MEX, \_C:Spain ESP, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_\_C:scheme:1}, } @book{khalid_learning_2018, address = {New York}, title = {Learning through {Video} {Games}: {A} {Case} {Study} of {Private} {Schools} of {Pakistan}}, isbn = {978-1-5386-3656-5}, shorttitle = {Learning through {Video} {Games}}, abstract = {This study investigated video game based academic and information literacy (IL) learning of teenagers of private schools of Lahore city. Lahore is one of the big city and knowledge hub of Pakistan. Previous literature highlighted the importance of video games in learning academic and IL skills; therefore, the present study aims to reveal this fact in local context. The presented study adopted qualitative research approach and utilized phenomenological research method to achieve its objectives. The data was collected through interviews. The study participants were teenagers (13 to 19 years) of elite economic class private schools who were frequent video game players. Based on the study findings, it can be concluded that playing video games has positive impact on teenagers' learning. The majority of the participants were of view that challenges of completing various stages of games and interacting with online competitors enhanced their social (communication) and information literacy (searching/locating and evaluating) skills. The results of the study are benefitted for the game developers, teachers, librarians and parents.}, language = {English}, publisher = {Ieee}, author = {Khalid, Tooba and Batool, Syeda Hina}, year = {2018}, note = {Pages: 135-139 Publication Title: 2018 International Conference on Information Management and Processing (icimp 2018) WOS:000458552800025 KerkoCite.ItemAlsoKnownAs: 2339240:N7BHL93X 2405685:HSIXBVLD}, keywords = {Pakistan, academic learning, information literacy, learning, skills, video games}, } @article{khan_pakistani_2018, title = {Pakistani {Teachers}' {Professional} {Learning} {Experiences}: {Comparing} {Face}-to-{Face} versus {Online} {Learning}}, volume = {29}, issn = {0215-773X, 0215-773X}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851}, doi = {10.15639/teflinjournal.v29i1/72-89}, abstract = {This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.}, language = {English}, number = {1}, journal = {TEFLIN Journal}, author = {Khan, Asma}, year = {2018}, note = {Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 10/gj37jn 2339240:J3T4EMAA 2405685:TIQ5LA4J 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS}, keywords = {Collaboration, College Faculty, Communities of Practice, Comparative Analysis, Computer assisted language learning, Computer mediated communication, Conventional Instruction, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Electronic Learning, English Teachers, English as a second language--ESL, English teachers, Faculty Development, Foreign Countries, Grounded Theory, Higher Education, Interaction, Learning Experience, Linguistics, Pakistan, Professional development, Teacher Attitudes, Teacher education, Teaching, Technology Uses in Education, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095920, \_\_\_working\_potential\_duplicate}, pages = {72--89}, } @article{khan_pakistani_2018, title = {Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning}, volume = {29}, issn = {0215-773X, 0215-773X}, url = {https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning}, doi = {10.15639/teflinjournal.v29i1/72-89}, abstract = {This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.}, language = {English}, number = {1}, journal = {TEFLIN Journal}, author = {Khan, Asma}, year = {2018}, note = {Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 2405685:XI6TS4S3 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS}, keywords = {Collaboration, College Faculty, Communities of Practice, Comparative Analysis, Computer assisted language learning, Computer mediated communication, Conventional Instruction, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Electronic Learning, English Teachers, English as a second language--ESL, English teachers, Faculty Development, Foreign Countries, Grounded Theory, Higher Education, Interaction, Learning Experience, Linguistics, Pakistan, Professional development, Teacher Attitudes, Teacher education, Teaching, Technology Uses in Education, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095920, \_\_\_working\_potential\_duplicate}, pages = {72--89}, } @article{khan_pakistani_2018, title = {Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning}, volume = {29}, issn = {0215-773X, 0215-773X}, url = {https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning}, doi = {10.15639/teflinjournal.v29i1/72-89}, abstract = {This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.}, language = {English}, number = {1}, journal = {TEFLIN Journal}, author = {Khan, Asma}, year = {2018}, note = {Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 2405685:5TV4QEFU 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS}, keywords = {Collaboration, College Faculty, Communities of Practice, Comparative Analysis, Computer assisted language learning, Computer mediated communication, Conventional Instruction, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Electronic Learning, English Teachers, English as a second language--ESL, English teachers, Faculty Development, Foreign Countries, Grounded Theory, Higher Education, Interaction, Learning Experience, Linguistics, Pakistan, Professional development, Teacher Attitudes, Teacher education, Teaching, Technology Uses in Education, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095920, \_\_\_working\_potential\_duplicate}, pages = {72--89}, } @misc{khan_punjab_2018, title = {Punjab, {Pakistan}: {Using} {Open} {School} {Data} to {Improve} {Transparency} and {Accountability}}, url = {http://www.iiep.unesco.org/en/punjab-pakistan-using-open-school-data-improve-transparency-and-accountability}, urldate = {2022-06-14}, author = {Khan, Kashmali}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M946P4QF 2405685:DDZQ2XPE}, } @article{khasawneh_technophobia_2018, title = {Technophobia: {Examining} its hidden factors and defining it}, volume = {54}, issn = {0160791X}, shorttitle = {Technophobia}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0160791X17302968}, doi = {10.1016/j.techsoc.2018.03.008}, language = {en}, urldate = {2020-06-02}, journal = {Technology in Society}, author = {Khasawneh, Odai Y.}, month = aug, year = {2018}, note = {shortDOI: 10/ggx3rd KerkoCite.ItemAlsoKnownAs: 10/ggx3rd 2405685:A9ZYMIC6}, pages = {93--100}, } @techreport{king_opms_2018, title = {{OPM}'s approach to assessing {Value} for {Money}}, url = {https://www.julianking.co.nz/wp-content/uploads/2018/02/OPM-approach-to-assessing-value-for-money.pdf}, language = {English}, institution = {Oxford Policy Management}, author = {King, Julian and OPM VfM Working Group}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T8PJNHHS 2405685:UVUX5WCH}, } @phdthesis{kingori_factors_2018, type = {Thesis}, title = {Factors {Affecting} {Adoption} of {E}-{Learning} {Technology} in {Kenya}}, url = {http://erepo.usiu.ac.ke:8080/xmlui/handle/11732/4305}, abstract = {Internet penetration in Africa has been accelerated, with Kenya at the fore front at over 89.5\% penetration, this penetration has led to an increase in knowledge repository for Kenyans to choose from and as a result E-learning has steadily increased not only in tertiary institutions but in informal learning as well. Facebook and YouTube are some of the web based tools, – that are listed as having potential applications for teaching and learning. As a result, it is essential to understand the challenges faced in the adoption of e-learning technology. The overall purpose of this study was to investigate the factors affecting adoption of e-learning technology in Kenya with a focus on three key factors, self-efficacy, objective usability and system accessibility. This study used explanatory/hypothesis research design to investigate the factors which affect adoption of e-learning technology in Kenya. An explanatory research design was fit to the study because it will helped to ascertain not only the relationship between the different variables, but measure the effect and strength of each independent variable on the dependent variable which was the technology adoption. The target population was social media (Facebook) users in Kenya. According to Internet World Statistics there are over 6.2 million Facebook subscribers in Kenya as of June 2017. This study focused on 200 social media users in Nairobi who were interested in e-learning or have ever learned online. They were sampled by geographic cluster, simple random sampling technique with a focus on Nairobi. Online questionnaire was used by Google form and 93\% responded. In the first objective of self-efficacy, the correlation result revealed positive correlation between perceived ease of use with self-efficacy (r=0.441, p{\textless}0.05) and perceived usefulness with self-efficacy(r=0.337, p{\textless}0.05). On the CFA, there was a strong model equation but on the SEM it was not. The path coefficient for the relationship between SE and adoption of e-learning was weak. In the second objective, the correlation result revealed positive correlation between perceived ease of use with objective usability (r=0.598, p{\textless}0.05) and perceived usefulness with SE (r=0.456, p{\textless}0.05). Based on SEM, the path coefficient for the relationship between objective usability and adoption of e-learning was significant. Without any latent/intervening variable, OU and PEOU was positive and significant at the 0.05 level (βeta=0.938, T-value =3.658, p{\textless}0.05). The positive relationship indicates that one unit increase in OU will result in 0.938 increases in PEOU. In the last objective of system accessibility, the correlation result revealed positive correlation between perceived ease of use with system accessibility (r=0.441, p{\textless}0.503) and perceived usefulness with system accessibility (r=0.514, p{\textless}0.05). The path coefficient for the relationship between system accessibility and adoption of e-learning was weak and not significant hence dropped from the model.The research established that Self-efficacy had little to no effect on adoption of e-learning technology in Kenya. Objective usability was the strongest factor affecting the adoption of e-learning technology while system accessibility had correlation but was not strong enough to impact the model and as such impact the adoption of e-learning technology in Kenya was weak. These findings provided some useful insights for governments, potential instructors or educators, e-learning platforms and policy makers. This recommends and highlights the need to shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya. This research shed light on objective usability as a strong factor on perceived ease of use and perceived usefulness and as such on the adoption of e-learning technology in Kenya. Based the responses received and the SEM analysis further research should focus on the two variables of system accessibility and self-efficacy involving a larger number of variables to examine, as well as larger numbers of respondents to support the factor analysis. Research should also focus on attitude and behavioral intention and their interaction with perceived eases of use and perceived usefulness. The research needs to now shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya.}, language = {en}, urldate = {2021-05-22}, school = {United States International University - Africa}, author = {Kingori, Rhoda Mbithe}, year = {2018}, note = {Accepted: 2019-02-06T07:09:51Z KerkoCite.ItemAlsoKnownAs: 2339240:PM78VDNA 2405685:F9AKUAFD}, } @techreport{kispeter_what_2018, address = {Warwick}, type = {Digital {Skills} and {Inclusion} {Research} {Working} {Group} {Evidence} {Brief}}, title = {What digital skills do adults need to succeed in the workplace now and in the next 10 years?}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/807831/What_digital_skills_do_adults_need_to_succeed_in_the_workplace_now_and_in_the_next_10_years_.pdf}, institution = {Warwick Institute for Employment Research University of Warwick}, author = {Kispeter, Erika}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C9L2KM3Y 2405685:9UDGKCRT}, } @inproceedings{kotze_moving_2018, title = {Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in {South} {Africa}}, url = {https://riseprogramme.org/sites/default/files/inline-files/Kotze.pdf}, abstract = {Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.}, author = {Kotze, Janeli and Taylor, Stephen and Fleisch, Brahm}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A58ENCQR 2339240:MC3TURVW 2405685:6RASPKEH 2405685:72SDEPAH 2405685:PLJ4WN63 2534378:4AZ7VHMD 2534378:U88KUB3W}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425920, \_\_finaldtb, ⛔ No DOI found}, } @techreport{koval-saifi_feed_2018, address = {Washington, DC}, title = {Feed the {Monster}: {Impact} and technical evaluation}, url = {https://allchildrenreading.org/wp-content/uploads/2019/07/Feed-the-Monster-Report-Final-Web.pdf}, urldate = {2022-06-16}, institution = {World Vision and Foundation for Information Technology Education and Development}, author = {Koval-Saifi, N and Plass, J}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JS4ZBX2V 4042040:7E2RC3L4}, } @techreport{koval-saifi_feed_2018, title = {Feed the {Monster}: {Impact} and technical evaluation}, url = {http://dl4d.org/wp-content/uploads/2018/03/Feed-the-Monster-Report-Final-Web.pdf}, author = {Koval-Saifi, Nedjma and Plass, Jan}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QUFN8V67 2405685:S7QU2BTK}, } @article{kraft_effect_2018, title = {The {Effect} of {Teacher} {Coaching} on {Instruction} and {Achievement}: {A} {Meta}-{Analysis} of the {Causal} {Effect}}, volume = {88}, issn = {0034-6543, 1935-1046}, shorttitle = {The {Effect} of {Teacher} {Coaching} on {Instruction} and {Achievement}}, url = {https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2018_teacher_coaching.pdf}, doi = {10.3102/0034654318759268}, abstract = {Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.}, language = {EN}, number = {4}, journal = {Review of Educational Research}, author = {Kraft, Matthew A. and Blazar, David and Hogan, Dylan}, year = {2018}, note = {shortDOI: 10/ggjrhd KerkoCite.ItemAlsoKnownAs: 10.3102/0034654318759268 10/ggjrhd 2339240:94ATJ2KM 2339240:L9J24WV4 2339240:Q2UV8HVZ 2339240:Y3AHBV5R 2405685:2CWW72YN 2405685:3DXSV98B 2405685:6L7LJIMQ 2405685:JXICF3W3 2405685:KJDH8RVK 2405685:R4WDE3P4 2534378:9LCRTTXK}, keywords = {C:High-income countries, C:United States, \_\_\_working\_potential\_duplicate, effect size, experimental design, meta-analysis, professional development, school/teacher effectiveness, teacher education/development}, pages = {547--588}, } @techreport{kuper_rapid_2018, title = {Rapid {Evidence} {Assessment} ({REA}) of what works to improve educational outcomes for people with disabilities in {Low}- and {Middle}-{Income} {Countries}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/738206/Education_Rapid_Review_full_report.pdf}, institution = {Department for International Development (DFID)}, author = {Kuper, Hannah and Ashrita, Saran and White, Howard}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IU9ER8SU 2405685:EZEF9NPK}, } @article{lamsa_games_2018, title = {Games for enhancing basic reading and maths skills: {A} systematic review of educational game design in supporting learning by people with learning disabilities}, volume = {49}, copyright = {© 2018 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Games for enhancing basic reading and maths skills}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12639}, doi = {10.1111/bjet.12639}, abstract = {The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies.}, language = {en}, number = {4}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Lämsä, Joni and Hämäläinen, Raija and Aro, Mikko and Koskimaa, Raine and Äyrämö, Sanna-Mari}, year = {2018}, note = {shortDOI: 10/gd2h8p KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12639 10/gd2h8p 2339240:FUFE3LCB 2405685:RTFGP4FK}, keywords = {Reviewed}, pages = {596--607}, } @techreport{laurillard_how_2018, address = {Quezon City, Philippines}, title = {How could digital learning at scale address the issue of equity in education?}, url = {http://dl4d.org/wp-content/uploads/2019/03/Learning-at-Scale-for-the-Global-South-Main-Paper.pdf}, language = {en}, institution = {Foundation for Information Technology Education and Development}, author = {Laurillard, Diana and Kennedy, Eileen and Wang, Tianchong}, editor = {Lim, C.P. and Tinio, V.L.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPGSRKJA 2339240:RQ4GZ8TL 2405685:5RTZ2KBN 2405685:CSPAS5PX 2405685:TKBHHATW 2405685:XDQI6TXV 2534378:2SFG4YZU}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{lersilp_facilitators_2018, title = {Facilitators and {Barriers} of {Assistive} {Technology} and {Learning} {Environment} for {Children} with {Special} {Needs}}, volume = {2018}, issn = {0966-7903}, url = {https://doi.org/10.1155/2018/3705946}, doi = {10.1155/2018/3705946}, abstract = {The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools.}, journal = {Occupational Therapy International}, author = {Lersilp, Suchitporn and Putthinoi, Supawadee and Lersilp, Theeratorn and Mackenzie, Lynette}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1155/2018/3705946 2339240:IP8YALEF 2405685:RQFMF9HT}, pages = {3705946}, } @book{levy_politics_2018, address = {Oxford}, title = {The {Politics} and {Governance} of {Basic} {Education}: {A} {Tale} of {Two} {South} {African} {Provinces}}, isbn = {978-0-19-882405-3}, shorttitle = {The {Politics} and {Governance} of {Basic} {Education}}, url = {https://oxford.universitypressscholarship.com/10.1093/oso/9780198824053.001.0001/oso-9780198824053}, abstract = {This book brings together scholars from multiple disciplines to explore how political and institutional context influences the governance of basic education in South Africa at national, provincial, and school levels. A specific goal is to contribute to the crucial, ongoing challenge of improving educational outcomes in South Africa. A broader goal is to illustrate the value of an approach to the analysis of public bureaucracies, and of participatory approaches to service provision which puts politics and institutions at centre stage. Stark differences between the Eastern Cape and Western Cape provinces offer something of a natural experiment for exploring the influence of context. The Eastern Cape’s socio-economic, political, and institutional legacy resulted in a low-level equilibrium trap in which incentives transmitted from the political to the bureaucratic levels reinforced factionalized loyalty within multiple patronage networks, and which is difficult to escape. The Western Cape, by contrast, enjoyed a more supportive environment for the operation of public bureaucracy. However, bureaucracy need not be destiny. The research also shows that strong hierarchy can result in ‘isomorphic mimicry’—a combination of formal compliance and a low-level equilibrium of mediocrity. Participatory school-level governance potentially can improve outcomes—as a complement to strong bureaucracies, or as a partial institutional substitute where bureaucracies are weak. Whether this potential is realized depends on the relative strength of developmentally oriented and predatory actors, with the outcomes not fore-ordained by local context, but contingent and cumulative—with individual agency by stakeholders playing a significant role.}, language = {eng}, urldate = {2022-05-31}, publisher = {Oxford University Press}, editor = {Levy, Brian and Cameron, Robert and Hoadley, Ursula and Naidoo, Vinothan}, year = {2018}, doi = {10.1093/oso/9780198824053.001.0001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/oso/9780198824053.001.0001 2339240:WT6WIKZU 2405685:877VIS9E 4656463:FF9PHTK5}, keywords = {Eastern Cape, South Africa, Western Cape, bureaucracy, how context matters, institutions, participatory governance, political settlements, politics of education, school-level governance}, } @article{li_understanding_2018, title = {Understanding factors affecting primary school teachers’ use of {ICT} for student-centered education in {Mongolia}}, abstract = {The past two decades witnessed continuous uptake of ICT in education, and the importance of teachers’ beliefs for adopting ICT in education was revealed in the context of educational change. In recent years, the Mongolian educational system has placed more emphasis on student-centered education and the use of ICT in teaching and learning. Teacher training has become a local responsibility under the Education Master Plan (Government of Mongolia, 2006), New Education Standard and Core Curriculum which focus on the introduction of ICT into education and the implementation of student-centered education (Asian Development Bank, 2008; Ministry of Culture Education and Science, 2014). Despite the growing interest in using ICT for student-centered education, a limited number of studies exist in Mongolia to understand primary school teachers’ perception on use of ICT for student-centered education. This study aims to understand the factors affecting teachers’ perceptions on use of ICT for student-centered education. Based on Fullan’s educational change theory, the analysis through multiple linear regression and focus group discussion was conducted on 838 primary school teachers in Mongolia which found that teacher’s professional competency and perceived benefits on use of ICT are significant factors affecting teachers’ perceptions on use of ICT tool for student-centered education. Furthermore, teacher’s professional competency, perceived benefits on use of ICT and teacher cooperation are affecting teachers’ perceptions on use of digital contents for student-centered education.}, language = {en}, author = {Li, Shengru and Yamaguchi, Shinobu and Takada, Jun-ichi}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J6FMCEMP 2405685:UJYVC9Z6}, keywords = {⛔ No DOI found}, pages = {15}, } @incollection{lim_digital_2018, title = {Digital learning for developing {Asian} countries}, booktitle = {Routledge {International} {Handbook} of {Schools} and {Schooling} in {Asia}}, publisher = {Routledge}, author = {Lim, Cher Ping and Tinio, Victoria and Smith, Matthew and Bhowmik, Miron Kumar}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9HMQ57TL 2405685:ZXUFKWM5}, } @techreport{lirne_asia_afteraccess_2018, title = {{AfterAccess}: {ICT} access and use in {Asia} and the {Global} {South}}, url = {https://lirneasia.net/wp-content/uploads/2018/10/LIRNEasia-AfterAccess-Asia-Report.pdf}, author = {LIRNE Asia}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WCW6IF9Y 2405685:LYCBIJZN}, } @misc{lirneasia_afteraccess_2018, title = {{AfterAccess}: {ICT} access and use in {Asia} and the {Global} {South}}, url = {https://lirneasia.net/wp-content/uploads/2018/10/LIRNEasia-AfterAccess-Asia-Report.pdf}, urldate = {2022-04-07}, author = {{LIRNEasia}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VFQGLJQM 2405685:Q7ERERPN}, } @misc{m-schule_ltd_m-shule_2018, title = {M-{Shule} - {Together} we learn, together we succeed}, url = {www.m-shule.com}, abstract = {M-Shule is the first adaptive, mobile learning management platform designed to improve performance for millions of primary school students across Kenya and Sub-Saharan Africa}, urldate = {2020-07-01}, author = {M-Schule LTd}, year = {2018}, note = {Library Catalog: m-shule.com KerkoCite.ItemAlsoKnownAs: 2405685:SBPUP4HV}, } @techreport{maada_bio_education_2018, title = {Education for {Development}}, url = {https://www.sierra.amavserver.com/wp-content/uploads/2018/12/Statement-by-HE.-President-Julius-Maada-Bio-on-the-Launching-of-the-Free-Education-20.08.2018.pdf}, urldate = {2020-06-25}, author = {Maada Bio, Julius}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KL7FDUU7}, } @incollection{martinez_matching_2018, edition = {4}, title = {“{Matching} {Person} \& {Technology} ({MPT}) {Model}” for {Technology} {Selection} as {Well} as {Determination} of {Usability} and {Benefit} from {Use}}, abstract = {Technologies have become smarter, smaller, more portable or wearable, and more adaptable. This has led to more choice and, in many cases, complexity in decision-making about selecting the best device and features for a given user. A good match of person and technology requires attention to (a) aspects of and resources in the environments in which the technology will be used, (b) the needs, expectations and preferences of the user, and (c) the functions and features of the technology and service delivery process. If the match is not a quality one from the standpoint of the end user, and the user experience (UX) is not satisfactory, then the technology may go unused, or may not be used optimally. There is a need for an improved person-AT matching and outcomes assessment process because studies and reports show in general that there is a high level of dissatisfaction and nonuse or discard of technology by consumers. Psychologists are uniquely qualified to partner with technology developers in implementing an assessment process that inquires into the potential technology user's predisposition to use a particular technology by addressing, subjective view of current capabilities, view of achievements as well as needs in key life domains of activities and participation, and ratings of fundamental personal factors such as mood status, support from others, engagement in therapy activities and desire to use technology. Utilization of the MPT model and accompanying assessment process has been proven to result in enhanced technology use and goal achievement. Research increasingly highlights the fact that consumers are less likely to use recommended devices when their needs are neither fully addressed nor understood during the technology selection process. A user's perspective of their needs and preferences may be obtained by having them identify and prioritize their desired outcomes and then rate progress in achieving them. This approach was used in developing the Matching Person and Technology measures and has also been used in developing Such a person-centered approach allows outcomes to be measured in reference to changes in a person's satisfaction in achieving desired goals, not merely their functional ability to achieve them. An idiographic evaluation is used (i.e., the person is the unit of analysis and serves as his or her own control), not a normative one (i.e., the person is compared to his or her peers). An idiographic evaluation best captures a consumer-directed and social model perspective of outcomes assessment. Many studies have examined the psychometric qualities and usefulness of the Matching Person and Technology measures. Below is the most recent data on one MPT measure, the Assistive Technology Device Predisposition Assessment (ATD PA), from a study done in the country Greece (Koumpouros et al. 2017; n=115).  Excellent interrater reliability (ICC=0.981, ranging from 0.973-0.987)  Adequate internal consistency (Cronbach's alpha =0.701, ranging from 0.605-0.701)  Adequate-Excellent construct validity for items in the Adaptablility subscale (r=0.537 to 0.783)  Excellent construct validity for items in the Fit to Use subscale (r= 0.691 to 0.801)  Adequate-Excellent construct validity for items in the Socializing (r= 0.498 to 0.767)  Low correlation coefficients between each subscale, indicating subscales measure unique constructs Improvements in person-centered assistive technology services and outcomes assessment are needed, given reports of a high level of dissatisfaction and nonuse of technology by consumers. It is important to ensure an evidence-based, client-centered assessment for determining the match of individuals with the most appropriate technologies for their use. Achieving a desired outcome begins at the point of technology consideration and then progresses to product selection. ABSTRACT Cognitive impairment often results in a range of functional and lifestyle changes for many individuals. This article discusses the development and evolution of a multidisciplinary model of cognitive rehabilitation outpatient practice that integrates technology to improve patient outcomes. The described interdisciplinary treatment approach highlights the need for collaboration by treating providers; focuses on the individual being an active participant in treatment; and discusses the value that assistive technology can bring to cognitive rehabilitation work as it relates to patient success, functional improvement, and implementation of appropriate and patient specific technological strategies.}, booktitle = {Living in the {State} of {Stuck}}, publisher = {Pre-print}, author = {Martinez, A. P. and Scherer, M. J.}, year = {2018}, doi = {10.13140/RG.2.2.23218.50889}, note = {KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.23218.50889 2339240:93CVYV3N 2405685:G8RXEBKN}, } @book{martinez_shall_2018, address = {New York, New York}, title = {"{Shall} {I} feed my daughter, or educate her?": barriers to girls' education in {Pakistan}}, isbn = {978-1-62313-674-1}, shorttitle = {"{Shall} {I} feed my daughter, or educate her?}, url = {https://www.hrw.org/report/2018/11/12/shall-i-feed-my-daughter-or-educate-her/barriers-girls-education-pakistan}, abstract = {"This report concludes that many girls simply have no access to education, including because of a shortage of government schools - especially for girls. Nearly 22.5 million of Pakistan's children - in a country with a population of just over 200 million - are out of school, the majority of them girls. Thirty-two percent of primary school age girls are out of school in Pakistan, compared with 21 percent of boys. By ninth grade, only 13 percent of girls are still in school."--Publisher website}, language = {en}, publisher = {Human Rights Watch}, author = {Martínez, Elin and {Human Rights Watch}}, year = {2018}, note = {OCLC: on1080863817 KerkoCite.ItemAlsoKnownAs: 2339240:VAUXG7LJ 2405685:QVL4MLZF 2405685:TIVVZGFN}, keywords = {Education, Girls, Pakistan, Schools, Sex discrimination in education, Social conditions, auto\_merged}, } @techreport{mbsse_2018_2018, title = {2018 {Annual} {Schools} {Census} {Report} {And} {Statistical} {Abstract}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/03/2018-Annual-Schools-Census-Report.pdf}, urldate = {2021-09-15}, institution = {Ministry of Basic and Senior Secondary Education}, author = {MBSSE}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MKX6QVVV 2405685:G2T55FUJ}, } @techreport{mcaleavy_technology-supported_2018, address = {Reading}, title = {Technology-supported professional development for teachers: lessons from developing countries}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-}, abstract = {This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.}, language = {en}, institution = {Education Development Trust}, author = {McAleavy, Tony and Hall-Chen, Alex and Horrocks, Sarah and Riggall, Anna}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CNU2GKRL 2339240:KPPU5Z99 2339240:S2XT5FSG 2339240:UYNN98AQ 2405685:4JNZ9RRF 2405685:CF2KPK7I 2405685:DJG72BUZ 2405685:FXXS4882 2405685:ZEBNC5TV 2534378:6GQU9R37 2534378:ARJJXBIL 2534378:TQ4YR37L 2534378:WSS9V2GJ 2534378:XIMVL4RJ}, keywords = {Africa, Bangladesh, Blended Learning, C:Low- and middle-income countries, Developing Nations, ERIC, Resources in Education (RIE), Educational Technology, Elementary Education, Elementary School Teachers, Faculty Development, Foreign Countries, Handheld Devices, India, Inservice Teacher Education, Kenya, Large Group Instruction, Nigeria, Online Courses, Pakistan, Policymakers, Practitioners, Refugees, Shared Resources and Services, Social Media, Teaching Methods, Technology Integration, Technology Uses in Education, Telecommunications, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{mcaleavy_technology-supported_2018, title = {Technology-supported professional development for teachers: {Lessons} from developing countries}, shorttitle = {Technology-{Supported} {Professional} {Development} for {Teachers}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-}, abstract = {This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria -- using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) -- OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) -- OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya -- using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya -- improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers.}, language = {en}, urldate = {2020-08-18}, institution = {Education Development Trust}, author = {McAleavy, Tony and Hall-Chen, Alex and Horrocks, Sarah and Riggall, Anna}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8QK9TIS 2405685:58SRHUVT}, keywords = {Blended Learning, Developing Nations, Educational Technology, Elementary School Teachers, Faculty Development, Foreign Countries, Handheld Devices, Inservice Teacher Education, Large Group Instruction, Online Courses, Refugees, Shared Resources and Services, Social Media, Teaching Methods, Technology Integration, Technology Uses in Education, Telecommunications}, } @article{mclinden_supporting_2018, title = {Supporting {Children} with {Disabilities} in {Low}- and {Middle}- {Income} {Countries}: {Promoting} {Inclusive} {Practice} within {Community}-{Based} {Childcare} {Centres} in {Malawi} through a {Bioecological} {Systems} {Perspective}}, volume = {50}, issn = {1878-4658}, shorttitle = {Supporting {Children} with {Disabilities} in {Low}- and {Middle}- {Income} {Countries}}, url = {https://doi.org/10.1007/s13158-018-0223-y}, doi = {10.1007/s13158-018-0223-y}, abstract = {Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.}, language = {en}, number = {2}, urldate = {2021-03-04}, journal = {International Journal of Early Childhood}, author = {McLinden, Mike and Lynch, Paul and Soni, Anita and Artiles, Alfredo and Kholowa, Foster and Kamchedzera, Elizabeth and Mbukwa, Jenipher and Mankhwazi, Mika}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-018-0223-y 2339240:Q3UCG5MJ 2405685:DE6NLYHB}, pages = {159--174}, } @article{mendenhall_expanding_2018, title = {Expanding {Teacher} {Support} through {Mobile} {Mentoring} in {Kakuma} {Refugee} {Camp}: {Benefits} and {Challenges}}, volume = {20}, issn = {1523-1615}, shorttitle = {Expanding {Teacher} {Support} through {Mobile} {Mentoring} in {Kakuma} {Refugee} {Camp}}, url = {https://files.eric.ed.gov/fulltext/EJ1205676.pdf}, abstract = {Governmental and non-governmental institutions alike have rallied around technology as a potential solution for addressing the dearth of quality educational opportunities and adequately trained teachers in many regions around the world (Burns, 2011; Carlson, 2013; Dahya, 2016). This is no less true in humanitarian and refugee contexts where technology is being used in myriad ways to connect teachers and learners with educational content and resources. A recent landscape review (Dahya, 2016) about the use of Information and Communication Technology (ICT) in these contexts stated that technology has the potential to support education for marginalized populations in crisis contexts, and that teacher training and student learning are the primary areas of focus for utilizing technology for education. In many settings, technology is used for the provision of lesson plans and curricula to deliver subject knowledge directly to students, to train or certify teachers, and to connect individuals and build community (Dryden-Peterson, Dahya, and Douhaibi, 2017; Power, 2012; Winthrop and Smith, 2012). Modes of delivery include computers, laptops, tablets, portable media players, e-readers, personal digital assistants, and mobile phones (Burns, 2011; Carlson, 2013; Winthrop and Smith, 2012; Dahya, 2016).}, language = {en}, number = {2}, urldate = {2020-04-27}, journal = {Current Issues in Comparative Education}, author = {Mendenhall, Mary and Skinner, Makala and Collas, Sophia and French, Sarah}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5K4FCZVV 2339240:AR9B9DXT 2339240:LWZP2WIF 2405685:7WEKMXVS 2405685:D5DWS5VN 2405685:K9K3547Z 2405685:QDB69UWB 2534378:2UDLI6HN 2534378:WARY35X2}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_supporting educators, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425895, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {9--23}, } @techreport{menocal_thinking_2018, title = {Thinking and working politically through applied political economy analysis: {A} guide for practitioners}, url = {https://www.usaid.gov/sites/default/files/documents/1866/PEA2018.pdf}, language = {en}, institution = {USAID}, author = {Menocal, Alina Rocha and Cassidy, Marc and Swift, Sarah and Jacobstein, David and Rothblum, Corinne and Tservil, Ilona}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YWJNDWKC 2405685:9C3NYPC8}, pages = {12}, } @article{mgaiwa_emerging_2018, title = {Emerging fundamental issues of teacher education in {Tanzania}: a reflection of practices}, volume = {7}, issn = {21470901}, url = {https://www.researchgate.net/publication/328882387_Emerging_Fundamental_Issues_of_Teacher_Education_in_Tanzania_A_Reflection_of_Practices}, doi = {10.22521/edupij.2018.74.3}, abstract = {Quality of teachers is recognized as one of the critical dimensions for promoting student learning in schools. However, in Tanzania there are several emerging issues that affect teacher education and teachers, and as a result affect students’ learning. The existing corpus of literature indicates a death of studies on the systematic understanding of issues that affect teacher education in Tanzania, especially at a time when education across the world is encountering a number of challenges. Employing documentary review and interviews as data collection methods, this paper attempts to analyze the emerging issues affecting teacher education in Tanzania. Employing the Teacher Education Model for the 21st Century, the paper identified five major issues affecting teacher education namely; lack of specific policies for teacher education, lack of continuing professional development, lack of an autonomous teacher regulatory body, inadequate ICT and teacher education, and poor quality of candidates joining teacher education. Generally, the findings indicate that teacher education is not effectively planned in terms of policy imperatives to meet the contemporary professional demands for 21st century education in Tanzania, and beyond. Finally, conclusions and certain recommendations which take a futuristic perspective in preparing 21st century teachers are offered.}, language = {English}, number = {4}, journal = {Educational Process: International Journal}, author = {Mgaiwa, Samson J}, year = {2018}, note = {Place: Kutahya Publisher: Universitepark, Co. Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2377711234?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.22521/edupij.2018.74.3 2339240:5CD78LSE 2405685:9MDTIC8U 2534378:6CREM8X4 2534378:Q89SIFIE}, keywords = {21st century, Education, Learning, Tanzania, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095912, \_\_finaldtb, students’ learning, teacher education, teachers}, pages = {246--264}, } @misc{miao_unescos_2018, title = {{UNESCO}’s {Work} in {ICT} in {Education} {Policy}}, url = {https://www.itu.int/en/ITU-D/Capacity-Building/Documents/events/CBS/2018/Presentations/Session%202/Miao.pdf}, language = {en}, author = {Miao, Fengchun}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KGNSUEYC 2405685:RXNG6RMP}, } @techreport{ministry_of_education_jordan_education_2018, title = {Education {Strategic} {Plan}}, url = {http://www.moe.gov.jo/sites/default/files/english_esp_clean_version_1.pdf}, urldate = {2020-06-29}, author = {{Ministry of Education, Jordan}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8SVGNH3V}, } @techreport{ministry_of_education_kenya_national_2018, title = {National {Education} {Sector} {Strategic} {Plan}}, url = {https://www.education.go.ke/images/NESSP/NESSP-2018-2022.pdf}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MH6HTIBF}, } @misc{ministry_of_education_kenya_national_2018, title = {National {Education} {Sector} {Strategic} {Plan} v2}, url = {https://www.globalpartnership.org/sites/default/files/document/file/kenya-nessp-2018-2002.pdf}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K364JWL8}, } @misc{ministry_of_education_republic_of_kenya_kenya_2018, title = {Kenya {National} {Education} {Sector} {Strategic} {Plan} 2018 - 2022}, url = {https://www.globalpartnership.org/sites/default/files/document/file/kenya-nessp-2018-2002.pdf}, urldate = {2021-04-14}, author = {Ministry of Education, Republic of Kenya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:56YDNKHI 2405685:8I8K8B9A}, } @misc{ministry_of_education_science_and_technology_education_2018, title = {Education {Sector} {Development} {Plan} (2016/17 – 2020/21). {Mainland} {Tanzania}.}, url = {https://www.globalpartnership.org/sites/default/files/2019-04-gpe-tanzania-esp.pdf}, author = {Ministry of Education, Science {and} Technology}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQ7NJLCK 2405685:YLZWG8IQ}, } @techreport{ministry_of_education_science_and_technology_education_2018, title = {Education sector development plan 2016/17 – 2020/21: {Tanzania} mainland}, language = {en}, institution = {The United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:876JM6DJ 2405685:IGRKA5BU}, pages = {246}, } @techreport{ministry_of_education_science_and_technology_education_2018, title = {Education sector performance report 2017/2018: {Tanzania} mainland}, url = {https://static1.squarespace.com/static/5ae8cdb955b02c7c455f14c5/t/5d27875c1c057b00019e8344/1562871658189/MOEST+Performance+Report+2018+Draft+15.9.2018+for+circulation.pdf}, urldate = {2020-11-23}, institution = {United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G5TB2VDG 2405685:V5BDM7A3}, } @techreport{ministry_of_education_science_and_technology_sierra_leone_education_2018, title = {Education {Sector} {Plan} 2018-2020}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra_leone_education_sector_plan_2018-2020_0.pdf}, urldate = {2020-06-25}, author = {Ministry of Education, Science {and} Technology (Sierra Leone)}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:24PRFKEK}, } @techreport{ministry_of_education_science_and_technology_sierra_leone_proposal_2018, title = {Proposal to the {Global} {Partnership} for {Education} for a contribution towards the implementation of the 2018-2020 {Education} {Sector} {Plan}}, url = {https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf}, urldate = {2020-06-25}, author = {Ministry of Education, Science {and} Technology (Sierra Leone)}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:GVAZB6TM}, } @techreport{ministry_of_education_science_and_technology_unesco_and_unicef_global_2018, title = {Global initiative on out-of-school-children: {Tanzania} country report}, url = {https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf}, urldate = {2021-01-16}, institution = {UNICEF}, author = {Ministry of Education Science {and} Technology, UNESCO {and} UNICEF}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MZX7KWXD 2405685:FZLBUYAH}, } @techreport{ministry_of_education_ghana_2018, title = {Ghana 2018 {National} {Education} {Assessment}: {Report} of {Findings}}, author = {{Ministry of Education} and {Ghana Education Service} and {National Education Assessment Unit}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HLFI9G4G 2405685:8LBQNRJV}, } @techreport{ministry_of_federal_education_and_professional_training_national_2018, title = {National {Education} {Policy} {Framework} 2018}, url = {http://mofept.gov.pk/SiteImage/Policy/National%20Eductaion%20Policy%20Framework%202018%20Final.pdf}, urldate = {2020-07-21}, institution = {Government of Pakistan}, author = {{Ministry of Federal Education and Professional Training}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XPQEST7J 2405685:KHX9P4CH 2405685:W97DLCK6}, } @techreport{ministry_of_federal_education_and_professional_training_pakistan_national_2018, title = {National {Education} {Policy} {Framework}}, url = {http://mofept.gov.pk/SiteImage/Policy/National%20Eductaion%20Policy%20Framework%202018%20Final.pdf}, urldate = {2020-06-11}, author = {Ministry of Federal Education {and} Professional Training (Pakistan)}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VYS6C5XD}, } @techreport{ministry_of_it__telecom_digital_2018, title = {Digital {Pakistan} {Policy}}, url = {https://moitt.gov.pk/SiteImage/Misc/files/DIGITAL%20PAKISTAN%20POLICY.pdf}, urldate = {2020-07-20}, institution = {Government of Pakistan}, author = {{Ministry of IT \& Telecom}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ARZK4RTD}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{ministry_of_it__telecom_pakistan_digital_2018, title = {Digital {Pakistan} {Policy}}, url = {https://www.moitt.gov.pk/SiteImage/Misc/files/DIGITAL%20PAKISTAN%20POLICY.pdf}, urldate = {2020-06-11}, author = {Ministry of IT \& Telecom (Pakistan)}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:94582E3H}, } @techreport{ministry_of_primary_and_secondary_education_zimbabwe_primary_2018, title = {Primary and {Secondary} {Education} {Statistics} {Report}}, url = {https://www.globalpartnership.org/sites/default/files/2016-07-education-sector-strategic-plan.pdf}, urldate = {2020-06-27}, author = {Ministry of Primary {and} Secondary Education (Zimbabwe)}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6FS459VT 2405685:RR6WRZ7S 2405685:TU2WFTPR}, } @techreport{mit_framework_2018, title = {A {Framework} for {Evaluating} {Appropriateness} of {Educational} {Technology} {Use} in {Global} {Development} {Programs}}, url = {http://ceisip.mit.edu/system/files/reports/Summary%20Report_A%20Framework%20for%20Evaluating%20Appropriateness%20of%20Educational%20Technology%20Use%20in%20Global%20Development%20Programs.pdf}, urldate = {2020-07-22}, author = {MIT and USAID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SLTPLK6U 2405685:CICB4DXG}, keywords = {Systems Framework}, } @article{mohamed_attitudes_2018, title = {Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed-methods study}, volume = {18}, issn = {1471-3802}, shorttitle = {Attitudes of special education teachers towards using technology in inclusive classrooms}, url = {http://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1471-3802.12411}, doi = {10.1111/1471-3802.12411}, abstract = {The purpose of this mixed-methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.}, language = {en}, number = {4}, urldate = {2020-12-10}, journal = {Journal of Research in Special Educational Needs}, author = {Mohamed, Ahmed Hassan Hemdan}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1471-3802.12411 2339240:VM328LPK 2405685:7J6H34I4}, keywords = {Attitudes, hard of hearing, inclusive education, intellectual disability, learning disabilities, technology}, pages = {278--288}, } @techreport{moitt_digital_2018, title = {Digital {Pakistan} {Policy}}, url = {http://moib.gov.pk/Downloads/Policy/DIGITAL_PAKISTAN_POLICY(22-05-2018).pdf}, institution = {Ministry of IT \& Telecom}, author = {MoITT}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P7ELXC2E 2405685:IQICEFAM}, } @techreport{moitt_digital_2018, title = {Digital {Pakistan} {Policy}}, url = {http://moib.gov.pk/Downloads/Policy/DIGITAL_PAKISTAN_POLICY(22-05-2018).pdf}, institution = {Ministry of IT \& Telecom}, author = {MoITT}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P7ELXC2E 2405685:IQICEFAM}, } @techreport{molina_evidence-based_2018, title = {Evidence-{Based} {Teaching}: {Effective} {Teaching} {Practices} in {Primary} {School} {Classrooms}}, shorttitle = {Evidence-{Based} {Teaching}}, url = {http://hdl.handle.net/10986/30929}, language = {en}, urldate = {2022-09-23}, institution = {World Bank, Washington, DC}, author = {Molina, Ezequiel and Pushparatnam, Adelle and Rimm-Kaufman, Sara and Wong, Keri Ka-Yee}, month = nov, year = {2018}, doi = {10.1596/1813-9450-8656}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8656 2339240:VC8SH4J9 2405685:94EF9DL4}, } @techreport{moussa_usaidmadagascar_2018, type = {Endline {Impact} {Evaluation} {Report}}, title = {{USAID}/{Madagascar} impact evaluation of the {Mahay} {Mamaky} {Teny} ({MMT}) project}, url = {https://pdf.usaid.gov/pdf_docs/PA00TBW4.pdf}, number = {AID-OOA-I-14-00054}, urldate = {2020-06-25}, institution = {United States Agency for International development}, author = {Moussa, Wael and Cao, Yvonne and Louge, Nathalie}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:57KZZLLD 2405685:DXY44ZMG}, } @article{muianga_teacher_2018, title = {From teacher oriented to student centered learning, developing an {ICT} supported learning approach at the {Eduardo} {Mondlane} {University}, {Mozambique}}, volume = {17}, url = {http://www.tojet.net/articles/v17i3/1735.pdf}, abstract = {Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.}, language = {English}, number = {3}, journal = {TOJET: The Turkish Online Journal of Educational Technology}, author = {Muianga, Xavier and Klomsri, Tina and Tedre, Matti and Mutimucuio, Inocente}, year = {2018}, note = {Place: Adapazari Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2071526082?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:CSQNR7VP 2534378:4GPZLTRP 2534378:8TQDH5CL 2534378:DBJAFQ3G 2534378:JCZ7J9WU 2534378:XPGZVM9Y}, keywords = {Action Research, Action research, Classroom communication, College Students, College students, Colleges \& universities, Content Analysis, Content analysis, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Change, Electronic Learning, Environmental Education, Foreign Countries, Higher Education, Independent Study, Information Management, Information Technology, Information management, Information technology, Integrated Learning Systems, Interviews, Knowledge management, Learning, Learning Strategies, Literacy, Management Systems, Metacognition, Modernization, Motivation, Mozambique, Observation, Online instruction, Outcomes of Education, Pedagogy, Pilot Projects, Problem Solving, Problem based learning, Problem solving, Semi Structured Interviews, Skill Development, Skills, Student Attitudes, Student Centered Learning, Student Motivation, Students, Teachers, Teaching, Teaching Methods, Teaching methods, Technological Literacy, Universities, Web 2.0, Web 2.0 Technologies, Webs, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097827, \_\_finaldtb, ⛔ No DOI found}, pages = {47--53}, } @techreport{multiple_indicator_cluster_surveys_madagascar_2018, title = {Madagascar, 2018: {Mass} {Media}, {Communication} et {Internet}}, url = {https://www.unicef.org/madagascar/media/2426/file/MICS6-Madagascar-2018-Media.pdf}, urldate = {2020-09-11}, institution = {UNICEF; instat}, author = {{Multiple Indicator Cluster Surveys}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7U72TRPS}, } @inproceedings{munoz_graphical_2018, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Graphical {User} {Interface} {Design} {Guide} for {Mobile} {Applications} {Aimed} at {Deaf} {Children}}, isbn = {978-3-319-91743-6}, doi = {10.1007/978-3-319-91743-6_4}, abstract = {The objective of this work is to establish a Graphical User Interface (GUI) design guide that will support the development of mobile applications aimed at deaf children. To achieve this goal, this research was carried out by reviewing systematic literature reviews and field research techniques. For data collection, the following research techniques were used: meetings, interviews and observation in order to define the general guidelines that are part of the guide. Based on these guidelines, we proceeded to the design and development of prototypes on paper and functional prototypes of a mobile application for deaf children of an educational institution in the city of Popayán-Colombia. These prototypes were subjected to a usability evaluation using inspection techniques by three (3) different user profiles: Specialists in children with hearing disabilities, children with hearing disabilities, designers and developers. The design guide was validated in a process that involved the teachers and students, considering criteria of identity, design, accessibility, navigation and operation. Based on the results obtained, the final guidelines were determined and, therefore, the development of the GUI design guide for mobile applications aimed at deaf children. This GUI design is a tool that can be used by developers and designers of mobile applications to create new applications that consequently allow the inclusion of this population in the use of new technologies.}, language = {en}, booktitle = {Learning and {Collaboration} {Technologies}. {Design}, {Development} and {Technological} {Innovation}}, publisher = {Springer International Publishing}, author = {Muñoz, Leidi J. Enriquez and Noguera Zúñiga, Edilson Y. and Flórez Aristizábal, Leandro and Collazos, Cesar A. and Daza, Gloria and Cano, Sandra and Alghazzawi, Daniyal M. and Fardoun, Habib M.}, editor = {Zaphiris, Panayiotis and Ioannou, Andri}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-91743-6\_4 2339240:R5HBFJT4 2405685:4AAAGFKW}, keywords = {Deaf children, Design guide, Interface design, Mobile applications}, pages = {58--72}, } @article{musarurwa_constant_2018, title = {Constant review vital for {National} {ICT} {Policy}}, url = {https://www.sundaymail.co.zw/constant-review-vital-for-national-ict-policy}, abstract = {The Leading Family Newspaper in Zimbabwe}, language = {en-GB}, urldate = {2020-06-27}, journal = {The Sunday Mail (Zimbabwe)}, author = {Musarurwa, Tawanda}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8CFQIYUW}, } @article{mwakisole_feasibility_2018, title = {Feasibility of cloud computing implementation for {eLearning} in secondary schools in {Tanzania}}, volume = {14}, abstract = {This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11\% of government secondary schools had computer labs with 20.1\% of them connected to the Internet. Moreover, more than half of surveyed students (56.6\%) had access to mobile phones at home with 53.5\% using the phones to access the Internet. However, the study found that the cost of the Internet had remained unaffordable to many students. This study shows that eLearning implementation in the cloud for secondary schools in Tanzania is feasible. This research will serve as a base for future studies that plan to implement eLearning systems to enhance teaching and learning in secondary schools in Tanzania.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Mwakisole, Kennedy F and Kissaka, Mussa M and Mtebe, Joel S}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HMQ4G82U 2405685:P8RNDDAI}, keywords = {⛔ No DOI found}, pages = {91--102}, } @techreport{myers_costingequity_2018, title = {\#{CostingEquity}: {The} case for disability-responsive education financing}, url = {https://www.light-for-the-world.org/sites/lfdw_org/files/download_files/costingequity-_the_case_for_disability-responsive_education_financing_15032017_acs_pdf.pdf}, abstract = {The \#CostingEquity research project investigated the benefits of financing disability-inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of SDG 4. The \#CostingEquity research report addresses three broad questions: • How do international donors and domestic governments currently fund disability-inclusive education? • What are the gaps and challenges in financing disability-inclusive education? • What needs to change to increase quality, equitable financing for learners with disabilities? The report aims to contribute to a better understanding of the issues related to equitable financing for education for learners with disabilities. It considers additional marginalising factors such as gender, socio-economic status, social circumstances and urban/rural location. It offers key arguments for civil society activists, donors and government advisors to make the case for building and strengthening inclusive education systems. Detailed case studies provide useful examples of financing gaps, challenges and promising practice from developing country contexts, major education donors, and new and emerging philanthropic donor foundations. The focus of case studies and examples is on low and lower-middle income countries and were chosen to reflect a broad range of regions and countries.The report concludes with a series of recommendations for domestic and external financing approaches.}, language = {en}, institution = {International Disability and Development Consortium}, author = {Myers, Juliette and Pinnock, Helen and Baboo, Nafisa and Lewis, Ingrid}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3XWFXVAP 2339240:DU3DQXWC 2405685:9WX2Z28W 2405685:EQP34VAJ}, pages = {72}, } @article{najafi_blended_2018, title = {Blended {Learning} and {Academic} {Achievement}: {A} {Meta}-{Analysis}}, volume = {1}, url = {http://idej.journals.pnu.ac.ir/article_5352_225cc90b61298af85374c3aa5bf72f10.pdf}, abstract = {The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome.}, language = {en}, number = {3}, journal = {Quarterly Journal of Iranian Distance Education}, author = {Najafi, Hossein and Heidari, Mozhgan}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QUAHGRTJ}, keywords = {⛔ No DOI found}, pages = {39--48}, } @inproceedings{nanavati_speak_2018, address = {Montreal QC, Canada}, title = {Speak {Up}: {A} {Multi}-{Year} {Deployment} of {Games} to {Motivate} {Speech} {Therapy} in {India}}, isbn = {978-1-4503-5620-6}, shorttitle = {Speak {Up}}, url = {http://dl.acm.org/citation.cfm?doid=3173574.3173892}, doi = {10.1145/3173574.3173892}, abstract = {The ability to communicate is crucial to leading an independent life. Unfortunately, individuals from developing communities who are deaf and hard of hearing tend to encounter difficulty communicating, due to a lack of educational resources. We present findings from a two-year deployment of Speak Up, a suite of voice-powered games to motivate speech therapy, at a school for the deaf in India. Using ethnographic methods, we investigated the interplay between Speak Up and local educational practices. We found that teachers’ speech therapy goals had evolved to differ from those encoded in the games, that the games influenced classroom dynamics, and that teachers had improved their computer literacy and developed creative uses for the games. We used these insights to further enhance Speak Up by creating an explicit teacher role in the games, making changes that encouraged teachers to build their computer literacy, and adding an embodied agent.}, language = {en}, urldate = {2020-12-10}, booktitle = {Proceedings of the 2018 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems} - {CHI} '18}, publisher = {ACM Press}, author = {Nanavati, Amal and Dias, M. Bernardine and Steinfeld, Aaron}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3173574.3173892 2339240:KG7IMUWQ 2405685:2HQYL9IR}, pages = {1--12}, } @book{naveed_importance_2018, title = {The {Importance} of {Educating} {Girls} in the {Newly} {Merged} {Districts} of {Khyber} {Pakhtunkhwa}, {Pakistan}: {Policy} {Paper}}, url = {https://eric.ed.gov/?id=ED592792}, abstract = {The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.}, language = {en}, urldate = {2020-12-01}, publisher = {Center for Universal Education at The Brookings Institution}, author = {Naveed, Sumbal}, year = {2018}, note = {Publication Title: Center for Universal Education at The Brookings Institution KerkoCite.ItemAlsoKnownAs: 2339240:PD3LB7X3 2405685:L554ELH5}, keywords = {Access to Education, Attitude Change, Barriers, Community Involvement, Cultural Influences, Educational Finance, Educational Planning, Educational Quality, Equal Education, Equal Opportunities (Jobs), Females, Foreign Countries, Gender Bias, Governance, Government Role, Males, Political Issues, Single Sex Schools, Social Attitudes, Teacher Competencies, Transportation, War, Women Faculty}, } @misc{ngwenya_financing_2018, title = {Financing key to accessing quality education for all}, url = {https://www.zimbabwesituation.com/news/financing-key-to-accessing-quality-education-for-all/}, abstract = {The Government must stick to its promise to prioritise the funding of the education sector in order to achieve Sustainable Development Goal 4}, language = {en-US}, urldate = {2020-06-27}, journal = {Zimbabwe Situation}, author = {Ngwenya, Rumbidzai}, year = {2018}, note = {Library Catalog: www.zimbabwesituation.com KerkoCite.ItemAlsoKnownAs: 2405685:8SVGA2ZJ}, } @article{niederhauser_sustainability_2018, title = {Sustainability and scalability in educational technology initiatives: {Research}-informed practice}, volume = {23}, shorttitle = {Sustainability and scalability in educational technology initiatives}, doi = {10.1007/s10758-018-9382-z}, number = {3}, journal = {Technology, Knowledge and Learning}, author = {Niederhauser, Dale S. and Howard, Sarah K. and Voogt, Joke and Agyei, Douglas D. and Laferriere, Therese and Tondeur, Jo and Cox, Margaret J.}, year = {2018}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10758-018-9382-z 2339240:YFP53NXL 2405685:9MN9XDN4}, pages = {507--523}, } @inproceedings{nittaya_thai_2018, address = {Nakhonpathom}, title = {Thai {Lip}-{Reading} {CAI} for {Hearing} {Impairment} {Student}}, isbn = {978-1-5386-7804-6 978-1-5386-7805-3}, url = {https://ieeexplore.ieee.org/document/8523956/}, doi = {10.1109/ICT-ISPC.2018.8523956}, abstract = {This paper is proposed the lip-reading computer assisted instruction (CAI) for hearing impairment student. It consists of two units: the first unit is a part of the learning lesson. In this unit, the student can learns the various categories of vocabulary. The vocabularies come from the thing which use in day life, such as Fruit, Animal, vehicles and so on. It enables student to practice pronunciation by looking at a model speaker mouth movement. The second unit is the multiple choice game. The student has to see lip-reading video and choose the correct answer choice. Experiments are tested with ten hearing impairment primary school students. The result of before and after practicing with the CAI system are evaluated. The rate of correctly mouth shape recognition is grater after practicing with the system for improvement of pronunciation.}, language = {en}, urldate = {2020-12-10}, booktitle = {2018 {Seventh} {ICT} {International} {Student} {Project} {Conference} ({ICT}-{ISPC})}, publisher = {IEEE}, author = {Nittaya, Warunee and Wetchasit, Kaskaew and Silanon, Kittasil}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ICT-ISPC.2018.8523956 2339240:X4N5EIA4 2405685:PQE8MWAL}, pages = {1--4}, } @article{nixon_local_2018, title = {Local governance, decentralisation and corruption in {Bangladesh} and {Nigeria}}, language = {en}, author = {Nixon, Hamish A D and Menocal, Alina Rocha and Bhattacharya, Debapriya and Fuad, Syed Muhtasim and Hassan, Idayat and Iwuamadi, Kelechi C and Rezbana, Umme Shefa and Yusuf, Shamsudeen}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BT5PUL3H 2405685:6LBMHHTG 4656463:VP5TVEFF}, keywords = {⛔ No DOI found}, pages = {44}, } @article{nkiko_information_2018, title = {Information {Technology} and {Transcription} of {Reading} {Materials} for the {Visually} {Impaired} {Persons} in {Nigeria}}, volume = {7}, doi = {10.5539/jel.v7n1p42}, abstract = {Studies have shown inadequate reading materials for the visually impaired in Nigeria. Information technology has greatly advanced the provision of information to the visually impaired in other industrialized climes. This study investigated the extent of application of information technology to the transcription of reading materials for the visually impaired in Nigeria. The study adopted survey research design of the ex-post facto to select 470 personnel as respondents. A questionnaire titled Information Technology Use Scale (α=0.74), and Interview Schedule (α=0.75), were used. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation. The findings indicate that information technology in transcription was low and a significant positive relationship between application of information technology and transcription of information materials (r=0.62: p{\textless}0.05). The study recommended among others that Multi-National Corporations should be sensitized to extend their Corporate Social Responsibility (CSR) activities to help in procuring modern information technology devices and software to enhance transcription.}, language = {en}, number = {1}, journal = {Journal of Education and Learning}, author = {Nkiko, Christopher and Atinmo, Morayo I and Michael-Onuoha, Happiness Chijioke and Ilogho, Julie E and Ifeakachuku, Osinulu and Adetomiwa, Basiru and Usman, Kazeem Omeiza}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.5539/jel.v7n1p42 2339240:WU4F235U 2405685:TWFV2EY2}, pages = {11}, } @phdthesis{nyaga_assessment_2018, type = {Thesis}, title = {Assessment of public primary school teachers preparedness in the implementation of digital literacy programme in public primary schools in {Imenti} north sub-county, {Kenya}}, copyright = {Attribution-NonCommercial-NoDerivs 3.0 United States}, url = {http://erepository.uonbi.ac.ke/handle/11295/104206}, abstract = {The purpose of this study was to investigate the preparedness of public primary school teachers in the implementation of digital literacy programme in Imenti North Sub County Kenya. The study was guided by the following objectives; to establish infrastructural availability for the public primary school teachers’ usage in teaching and learning in implementation of digital literacy programme in public primary schools in Imenti North Sub County, to examine how public primary school teachers’ competence influence implementation of digital literacy program in public primary schools in Imenti North Sub County, The study sought to determine how public primary school teacher perception influence implementation of digital literacy program in public primary schools in Imenti North Sub County. The study also sought to establish how digital literacy content availability for the public primary school teachers influence implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study adopted descriptive research design. The study was grounded on technology diffusion theory to explain the relationship between the independent and dependent variables. The study had a target population of 596 respondents who comprised 59 head teachers and 537 teachers. The respondents were selected using proportionate random sampling technique where by a sample size of 137 was used. Primary data was obtained using self-administered questionnaires that were made up of both open ended and closed ended questions, also unstructured interview was administered face-to-face or over the phone. The reliability of the study was measured using test retest method. The Data was analyzed using Statistical Package for Social Sciences and the data was presented in frequency tables, percentages and regression analysis. The study concluded that preparedness of public primary school teachers in the implementation of digital literacy programme was highly influenced by teacher competence followed by infrastructural preparedness and then by Teacher perception while digital literacy content had the least effect on implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study concluded that infrastructural preparedness influences implementation of digital literacy program in public primary schools in Imenti North Sub County significantly. Even though the schools have electricity their computer lab have not been fully equipped. The implementation of digital literacy program has been delayed by inadequate internet connections coupled with inadequate digital literacy program devices for teaching and learning in the schools. Also, there being inadequate tablets for the learners and laptops for the teachers have negatively affected the implementation of digital literacy program in public primary schools. The study recommends that teachers and instructors need to be trained in basic ICT skills and ICT-based teaching methods to feel comfortable about using the materials. The study recommends that the governments should ensure that all the public primary schools are connected to wireless internet services; that primary schools should be assisted by both national and county government need to ensure that the schools have a complete computer lab that is fully equipped with enough laptops for the teachers and tablets for the learners. The study further recommends that head teachers and parents need to set up administrative committees to manage ICT facilities as proven to be very effective in ensuring the sustainability of initiatives.}, language = {en}, urldate = {2021-06-07}, school = {University of Nairobi}, author = {Nyaga, Felistas}, year = {2018}, note = {Accepted: 2018-10-18T13:52:29Z KerkoCite.ItemAlsoKnownAs: 2339240:3QH6L8SL 2405685:C6Y4LLKR}, } @techreport{oakley_evaluation_2018, title = {An {Evaluation} of {ELLN} {Digital}: {Technology}-{Supported} {Teacher} {Professional} {Development} on {Early} {Language}, {Literacy}, and {Numeracy} for {K}-3 {Teachers}}, url = {http://dl4d.org/wp-content/uploads/2019/03/ELLN-Digital-Evaluation.pdf}, language = {en}, institution = {Digital Learning for Development}, author = {Oakley, Grace and King, Ronnel and Scarparolo, Gemma}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KW3JXUFD 2405685:QDANF5S7}, keywords = {⛔ No DOI found}, } @techreport{oecd_bridging_2018, title = {Bridging the digital gender divide: include, upskill, innovate}, url = {https://www.oecd.org/digital/bridging-the-digital-gender-divide.pdf}, urldate = {2021-10-07}, author = {{OECD}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6D4DRZZ5 2405685:GAKGT4J9}, } @techreport{omoeva_5_2018, address = {FHI 360}, title = {5 features of a monitoring, evaluation and learning system geared towards equity in education}, url = {http://www.educationequity2030.org/resources-2/2018/3/5/5-features-of-a-monitoring-evaluation-and-learning-system-geared-towards-equity-in-education}, abstract = {Wow do we operationalize equity in education, in the context of education development programming? This blog post from FHI 360’s R\&E Search For Evidence blog presents five features necessary for a monitoring, evaluation and learning system to be geared towards equity in education.}, language = {en-US}, urldate = {2021-10-01}, author = {Omoeva, Carina}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IJU44B8G 2405685:SEHIF23V}, } @article{onaolapo_performance_2018, title = {Performance expectancy, effort expectancy, and facilitating conditions as factors influencing smart phones use for mobile learning by postgraduate students of the {University} of {Ibadan}, {Nigeria}}, volume = {14}, doi = {10.28945/4085}, number = {1}, journal = {Interdisciplinary Journal of e-Skills and Lifelong Learning}, author = {Onaolapo, Sodiq and Oyewole, Olawale}, year = {2018}, note = {shortDOI: 10/ghgp5f KerkoCite.ItemAlsoKnownAs: 10/ghgp5f 2339240:E7SFCGQN 2405685:YREJK4SQ}, pages = {95--115}, } @techreport{pasha_growth_2018, title = {Growth and inequality in {Pakistan}: {Agenda} for reforms}, language = {en}, author = {Pasha, Hafiz}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FGMD32KH}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{pasha_growth_2018, title = {Growth and inequality in {Pakistan}: {Agenda} for reforms}, url = {http://library.fes.de/pdf-files/bueros/pakistan/15252-20190411.pdf}, language = {en}, author = {Pasha, Hafiz A.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M3EJG7NR 2405685:KY6UZSNI}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{pasha_growth_2018, title = {Growth and {Inequality} in {Pakistan} {Volume} 1}, url = {http://library.fes.de/pdf-files/bueros/pakistan/14113.pdf}, institution = {Friedrich-Ebert-Stiftung (FES)}, author = {Pasha, Hafiz A.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:79JJREYZ 2405685:T46URBJB}, } @techreport{patrinos_global_2018, address = {Washington, D.C.}, type = {Policy {Research} working paper}, title = {Global {Dataset} on {Education} {Quality} : {A} {Review} and {Update} (2000-2017)}, shorttitle = {Global {Dataset} on {Education} {Quality}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/390321538076747773/Global-Dataset-on-Education-Quality-A-Review-and-Update-2000-2017}, language = {en}, number = {WPS8592}, urldate = {2021-07-26}, institution = {World Bank Group}, author = {Patrinos, Harry Anthony and Angrist, Noam}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IB5T4GSH 2405685:MCNGDVIH}, } @incollection{peroni_digital_2018, address = {Cham}, series = {{TELe}-{Health}}, title = {The {Digital} {Divide}}, isbn = {978-3-319-72763-9}, url = {https://doi.org/10.1007/978-3-319-72763-9_13}, abstract = {The digital divide, at a worldwide level, as well as at a regional level, is still a reality. However, over the last few years, the Internet and digital technologies have spread surprisingly fast, above all in their use through mobile telephone networks, and they have new users every year, even in the less developed countries, like in Africa. The installation of new underwater optic fibre cables surrounding Africa, with an increasing capacity for data transmission, has brought down the costs of interconnection with the global Internet backbones. Up to a few years ago, these connections were only possible through the satellite network, which are far more expensive for the local providers, and these high costs inevitably affect the end users. These services can now be offered at prices that more and more people can afford in Africa, which was and still is the continent that is most affected by the phenomenon of the digital divide.}, language = {en}, urldate = {2021-02-15}, booktitle = {Multidisciplinary {Teleconsultation} in {Developing} {Countries}}, publisher = {Springer International Publishing}, author = {Peroni, M. and Bartolo, Michelangelo}, editor = {Bartolo, Michelangelo and Ferrari, Fabio}, year = {2018}, doi = {10.1007/978-3-319-72763-9_13}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-72763-9\_13 2339240:NYK2NP72 2405685:UZEU9WRL}, keywords = {Digital divide, Optic fibre connections, Satellite Internet connection}, pages = {101--109}, } @article{piper_mathematics_2018, title = {Mathematics from the {Beginning}: {Evaluating} the {Tayari} {Preprimary} {Program}’s {Impact} on {Early} {Mathematics} {Skills}}, volume = {5}, shorttitle = {Mathematics from the {Beginning}}, number = {3}, journal = {Global Education Review}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Nderu, Evangeline}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2K55E3J4 2405685:7NRLGDDC}, keywords = {⛔ No DOI found}, pages = {57--81}, } @article{piper_examining_2018, title = {Examining the secondary effects of mother-tongue literacy instruction in {Kenya}: {Impacts} on student learning in {English}, {Kiswahili}, and mathematics}, volume = {59}, issn = {07380593}, shorttitle = {Examining the secondary effects of mother-tongue literacy instruction in {Kenya}}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059317302225}, doi = {10.1016/j.ijedudev.2017.10.002}, language = {en}, urldate = {2022-06-11}, journal = {International Journal of Educational Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons and Kwayumba, Dunston and Oyanga, Arbogast}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2017.10.002 2405685:RN8DGSVY 4042040:BQCK8KIK}, pages = {110--127}, } @article{piper_identifying_2018, title = {Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides}, volume = {106}, shorttitle = {Identifying the essential ingredients to literacy and numeracy improvement}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub}, doi = {10.1016/j.worlddev.2018.01.018}, journal = {World Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie and Dubeck, Margaret and Jepkemei, Evelyn and King, Simon J.}, year = {2018}, note = {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}, pages = {324--336}, } @article{piper_identifying_2018, title = {Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides}, volume = {106}, shorttitle = {Identifying the essential ingredients to literacy and numeracy improvement}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub}, doi = {10.1016/j.worlddev.2018.01.018}, journal = {World Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie and Dubeck, Margaret and Jepkemei, Evelyn and King, Simon J.}, year = {2018}, note = {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}, pages = {324--336}, } @misc{pisa_programme_2018, title = {The {Programme} for {International} {Student} {Assessment} ({PISA})}, url = {https://www.oecd.org/pisa/publications/PISA2018_CN_ARG.pdf}, author = {PISA}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YJ8VIUGL 2405685:3H4AYIBF}, } @article{pitchford_interactive_2018, title = {Interactive {Apps} {Promote} {Learning} of {Basic} {Mathematics} in {Children} {With} {Special} {Educational} {Needs} and {Disabilities}}, volume = {9}, issn = {1664-1078}, url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00262/full}, doi = {10.3389/fpsyg.2018.00262}, abstract = {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.}, language = {English}, urldate = {2020-12-10}, journal = {Frontiers in Psychology}, author = {Pitchford, Nicola J. and Kamchedzera, Elizabeth and Hubber, Paula J. and Chigeda, Antonie L.}, year = {2018}, note = {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}, } @incollection{pradhan_impact_2018, address = {Singapore}, title = {Impact of {Education} on {Labour} {Market} {Outcomes} in {Rural} and {Urban} {India}}, isbn = {9789811314148}, url = {https://doi.org/10.1007/978-981-13-1414-8_8}, abstract = {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.}, language = {en}, urldate = {2021-06-23}, booktitle = {Reflecting on {India}’s {Development}: {Employment}, {Skill} and {Health}}, publisher = {Springer}, author = {Pradhan, K. C. and Parida, P. C. and Sarangi, Tapas}, editor = {{NILERD}}, year = {2018}, doi = {10.1007/978-981-13-1414-8_8}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-13-1414-8\_8 2339240:22I8PCDJ 2405685:8FWZU7FX}, keywords = {Education, Employment, India, Occupation, Urban-rural gap, Wages}, pages = {153--174}, } @misc{praill_navitas_2018, title = {Navitas {Ventures} releases {Global} {EdTech} {Ecosystems} 1.0 – {Navitas} {Insights}}, url = {https://insights.navitas.com/navitas-ventures-releases-global-edtech-ecosystems-1-0/}, language = {en-US}, urldate = {2022-12-09}, author = {Praill, Tim}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UULA5GNW 2405685:LKBLYR4T}, } @article{prasad_unfamiliar_2018, title = {Unfamiliar technology: {Reaction} of international students to blended learning}, volume = {112}, url = {https://reader.elsevier.com/reader/sd/pii/S0360131518300757?token=5981A38C256276CCA57B9CFDF81FF05DC0F7F99C48ABB052640F0585BD5D9FB11BED0363B2F5B96C5F042005BCE67364}, doi = {10.1016/j.compedu.2018.03.016}, language = {en}, urldate = {2020-07-18}, journal = {Computers \& Education}, author = {Prasad, P.W.C. and Angelika, Maag and Redestowicz, Margaret and Hoe, Lau Siong}, year = {2018}, doi = {10.1016/j.compedu.2018.03.016}, note = {shortDOI: 10/gdmg97 KerkoCite.ItemAlsoKnownAs: 10/gdmg97 2405685:HHQ58WFJ}, pages = {92--103}, } @misc{pritchett_risks_2018, type = {Center for {Global} {Development}}, title = {The {Risks} of {Dangerous} {Dashboards} in {Basic} {Education}}, url = {https://www.cgdev.org/publication/risks-dangerous-dashboards-in-basic-education}, abstract = {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.}, language = {en}, urldate = {2022-10-03}, author = {Pritchett, Lant}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WSRJUJ6P 2405685:P73TZVX8 4656463:5YUF223J}, } @misc{project_ray_project_2018, title = {Project {RAY} for the visually impaired {\textbar} {Smartphones} for {Blind}, {Cell} {Phones} for {Visually} {Impaired}}, url = {https://project-ray.com/}, language = {en-US}, urldate = {2022-06-26}, author = {Project Ray}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KGLHH6G9 2405685:8A26E6LT}, } @article{psaki_measuring_2018, title = {Measuring {Gender} {Equality} in {Education}: {Lessons} from {Trends} in 43 {Countries}}, volume = {44}, issn = {1728-4457}, shorttitle = {Measuring {Gender} {Equality} in {Education}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/padr.12121}, doi = {10.1111/padr.12121}, language = {en}, number = {1}, urldate = {2020-05-17}, journal = {Population and Development Review}, author = {Psaki, Stephanie R. and McCarthy, Katharine J. and Mensch, Barbara S.}, year = {2018}, note = {\_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}, pages = {117--142}, } @article{qadir_study_2018, title = {A {Study} of the {Usefulness} of {Punjab} {IT} {Labs} {Project} in {Schools} of {Punjab}, {Pakistan} as {Perceived} by {Students}}, volume = {21}, number = {2}, journal = {Journal of Education Research}, author = {Qadir, Muhammad Javid and Hameed, Abdul}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EDE72K59}, keywords = {⛔ No DOI found}, } @techreport{queen_rania_foundation_qrf_2018, title = {{QRF} {Fact} {Sheet}: {Gender} and {Education} in {Jordan}}, url = {https://www.qrf.org/sites/default/files/2019-07/gender_and_education_in_jordan_en_condensed.pdf}, author = {Queen Rania Foundation}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RUNH35PJ}, } @techreport{radhakrishnan_teachers_2018, title = {Teachers as {Guides}: {The} role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western {Kenya}}, shorttitle = {Teachers as {Guides}}, url = {https://docs.lib.purdue.edu/aseeil-insectionconference/2018/k12ol/4/}, language = {en}, urldate = {2021-03-19}, institution = {Purdue University}, author = {Radhakrishnan, Dhinesh and DeBoer, Jennifer and Kimani, Samuel}, year = {2018}, doi = {10.5703/1288284316852}, note = {KerkoCite.ItemAlsoKnownAs: 10.5703/1288284316852 2339240:6MVFIILP 2405685:9HDGMXSH}, } @incollection{rakusin_school_2018, title = {School leadership and early grade reading: {Examining} the evidence in {Zambia}}, booktitle = {Cultivating {Dynamic} {Educators}: {Case} {Studies} in {Teacher} {Behavior} {Change} in {Africa} and {Asia}. {RTI} {Press} {Publication} {BK}-0022-1809.}, author = {Rakusin, M and Bostock}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4DM4ULGQ 2405685:R2HB5B8Z}, } @article{rana_shift_2018, title = {A shift from traditional pedagogy in {Nepali} rural primary schools? {Rural} teachers' capacity to reflect {ICT} policy in their practice}, volume = {14}, issn = {1814-0556, 1814-0556}, url = {https://www.researchgate.net/publication/330181660_A_shift_from_traditional_pedagogy_in_Nepali_Rural_Primary_Schools_Rural_teachers'_capacity_to_reflect_ICT_policy_in_their_practice}, abstract = {Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.}, language = {English}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Rana, Karna and Greenwood, Janinka and Fox-Turnbull, Wendy and Wise, Stuart}, year = {2018}, note = {Publisher: International Journal of Education and Development using Information and Communication Technology, University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados KerkoCite.ItemAlsoKnownAs: 2405685:T6EJ9BDE 2534378:H2JFVWZQ 2534378:P4PFEH9F 2534378:RWLKMDIV 2534378:SYALBK7W 2534378:YJFPUL5N}, keywords = {Computer Uses in Education, Conventional Instruction, Curricula, ERIC, Current Index to Journals in Education (CIJE), Education, Educational Change, Educational technology, Elementary Education, Elementary School Teachers, Elementary Schools, Elementary schools, Foreign Countries, Learning, Nepal, Pedagogy, Rural Schools, Rural areas, Rural schools, School environment, Teacher Attitudes, Teacher education, Teaching, Teaching Experience, Technology Integration, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095916, \_\_finaldtb, ⛔ No DOI found}, pages = {149--166}, } @techreport{rashid_language_2018, title = {Language, {Teaching} and {Learning} in {Punjab} {Schools}: {Are} we on the right track to`destination {English}’?}, url = {http://www.sahe.org.pk/wp-content/uploads/2021/02/Language-Teaching-and-Learning-in-Punjab-Schools.pdf}, language = {en}, author = {Rashid, Abbas and Ahmed, Sanaa}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G8DGAM9C 2405685:6B6DMEX7}, } @techreport{rawal_gpe_2018, title = {{GPE} 2020 {Country}-level {Prospective} {Evaluations}: {First} annual {Report} {Kenya}}, language = {en}, author = {Rawal, Prepared Shenila and Aslam, Monazza and Outhred, Rachel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XN28CFK6}, keywords = {⛔ No DOI found}, } @book{reeve_understanding_2018, address = {Hoboken, NJ}, edition = {Seventh edition}, title = {Understanding motivation and emotion}, isbn = {978-1-119-36760-4}, url = {https://www.wiley.com/en-us/Understanding+Motivation+and+Emotion%2C+7th+Edition-p-9781119367604}, publisher = {John Wiley \& Sons, Inc}, author = {Reeve, Johnmarshall}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:47HHZF9P 2405685:7NNWB84L}, keywords = {Emotions, Motivation (Psychology), Personality and motivation}, } @article{rehn_specific_2018, title = {The specific skills required of teachers who deliver {K}–12 distance education courses by synchronous videoconference: implications for training and professional development}, volume = {27}, url = {https://doi.org/10.1080/1475939X.2018.1483265}, doi = {10.1080/1475939X.2018.1483265}, abstract = {The purpose of this research is to identify the specific skills required of videoconference teachers who teach K–12 distance education courses. Many schools and educational districts worldwide are using videoconference technology to deliver courses to students as an economic solution when they cannot afford specialised teachers at remote locations. However, teachers are rarely trained to use this instructional technology and must therefore translate their experience in face-to-face and/or online teaching to this alternative medium. The collective case study used observations and interviews of eight teachers across five schools to identify the specific skills required to teach in a way that they perceived as successful in a videoconference class. It was found that teachers are largely under-prepared with strategies to project presence, develop relationships, foster interaction, manage the course and teach content across a distance when the screen is the main tool of connection. The authors offer a path to improvement that involves supporting teacher action research, creating communities of inquiry and developing teaching quality standards specific to videoconference.}, number = {4}, journal = {Technology, Pedagogy and Education}, author = {Rehn, Nicki and Maor, Dorit and McConney, Andrew}, year = {2018}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2018.1483265 2405685:FP425A4V}, keywords = {K–12, Videoconferencing, distance education, instructional technology, teacher roles}, pages = {417--429}, } @techreport{republic_of_kenya_ministry_of_education_national_2018, address = {Nairobi, Kenya}, title = {National {Pre}-primary {Education} {Policy} {Standard} {Guidelines}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/pre-primary_policy_guidelines_11_1.pdf}, institution = {Republic of Kenya Ministry of Education}, author = {Republic of Kenya Ministry of Education}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2Z8TGS6P 2405685:C35JRU97}, } @incollection{resta_issues_2018, address = {Cham, Switzerland}, series = {Springer {International} {Handbooks} of {Education}}, title = {Issues and challenges related to digital equity: an overview}, url = {https://www.crires.ulaval.ca/sites/default/files/full-text/resta2018_referenceworkentry_issuesandchallengesrelatedtodi.pdf}, booktitle = {Second handbook of information technology in primary and secondary education}, publisher = {Springer}, author = {Resta, P. and Laferriere, T. and McLaughlin, R. and Kouraogo, A.}, editor = {Voogt, J. and Knezek, G. and Christensen, R. and Lai, K-W.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E9MB5XWP 2534378:3WPUWF8D}, pages = {987--1004}, } @book{richardson_teachers_2018, title = {Teachers of {Refugees}: {A} {Review} of the {Literature}}, isbn = {978-1-909437-95-1}, shorttitle = {Teachers of {Refugees}}, url = {https://eric.ed.gov/?id=ED588878}, abstract = {The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]}, language = {en}, urldate = {2020-04-29}, publisher = {Education Development Trust}, author = {Richardson, Emily}, year = {2018}, note = {Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2339240:KDEC9GDD 2405685:B3J76PXB}, keywords = {Google Scholar/ teacher "professional development" AND refugees AND technology, RER theme\_supporting educators}, } @techreport{rodd_tsome_2018, title = {Tsome {Pamoja} {Tanzania}}, url = {https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=0CAIQw7AJahcKEwiQjKn7lp6AAxUAAAAAHQAAAAAQAg&url=https%3A%2F%2F2017-2020.usaid.gov%2Fsites%2Fdefault%2Ffiles%2Fdocuments%2F1860%2F2018-10-29_Tusome_Pamoja.pdf&psig=AOvVaw2-MQh7idbYWsvzSsG4aGji&ust=1689973146684751&opi=89978449}, language = {en}, institution = {USAID}, author = {Rodd, Alastair}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3ZTGLMSR 2405685:L39KA6UH 4656463:7EL935BU}, pages = {2}, } @techreport{rogers_country_2018, title = {Country {Overview}: {Bangladesh}}, url = {https://data.gsmaintelligence.com/research/research/research-2018/country-overview-bangladesh}, institution = {GSMA}, author = {Rogers, Mike}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JVDAQ8RC 2405685:V38NVLIS}, } @techreport{rohwerder_assistive_2018, address = {Brighton, UK}, title = {Assistive technologies in developing countries}, url = {https://assets.publishing.service.gov.uk/media/5af976ab40f0b622d4e9810f/Assistive_technologies_in_developing-countries.pdf}, language = {en}, number = {K4D Helpdesk Report}, institution = {Institute of Developing Studies}, author = {Rohwerder, Brigitte}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YSWH7PEF 2405685:NLB4KHWQ}, keywords = {⛔ No DOI found}, pages = {24}, } @techreport{rose_identifying_2018, address = {Cambridge}, title = {Identifying {Disability} {In} {Household} {Surveys}: {Evidence} {On} {Education} {Access} {And} {Learning} {For} {Children} {With} {Disabilities} {In} {Pakistan}}, copyright = {Open Access}, shorttitle = {Identifying {Disability} {In} {Household} {Surveys}}, url = {https://www.educ.cam.ac.uk/centres/real/downloads/REAL%20Policy%20Doc%20Disability%20Pakistan%20A4%2013pp_FINAL.pdf}, abstract = {This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.}, language = {en}, number = {Research and Policy Paper 18/1}, urldate = {2020-12-15}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Rose, Pauline and Singal, Nidhi and Bari, Faisal and Malik, Rabea and Kamran, Sahar}, year = {2018}, doi = {10.5281/ZENODO.1247087}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1247087 2339240:88XND2WW 2339240:ERJED7M9 2339240:FW5AFH9B 2405685:8GIBGBHT 2405685:99VDZTLG 2405685:WUWYE7JH}, keywords = {\_not\_EdTechHub, \_zenodoOTHER}, } @article{roy_bangladesh_2018, title = {Bangladesh: {Using} open school data to improve transparency and accountability}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000265930&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_15dce750-ee4d-4737-a225-94446b3b4488%3F_%3D265930eng.pdf&updateUrl=updateUrl1385&ark=/ark:/48223/pf0000265930/PDF/265930eng.pdf.multi&fullScreen=true&locale=en#%5B%7B%22num%22%3A83%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2Cnull%2Cnull%2C0%5D}, language = {en}, author = {Roy, Dipu and Miah, Abu Said Juel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4NX242AQ 2405685:N27R4JLA}, keywords = {⛔ No DOI found}, pages = {76}, } @misc{rwanda_education_board_rwanda_2018, title = {Rwanda {Education} {Board}}, url = {http://www.reb.rw/home/}, urldate = {2020-08-17}, author = {Rwanda Education Board}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UGHSR9YR 2405685:LC9M6P39}, } @techreport{rwanda_ministry_of_education_2018_2018, title = {2018 {Education} {Statistics}}, url = {http://197.243.16.104/~mineduc/newweb/fileadmin/user_upload/pdf_files/2018_Rw anda_Education_Statistics.pdf}, author = {Rwanda Ministry of Education}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6Y4BYIXW 2405685:79VSZ8IK}, } @techreport{rwanda_ministry_of_education_education_2018, title = {Education {Sector} {Strategic} {Plan} 2018/2019 to 2023/2024}, url = {. https://mineduc.gov.rw/fileadmin/Documents/Research%20documents/Education_S ector_Strategic_Plan_2018_2024.pdf}, author = {Rwanda Ministry of Education}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9XMY2WSD 2405685:3D9H3LJM}, } @techreport{rwanda_ministry_of_education_official_2018, title = {Official {Gazette} nº 39 of 24/09/2018}, url = {https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/Laws-New-Uploads/Educati on_Laws/ITEGEKO_NO_36-2018_RYO_KU_WA_29-06-2018_RIGENA_IMITUNGANYIRIZ E_Y_UBUREZI.pdf}, author = {Rwanda Ministry of Education}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6AKZ4W8V 2405685:HRLP2ZG3}, } @techreport{sabates_cost-effectiveness_2018, title = {Cost-effectiveness with equity: {Raising} learning for marginalised girls through {Camfed}'s programme in {Tanzania}}, shorttitle = {Cost-effectiveness with equity}, url = {https://zenodo.org/record/1247315#.YAlyUOj7Q1I}, abstract = {This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.}, urldate = {2021-01-21}, institution = {Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018)}, author = {Sabates, Ricardo and Rose, Pauline and Delprato, Marcos and Alcott, Benjamin}, year = {2018}, doi = {10.5281/zenodo.1247315}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1247315 2339240:844SXSWR 2339240:NJNE53N8 2405685:PGA6QWXT 2405685:VQQK7F6G}, keywords = {\_\_\_working\_potential\_duplicate, \_not\_EdTechHub}, } @techreport{samji_pdia_2018, title = {{PDIA} toolkit: {A} {DIY} {Approach} to {Solving} {Complex} {Problems}}, url = {https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf}, urldate = {2022-12-09}, institution = {Center for International Development at Harvard University}, author = {Samji, Salimah and Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GBLLAZ5S 2405685:425N6YDL}, } @techreport{samuel_hall_innovating_2018, title = {Innovating mobile solutions for refugees in {East} {Africa}: {Opportunities} and barrier to using mobile technology and the internet in {Kakuma} refugee camp and {Nakivale} refugee settlement}, url = {https://static1.squarespace.com/static/5cfe2c8927234e0001688343/t/5d1f1b83bfecef0001fb6621/1562319758732/Innovating_mobile_soultions_report_2018.pdf}, institution = {Samuel Hall}, author = {Samuel Hall}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HSWNA5KZ 2405685:JMG6YZPN}, } @book{schleicher_world_2018, address = {Paris}, title = {World {Class}: {How} to build a 21st-century school system, {Strong} {Performers} and {Successful} {Reformers} in {Education}}, language = {EN}, publisher = {OECD Publishing}, author = {Schleicher, Andreas}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7YF6CXDZ}, } @techreport{siddique_educating_2018, title = {Educating 21,000+ {Children} {Through} the {SABAQ} {Initiative}}, language = {en}, institution = {SABAQ}, author = {Siddique, Ruba}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BPQ2T5WD}, keywords = {auto\_merged}, pages = {19}, } @misc{sightsavers_inclusive_2018, title = {Inclusive teaching and learning for children with visual impairments: {Teachers} {Guide}}, url = {https://www.sightsavers.org/wp-content/uploads/2018/09/Teachers-guide-CWVI_Senegal-2.pdf}, author = {Sightsavers}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:66VH5PEA 2405685:BBNR2MHC}, } @misc{sikri_justice_2018, title = {Justice {K}.{S}.{Puttaswamy}({Retd}) vs {Union} {Of} {India} on 26 {September}, 2018}, url = {https://indiankanoon.org/doc/127517806/}, author = {Sikri, A}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WBELH9R9 2405685:SIQIWIMV}, } @misc{silver_majorities_2018, title = {Majorities in sub-{Saharan} {Africa} own mobile phones, but smartphone adoption is modest}, url = {https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/}, abstract = {Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a}, language = {en-US}, urldate = {2020-06-23}, journal = {Pew Research Center's Global Attitudes Project}, author = {Silver, L and Johnson, C}, year = {2018}, note = {Library Catalog: www.pewresearch.org Section: Publications EdTechHub.ItemAlsoKnownAs: 2405685:HK8TBZ3W}, } @techreport{sinno-lai_usaid_2018, title = {{USAID} {Tusome} {Pamoja} annual report}, url = {https://pdf.usaid.gov/pdf_docs/PA00TQHD.pdf}, language = {en}, institution = {USAID}, author = {Sinno-Lai, Felice}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DA7SZL88 2405685:G2HZJK7M}, keywords = {⛔ No DOI found}, } @article{sirin_digital_2018, title = {Digital game-based education for {Syrian} refugee children: {Project} {Hope}}, volume = {13}, url = {http://web.a.ebscohost.com.proxy.lib.odu.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=05426479-491b-453c-90d3-fa57bd747d07%40sessionmgr4008}, doi = {10.1080/17450128.2017.1412551}, abstract = {Turkey is the top refugee-hosting country in the world, with more than three million registered Syrian refugees. An international research team was the first to document the educational and mental health needs of Syrian refugee children, finding that an overwhelming majority are not enrolled in school in Turkey, partly as a result of language barriers, and that about half suffer from Post-traumatic stress disorder (PTSD) and/or depression. The present study was designed as an innovative intervention using an online, game-based learning intervention for refugee children, named Project Hope. Data gathered from a controlled field experiment show significant improvements in Turkish language acquisition, coding, executive functioning and overall sense of hopefulness. Implications for policy, practice and research are discussed.}, number = {1}, journal = {Vulnerable Children and Youth Studies}, author = {Sirin, Selcuk and Plass, Jan L and Homer, Bruce D and Vatanartiran, Sinem and Tsai, Tzuchi}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17450128.2017.1412551 2405685:9KFC2Y5W}, keywords = {Digital games, Executive functions, Game-based curriculum, Mental health, Refugee children, Syrian Refugees}, pages = {7--18}, } @incollection{slade_short_2018, title = {Short message service ({SMS})–based remote support and teacher retention of training gains in {Malawi}}, shorttitle = {Cultivating {Dynamic} {Educators}}, url = {https://bit.ly/3r82ePY}, abstract = {This book responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as "teacher behavior change"). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders. This book contains the following chapters: (1) Understanding and Influencing Teacher Behavior Change: Editorial Introduction (Sarah Pouezevara); (2) Changing Teacher Educators' Conceptions and Practices Around Literacy Instruction: Lessons from Teacher Educators' Professional Development Experiences in Ethiopia (Dawit Mekonnen, Marion Fesmire, Adrienne Barnes, Stephen Backman, and Flavia Ramos-Mattoussi); (3) School Leadership and Early Grade Reading: Examining the Evidence in Zambia (Mitchell Rakusin and Guy Bostock); (4) Making Sense of Teacher In-Service Training in the Philippines (Nancy Clark-Chiarelli and Bonita Cabiles); (5) Short Message Service (SMS)-Based Remote Support and Teacher Retention of Training Gains in Malawi (Timothy S. Slade, Scott Kipp, Stirling Cummings, and Kondwani Nyirongo); (6) Relationships Between Coach Support and Teachers' Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA) (Karon Harden, Alison Pflepsen, and Simon King); (7) Using Activity Theory to Understand Teacher Peer Learning in Indonesia (Sarah Pouezevara, Feiny Sentosa, and Tifa Asrianti); (8) Teacher Motivation and Behavior Change: Results of the Teacher Motivation Diagnostic Tool in Northern India (Molly Hamm-Rodríguez, Emily Richardson, and Jarret Guajardo); and (9) Once More Up the Mountain: The Promise of High-Quality Teaching Depends on Behavior Change (Lee E. Nordstrum). Contains a section about the contributors and an index. (Individual chapters contain references.) [Erin Newton compiled this volume.]}, booktitle = {Cultivating dynamic educators: case studies in teacher behavior change in {Africa} and {Asia}}, publisher = {RTI Press}, author = {Slade, Timothy S. and Kipp, Scott and Cummings, Stirling and Nyirongo, Kondwani}, editor = {Pouezevara, Sarah}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:2M2HXSJN 2405685:SNDDADWB 2405685:SNTV94NA 2534378:7FFHYISA 2534378:ASX6DAFV 2534378:WH9M9DZM}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:3123693, \_\_finaldtb, ⛔ No DOI found}, pages = {131--167}, } @article{smith_gpe_2018, title = {{GPE} 2020 {Country}-level {Prospective} {Evaluations}}, language = {en}, author = {Smith, Prepared Matthew and Fenning, Christine}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ABNU7B8 2405685:DQGKVE9A}, keywords = {⛔ No DOI found}, pages = {163}, } @article{smith_lost_2018, title = {A {Lost} {Generation}: {Syrian} {Refugees} and the {Right} to {Education} in {Turkey}}, volume = {42}, url = {http://offcampus.ihu.edu.tr/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edshol&AN=edshol.hein.journals.frdint42.8&site=eds-live}, number = {1}, journal = {Fordham International Law Journal}, author = {Smith, Tyler J}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LBKNUFFU}, keywords = {International Law, New York, ⛔ No DOI found}, pages = {127--152}, } @techreport{stanfield_edtech_2018, title = {{EdTech} innovations in {Tanzania}: {Investigating} student and teacher perceptions}, language = {en}, institution = {Human Development Innovation Fund (HDIF)}, author = {Stanfield, Dr James and Calder, Geoff and Mlowe, Oscar and Kaemdin, Muzafar}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AKPTK4A9 2405685:SWU8HFJG}, keywords = {⛔ No DOI found}, pages = {25}, } @techreport{statistics_sierra_leone_sierra_2018, address = {Freetown, Sierra Leone}, type = {Survey {Findings} {Report}}, title = {Sierra {Leone} {Multiple} {Indicator} {Cluster} {Survey} 2017}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf}, urldate = {2020-11-25}, institution = {Statistics Sierra Leone}, author = {{Statistics Sierra Leone}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7794TCGJ 2405685:N9SALPUS}, } @article{suaka_head_2018, title = {Head {Teachers}' {Professional} {Management} {Needs} and {Concerns}: {Evidence} from an {Educational} {District} in {Ghana}.}, volume = {6}, shorttitle = {Head {Teachers}' {Professional} {Management} {Needs} and {Concerns}}, doi = {10.30918/aerj.61.18.002}, number = {1}, journal = {African Educational Research Journal}, author = {Suaka, Peter Lonyian and Kuranchie, Alfred}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.30918/aerj.61.18.002 2339240:IGTX2QT7 2405685:WGSSFT34}, pages = {20--29}, } @misc{subosa_re-orienting_2018, title = {Re-orienting {Education} {Management} {Information} {Systems} ({EMIS}) towards inclusive and equitable quality education and lifelong learning}, url = {https://www.openemis.org/wp-content/uploads/2018/05/UNESCO_Re-orienting_Education_Management_Information_Systems_EMIS_towards_inclusive_and_equitable_quality_education_and_lifelong_learning_2018_en.pdf}, urldate = {2022-09-29}, publisher = {UNESCO}, author = {Subosa, Miguel and West, Mark}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NQY6M74N}, } @article{suresh_babu_importance_2018, title = {Importance of e-learning in higher education: a study}, volume = {2}, url = {https://www.academia.edu/36868903/IMPORTANCE_OF_E_LEARNING_IN_HIGHER_EDUCATION_A_STUDY}, abstract = {This study investigates the importance of using e-learning in teaching in higher education. In the institutions of higher education, the issue of utilizing modern information and communication technologies ICT) for teaching and learning is very important. This study gives a scholarly background to the study by reviewing some contributions made by various researchers and the institutions on the concept of e-learning, particularly its usage in teaching and learning in higher educational institutions. It looks at the scope, importance, the role elearning plays in higher educational institutions and the advantages and disadvantages of its adoption and implementation in higher education.}, language = {en}, number = {5}, journal = {International Journal of Research Culture Society}, author = {Suresh Babu, G. and Sridevi, K.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W5NFPK3J 2405685:ZMXT6JIP}, keywords = {⛔ No DOI found}, pages = {84--88}, } @article{szaszi_systematic_2018, title = {A {Systematic} {Scoping} {Review} of the {Choice} {Architecture} {Movement}: {Toward} {Understanding} {When} and {Why} {Nudges} {Work}}, volume = {31}, copyright = {Copyright © 2017 John Wiley \& Sons, Ltd.}, issn = {1099-0771}, shorttitle = {A {Systematic} {Scoping} {Review} of the {Choice} {Architecture} {Movement}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/bdm.2035}, doi = {10.1002/bdm.2035}, abstract = {In this paper, we provide a domain-general scoping review of the nudge movement by reviewing 422 choice architecture interventions in 156 empirical studies. We report the distribution of the studies across countries, years, domains, subdomains of applicability, intervention types, and the moderators associated with each intervention category to review the current state of the nudge movement. Furthermore, we highlight certain characteristics of the studies and experimental and reporting practices that can hinder the accumulation of evidence in the field. Specifically, we found that 74\% of the studies were mainly motivated to assess the effectiveness of the interventions in one specific setting, while only 24\% of the studies focused on the exploration of moderators or underlying processes. We also observed that only 7\% of the studies applied power analysis, 2\% used guidelines aiming to improve the quality of reporting, no study in our database was preregistered, and the used intervention nomenclatures were non-exhaustive and often have overlapping categories. Building on our current observations and proposed solutions from other fields, we provide directly applicable recommendations for future research to support the evidence accumulation on why and when nudges work. Copyright © 2017 John Wiley \& Sons, Ltd.}, language = {en}, number = {3}, urldate = {2024-02-14}, journal = {Journal of Behavioral Decision Making}, author = {Szaszi, Barnabas and Palinkas, Anna and Palfi, Bence and Szollosi, Aba and Aczel, Balazs}, year = {2018}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/bdm.2035 KerkoCite.ItemAlsoKnownAs: 10.1002/bdm.2035 2339240:9FYGW8H7 2405685:AAZQY2V4}, keywords = {behavioral interventions, choice architecture, nudge, public policy, review}, pages = {355--366}, } @phdthesis{taner_digital_2018, title = {Digital {Literacies} for {International} {Teacher} {Education}: a {Ghanaian} perspective}, copyright = {Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International}, shorttitle = {Digital {Literacies} for {International} {Teacher} {Education}}, url = {http://oro.open.ac.uk/id/eprint/54964}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, language = {en}, urldate = {2021-02-03}, school = {The Open University}, author = {Taner, Lisa}, year = {2018}, note = {Publisher: The Open University KerkoCite.ItemAlsoKnownAs: 2339240:HMVJWSZ2 2405685:4IUVXWK9}, keywords = {\_\_\_working\_potential\_duplicate}, } @phdthesis{taner_digital_2018, title = {Digital {Literacies} for {International} {Teacher} {Education}: a {Ghanaian} perspective}, copyright = {Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International}, shorttitle = {Digital {Literacies} for {International} {Teacher} {Education}}, url = {http://oro.open.ac.uk/id/eprint/54964}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, language = {en}, urldate = {2021-02-03}, school = {The Open University}, author = {Taner, Lisa}, year = {2018}, note = {Publisher: The Open University KerkoCite.ItemAlsoKnownAs: 2339240:HMVJWSZ2 2405685:4IUVXWK9}, keywords = {\_\_\_working\_potential\_duplicate}, } @phdthesis{taner_digital_2018, type = {{MRes}}, title = {Digital literacies for international teacher education: a {Ghanaian} perspective}, shorttitle = {Digital literacies for international teacher education}, url = {http://oro.open.ac.uk/54964/}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, urldate = {2019-11-19}, school = {The Open University}, author = {Taner, Lisa}, year = {2018}, note = {http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UNPAN57F 2534378:GVRULWW2 2534378:SQKD29GI}, keywords = {\_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Education management, \_THEME: Open systems, \_THEME: School management, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426091, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, } @phdthesis{taner_digital_2018, type = {{MRes}}, title = {Digital literacies for international teacher education: a {Ghanaian} perspective}, shorttitle = {Digital literacies for international teacher education}, url = {http://oro.open.ac.uk/id/eprint/54964}, school = {The Open University}, author = {Taner, Lisa}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NV7LHQV7 2405685:6IFVXFGH}, } @techreport{tauson_edtech_2018, title = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}: {A} rigorous review and narrative synthesis}, shorttitle = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}}, url = {https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf}, abstract = {Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries.}, language = {en}, urldate = {2020-03-30}, institution = {Save The Children}, author = {Tauson, Michaelle and Stannard, Luke}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CX7MJW5R 2339240:FBAM53IG 2339240:FBCFVAEE 2339240:FHZXSRXI 2339240:G8GRKFFX 2339240:KL87UZMA 2339240:RHDU25IK 2339240:SLJGQQ9G 2405685:28WH3URF 2405685:6QS8CQ9G 2405685:9ZFQ6L5J 2405685:CMAMJWTI 2405685:H2SWIIEB 2405685:JJQTKVY2 2405685:KETBQUYZ 2405685:KLHB3S5G 2405685:PF7AX4UZ 2405685:X2N4NZRQ 2534378:WMLTBU37}, keywords = {IMPORT\_FROM\_DFID\_RITE, Important, Read, \_THEME: Teacher Professional Development, \_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{tawileh_digital_2018, title = {{DIGITAL} {LEARNING} {INNOVATIONS} {FOR} {SYRIAN} {REFUGEES} {AND} {HOST} {COMMUNITIES} {EXTERNAL} {EVALUATION} {REPORT} .pdf}, abstract = {This report presents the key findings of the Digital Learning Innovations project implemented by the International Education Association (IEA) to test the potential of technological and pedagogical innovations to improve the quality and accessibility of learning in and outside the classroom for Syrian refugee children and host communities in Lebanon and Jordan, with a primary focus on children ages 14 to 18. The project had two components, the first was implemented in Lebanon at 41 schools and led by IEA, and the second was implemented in Jordan at 14 UNICEF-affiliated Makani centres and led by Birzeit University.}, author = {Tawileh}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8FCHKI4 2405685:6CQ9G32M}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_pedagogies and modalities}, } @misc{teaching_at_the_right_level_implementation_2018, title = {Implementation {Models}: {Evidence} and lessons from randomised evaluations}, url = {https://www.teachingattherightlevel.org/wp-content/uploads/2018/09/Implementation-Models.pdf}, language = {en}, publisher = {Teaching at the Right Level}, author = {Teaching at the Right Level}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KK73UIE 2405685:HW3W3AAR}, } @misc{telecommunications_regulatory_commission_ict_2018, title = {{ICT} {Facts} \& {Opportunities} in {Jordan}}, url = {https://trc.gov.jo/EchoBusV3.0/SystemAssets/ICT%20Facts%20&%20Opportunities%20in%20Jordan_SM.PDF}, urldate = {2020-06-30}, author = {Telecommunications Regulatory Commission}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4L359ZS5}, } @article{the_economist_pakistan_2018, title = {Pakistan is home to the most frenetic education reforms in the world}, issn = {0013-0613}, url = {https://www.economist.com/briefing/2018/01/04/pakistan-is-home-to-the-most-frenetic-education-reforms-in-the-world}, urldate = {2020-07-20}, author = {{The Economist}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QAD6S9AH}, keywords = {auto\_merged}, } @techreport{the_national_treasury_and_planning_third_2018, title = {Third {Medium} {Term} {Plan} 2018-2022}, url = {http://vision2030.go.ke/inc/uploads/2019/01/THIRD-MEDIUM-TERM-PLAN-2018-2022.pdf}, author = {The National Treasury {and} Planning}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FG8UXQP8}, } @techreport{theirworld_safe_2018, title = {Safe {Schools}: {The} {Hidden} {Crisis}}, url = {http://s3.amazonaws.com/theirworld-site-resources/Reports/Theirworld-Report-Safe-Schools-December-2018.pdf}, author = {Theirworld}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6VHH3JXF 2405685:8LFD5GBU}, } @techreport{tidemand_situational_2018, address = {Dar es Salaam}, title = {Situational {Analysis}: {UNICEF} {Tanzania} {Decentralization} and {Local} {Governance} {Support} {Strategy} ({Mainland} and {Zanzibar})}, url = {https://www.unicef.org/tanzania/media/1491/file/DeLOG-Assessment-Stocktake.pdf}, language = {en}, institution = {UNICEF}, author = {Tidemand, Per}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8SKV6WNN 2405685:9R6YB5WZ 4656463:R6KD25EU}, } @misc{tonui_investigation_2018, title = {An {Investigation} into {Implementation} of {ICT} in {ECD} and {Primary} {Schools}, in the {Light} of {Free} {Laptops} at {Primary} {One}: a case study of teachers implementing {ICT} into their teaching practice}, shorttitle = {An {Investigation} into {Implementation} of {ICT} in {ECD} and {Primary} {Schools}, in the {Light} of {Free} {Laptops} at {Primary} {One}}, url = {/paper/An-Investigation-into-Implementation-of-ICT-in-ECD-Tonui-Kerich/d421f77fc7806b74ed70d1304ad055cca01da7d7}, abstract = {Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley}, language = {en}, urldate = {2021-06-03}, author = {Tonui, Betty C. and Kerich, E. and Koross, R. and J, K. and Moi, Too}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHUK8BFL 2405685:CD7SSBUP}, } @misc{trombetta_lebanon_2018, title = {Lebanon - {Media} {Landscape}}, url = {http://www.databank.com.lb/docs/Media%20Landscape%202018.pdf}, urldate = {2020-09-08}, author = {Trombetta, Lorenzo}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZZL7UPM8 2405685:UIACR9QG}, } @article{tsoli_interactive_2018, title = {Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression}, volume = {8}, issn = {2044-6055, 2044-6055}, shorttitle = {Interactive voice response interventions targeting behaviour change}, url = {https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2017-018974}, doi = {10.1136/bmjopen-2017-018974}, abstract = {Objective  A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods  A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results  Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95\% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95\% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95\% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95\% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100\% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95\% CI 0.29 to 1.08, p=0.000). Conclusion  IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures.}, language = {en}, number = {2}, urldate = {2021-10-11}, journal = {BMJ Open}, author = {Tsoli, Stergiani and Sutton, Stephen and Kassavou, Aikaterini}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2017-018974 2339240:I4ZKZKPE 2405685:R8UUUA96}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, pages = {e018974}, } @article{tsoli_interactive_2018, title = {Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression}, volume = {8}, issn = {2044-6055, 2044-6055}, shorttitle = {Interactive voice response interventions targeting behaviour change}, url = {https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2017-018974}, doi = {10.1136/bmjopen-2017-018974}, abstract = {Objective  A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods  A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results  Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95\% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95\% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95\% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95\% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100\% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95\% CI 0.29 to 1.08, p=0.000). Conclusion  IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures.}, language = {en}, number = {2}, urldate = {2021-10-11}, journal = {BMJ Open}, author = {Tsoli, Stergiani and Sutton, Stephen and Kassavou, Aikaterini}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2017-018974 2339240:I4ZKZKPE 2405685:R8UUUA96}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {e018974}, } @inproceedings{tuhkala_technology_2018, title = {Technology comprehension: {Scaling} making into a national discipline}, shorttitle = {Technology comprehension}, doi = {10.1145/3213818.3213828}, booktitle = {Proceedings of the {Conference} on {Creativity} and {Making} in {Education}}, author = {Tuhkala, Ari and Wagner, Marie-Louise and Nielsen, Nick and Iversen, Ole Sejer and Kärkkäinen, Tommi}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3213818.3213828 2339240:EQ638APZ 2405685:TRVMCJDJ}, pages = {72--80}, } @inproceedings{uchidiuno_designing_2018, address = {New York, NY, USA}, series = {{COMPASS} '18}, title = {Designing appropriate learning technologies for school vs home settings in {Tanzanian} rural villages}, isbn = {978-1-4503-5816-3}, url = {https://doi.org/10.1145/3209811.3209881}, doi = {10.1145/3209811.3209881}, abstract = {Smartphone- and tablet-based learning systems are often posited as solutions for closing early literacy gaps between rural and urban regions in emerging economies. These systems are often developed based on experiences with students in urban contexts, limiting their success rates with children from rural areas who have had little to no prior exposure to technology. To explore how such technologies are used in different learning contexts, we deployed an early literacy learning application in school and home settings in a rural village in Tanzania. We use Rogoff's theory of instructional models to understand and describe the interaction between learners, adults, and peers. We found that in the presence of a school teacher, the instructional model was primarily "adult-run" where information was almost entirely disseminated by the teacher, while in home settings, the instructional model was similar to a "community-of-learners" model where children collaborate with other peers and adults to achieve their learning goals. We use these instructional models to surface six themes of support and scaffolding that were expressed differently across settings, and discuss the benefits and drawbacks of the instructional models observed in providing support across these themes.}, urldate = {2020-11-18}, booktitle = {Proceedings of the 1st {ACM} {SIGCAS} {Conference} on {Computing} and {Sustainable} {Societies}}, publisher = {Association for Computing Machinery}, author = {Uchidiuno, Judith and Yarzebinski, Evelyn and Madaio, Michael and Maheshwari, Nupur and Koedinger, Ken and Ogan, Amy}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3209811.3209881 2339240:CSDUPUSQ 2405685:TA6G2B8G}, keywords = {Early Literacy, Educational Technology, Sub-Saharan Africa}, pages = {1--11}, } @misc{uk_data_protection_act_data_2018, title = {Data {Protection} {Act} 2018}, url = {https://www.legislation.gov.uk/ukpga/2018/12/contents/enacted}, language = {eng}, urldate = {2022-06-14}, author = {UK Data Protection Act}, year = {2018}, note = {Publisher: Queen's Printer of Acts of Parliament KerkoCite.ItemAlsoKnownAs: 2339240:HNU89ZMS 2405685:JDHA3K3Q}, } @techreport{undp_human_2018, title = {Human {Development} {Indices} and {Indicators}: 2018 {Statistical} {Update}: {Senegal}}, language = {en}, author = {UNDP}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ENN9MWVG}, } @misc{unesco_global_2018, title = {A {Global} {Framework} of {Reference} on {Digital} {Literacy} {Skills} for {Indicator} 4.4.2}, url = {http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F3FGM4MU 2405685:YTZK5L7Z}, } @techreport{unesco_lifeline_2018, title = {A {Lifeline} to learning: leveraging mobile technology to support education for refugees}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000261278}, urldate = {2020-06-02}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EAK955WV 2405685:IEZPLWN9 2405685:JX9L4RWA}, } @techreport{unesco_lifeline_2018, title = {A {Lifeline} to learning: leveraging mobile technology to support education for refugees; 2018 - 261278eng.pdf}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000261278&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_f0bd49d7-366c-45b4-b2bf-7cd143e6bc36%3F_%3D261278eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000261278/PDF/261278eng.pdf#%5B%7B%22num%22%3A29%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C0%2C671%2C0%5D}, urldate = {2020-06-04}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:483NMVU8}, } @misc{unesco_enhancing_2018, title = {Enhancing social inclusion through innovative mobile learning in {Uruguay}: case study by the {UNESCO}-{Fazheng} project on best practices in mobile learning - {UNESCO} {Biblioteca} {Digital}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000366324}, urldate = {2021-12-21}, author = {{UNESCO}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XAJJS9ZC 2405685:WU8A4HM4}, } @techreport{unesco_global_2018, address = {Paris}, title = {Global education monitoring report, 2019: {Migration}, displacement and education: building bridges, not walls}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265866}, urldate = {2019-10-23}, institution = {UNESCO}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K99KZM4I 2405685:DNDZKA6X}, } @techreport{unesco_mtb_2018, title = {{MTB} {MLE} resource kit: {Including} the excluded: promoting multilingual education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000246278/PDF/246278eng.pdf.multi}, urldate = {2023-02-10}, institution = {UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific}, author = {{UNESCO}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6DDNXJL5 4042040:8ELXSA85}, } @misc{unesco_proportion_2018, title = {Proportion of schools with access to basic facilities, all schools}, url = {http://data.uis.unesco.org/index.aspx?queryid=3483}, urldate = {2020-06-25}, author = {UNESCO}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ZV8MELAV}, } @techreport{unesco_unesco_2018, title = {{UNESCO} {Competency} {Framework} for {Teachers} {Version} 3.}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265721}, urldate = {2021-03-04}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LVCY3IUH 2405685:XCXJLMM8}, } @techreport{unesco_unesco_2018, address = {Paris}, title = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265721}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZPQ2D4G4 2405685:NK8TPJ4U}, } @techreport{unesco_unesco_2018, title = {{UNESCO} {ICT} competency framework for teachers version 3}, shorttitle = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265721}, abstract = {UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]}, language = {en}, author = {{UNESCO}}, year = {2018}, note = {OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:W9EGCLNP 2405685:MVMETXA2}, keywords = {auto\_merged}, } @book{unesco_unesco_2018, title = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}: version 3.}, isbn = {978-92-3-100285-4}, shorttitle = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}}, abstract = {UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]}, language = {en}, author = {{UNESCO}}, year = {2018}, note = {OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:3NK2YLT8 2405685:NCYG7P2A}, } @misc{unesco_institute_for_statistics_sustainable_2018, title = {Sustainable {Development} {Goal} 4 : 4.a.1 {Proportion} of schools with access to basic facilities, all schools}, url = {http://data.uis.unesco.org/index.aspx?queryid=3483}, urldate = {2020-06-29}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ED23IPAV}, } @misc{unesco_institute_for_statistics_uis_2018, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2020-07-01}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D63GEHHY 2405685:IZ8998MR 2405685:WTPRBCKB}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unesco_institute_for_statistics_uis_2018, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2020-07-01}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D63GEHHY 2405685:IZ8998MR 2405685:WTPRBCKB}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unesco_institute_for_statistics_uis_2018, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7M5AJBD8 2405685:6GUIM4K7}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{ungei_guidance_2018, title = {Guidance for developing gender-responsive education sector plans {\textbar} {Documents} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/content/guidance-developing-gender-responsive-education-sector-plans}, abstract = {The Guidance developed by GPE and UNGEI, with support from UNICEF, has been designed to help deliver on the commitment of the Sustainable Development Goals and Education 2030 to achieve gender equality in education. The tool will help developing countries put in place gender-sensitive policies, plans and learning environments, with a view to transform the way education systems function.}, language = {en}, urldate = {2022-02-01}, author = {UNGEI and {GPE} and {UNICEF}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3944PGWD 2405685:Y8VSWY9V}, } @misc{unhcr_unhcr_2018, title = {{UNHCR} {Global} {Trends} 2018}, url = {https://www.unhcr.org/statistics/unhcrstats/5d08d7ee7/unhcr-global-trends-2018.html}, language = {en}, urldate = {2019-10-18}, journal = {UNHCR}, author = {{UNHCR}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YY746BJB 2405685:RMY4LZ2G KTRIE8EK}, } @misc{unicef_ghana_2018, title = {Ghana ({GHA}) - {Demographics}, {Health} \& {Infant} {Mortality}}, url = {https://data.unicef.org/country/gha/}, journal = {UNICEF DATA}, author = {{UNICEF}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WD54HQ5J 2405685:CHPXFS6Y}, } @misc{unicef_human_2018, title = {Human {Centred} {Design} ({HCD})}, url = {https://www.unicef.org/innovation/hcd}, abstract = {Creating solutions for children using the Human Centred Design approach}, language = {en}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5LVBKBU 2405685:YXJKZA5U}, } @misc{unicef_raising_2018, title = {Raising {Learning} {Outcomes}: the opportunities and challenges of {ICT} for learning}, url = {https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-AKF-IU-2018-ICT-Education-WCAR-ESAR-Appendix2.pdf}, urldate = {2021-12-21}, author = {{UNICEF}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LNSWMQXE 2405685:CKNQ44SZ}, } @techreport{unicef_raising_2018, title = {Raising learning outcomes : the opportunities and challenges of {ICT} for learning - {Appendix} {II}}, url = {https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-AKF-IU-2018-ICT-Education-WCAR-ESAR-Appendix2.pdf}, urldate = {2020-07-18}, author = {UNICEF}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UJDD2YKJ}, } @misc{unicef_revised_2018, title = {Revised {Evaluation} {Policy} of {UNICEF}}, url = {https://www.unicef.org/evaluation/media/1411/file/Revised%20Policy%202018%20(Interactive).pdf}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VVWZ9GCS 2405685:43DILDZZ}, } @techreport{unicef_out--school_2018, address = {New York}, title = {The {Out}-of-{School} {Children} {Initiative} ({OOSCI})}, url = {https://www.unicef.org/evaldatabase/files/Formative_Evaluation_of_the_Out-of-School_Children_Initiative_OOSCI.pdf}, number = {Evaluation Report, February 2018}, urldate = {2020-01-23}, institution = {UNICEF}, author = {UNICEF}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9WQBZ8CN 2405685:YGK8YT6I}, } @techreport{unicef_tanzania_education_2018, title = {Education budget brief 2018: {Tanzania}}, url = {https://www.unicef.org/tanzania/media/1236/file/UNICEF-Tanzania-2018-Education-Budget-Brief.pdf}, urldate = {2021-01-30}, institution = {UNICEF}, author = {UNICEF Tanzania}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:49BTPG9F 2405685:2ZZD2LFN}, } @techreport{unicef_khyber_2018, title = {Khyber {Pakhtunkhwa}: {Multiple} {Indicator} {Cluster} {Survey} 2016/17}, url = {https://mics-surveys-prod.s3.amazonaws.com/MICS5/South%20Asia/Pakistan%20%28Khyber%20Pakhtunkhwa%29/2016-2017/Final/Pakistan%202016-17%20MICS%20%28Khyber%20Pakhtunkhwa%29%20Final%20Report_English.pdf}, author = {UNICEF and Government of Khyber Pakhtunkhwa}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QHN39WFF 2405685:IJITUQF4}, } @techreport{unicef_punjab_2018, title = {Punjab: {Multiple} {Indicator} {Cluster} {Survey} 2016/17}, url = {https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Pakistan%20%28Punjab%29/2017-2018/Survey%20findings/MICS%20SFR_Final_English.pdf}, author = {UNICEF and Government of Punjab}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7W8AP5X9 2405685:XK4IAVDW}, } @techreport{unicef_global_2018, title = {Global {Initiative} on {Out}-of-{School} {Children}: {Tanzania} {Country} {Report}}, url = {https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf}, author = {UNICEF and Government of Tanzania and UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4BFXL5NI 2405685:IRZRMTPE}, } @misc{usaid_malawi_2018, title = {{MALAWI} {NATIONAL} {READING} {PROGRAM} {BASELINE} {ASSESSMENT}}, url = {https://pdf.usaid.gov/pdf_docs/PA00T3Q5.pdf}, urldate = {2023-04-20}, author = {USAID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3K76PDGT 2405685:ZVFGHAT3}, } @techreport{usaid_nigeria_2018, title = {Nigeria {Demographic} and {Health} {Survey}}, url = {https://dhsprogram.com/pubs/pdf/FR359/FR359.pdf}, urldate = {2020-07-07}, author = {USAID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QAUYU3RE}, } @article{usaid_usaid_2018, title = {{USAID} {Impact} {Evaluation} of the {Makhalidwe} {Athu} {Project} ({Zambia}): {Endline} {Report}}, language = {en}, author = {USAID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8P3HQYW 2405685:55JTUQBV}, keywords = {⛔ No DOI found}, pages = {139}, } @article{van_wessel_narrative_2018, title = {Narrative {Assessment}: {A} new approach to evaluation of advocacy for development}, volume = {24}, issn = {1356-3890, 1461-7153}, shorttitle = {Narrative {Assessment}}, url = {http://journals.sagepub.com/doi/10.1177/1356389018796021}, doi = {10.1177/1356389018796021}, abstract = {This article proposes an approach to monitoring and evaluating advocacy that integrates theory of change and storytelling. This approach, called Narrative Assessment, addresses the feasibility of objectivity and evidence in the complex context of advocacy and proposes an evaluation methodology rooted in alternative conceptualizations of rigour and of evaluator roles. The approach centres on practical judgment and the construction and examination of stories through interaction between advocates and monitoring and evaluation specialists. The article discusses how Narrative Assessment can be useful in the evaluation of advocacy in terms of (1) monitoring and evaluation specialists’ orientation toward programmes; (2) the interpretation of outcomes; (3) the assessment of outcome relevance; (4) reflection and learning and (5) the communication of programme results. The approach builds on lessons drawn from evaluation of eight advocacy programmes in international development.}, language = {en}, number = {4}, urldate = {2023-05-19}, journal = {Evaluation}, author = {Van Wessel, Margit}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1356389018796021 2405685:NP2UV9LT}, pages = {400--418}, } @techreport{varkey_foundation_global_2018, title = {Global {Parents}' {Survey} 2018: {India} findings}, url = {https://www.varkeyfoundation.org/media/3735/17-091869-01-varkey-foundation-gps_india-pack_230218_iuo-v2.pdf}, abstract = {The biggest and most comprehensive survey of parents’ hopes, fears and aspirations around the world.}, language = {en}, urldate = {2022-07-02}, author = {{Varkey Foundation}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPJX5GYE 2405685:EJQDGXAH}, } @techreport{vodafone_foundation_real_2018, title = {Real girls, real lives, connected: {A} global study of girls’ access and usage of mobile, told through 3000 voices.}, url = {https://static1.squarespace.com/static/5b8d51837c9327d89d936a30/t/5bbe7bd6085229cf6860f582/1539210418583/GE_VO_Full_Report.pdf}, institution = {Vodafone Foundation}, author = {Vodafone Foundation}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3PIDJ4Q7 2339240:4X6NX5DF 2405685:6IXNFYTS 2405685:HF2CK86W 2405685:V5WB4PZA}, } @techreport{wagner_learning_2018, address = {Paris}, title = {Learning at the bottom of the pyramid: {Science}, measurement, and policy in low-income countries}, url = {http://www.iiep.unesco.org/en/learning-bottom-pyramid-4608}, institution = {UNESCO-IIEP}, editor = {Wagner, D.A. and Wolf, S. and Boruch, R.F.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V2ADC4RW 2405685:CH8XANB6}, } @book{wagner_learning_2018, title = {Learning as {Development}: {Rethinking} {International} {Education} in a {Changing} {World}}, url = {https://books.google.co.uk/books/about/Learning_as_Development.html?id=xssrDwAAQBAJ&redir_esc=y}, author = {Wagner, Daniel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B59KLITC 2339240:X5JC7XCM 2405685:K3NHBWTP}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{wagner_learning_2018, title = {Learning as {Development}: {Rethinking} {International} {Education} in a {Changing} {World}}, shorttitle = {Learning as {Development}}, author = {Wagner, Daniel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M2BTPEMX}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{wagner_learning_2018, title = {Learning as {Development}: {Rethinking} {International} {Education} in a {Changing} {World}}, shorttitle = {Learning as {Development}}, author = {Wagner, Daniel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M2BTPEMX}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{wagner_learning_2018, title = {Learning as development: {Rethinking} international education in a changing world}, shorttitle = {Learning as development}, url = {https://www.taylorfrancis.com/books/mono/10.4324/9780203115305/learning-development-daniel-wagner}, urldate = {2023-11-26}, publisher = {Routledge}, author = {Wagner, Daniel A.}, year = {2018}, } @incollection{wagner_technology_2018, address = {Cham}, series = {Educational {Communications} and {Technology}: {Issues} and {Innovations}}, title = {Technology for {Education} in {Low}-{Income} {Countries}: {Supporting} the {UN} {Sustainable} {Development} {Goals}}, isbn = {978-3-319-67657-9}, shorttitle = {Technology for {Education} in {Low}-{Income} {Countries}}, url = {https://doi.org/10.1007/978-3-319-67657-9_3}, abstract = {Information and communications technologies (ICTs) are increasingly available, even in developing countries, leading to a number of pressing questions. Will ICTs for education (ICT4E) improve learning and educational quality? Might they increase the ‘digital divide’ with negative consequences for equity? What can ICT4E offer to help assist in the achievement of the new UN Sustainable Development Goals? The present review addresses these questions and uses of ICT4E in developing countries. First, a short overview is provided of how ICT4E intersects with the learning outcomes and the quality of education, including contemporary perceptions of what does and does not work in ICT4E. Second, an ICT4E framework is suggested as a way to reconceptualize the parameters currently in use that will lead to more effective ICT4E design solutions. Third, ICT projects in four key education subsectors – early childhood, basic as well as secondary education, and teacher education – help to disaggregate where and how interventions have been made in recent years. Finally, a set of investment domains in ICT4E is described, along with a set of specific suggestions to advance the field. The paper concludes with the suggestion that measurable, sustainable, and scalable design solutions in ICT4E are the best way to assist in achieving the UN Sustainable Development Goals.}, language = {en}, urldate = {2019-12-09}, booktitle = {{ICT}-{Supported} {Innovations} in {Small} {Countries} and {Developing} {Regions}: {Perspectives} and {Recommendations} for {International} {Education}}, publisher = {Springer International Publishing}, author = {Wagner, Daniel A.}, editor = {Lubin, Ian}, year = {2018}, doi = {10.1007/978-3-319-67657-9_3}, note = {shortDOI: 10/ggdg92 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67657-9\_3 10/ggdg92 2339240:HXI33IQS 2339240:XDL85AWH 2339240:YJ69VD9B 2405685:DIB9X6BQ 2405685:PRNWIW8H 2405685:W82YLLHF}, keywords = {Design solution, Framework, ICT4E, Learning, Technology, UN SDGs}, pages = {51--74}, } @incollection{wagner_technology_2018, address = {Cham}, series = {Educational {Communications} and {Technology}: {Issues} and {Innovations}}, title = {Technology for {Education} in {Low}-{Income} {Countries}: {Supporting} the {UN} {Sustainable} {Development} {Goals}}, isbn = {978-3-319-67657-9}, shorttitle = {Technology for {Education} in {Low}-{Income} {Countries}}, language = {en}, booktitle = {{ICT}-{Supported} {Innovations} in {Small} {Countries} and {Developing} {Regions}: {Perspectives} and {Recommendations} for {International} {Education}}, publisher = {Springer International Publishing}, author = {Wagner, Daniel A. and Lubin, Ian}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8E8TKNM3 2405685:U4P4NXRK}, pages = {51--74}, } @article{wahyuni_improving_2018, series = {Advances in {Social} {Science}, {Education} and {Humanities} {Research}}, title = {Improving students’ independence and collaboration with blended learning}, volume = {231}, url = {https://www.atlantis-press.com/proceedings/amca-18/25901851}, abstract = {Now that web-based learning has emerged as a major trend in higher education. Many people have opportunities to develop and enhance independent or collaborative learning through a material which can be supported by technology and online learning. This study was aimed at 1) finding out how Blended Learning was implemented to improve students’ independency and collaboration in listening class, 2) finding out how Blended Learning can improve students’ independency and collaboration, 3) finding out students’ response toward the implementation of Blended Learning in listening class. The subjects of this study are an English lecturer and the second semester students of English Dept. which consists of 28 students who are taking Listening Class. The research designs used are descriptive qualitative and quantitative research. The instruments of this study are observation, interview, and open-ended questionnaire with likert scale. The techniques of data analysis for quantitative research uses a simple percentage and qualitative research is with data reduction, data presentation, and conclusion: drawing or verifying. The result of the research showed that 1) the use of blended learning in teaching listening offered ways for lecturer to be more effective in the teaching and learning process, 2) blended learning was able to improve students’ indepedency and collaboration in listening class, and 3) this study demonstrated the positive response for the students.}, language = {en}, journal = {Proceedings of the 5th International Conference on Community Development (AMCA 2018)}, author = {Wahyuni, Erly}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZH6B5L2Z 2405685:Z7MKIL55}, keywords = {⛔ No DOI found}, pages = {613--616}, } @article{wambugu_massive_2018, title = {Massive {Open} {Online} {Courses} ({MOOCs}) for {Professional} {Teacher} and {Teacher} {Educator} {Development}: {A} {Case} of {TESSA} {MOOC} in {Kenya}}, volume = {6}, issn = {2332-3205}, shorttitle = {Massive {Open} {Online} {Courses} ({MOOCs}) for {Professional} {Teacher} and {Teacher} {Educator} {Development}}, url = {https://eric.ed.gov/?id=EJ1181189}, doi = {10.13189/ujer.2018.060604}, abstract = {This study intends to present a bespoke teacher professional development MOOC designed by Teacher Education for Sub-Saharan Africa (TESSA) team that allows MOOCs to become a viable means offering cost-effective, quality professional teacher development. TESSA is a network of teachers and teacher educators, working to improve classroom teaching in Africa. TESSA MOOC is an innovative approach to capacity building for teacher educators and teachers across Africa. The study presents outputs of an evaluation of TESSA MOOC course undertaken by Kenyan teachers and teacher educators. The experiences of the participants were that the TESSA MOOC was a new but interesting, appealing and flexible course. In addition, the participants were able to learn from one another and what they learnt may impact on their pedagogical skills. Key challenges identified include difficulties in downloading of materials due to lack of internet connectivity and use of ICT phobia for learning. MOOCs represent an untapped potential for teacher professional development that can be a cost and resource effective means to deliver quality education to teachers and teacher educators. Therefore, the teachers and teacher educators may need to exploit this learner based TESSA MOOC to build capacity for teaching.}, language = {en}, number = {6}, urldate = {2021-04-01}, journal = {Universal Journal of Educational Research}, author = {Wambugu, Patriciah W.}, year = {2018}, note = {Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2018.060604 10/gf622k 2339240:FWBVWVA2 2405685:ARBG7E6A}, keywords = {Educational Quality, Faculty Development, Foreign Countries, Information Technology, Online Courses, Teacher Education, Teacher Educators, Teacher Effectiveness}, pages = {1153--1157}, } @techreport{wang_moocs_2018, address = {Beijing, China}, title = {{MOOCs} as an alternative for teacher professional development: examining learner persistence in one {Chinese} {MOOC}}, copyright = {Creative Commons Attribution 4.0 International License: https://creativecommons.org/licenses/by/4.0/.}, url = {http://dl4d.org/wp-content/uploads/2018/05/China-MOOC.pdf}, abstract = {Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15\% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.}, institution = {Peking University}, author = {Wang, Qiong and Chen, Bodong and Fan, Yizhou and Zhang, Guogang}, year = {2018}, note = {Publisher: Foundation for Information Technology Education and Development, Inc.(FIT-ED) KerkoCite.ItemAlsoKnownAs: 2339240:8MN7IEZ9 2405685:3UKER6KZ 2405685:S4HRXBMD 2534378:KW6CG8KS 2534378:WIIQZEB5}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425977, \_\_finaldtb, tpdsysrev\_potential\_duplicate, ⛔ No DOI found}, } @article{wanzala_big_2018, title = {Big hurdles thwart {Jubilee}’s laptops plan. {Daily} {Nation}}, url = {https:// www.nation.co.ke/news/Big-hurdles-thwart-Jubilee-s-lapto ps-plan/1056-4676332-9w2jndz/index.html}, author = {Wanzala, O. and Nyamai, E}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H988GKKG 2405685:VITMHW66}, keywords = {⛔ No DOI found}, } @misc{wanzala_laptops_2018, title = {Laptops lie idle in schools on lack of skilled tutors}, url = {https://www.businessdailyafrica.com/bd/economy/laptops-lie-idle-in-schools-on-lack-of-skilled-tutors-2212514}, abstract = {Lower primary public school teachers are not using technology in classrooms due to computer illiteracy.}, language = {en}, urldate = {2021-06-07}, journal = {Business Daily}, author = {Wanzala, Wednesday}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AR3KH7GJ 2405685:E4NM3PEK}, } @article{wei_online_2018, title = {Online learning performance and satisfaction: do perceptions and readiness matter?}, volume = {41}, issn = {0158-7919}, shorttitle = {Online learning performance and satisfaction}, url = {https://doi.org/10.1080/01587919.2020.1724768}, doi = {10.1080/01587919.2020.1724768}, abstract = {The current study proposes a comprehensive structural model to determine whether online learning perceptions and online learning readiness affect students’ online learning performance and course satisfaction. A questionnaire was voluntarily completed by 356 undergraduate students enrolled in a cross-campus, general education, asynchronous online course in Taiwan. The structural equation modeling analyses indicated that students’ computer/Internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction. Furthermore, it was found that students’ computer/Internet self-efficacy for online learning readiness had a mediated effect not only on online learning perceptions and online discussion score but also on online learning perceptions and course satisfaction. The findings of this research are helpful for both academics and practitioners of online learning to design online courses that particularly emphasize computer/Internet self-efficacy.}, number = {1}, urldate = {2022-09-21}, journal = {Distance Education}, author = {Wei, Huei-Chuan and Chou, Chien}, year = {2018}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1724768 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1724768 2339240:9F3Z2IQ6 2405685:DM4ETZPQ}, keywords = {course satisfaction, learning readiness, online learning perceptions, student performance}, pages = {48--69}, } @book{wilson-grau_outcome_2018, title = {Outcome {Harvesting}: {Principles}, {Steps}, and {Evaluation} {Applications}}, author = {Wilson-Grau, Ricardo}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GF64D8RN}, } @misc{wodon_missed_2018, title = {Missed {Opportunities} : {The} {High} {Cost} of {Not} {Educating} {Girls}}, url = {https://openknowledge.worldbank.org/handle/10986/29956}, urldate = {2022-03-28}, author = {Wodon, Quentin and Montenegro, Claudio and Nguyen, Hoa and Onagoruwa, Adenike}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W2AZ9SJ4 2405685:6PCBWPVJ}, } @misc{woods_baysah_liberia_2018, title = {Liberia launches “getting to best in education” program}, url = {https://www.globalpartnership.org/blog/liberia-launches-getting-best-education-program}, language = {en}, urldate = {2020-06-26}, journal = {Global Partnership for Education}, author = {Woods Baysah, David}, year = {2018}, note = {Library Catalog: www.globalpartnership.org EdTechHub.ItemAlsoKnownAs: 2405685:URWCC77S}, } @techreport{world_bank_balochistan_2018, type = {Text/{HTML}}, title = {Balochistan : {Public} {Expenditure} and {Financial} {Accountability} ({PEFA}) {Performance} {Assessment} {Report}}, shorttitle = {Balochistan}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/794111540553782391/Balochistan-Public-Expenditure-and-Financial-Accountability-PEFA-Performance-Assessment-Report}, abstract = {Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report (English)}, language = {en}, urldate = {2022-05-31}, author = {{World Bank}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L5A5V5EV 2405685:7W2RJKJD 4656463:YS22ZIRH}, } @techreport{world_bank_growth_2018, title = {From {Growth} to {Development}: {Priorities} for {Sustainably} {Reducing} {Poverty} and {Achieving} {Middle}-{Income} {Status} by 2030}, url = {http://documents.worldbank.org/curated/en/585371528125859387/pdf/LBR-SCD-draft-10-06012018.pdf}, urldate = {2020-06-19}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:49S96HEH}, } @misc{world_bank_government_2018, title = {Government expenditure on education, total (\% of {GDP}) - {South} {Asia}, {Pakistan}, {Afghanistan}, {Bangladesh}, {Bhutan}, {India}, {Maldives}, {Nepal}, {Sri} {Lanka} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?end=2018&locations=8S-PK-AF-BD-BT-IN-MV-NP-LK&name_desc=false&start=1971&view=chart}, urldate = {2020-08-11}, author = {{World Bank}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YTFFFUV4}, } @misc{world_bank_ida_2018, title = {{IDA} {Project} {Paper} on a {Proposed} {Additional} {Credit} to the {Republic} of {Senegal} for a {Quality} {Improvement} and {Equity} of {Basic} {Education} {Project}}, url = {http://documents1.worldbank.org/curated/en/176681527996626963/pdf/SENEGAL-PAD-05112018.pdf}, urldate = {2020-07-16}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z7Y4HEQH}, } @misc{world_bank_incidence_2018, title = {Incidence of malaria (per 1,000 population at risk) - {Sierra} {Leone}, {Sub}-{Saharan} {Africa} (excluding high income) {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SH.MLR.INCD.P3?locations=SL-ZF}, urldate = {2022-01-10}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6RCWKTSF 2405685:7HILUDQR 4556019:XR5GKQEB}, } @misc{world_bank_mobile_2018, title = {Mobile cellular subscriptions (per 100 people)}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2}, urldate = {2020-09-08}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3TFRTW7N 2405685:3ANKPIAG}, } @misc{world_bank_mobile_2018, title = {Mobile cellular subscriptions (per 100 people) - {Sub}-{Saharan} {Africa}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?end=2018&locations=ZG&start=1989&view=chart}, urldate = {2020-08-06}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M3IPMEX2 2405685:RYM8GCX3}, } @techreport{world_bank_nigeria_2018, title = {Nigeria: {Human} {Capital} {Index} {Summary}}, url = {https://databank.worldbank.org/data/download/hci/HCI_2pager_NGA.pdf}, urldate = {2020-07-07}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5IMP2LCD}, } @techreport{world_bank_pakistan100_2018, title = {Pakistan@100: {Shaping} the {Future}}, shorttitle = {Pakistan@100}, url = {https://www.worldbank.org/en/region/sar/publication/pakistan100-shaping-the-future}, abstract = {Pakistan@100: Shaping the Future articulates the reforms that are necessary for Pakistan to accelerate and sustain growth, and become an upper middle-income country by 2047, when it turns 100 years old.}, language = {en}, urldate = {2021-02-03}, institution = {World Bank Group}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y86FGE9L 2405685:P22B2TM4}, } @misc{world_bank_project_2018, title = {Project {Appraisal} document on a grant from the {Global} {Partnership} for {Education} to the {Republic} of {Madagascar}}, url = {http://documents.worldbank.org/curated/en/517281522548048451/pdf/Madagascar-PAD-P160442-2018-03-12-638pm-03122018.pdf}, urldate = {2020-06-25}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5KKZNPWI}, } @misc{world_bank_pupil-teacher_2018, title = {Pupil-teacher ratio, secondary - {Tanzania} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.ENRL.TC.ZS?locations=TZ}, urldate = {2021-11-18}, author = {{World Bank}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7CFGMIVQ 2405685:WLN5WDFI}, } @techreport{world_bank_world_2018, address = {Washington DC}, type = {Flagship {Report}}, title = {World {Development} {Report} 2018: {Learning} to realize education’s promise}, shorttitle = {World {Development} {Report} 2018}, url = {https://www.worldbank.org/en/publication/wdr2018}, abstract = {World Development Report 2018: LEARNING to Realize Education’s Promise}, language = {en}, urldate = {2019-10-18}, institution = {World Bank Group}, author = {{World Bank}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1 2339240:5YCGPE5H 2339240:7URY7SPB 2339240:BFKFTEHP 2339240:HZL7FCFK 2339240:VYNPXJB6 2339240:YM6MIDK7 2405685:7JNTDBCR 2405685:8K4QNUT8 2405685:BF2ZWSJV 2405685:GAYWXIDL 2405685:HQFK65IQ 2405685:HUESCDK5 2405685:JL8R2527 2405685:PZI834WE 2534378:BKV4NR6U}, keywords = {C:Low- and middle-income countries}, } @techreport{world_bank_group_bangladesh_2018, address = {Washington, D.C.}, title = {Bangladesh - {Third} {Primary} {Education} {Development} {Program} ({English})}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/757691530821576345/bangladesh-third-primary-education-development-program}, author = {World Bank Group}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHXPR2HZ 2405685:CTXR6F8P}, } @techreport{world_wide_web_foundation_universal_2018, title = {Universal {Service} and {Access} {Funds}: {An} {Untapped} {Resource} to {Close} the {Gender} {Digital} {Divide}}, url = {https://webfoundation.org/docs/2018/03/Using-USAFs-to-Close-the-Gender-Digital-Divide-in-Africa.pdf}, language = {EN}, urldate = {2020-05-03}, author = {World Wide Web Foundation}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ZCREHK9S}, } @misc{worldpop_sierra_2018, title = {Sierra {Leone} population 2020}, url = {https://www.worldpop.org/geodata/summary?id=6429}, doi = {10.5258/SOTON/WP00645}, abstract = {RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076)}, urldate = {2021-09-10}, author = {WorldPop}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.5258/SOTON/WP00645 2339240:2AJ3LMLD 2405685:92787LQS}, keywords = {Population distribution, Population, Dasymetric disaggregation}, } @article{xiao_margins_2018, title = {On the margins or at the center? {Distance} learning in higher education}, volume = {39}, doi = {10.1080/01587919.2018.1429213}, number = {2}, journal = {Distance Education}, author = {Xiao, J}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2018.1429213 2405685:MZ3PW9AG}, pages = {259--274}, } @misc{xprize_xprize_2018, title = {{XPRIZE} and {UNESCO}}, url = {https://www.xprize.org/prizes/global-learning/articles/xprize-and-unesco}, abstract = {Four years ago, when we first decided to conduct the field test for the Global learning XPRIZE in Tanzania, we were looking for a partner willing to take a chance on something audacious.}, language = {en}, urldate = {2021-01-22}, journal = {XPRIZE}, author = {{XPRIZE}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UIAH9N9R 2405685:TRKYTHWI}, } @techreport{yoon_understanding_2018, title = {Understanding the {Potential} of {Digital} {Interventions} to {Support} {English} {Language} {Learners} in {Rwanda}}, url = {http://kitkitschool.com/wp-content/uploads/2019/07/Kitkit-School-Kagina-Rwanda-Case-Study.pdf}, language = {EN}, urldate = {2020-08-27}, institution = {Global Engagement and Empowerment (IGEE) at Yonsei University; Enuma, Inc.}, author = {Yoon, Semee and Kim, Hyunju and Connor, Jacqueline}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:97XT74VX}, } @article{zahra_mode_2018, title = {Mode of tele-communication and software used by children with hearing impairment}, volume = {29}, issn = {ISSN: 0970-938X (Print) {\textbar} 0976-1683 (Electronic)}, url = {https://www.alliedacademies.org/abstract/mode-of-telecommunication-and-software-used-by-children-with-hearing-impairment-9850.html}, doi = {10.4066/biomedicalresearch.29-17-3494}, abstract = {Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80\% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50\% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y.}, language = {en}, number = {5}, journal = {Biomedical Research}, author = {Zahra, Arjamand and Khan, Sikander Ghayas and Butt, Ayesha Kamal and Noreen, Hafsa and Saeed, Muhammad Imtiaz and Iftikhar, Nayab}, year = {2018}, note = {Publisher: Biomedical Research KerkoCite.ItemAlsoKnownAs: 10.4066/biomedicalresearch.29-17-3494 2339240:7FCYX428 2339240:XZGUQ9KC 2405685:QFJGZFWK 2405685:U7CFTZ3Q}, } @article{zeichner_impact_2018, title = {The impact of cognitive and non-cognitive feedback on students' achievement in a distance learning environment}, volume = {14}, issn = {0973-0559}, url = {https://eric.ed.gov/?id=EJ1179519}, doi = {10.26634/jet.14.4.13976}, abstract = {This paper deals with the field of "feedback intervention" in a distance learning environment. The study examines the influences of two types of feedback: cognitive content-oriented feedback designed to meet the student's cognitive needs relating to the curriculum, and non-cognitive feedback that refers to motivational-affective aspects of the learning process, in the form of axioms relating to the student's ability, on one hand, and the effort that the student puts into the learning process, on the other. The purpose of this study was to examine the differential effect of different types of feedback on the student's coping variables (cognitive assessment), i.e. the sense of threat and challenge, self-efficacy, and achievement. The rationale for choosing feedback axioms for motivation is based on recent theoretical models which focus on students' perceptions and beliefs as elements that affect their learning motivation. The study was conducted on 171 subjects divided into three study groups. Each group received a different type of feedback: content feedback, effort feedback, or ability feedback. The findings indicate that groups which received feedback relating to more than content show improved motivation, an increased sense of challenge and improved achievement in comparison to the group which received content feedback only. Small differences were found between the ability feedback and effort feedback groups.}, language = {en}, number = {4}, urldate = {2022-05-10}, journal = {Journal of Educational Technology}, author = {Zeichner, Orit}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.26634/jet.14.4.13976 2339240:UEWH54QV 2405685:EH3DYMNR}, keywords = {Academic Achievement, Cognitive Processes, Comparative Analysis, Distance Education, Educational Technology, Feedback (Response), High School Students, Learning Processes, Learning Strategies, Mixed Methods Research, Questionnaires, Self Efficacy, Student Attitudes, Student Motivation}, pages = {13--27}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a {National} {Education} {System}}, volume = {13}, issn = {1814-0556}, shorttitle = {Implementing large-scale instructional technology in {Kenya}}, url = {https://www.learntechlib.org/p/182157/}, abstract = {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...}, language = {en}, number = {3}, urldate = {2022-07-01}, journal = {International Journal of Education and Development using ICT}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, month = dec, year = {2017}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:AM3KBAP6 2405685:UKTDQWEN}, keywords = {⛔ No DOI found}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a {National} {Education} {System}}, volume = {13}, issn = {1814-0556}, shorttitle = {Implementing large-scale instructional technology in {Kenya}}, url = {https://www.learntechlib.org/p/182157/}, abstract = {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...}, language = {en}, number = {3}, urldate = {2022-06-29}, journal = {International Journal of Education and Development using ICT}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, month = dec, year = {2017}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2405685:R3U2G3YM 2486141:5ZICUTPI}, keywords = {⛔ No DOI found}, } @misc{clear_words_translations_localization_2017, title = {Localization \& {Translation} {Are} {Not} {The} {Same} - {But} {What}'s {The} {Difference}?}, url = {http://clearwordstranslations.com/difference-localization-translation/}, abstract = {If you're wondering what the difference is between localization and translation, check out this article before you start going global.}, language = {de-DE}, urldate = {2020-06-08}, journal = {Clear Words Translations}, author = {Clear words translations}, month = dec, year = {2017}, note = {Library Catalog: clearwordstranslations.com EdTechHub.ItemAlsoKnownAs: 2405685:ZTFVGY6P}, } @misc{human_rights_watch_world_2017, title = {World {Report} 2018}, url = {https://www.hrw.org/world-report/2018}, abstract = {World Report 2018 summarizes key human rights issues in more than 90 countries and territories worldwide, drawing on events from late 2016 through November 2017.}, language = {en}, urldate = {2020-07-21}, author = {{Human Rights Watch}}, month = dec, year = {2017}, note = {Library Catalog: www.hrw.org KerkoCite.ItemAlsoKnownAs: 2339240:QUM6DAZR 2405685:2CXPZYVW 2405685:6SY5SDVC}, } @article{bando_books_2017, title = {Books or laptops? {The} effect of shifting from printed to digital delivery of educational content on learning}, volume = {61}, issn = {0272-7757}, shorttitle = {Books or laptops?}, url = {http://www.sciencedirect.com/science/article/pii/S0272775716307245}, doi = {10.1016/j.econedurev.2017.07.005}, abstract = {Information and communication technologies can be used for educational purposes, but these devices may also pose as distractors that may tamper with the learning process. This paper presents results from a randomized controlled trial in which laptops replaced traditional textbook provision in elementary schools in high poverty communities in Honduras. We show that at the end of one school year, we fail to reject that there were no differences between laptop and textbook provision on mathematics and Spanish test scores and in non-academic outcomes related to coding and verbal fluency.}, language = {en}, urldate = {2020-05-20}, journal = {Economics of Education Review}, author = {Bando, Rosangela and Gallego, Francisco and Gertler, Paul and Fonseca, Dario Romero}, month = dec, year = {2017}, note = {shortDOI: 10/gct74h KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2017.07.005 10/gct74h 2405685:F56XXH53}, keywords = {Computers, E-learning, Education, RCT, Technology, Textbooks}, pages = {162--173}, } @article{dryden-peterson_pathways_2017, title = {Pathways to {Educational} {Success} {Among} {Refugees}: {Connecting} {Locally} and {Globally} {Situated} {Resources}}, volume = {54}, issn = {0002-8312}, shorttitle = {Pathways to {Educational} {Success} {Among} {Refugees}}, url = {https://doi.org/10.3102/0002831217714321}, doi = {10.3102/0002831217714321}, abstract = {This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya. This research builds on Bronfenbrenner’s ecological model to consider both the locally and globally situated nature of resources across refugees’ ecosystems. Analysis examines the nature and content of student-identified supports and their perceived influence on access to and persistence in school as well as the mediating role of technology. The findings suggest consideration of both locally situated relationships and globally situated relationships as critical educational supports. Implications include leveraging naturally occurring virtual relationships to support educational success of refugees and other young people who are physically isolated from access to needed supports in their local region.}, language = {en}, number = {6}, urldate = {2020-04-28}, journal = {American Educational Research Journal}, author = {Dryden-Peterson, Sarah and Dahya, Negin and Adelman, Elizabeth}, month = dec, year = {2017}, note = {Publisher: American Educational Research Association shortDOI: 10/ggjrsj KerkoCite.ItemAlsoKnownAs: 10.3102/0002831217714321 10/ggjrsj 2339240:8ABCDXEX 2405685:V8STHZKK}, keywords = {Google Scholar/ refugee education technology, RER theme\_pedagogies and modalities}, pages = {1011--1047}, } @article{nowell_thematic_2017, title = {Thematic {Analysis}: {Striving} to {Meet} the {Trustworthiness} {Criteria}}, volume = {16}, issn = {1609-4069}, shorttitle = {Thematic {Analysis}}, url = {https://doi.org/10.1177/1609406917733847}, doi = {10.1177/1609406917733847}, abstract = {As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted as trustworthy, qualitative researchers must demonstrate that data analysis has been conducted in a precise, consistent, and exhaustive manner through recording, systematizing, and disclosing the methods of analysis with enough detail to enable the reader to determine whether the process is credible. Although there are numerous examples of how to conduct qualitative research, few sophisticated tools are available to researchers for conducting a rigorous and relevant thematic analysis. The purpose of this article is to guide researchers using thematic analysis as a research method. We offer personal insights and practical examples, while exploring issues of rigor and trustworthiness. The process of conducting a thematic analysis is illustrated through the presentation of an auditable decision trail, guiding interpreting and representing textual data. We detail our step-by-step approach to exploring the effectiveness of strategic clinical networks in Alberta, Canada, in our mixed methods case study. This article contributes a purposeful approach to thematic analysis in order to systematize and increase the traceability and verification of the analysis.}, language = {en}, number = {1}, urldate = {2019-08-29}, journal = {International Journal of Qualitative Methods}, author = {Nowell, Lorelli S. and Norris, Jill M. and White, Deborah E. and Moules, Nancy J.}, month = dec, year = {2017}, note = {shortDOI: 10/gfzk5k KerkoCite.ItemAlsoKnownAs: 10.1177/1609406917733847 10/gfzk5k 2339240:MA82VRXM 2405685:N7WTRMQI}, pages = {1609406917733847}, } @techreport{bridges_how_2017, address = {Washington, DC}, type = {Working {Paper}}, title = {How ({Not}) to {Fix} {Problems} that {Matter}: {Assessing} and {Responding} to {Malawi}'s {History} of {Institutional} {Reform}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {How ({Not}) to {Fix} {Problems} that {Matter}}, url = {https://openknowledge.worldbank.org/handle/10986/29111}, abstract = {Malawi can be understood as a microcosm of institutional reform approaches in developing countries more broadly. A common feature of such approaches, whether implemented by government or donors, is reform initiatives that yield institutions that "look like" those found in higher-performing countries but rarely acquire the same underlying functionality. This paper presents a retrospective analysis of previous institutional reform projects in Malawi, as well as interviews with Malawi-based development practitioners. The paper finds a plethora of interventions that, merely by virtue of appearing to be in conformity with "best practices" elsewhere, are deemed to be successful yet fail to fix underlying problems, sometimes in contradiction to internal and public narratives of positive progress. This unhappy arrangement endures because a multitude of imperatives, incentives, and norms appear to keep governments and donors from more closely examining why such intense, earnest, and long-standing efforts at reform have, to date, yielded so few successes. This paper seeks to promote a shift in approach to institutional reform, offering some practical recommendations for reform-minded managers, project teams, and political leaders in which the focus is placed on crafting solutions to problems that Malawians themselves nominate, prioritize, and enact.}, language = {English}, urldate = {2022-10-12}, institution = {World Bank}, author = {Bridges, Kate and Woolcock, Michael}, month = dec, year = {2017}, doi = {10.1596/1813-9450-8289}, note = {Accepted: 2017-12-29T15:36:13Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8289 2339240:5IPEVBSQ 2405685:AT78SWY3 4656463:P3GHJI3Y}, keywords = {Capacity Building, Civil Service, Development Effectiveness, Governance, Institutions, Legitimacy, Public Administration, Public Sector, Reform}, } @techreport{coffey_international_endline_2017, title = {Endline {Evaluation} {Report} {Step} {Change} {Window}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/700963/Endline-report-Girls-Education-Challenge-Step-Change-Window.pdf}, urldate = {2021-05-21}, institution = {Coffey International Development LTD}, author = {{Coffey International}}, month = dec, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PCGTYYT9 2534379:PTFM2Z5J}, } @article{saito_not_2017, title = {Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information}, volume = {18}, issn = {14623943}, url = {https://www.researchgate.net/publication/319067859_Not_just_for_special_occasions_supporting_the_professional_learning_of_teachers_through_critical_reflection_with_audio-visual_information}, doi = {10.1080/14623943.2017.1361921}, abstract = {Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]}, number = {6}, journal = {Reflective Practice}, author = {Saito, Eisuke and Khong, Thi Diem Hang}, month = dec, year = {2017}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=126003617\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2405685:BC5IPJP7 2534378:8GYBJJ8Z 2534378:R2HCJDDM}, keywords = {ADULTS, AUDIOVISUAL aids in education, AUDIOVISUAL materials, CRITICAL thinking studies, DATA analysis software, DESCRIPTIVE statistics, EDUCATION, FOCUS groups, INTERVIEWING, PROFESSIONAL education, PROFESSIONAL employee training, REFLECTION (Philosophy), RESEARCH funding, Reflective practice, SCHOOL administrators, TEACHER training, TEACHING, THEMATIC analysis, VIETNAM, Vietnam, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099873, \_\_finaldtb, critical reflection, professional learning, teacher professional development, vide-flection}, pages = {837--851}, } @article{welch_consort-equity_2017, title = {{CONSORT}-{Equity} 2017 extension and elaboration for better reporting of health equity in randomised trials}, volume = {359}, copyright = {Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions}, issn = {0959-8138, 1756-1833}, url = {https://www.bmj.com/content/359/bmj.j5085}, doi = {10.1136/bmj.j5085}, abstract = {{\textless}p{\textgreater}We outline CONSORT-Equity 2017 reporting standards, an extension to the CONSORT (Consolidated Standards of Reporting Trials) statement that aims to improve the reporting of intervention effects in randomised trials where health equity is relevant. Health inequities are unfair differences in health that can be avoided by reasonable action. We defined a randomised trial where health equity is relevant as one that assesses effects on health equity by evaluating an intervention focused on people experiencing social disadvantage or by exploring the difference in the effect of the intervention between two groups (or as a gradient across more than two groups) experiencing different levels of social disadvantage, or both. We held a consensus meeting with diverse potential users from high, middle, and low income countries, including knowledge users such as patients and methodologists. We discussed evidence for each proposed extension item from empirical studies, reviews, key informant interviews, and an online survey, aiming to improve clarity of reporting without imposing undue burden on authors. The new guidance contains equity extensions to 16 items from CONSORT 2010 plus one new item on research ethics reporting, with examples of good practice and a brief explanation and elaboration for each. Widespread uptake of this guidance for the reporting of trials where health equity is relevant will make it easier for decision makers to find and use evidence from randomised trials to reduce unfair inequalities in health.{\textless}/p{\textgreater}}, language = {en}, urldate = {2019-11-07}, journal = {BMJ}, author = {Welch, Vivian A. and Norheim, Ole F. and Jull, Janet and Cookson, Richard and Sommerfelt, Halvor and Tugwell, Peter and Symposium, CONSORT-Equity {and} Boston Equity}, month = nov, year = {2017}, pmid = {29170161}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.j5085 10/ggcjsx 2339240:G5NEM4NZ 2405685:AXTB8AA8}, keywords = {\_C:Bulgaria BGR, \_C:Canada CAN, \_C:India IND, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Mexico MEX, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Thailand THA, \_C:Uganda UGA, \_C:United States USA, \_\_C:scheme:1}, pages = {j5085}, } @misc{internet_society_internet_2017, title = {Internet access and education: key considerations for policy makers}, shorttitle = {Internet access and education}, url = {https://www.internetsociety.org/resources/doc/2017/internet-access-and-education/}, abstract = {The Internet has immense potential to improve the quality of education, which is one of the pillars of sustainable development. This Internet Society briefing outlines ways in which policymakers can unlock that potential through an enabling framework for access to the Internet. It sets out five priorities for policymakers: infrastructure and access, vision and policy, inclusion, capacity, and content and devices. Together these represent key considerations for unlocking access to the Internet in support of education.}, language = {en-US}, urldate = {2021-10-03}, author = {{Internet Society}}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HCLYMDEI 2405685:TY6YHILD}, } @misc{world_bank_allo_2017, title = {Allô École! {Using} mobile technologies to connect government, teachers, and parents}, url = {https://www.worldbank.org/en/news/feature/2017/11/16/allo-ecole-using-mobile-technologies-to-connect-government-teachers-and-parents}, abstract = {A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.}, language = {en}, urldate = {2020-08-28}, journal = {World Bank}, author = {{World Bank}}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AALGLPHJ 2405685:JG7HH32A}, keywords = {C: Democratic Republic of Congo}, } @book{verhulst_open_2017, title = {Open data in developing economies: {Toward} building an evidence base on what works and how}, shorttitle = {Open {Data} in {Developing} {Economies}}, url = {https://poseidon01.ssrn.com/delivery.php?ID=086103007084118100095021003101127069000031020044032070010082070112002006077006085100034041051001058005046075105095121113003066009054033038035013016091082012029070093065094093073111067022025006082125085122098122109005003116107072092097012068085125085&EXT=pdf&INDEX=TRUE}, abstract = {In essence, the book seeks to answer the following key questions: • What makes open data uniquely relevant to developing economies? • How can the impact of open data in developing economies be captured and evidence be developed? • How can open data be leveraged as a new asset for development?}, language = {en}, urldate = {2020-12-16}, publisher = {African Minds}, author = {Verhulst, Stefaan and Young, Andrew}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZL77F34U 2405685:SDFDCJHD}, keywords = {Andrew Young, Open Data in Developing Economies: Toward Building an Evidence Base on What Works and How, SSRN, Stefaan Verhulst}, } @misc{trucano_20_2017, title = {20 innovative edtech projects from around the world}, url = {https://blogs.worldbank.org/edutech/20-innovative-edtech-projects-around-world}, abstract = {Also available in: Español {\textbar} Français what did I miss? For the past two decades, I've worked on issues at the intersection of the education and technology sectors in middle- and low-income countries and emerging markets around the world. It's been a fascinating job: Over the past 20 years, I've ...}, language = {en}, journal = {World Bank Blogs}, author = {Trucano, Mike}, month = nov, year = {2017}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:RFEH3I9Z 2405685:DRDBILAR 2405685:LQIXHMGY}, } @article{saito_not_2017, title = {Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information}, volume = {18}, issn = {1462-3943}, shorttitle = {Not just for special occasions}, url = {https://doi.org/10.1080/14623943.2017.1361921}, doi = {10.1080/14623943.2017.1361921}, abstract = {Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs.}, number = {6}, urldate = {2022-08-22}, journal = {Reflective Practice}, author = {Saito, Eisuke and Khong, Thi Diem Hang}, month = nov, year = {2017}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/14623943.2017.1361921 KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2339240:UPNEHQVJ 2405685:8CQU3AHD}, keywords = {Reflective practice, Vietnam, critical reflection, professional learning, teacher professional development, vide-flection}, } @article{al-zubidy_vision_2017, title = {Vision for {SLR} tooling infrastructure: {Prioritizing} value-added requirements}, volume = {91}, issn = {0950-5849}, shorttitle = {Vision for {SLR} tooling infrastructure}, url = {https://www.sciencedirect.com/science/article/pii/S0950584916304645}, doi = {10.1016/j.infsof.2017.06.007}, abstract = {Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.}, urldate = {2024-01-18}, journal = {Information and Software Technology}, author = {Al-Zubidy, Ahmed and Carver, Jeffrey C. and Hale, David P. and Hassler, Edgar E.}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2017.06.007 2405685:6IRSDL2Z 2486141:AF9IAKTP 2486141:EXUMXNVK}, keywords = {Empirical software engineering, Systematic literature review, Tooling infrastructure, \_Added-ailr-2024}, pages = {72--81}, } @article{khan_use_2017, title = {Use of digital game based learning and gamification in secondary school science: {The} effect on student engagement, learning and gender difference}, volume = {22}, issn = {1573-7608}, shorttitle = {Use of digital game based learning and gamification in secondary school science}, url = {https://doi.org/10.1007/s10639-017-9622-1}, doi = {10.1007/s10639-017-9622-1}, abstract = {This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning.}, language = {en}, number = {6}, urldate = {2020-12-01}, journal = {Education and Information Technologies}, author = {Khan, Amna and Ahmad, Farzana Hayat and Malik, Muhammad Muddassir}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9622-1 2339240:8MNNLVNL 2405685:629DUKTV}, pages = {2767--2804}, } @techreport{trani_disability_2017, title = {Disability in and {Around} {Urban} {Areas} of {Sierra} {Leone}}, url = {https://www.researchgate.net/publication/320757193_Disability_in_and_Around_Urban_Areas_of_Sierra_Leone}, author = {Trani, Jean-Francois and Bah, Osman and Bailey, Nicki and Browne, Joyce and Groce, Nora and Kett, Maria}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FSQFJ72I}, } @article{abu_hammud_fighting_2017, title = {Fighting {Illiteracy} in the {Arab} {World}}, volume = {10}, issn = {1913-9039, 1913-9020}, url = {http://www.ccsenet.org/journal/index.php/ies/article/view/71487}, doi = {10.5539/ies.v10n11p116}, abstract = {Illiteracy in the Arab world is becoming an urgent necessity particularly facing problems of poverty, ignorance, extremism, which impede the required economic, social, political and cultural development processes. Extremism, violence and terrorism, in the Arab world, can only be eliminated by spreading of knowledge, fighting illiteracy. The study shows that illiteracy rate among males in the Arab world is 25\% for males, (46\%) for Females. Results of the study show that if the educational situation in all Arab countries does not change, illiteracy rates will increase in the Arab world, and the number of illiterates in the Arab world will reach 49 million in the category of age of 15 years, and by 2024,it may reach 5.5 million of youth (15 - 24 years). The study identifies factors affecting the rise of illiteracy in the Arab world, particularly: Low economic level of many Arab countries, the growing security, political turmoil and internal problems experienced by most Arab countries, Social reasons, and random policies and contradiction in the trends and areas of combating illiteracy. The study concluded that illiteracy has a significant impact on social behavior, and that democracy, political participation, violence, cultural development, respect, pluralism, and accepting diversity, are all affected by illiteracy. The study recommends that Arab governments must formulate clear strategies linked to development plans to save 100 million Arab citizens who suffer from illiteracy, and ignorance. Illiteracy is to be taken seriously because it entails misunderstanding democracy, lack of youth interest in political affairs, corruption, and therefore the absence of comprehensive reform programs.}, language = {en}, number = {11}, urldate = {2020-05-29}, journal = {International Education Studies}, author = {Abu Hammud, Muwafaq and Jarrar, Amani G.}, month = oct, year = {2017}, note = {shortDOI: 10/gg26fn KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v10n11p116 10/gg26fn 2339240:6HP8TMD3 2405685:L2QQYYW6 4803016:2YRYFQEE}, pages = {116}, } @article{karim_eia-_2017, title = {{EIA}- {A} {Teacher} {Education} {Project} in {Bangladesh}: {An} {Analysis} from {Diversified} {Perspectives}}, volume = {10}, issn = {1694609X, 13081470}, shorttitle = {{EIA}- {A} {Teacher} {Education} {Project} in {Bangladesh}}, url = {http://www.e-iji.net/dosyalar/iji_2017_4_4.pdf}, doi = {10.12973/iji.2017.1044a}, abstract = {English in Action (EIA) is an ongoing teacher education project which places mobile technology at the centre of its action. Most of the studies carried out focused on the changes EIA brought in teachers’ classroom actions. Along with this, they also explored the classroom to observe whether the input given during training program is implemented in real life. No study has been conducted that compares and contrasts the components of mobile learning in general and the components EIA is using. This study, particularly, drew a comparative analysis between the mobile learning and EIA initiated mobile learning to reveal the extent it matched or mismatched to the components of mobile learning. It also scrutinized teachers’ behavior in the classroom after participating in EIA. It also penetrated to find the contents to be reviewed. Qualitative method was used to conduct this study. The result revealed that the components of EIA match to the mobile learning ones to the extent that EIA entails those suiting the context. Few elements were seemed absent as they are less suitable in such context. Besides, teachers were found bringing changes in their classrooms. The introduction of action research and reflective teaching were suggested to add to EIA’s program.}, language = {en}, number = {4}, urldate = {2021-04-16}, journal = {International Journal of Instruction}, author = {Karim, Abdul and Mohamed, Abdul Rashid and {Prof., School of Educational Studies, Universiti Sains Malaysia, Malaysia, richsesusm@gmail.com} and Rahman, Mohammad Mosiur and {Graduate Research Student, School of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia, mosiurbhai@gmail.com}}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.12973/iji.2017.1044a 10/gj37f6 2339240:48HM2XCX 2405685:U36LAV2R}, pages = {51--66}, } @techreport{noauthor_survey_2017, address = {Ghana}, title = {A {Survey} of {ICT} {Capacity} in {Ghana}'s {Public} {Colleges} of {Education}}, abstract = {The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan. Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise.}, institution = {Transforming Teacher Education and Learning}, month = oct, year = {2017}, doi = {10.5281/zenodo.3930827}, note = {EdTechHub.Source: 2129771:CIHUHSF9 shortDOI: 10/ghgk6g KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930827 10/ghgk6g 2129771:CIHUHSF9 2405685:SX3J7SP9}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_zenodoODE, dode\_eth-src-dode}, } @misc{naviwala_pakistan_2017, title = {Pakistan uses regulations to tighten grip on {INGOs}}, url = {https://www.devex.com/news/sponsored/pakistan-uses-regulations-to-tighten-grip-on-ingos-91003}, abstract = {Byzantine and ambiguous legal processes, unclear regulations, and ad hoc security requirements hinder the work of international NGOs in a country where distrust of foreign funded entities runs deep.}, urldate = {2020-07-20}, journal = {Devex}, author = {Naviwala, Nadia}, month = oct, year = {2017}, note = {Library Catalog: www.devex.com KerkoCite.ItemAlsoKnownAs: 2339240:RFGC2V3G 2339240:TYIXPY6G 2405685:FRPKQQMK 2405685:GTMWCHG8 2405685:MFMQR92F}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{perasso_100_2017, chapter = {World}, title = {100 {Women}: '{We} can't teach girls of the future with books of the past'}, shorttitle = {100 {Women}}, url = {https://www.bbc.com/news/world-41421406}, abstract = {Research suggests women are either written off or portrayed in stereotypes roles in primary school textbooks from all over the world.}, language = {en-GB}, urldate = {2021-12-14}, journal = {BBC News}, author = {Perasso, Valeria}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HUV4BCCS 2405685:3U8HFCSX}, } @incollection{world_bank_take_2017, series = {World {Development} {Report}}, title = {To take learning seriously, start by measuring it}, isbn = {978-1-4648-1096-1}, url = {https://elibrary.worldbank.org/doi/10.1596/978-1-4648-1096-1_ch4}, urldate = {2021-02-01}, booktitle = {World {Development} {Report} 2018: {Learning} to {Realize} {Education}'s {Promise}}, publisher = {The World Bank}, author = {World Bank}, month = oct, year = {2017}, doi = {10.1596/978-1-4648-1096-1_ch4}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1\_ch4 2339240:N5G79GAT 2405685:SAHW4P7Y}, pages = {91--104}, } @article{bilinski_when_2017, title = {When cost-effective interventions are unaffordable: {Integrating} cost-effectiveness and budget impact in priority setting for global health programs}, volume = {14}, issn = {1549-1676}, shorttitle = {When cost-effective interventions are unaffordable}, url = {https://dx.plos.org/10.1371/journal.pmed.1002397}, doi = {10.1371/journal.pmed.1002397}, language = {en}, number = {10}, urldate = {2022-03-29}, journal = {PLOS Medicine}, author = {Bilinski, Alyssa and Neumann, Peter and Cohen, Joshua and Thorat, Teja and McDaniel, Katherine and Salomon, Joshua A.}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed.1002397 2339240:DPDBP8UV 2405685:G3W2NWX3}, pages = {e1002397}, } @article{adams_shades_2017, title = {Shades of {Grey}: {Guidelines} for {Working} with the {Grey} {Literature} in {Systematic} {Reviews} for {Management} and {Organizational} {Studies}}, volume = {19}, issn = {1468-2370}, shorttitle = {Shades of {Grey}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/ijmr.12102}, doi = {10.1111/ijmr.12102}, abstract = {This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.}, language = {en}, number = {4}, urldate = {2018-05-07}, journal = {International Journal of Management Reviews}, author = {Adams, Richard J. and Smart, Palie and Huff, Anne Sigismund}, month = oct, year = {2017}, note = {shortDOI: 10/gdg6vq KerkoCite.ItemAlsoKnownAs: 10.1111/ijmr.12102 10/gdg6vq 2317526:EE2A296A 2339240:6B5Z24QU 2405685:J9DCDD5D 2405685:M3M5DWUL UA-98bfbd4a-6e50-4502-8310-d5fef7363a11}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, DL4D cited, NOTdocs.opendeved.net, publicImportV1}, pages = {432--454}, } @article{wolf_measuring_2017, title = {Measuring school readiness globally: {Assessing} the construct validity and measurement invariance of the {International} {Development} and {Early} {Learning} {Assessment} ({IDELA}) in {Ethiopia}}, volume = {41}, issn = {0885-2006}, shorttitle = {Measuring school readiness globally}, url = {https://www.sciencedirect.com/science/article/pii/S0885200617301357}, doi = {10.1016/j.ecresq.2017.05.001}, abstract = {The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness and are feasibly administered in low-resource settings. The present study assesses the construct validity of the International Development and Early Learning Assessment (IDELA) developed by Save the Children using data from a sample of children (∼5 years of age; N=682) from rural Ethiopia. The study (a) uses exploratory and confirmatory bi-factor analyses to assess the internal structure of the assessment with respect to four hypothesized domains of school-readiness (Early Numeracy, Early Literacy, Social-Emotional development, and Motor development); (b) uses latent regression to examine concurrent validity of the domains against a limited set of child and family characteristics; and (c) establishes measurement invariance across three focal comparisons (children enrolled in center-based care versus home-based care; girls versus boys; and treatment status in a cluster randomized controlled trial of a center-based program). The results support the conclusion that the IDELA is useful for making inferences about children's school readiness. Implications for future use of the IDELA and similar instruments are discussed.}, language = {en}, urldate = {2022-12-02}, journal = {Early Childhood Research Quarterly}, author = {Wolf, Sharon and Halpin, Peter and Yoshikawa, Hirokazu and Dowd, Amy Jo and Pisani, Lauren and Borisova, Ivelina}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2017.05.001 2339240:PIGF2J6S 2405685:LC8IVTXX}, keywords = {Ethiopia, Factor analysis, Measurement invariance, School readiness, Sub-Saharan Africa}, pages = {21--36}, } @article{gokdas_examining_2017, title = {Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables}, volume = {17}, issn = {13030485}, url = {https://www.researchgate.net/publication/319283701_Examining_the_Impact_of_Instructional_Technology_and_Material_Design_Courses_on_Technopedagogical_Education_Competency_Acquisition_According_to_Different_Variables/link/59ac2cf7aca272f8a15887c9/download}, doi = {10.12738/estp.2017.5.0322}, abstract = {The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.}, language = {English}, number = {5}, journal = {Kuram ve Uygulamada Egitim Bilimleri}, author = {Gokdas, Ibrahim and Torun, Fulya}, month = oct, year = {2017}, note = {Place: Istanbul Publisher: EDAM (Educational Consultancy Ltd.) KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2017.5.0322 2339240:EF8DNMCK 2405685:B5B67FPC 2405685:XJ6W8XN4 2534378:GJ3VLQ36 2534378:WA8MCE6F 2534378:XN65FFGQ}, keywords = {Communication, Computers, Core curriculum, Early childhood education, Education, Educational technology, Knowledge, Learning, Mathematics, Pedagogy, Preschool education, Science education, Social research, Students, Teacher education, Teaching methods, Web 2.0, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095985, \_\_finaldtb}, pages = {1733--1758}, } @techreport{henrick_assessing_2017, address = {New York, NY}, title = {Assessing {Research}-{Practice} {Partnerships}}, url = {https://rpp.wtgrantfoundation.org/wp-content/uploads/2019/09/Assessing-Research-Practice-Partnerships.pdf}, language = {en}, institution = {William T. Grant Foundation.}, author = {Henrick, Erin C and Cobb, Paul and Penuel, William R and Jackson, Kara and Clark, Tiffany}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GAHU8QH9 2405685:6VXW2NF4}, } @techreport{kabia_sierra_2017, title = {Sierra {Leone} 2015 {Population} and {Housing} {Census}: {Thematic} {Report} on {Disability}}, url = {https://sierraleone.unfpa.org/sites/default/files/pub-pdf/Disability%20Report.pdf}, urldate = {2020-12-15}, institution = {Statistics Sierra Leone}, author = {Kabia, Francis and Tarawally, Umaru}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BI8HMKXI}, } @techreport{wright_teachers_2017, title = {Teachers and the {Teaching} {Profession} in {Sierra} {Leone}: {A} {Comprehensive} {Situation} {Analysis}}, institution = {TSC}, author = {Wright, Cream}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BPP6QJJT 2405685:K3L9HBBP 2601447:KDYSFZB9}, } @article{macharia_spatial_2017, title = {Spatial models for the rational allocation of routinely distributed bed nets to public health facilities in {Western} {Kenya}}, volume = {16}, issn = {1475-2875}, url = {https://doi.org/10.1186/s12936-017-2009-3}, doi = {10.1186/s12936-017-2009-3}, abstract = {In high to moderate malaria transmission areas of Kenya, long-lasting insecticidal nets (LLINs) are provided free of charge to pregnant women and infants during routine antenatal care (ANC) and immunization respectively. Quantities of LLINs distributed to clinics are quantified based on a combination of monthly consumption data and population size of target counties. However, this approach has been shown to lead to stock-outs in targeted clinics. In this study, a novel LLINs need quantification approach for clinics in the routine distribution system was developed. The estimated need was then compared to the actual allocation to identify potential areas of LLIN over- or under-allocation in the high malaria transmission areas of Western Kenya.}, number = {1}, urldate = {2022-10-24}, journal = {Malaria Journal}, author = {Macharia, Peter M. and Odera, Patroba A. and Snow, Robert W. and Noor, Abdisalan M.}, month = sep, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12936-017-2009-3 2405685:VQJ4C4KI 4042040:FC3UL7UT}, keywords = {ANC utilization, Equity, LLINs allocation, Spatial modelling}, pages = {367}, } @article{kosec_aspirations_2017, title = {Aspirations and the {Role} of {Social} {Protection}: {Evidence} from a {Natural} {Disaster} in {Rural} {Pakistan}}, volume = {97}, issn = {0305-750X}, shorttitle = {Aspirations and the {Role} of {Social} {Protection}}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X17301092}, doi = {10.1016/j.worlddev.2017.03.039}, abstract = {Citizens’ aspirations are increasingly recognized as an important dimension of their well-being. Those with high aspirations set ambitious goals for themselves, and those with low aspirations may fall prey to a poverty trap. Do natural disasters negatively impact aspirations? If so, can governments blunt these effects? We consider Pakistan’s devastating 2010 floods—and the government’s uneven relief efforts—to analyze these questions. We first show that the extreme rainfall generating this disaster significantly reduced aspirations, even when current levels of household expenditure, wealth, and education are taken into account. Individuals experiencing 2010 monsoon season rainfall that was one standard deviation higher than average had aspiration levels 1.5years later that were 0.15 standard deviations lower than those of similar individuals experiencing just average levels of rainfall. This is the same negative shock to aspirations that one would experience as a result of a 50\% reduction in household expenditures. Moreover, the negative effect of natural disasters on aspirations is especially strong among the poor, and among those who are most vulnerable to weather shocks. However, exploiting exogenous variation in flood relief access, we show that government social protection can attenuate these negative impacts. Individuals in villages that received Citizens Damage Compensation (Watan Card) Program flood relief—providing cash equivalent to 9.4\% of annual household expenditures in each of the three years following the disaster—saw significantly lower declines in aspirations than did those in similarly affected villages without this relief. This offers a new understanding of social protection; it not only restores livelihoods and replaces damaged assets, but also has an enduring effect by easing mental burdens, and thus raising aspirations for the future. The negative effects of natural disasters and the efficacy of government relief programs may thus be underestimated if aspirations are ignored.}, language = {en}, urldate = {2022-11-16}, journal = {World Development}, author = {Kosec, Katrina and Mo, Cecilia Hyunjung}, month = sep, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2017.03.039 2339240:XUQV5LX6 2405685:IKVKTLYP}, keywords = {Pakistan, South Asia, climate change, political economy of development, political psychology, state capacity}, pages = {49--66}, } @misc{nasib_ect_2017, title = {{ECT} 300 {Educational} {Technology}: {What} are some of the limitations of using live radio broadcasts in teaching?}, shorttitle = {{ECT} 300 {EDUCATIONAL} {TECHNOLOGY}}, url = {https://mysominotes.wordpress.com/2017/09/01/ect-300-educational-technology-what-are-some-of-the-limitations-of-using-live-radio-broadcasts-in-teaching/}, abstract = {CHAPTER 6  EDUCATIONAL BROADCASTING 6a v).Analyze some of the limitations of using live radio broadcasts in teaching. 6.7 Limitations of live radio broadcasts. As mentioned earlier in this unit eve…}, language = {en}, urldate = {2021-11-02}, journal = {somi}, author = {Nasib, Tim}, month = sep, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6RA74DQL 2405685:8XUHDLTI}, } @techreport{muralidharan_general_2017, type = {Working {Paper}}, title = {General equilibrium effects of (improving) public employment programs: experimental evidence from {India}}, shorttitle = {General equilibrium effects of (improving) public employment programs}, url = {https://www.nber.org/papers/w23838}, abstract = {Public employment programs may affect poverty both directly through the income they provide and indirectly through general-equilibrium effects. We estimate both effects, exploiting a reform that improved the implementation of India’s National Rural Employment Guarantee Scheme (NREGS) and whose rollout was randomized at a large (sub-district) scale. The reform raised beneficiary households’ earnings by 14\%, and reduced poverty by 26\%. Importantly, 86\%of income gains came from non-program earnings, driven by higher private-sector (real) wages and employment. This pattern appears to reflect imperfectly competitive labor markets more than productivity gains: worker’s reservation wages increased, land returns fell, and employment gains were higher in villages with more concentrated landholdings. Non-agricultural enterprise counts and employment grew rapidly despite higher wages, consistent with a role for local demand in structural transformation. These results suggest that public employment programs can effectively reduce poverty in developing countries, and may also improve economic efficiency.}, number = {23838}, urldate = {2021-11-09}, institution = {National Bureau of Economic Research}, author = {Muralidharan, Karthik and Niehaus, Paul and Sukhtankar, Sandip}, month = sep, year = {2017}, doi = {10.3386/w23838}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w23838 2339240:BNCZ6C53 2405685:ITLTCPKW}, } @techreport{saavedra_targeted_2017, type = {Technical {Note}}, title = {Targeted {Remedial} {Education}: {Experimental} {Evidence} from {Peru}}, abstract = {Improving learning among low-achieving students is a challenge in education. We present results from the first randomized experiment of an inquiry-based remedial science education program for low-performing elementary students in a developing-country setting. Third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score at the bottom half of their school distribution in a science test taken at the beginning of the school year are randomly assigned to receive up to 16 remedial science tutoring sessions of 90 minutes each. Control group compliance with assignment is close to perfect. Treatment group compliance is 40 percent, equivalent to 4.5 tutoring sessions, or a 4 percent increase in total science instruction time. Despite the low treatment intensity, students assigned to the remedial sessions score 0.12 standard deviations higher on a science endline test, with all gains concentrated among boys. We find no evidence of remedial education producing within-student spillovers to other subject areas (math or reading) or spillovers on other students in the classroom. We conclude that low-intensity remedial education can have an effect on science learning among low-achieving students.}, language = {en}, number = {1317}, institution = {Inter-American Development Bank}, author = {Saavedra, Juan E and Näslund-Hadley, Emma and Alfonso, Mariana}, month = sep, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZKLEFGM9 2405685:RAJ7SP2W}, pages = {43}, } @techreport{seo_school_2017, title = {Do {School} {Electrification} and {Provision} of {Digital} {Media} {Deliver} {Educational} {Benefits}? {First}-year {Evidence} from 164 {Tanzanian} {Secondary} {Schools}}, language = {en}, number = {E-40308-TZA-2}, institution = {University of Chicago}, author = {Seo, Hee Kwon}, month = sep, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9XWPHF2H 2405685:DPI4T7LU}, pages = {44}, } @techreport{world_bank_implementation_2017, title = {Implementation {Completion} and {Results} {Report} ({TF}-14253, {TF}-14358)}, url = {http://documents1.worldbank.org/curated/en/252081504896630859/pdf/P131120-ICR-SECPO-BOS-09052017.pdf}, language = {EN}, number = {ICR00004233}, urldate = {2020-08-28}, institution = {World Bank Group}, author = {{World Bank}}, month = aug, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:JNSJIRR8}, } @article{xiao_guidance_2017, title = {Guidance on {Conducting} a {Systematic} {Literature} {Review}}, issn = {0739-456X}, url = {https://doi.org/10.1177/0739456X17723971}, doi = {10.1177/0739456x17723971}, abstract = {Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.}, language = {en}, urldate = {2018-05-17}, journal = {Journal of Planning Education and Research}, author = {Xiao, Yu and Watson, Maria}, month = aug, year = {2017}, note = {shortDOI: 10/gcskzk KerkoCite.ItemAlsoKnownAs: 10.1177/0739456x17723971 10/gcskzk 2317526:3SKJWG4Q 2339240:RBCSSTU8 2405685:DHDE9YQJ 2405685:JIQYISQ3 UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c}, keywords = {CitedIn:BIBBTVET}, pages = {0739456X17723971}, } @article{xiao_guidance_2017, title = {Guidance on {Conducting} a {Systematic} {Literature} {Review}}, volume = {39}, issn = {0739-456X}, url = {https://doi.org/10.1177/0739456X17723971}, doi = {10.1177/0739456x17723971}, abstract = {Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.}, language = {en}, urldate = {2018-05-17}, journal = {Journal of Planning Education and Research}, author = {Xiao, Yu and Watson, Maria}, month = aug, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0739456X17723971 10.1177/0739456x17723971 10/gcskzk 2129771:BLTTLZBP 2129771:J8G86BNT 2249382:QJPY7PT8 2317526:3SKJWG4Q 2405685:ES9TENWY 2486141:4SIG3DBK UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c}, keywords = {CitedIn:BIBBTVET}, pages = {0739456X1772397}, } @misc{icdl_national_2017, title = {The {National} {Bank} of {Rwanda}}, url = {https://icdlafrica.org/references-and-endorsements/the-national-bank-of-rwanda/}, abstract = {The National Bank of Rwanda strives to be a world class Central Bank that contributes to economic growth \& development, by using robust monetary policy tools to maintain stable market prices. The Bank ensures financial stability in a free market economy as it embraces innovations, diversity, inclusiveness, and economic integration. The Central Bank of Rwanda …}, language = {en-GB}, urldate = {2020-08-28}, journal = {ICDL Africa}, author = {{ICDL}}, month = aug, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:UACHVVMH}, } @article{santos-hermosa_repositories_2017, title = {Repositories of {Open} {Educational} {Resources}: {An} {Assessment} of {Reuse} and {Educational} {Aspects}}, volume = {18}, copyright = {Copyright (c) 2017 Gema Santos-Hermosa, Núria Ferran-Ferrer, Ernest Abadal}, issn = {1492-3831}, shorttitle = {Repositories of {Open} {Educational} {Resources}}, url = {http://www.irrodl.org/index.php/irrodl/article/view/3063}, doi = {10.19173/irrodl.v18i5.3063}, language = {en}, number = {5}, urldate = {2019-03-26}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Santos-Hermosa, Gema and Ferran-Ferrer, Núria and Abadal, Ernest}, month = aug, year = {2017}, note = {shortDOI: 10/gfvhh5 KerkoCite.ItemAlsoKnownAs: 10/gfvhh5 2405685:I7X5IXI2}, keywords = {OER, evaluation, higher education, open educational resources, repositories, reuse}, } @book{oecd_systems_2017, title = {Systems {Approaches} to {Public} {Sector} {Challenges}: {Working} with {Change}}, isbn = {978-92-64-27985-8 978-92-64-27986-5}, shorttitle = {Systems {Approaches} to {Public} {Sector} {Challenges}}, url = {https://www.oecd-ilibrary.org/governance/systems-approaches-to-public-sector-challenges_9789264279865-en}, language = {en}, urldate = {2021-01-06}, publisher = {OECD}, author = {{OECD}}, month = aug, year = {2017}, doi = {10.1787/9789264279865-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/9789264279865-en 2339240:2YQASYHU 2405685:LLR8UTFC}, } @article{avellar_external_2017, title = {External {Validity}: {The} {Next} {Step} for {Systematic} {Reviews}?}, volume = {41}, issn = {0193-841X}, shorttitle = {External {Validity}}, url = {https://doi.org/10.1177/0193841X16665199}, doi = {10.1177/0193841X16665199}, abstract = {Background:Systematic reviews?which identify, assess, and summarize existing research?are usually designed to determine whether research shows that an intervention has evidence of effectiveness, rather than whether an intervention will work under different circumstances. The reviews typically focus on the internal validity of the research and do not consistently incorporate information on external validity into their conclusions.Objectives:In this article, we focus on how systematic reviews address external validity.Methods:We conducted a brief scan of 19 systematic reviews and a more in-depth examination of information presented in a systematic review of home visiting research.Results:We found that many reviews do not provide information on generalizability, such as statistical representativeness, but focus on factors likely to increase heterogeneity (e.g., numbers of studies or settings) and report on context. The latter may help users decide whether the research characteristics?such as sample demographics or settings?are similar to their own. However, we found that differences in reporting, such as which variables are included and how they are measured, make it difficult to summarize across studies or make basic determinations of sample characteristics, such as whether the majority of a sample was unemployed or married.Conclusion:Evaluation research and systematic reviews would benefit from reporting guidelines for external validity to ensure that key information is reported across studies.}, language = {en}, number = {4}, urldate = {2021-05-03}, journal = {Evaluation Review}, author = {Avellar, Sarah A. and Thomas, Jaime and Kleinman, Rebecca and Sama-Miller, Emily and Woodruff, Sara E. and Coughlin, Rebecca and Westbrook, T’Pring R.}, month = aug, year = {2017}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0193841X16665199 2405685:BLIFN2QN}, keywords = {external validity, systematic reviews}, pages = {283--325}, } @techreport{joswiak_open_2017, title = {Open {Government} {Case} {Study}: {Costing} {Sierra} {Leone}’s {Open} {Data} {Program}}, url = {https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf}, urldate = {2020-12-15}, institution = {Results for Development}, author = {Joswiak, Naomi}, month = aug, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AN5GA9QR}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{curious_learning_how_2017, title = {How 30\% of {Children} {Taught} {Themselves} to {Read}}, url = {https://www.curiouslearning.org/essays/2017/5/16/how-six-children-in-ethiopia-taught-themselves-to-read}, abstract = {In April our colleague Markos traveled from Addis Ababa to Wonchi, a remote village in Ethiopia. His goal: to track down 20 children who had participated in a digital learning pilot, four years ago. What he found stunned our team – all six of the children he tested had taught themselves to read, usi}, language = {en-US}, urldate = {2022-06-15}, journal = {Curious Learning}, author = {{Curious Learning}}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z3YLQCZR 4042040:UGJ64H5P}, } @article{lawal_65_2017, chapter = {Education}, title = {65 \% of {Nigerian} schools lack electricity, says {UN} chief}, url = {https://guardian.ng/features/65-of-nigerian-schools-lack-electricity-says-un-chief/}, language = {en-US}, urldate = {2020-07-07}, journal = {The Guardian (Nigeria)}, author = {Lawal, Iyabo}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HYZM2UN5}, } @misc{evans_teacher_2017, title = {Teacher {Coaching}: {What} {We} {Know}}, shorttitle = {Teacher {Coaching}}, url = {https://blogs.worldbank.org/impactevaluations/teacher-coaching-what-we-know}, abstract = {“Teacher coaching has emerged as a promising alternative to traditional models of professional development.” In Kraft, Blazar, and Hogan’s newly updated review “The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence, ” they highlight that reviews of the literature on teacher professional development (i.e., ...}, language = {en}, urldate = {2020-01-17}, journal = {World Bank Blogs - Development Impact}, author = {Evans, David}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VHFL7S36 VHFL7S36}, } @article{bernasconi_higher_2017, title = {Higher education reforms: {Latin} {America} in comparative perspective}, volume = {25}, copyright = {Copyright (c) 2019 Andrés Bernasconi, Sergio Celis}, issn = {1068-2341}, shorttitle = {Higher education reforms}, url = {https://epaa.asu.edu/ojs/index.php/epaa/article/view/3240}, doi = {10.14507/epaa.25.3240}, abstract = {This article introduces a special issue of EPAA/AAPE devoted to recent higher education reforms in Latin America. The last two decades have seen much policy development in higher education in the region, examined and discussed by scholars in each country, but dialog with the international literature on higher education reform, or an explicit comparative focus, have been mostly absent from these works. By way of presentation of the papers included in this issue, we first provide an overview of major policy changes in higher education in the Latin American region since the 1990s. We then turn to the six works in this special issue to describe the theories and methods supporting them. Next, we illustrate how general analytic categories can be derived from single or multi country case studies to illuminate themes capable of cutting across the particulars of national contexts, with their unique traditions, policy paths, and politics. Our three common threads are, first, the types of drivers for reform, that is, how policy change originates, either bottom-up from the institutions, or top-down from the government, and various possibilities in between. Second, understanding challenges to institutional autonomy in a continuum of intensity of state intended intervention in higher education. Third, explaining different levels of strain between public and private sectors in higher education based on conditions of competition for economic resources. While the papers in this special issue do not cover all countries, nor all issues on which policy has been crafted in the last two decades across the region, the collection of articles herein account for topics of enduring importance: faculty work in Ecuador, financial aid in Colombia, public policy decentralization in Argentina, quality assurance models in Colombia and Uruguay, the emerge of new institutions and universities in Argentina and Uruguay, and social justice, access, and inclusion in higher education, in Argentina, Bolivia, Brazil, Chile, Colombia, and Ecuador. The articles presented in this special issue provide much insight onto higher education policy in Latin America and, additionally, offer ample opportunity to develop social science knowledge on the basis of strong comparative work.}, language = {en}, urldate = {2022-04-19}, journal = {Education Policy Analysis Archives}, author = {Bernasconi, Andrés and Celis, Sergio}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.14507/epaa.25.3240 2339240:4M24F399 2405685:RNRQL9Z2}, keywords = {Change in universities}, pages = {67--67}, } @article{jukes_improving_2017, title = {Improving {Literacy} {Instruction} in {Kenya} {Through} {Teacher} {Professional} {Development} and {Text} {Messages} {Support}: {A} {Cluster} {Randomized} {Trial}}, volume = {10}, issn = {1934-5747, 1934-5739}, shorttitle = {Improving {Literacy} {Instruction} in {Kenya} {Through} {Teacher} {Professional} {Development} and {Text} {Messages} {Support}}, url = {https://www.tandfonline.com/doi/full/10.1080/19345747.2016.1221487}, doi = {10.1080/19345747.2016.1221487}, abstract = {We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3\% to 2.1\%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.}, language = {en}, number = {3}, urldate = {2020-05-16}, journal = {Journal of Research on Educational Effectiveness}, author = {Jukes, Matthew C. H. and Turner, Elizabeth L. and Dubeck, Margaret M. and Halliday, Katherine E. and Inyega, Hellen N. and Wolf, Sharon and Zuilkowski, Stephanie Simmons and Brooker, Simon J.}, month = jul, year = {2017}, note = {shortDOI: 10/gftrwn KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 10/gftrwn 2339240:BHTFCPZY 2339240:NZ4F4CI7 2339240:WQWT3F9T 2405685:8RA9QUBS 2405685:KF3AT824 2405685:L29LKK2H 2405685:NZMWQR53 2405685:ZPZ33ATM 2534378:5AX7B2XZ 2534378:69A797YC 2534378:6YQFC9JR 2534378:DNVP68DF 2534378:JCAY2TT6 2534378:LP5IEPIP 2534378:M4JQTSXE 2534378:NJKCAKUT}, keywords = {Africa, Classroom Observation Techniques, Dropout Rate, ERIC, Current Index to Journals in Education (CIJE), Early Childhood Education, Effect Size, Elementary Education, Elementary School Students, Elementary School Teachers, Faculty Development, Foreign Countries, Grade 1, Grade 2, Handheld Devices, Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs, Intelligence Tests, Intervention, Interviews, Kenya, Literacy Education, Maximum Likelihood Statistics, Pretests Posttests, Primary Education, Program Effectiveness, Promising Interventions Are Great, but Are They Enough?, Questionnaires, RCT, Randomized Controlled Trials, Raven Progressive Matrices, Rural Schools, Statistical Analysis, Teacher Improvement, Teaching Methods, Telecommunications, What We Are Learning About Early Education in Sub-Saharan Africa, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096051, \_\_\_working\_potential\_duplicate, \_\_finaldtb, early grade reading, literacy instruction}, pages = {449--481}, } @article{shepler_understanding_2017, title = {Understanding {Sierra} {Leonean} and {Liberian} teachers’ views on discussing past wars in their classrooms}, volume = {53}, issn = {0305-0068}, url = {https://doi.org/10.1080/03050068.2017.1338641}, doi = {10.1080/03050068.2017.1338641}, abstract = {Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives.}, number = {3}, urldate = {2020-12-15}, journal = {Comparative Education}, author = {Shepler, Susan and Williams, James H.}, month = jul, year = {2017}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03050068.2017.1338641 KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2405685:9FVX5LB3}, keywords = {Education, Liberia, Sierra Leone, teachers, teaching about conflict, transitional justice}, pages = {418--441}, } @article{syrjamaki_enhancing_2017, title = {Enhancing peer interaction: an aspect of a high-quality learning environment in {Finnish} early childhood special education}, volume = {32}, issn = {0885-6257, 1469-591X}, shorttitle = {Enhancing peer interaction}, url = {https://www.tandfonline.com/doi/full/10.1080/08856257.2016.1240342}, doi = {10.1080/08856257.2016.1240342}, language = {en}, number = {3}, urldate = {2021-08-31}, journal = {European Journal of Special Needs Education}, author = {Syrjämäki, Marja and Sajaniemi, Nina and Suhonen, Eira and Alijoki, Alisa and Nislin, Mari}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/08856257.2016.1240342 2339240:KX7AIXX6 2405685:UBAETY3T}, pages = {377--390}, } @book{connolly_using_2017, series = {{BERA}/{SAGE} {Research} {Methods} in {Education}}, title = {Using {Randomised} {Controlled} {Trials} in {Education}}, url = {https://uk.sagepub.com/en-gb/eur/using-randomised-controlled-trials-in-education/book243420}, language = {en-gb}, urldate = {2019-11-05}, publisher = {SAGE Publications Limited}, author = {Connolly, Paul and Biggart, Andy and Miller, Sarah and O'Hare, Liam and Thurston, Allen}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U7JPSH6B 2405685:6ER6F5U6}, } @article{johnson_promoting_2017, title = {Promoting {Student}–{Teacher} {Interactions}: {Exploring} a {Peer} {Coaching} {Model} for {Teachers} in a {Preschool} {Setting}}, volume = {45}, issn = {1573-1707}, shorttitle = {Promoting {Student}–{Teacher} {Interactions}}, url = {https://doi.org/10.1007/s10643-016-0790-1}, doi = {10.1007/s10643-016-0790-1}, abstract = {Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.}, language = {en}, number = {4}, urldate = {2020-01-17}, journal = {Early Childhood Education Journal}, author = {Johnson, Stacy R. and Finlon, Kristy J. and Kobak, Roger and Izard, Carroll E.}, month = jul, year = {2017}, note = {shortDOI: 10/gbjks7 KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-016-0790-1 10/gbjks7 2405685:5SRMZ3SD}, keywords = {Classroom quality, Head Start, Peer coaching, Professional development, Professional learning communities, Student–teacher interactions}, pages = {461--470}, } @techreport{bruns_through_2017, title = {Through the {Looking} {Glass}: {Can} {Classroom} {Observation} and {Coaching} {Improve} {Teacher} {Performance} in {Brazil}?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/27962/WPS8156.pdf?sequence=1&isAllowed=y}, language = {en}, institution = {World Bank Group}, author = {Bruns, Barbara and Costa, Leandro and Cunha, Nina}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GTWNV6MT 2405685:U2D68PYR}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {44}, } @misc{dixon_mozilla_2017, title = {Mozilla releases research results: {Zero} rating is not serving as an on-ramp to the internet}, shorttitle = {Mozilla releases research results}, url = {https://blog.mozilla.org/blog/2017/07/31/mozilla-releases-research-results-zero-rating-not-serving-ramp-internet/}, abstract = {Can digital literacy and Equal Rating solutions help connect the unconnected? Today, 4 billion people live without the internet. There’s a global debate about how to connect the unconnected, but ...}, language = {en-US}, urldate = {2020-09-23}, journal = {The Mozilla Blog}, author = {Dixon, Denelle}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MXAAJ9EJ 2405685:U56FFASH 2405685:ZWUN8FG4}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{world_bank_fiscal_2017, address = {Washington, DC}, title = {Fiscal {Consolidation} to {Accelerate} {Growth} and {Support} {Inclusive} {Development}: {Ghana} {Public} {Expenditure} {Review}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Fiscal {Consolidation} to {Accelerate} {Growth} and {Support} {Inclusive} {Development}}, url = {https://openknowledge.worldbank.org/handle/10986/27558}, abstract = {Ghana has experienced an extended period of robust growth since the early 2000s, supported by a favorable external environment and large investment inflows, particularly in the extractive industries. In 2011, as the start of oil production drove a surge in per capita income, Ghana graduated from low-income to lower-middle-income status. Despite the key role of the extractive industries, recent growth has been relatively inclusive, and Ghana achieved its Millennium Development Goal of halving the poverty rate by 2015. However, macroeconomic conditions have deteriorated since 2012, giving rise to substantial domestic and external imbalances. Although external shocks have underscored Ghana's vulnerability to global commodity and financial markets, the recurring nature of its imbalances reflects deeper structural deficiencies in its macroeconomic policies and public financial management (PFM) framework. A heavy focus on commodity exports has accelerated Ghana's recent growth, but the country's economic outlook increasingly hinges on a narrow range of volatile commodity prices.}, language = {en\_US}, urldate = {2022-04-07}, institution = {World Bank}, author = {{World Bank}}, month = jun, year = {2017}, doi = {10.1596/27558}, note = {Accepted: 2017-07-13T17:23:05Z KerkoCite.ItemAlsoKnownAs: 10.1596/27558 2339240:6Y6XC6DS 2405685:WGP4YFMP}, keywords = {Agricultural Productivity, Fiscal Policy, Health, Macroeconomic Policy, Pay Reform, Public Education, Public Expenditure, Public Financial Management, Public Wages, Revenue Management, Taxation}, } @techreport{world_bank_isr-mongolia_2017, type = {Implementation {Status} \& {Results} {Report}}, title = {{ISR}-{Mongolia}: {Improving} {Primary} {Education} {Outcomes} for the most vulnerable children in rural {Mongolia} ({P130760})}, url = {http://documents1.worldbank.org/curated/en/387011497386576920/pdf/ISR-Disclosable-P130760-06-13-2017-1497386564685.pdf}, number = {P130760}, urldate = {2020-07-28}, institution = {The World Bank}, author = {World Bank}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ES53MBII 2405685:QIRTFDQB}, } @techreport{huenteler_republic_2017, title = {Republic of {Yemen} - {Restoring} and expanding energy access : power sector reengagement note}, shorttitle = {Republic of {Yemen} - {Restoring} and expanding energy access}, url = {http://documents.worldbank.org/curated/en/655811496412539032/Republic-of-Yemen-Restoring-and-expanding-energy-access-power-sector-reengagement-note}, abstract = {Already before the conflict, much of Yemen’s population was deprived of basicelectricity services. Even before the conflict, Yemen was considered the least electrifiedcountry in the MENA region, with a pre-crisis access rate from all sources of only 55percent. The country’s per capita electricity consumption stood at 243 kWh in 2013,almost one-sixth of the regional average (The World Bank Group, 2016). There had been little progress in the electricity sector over the last decade. The sectormade little progress on improving operational efficiency and quality of service or inreducing high electricity losses, while costing the country over 10 percent of its GDPannually through direct and indirect subsidies (The World Bank, 2013). The ongoing conflict has significantly worsened the electricity supply situation from an already low level, with severe impact on health, education, water and sanitation, and the private sector, which all rely heavily on a functioning power supply.The top-down model of service delivery has been replaced by a combination of locally managed urban public services and a private-sector driven bottom-up model. The poor have limited access to solar so far, and there are concerns about the qualityof the installed technology.Because the limited functionality of the energy sector has severe consequences for other sectors and the overall Yemeni economy, restoring electricity supply will be a priority for any in-conflict or post-conflict engagement.A recent review of the World Bank’s interventions over the last 15 years in the energy sector concluded that alternative models for procurement and/or project implementation may be needed for in-conflict or post-conflict interventions.New, project-specific public sector institutions created for the purpose ofinfrastructure development were no panacea.Distributed infrastructure investments, while also not as successful as anticipated, tended to work better.The proposed priorities represent sequential steps the electricity system is re-built from the bottom up, both technically and institutionally.The proposed priorities and sequencing are underpinned by a vision for Yemen’spower sector that involves a stronger role for the private sector and moredecentralized service provision.}, language = {en}, number = {ACS22319}, urldate = {2020-06-02}, institution = {The World Bank}, author = {Huenteler, Joern Thorsten and Khanna, Ashish and Badiei, Sara and Matsuo, Tyeler Marissa and Maier, Elisabeth and Fernstrom, Erik Magnus}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DSTXEBG9 2405685:UAMTLET3 4803016:XDIEZFRJ}, pages = {1--1}, } @misc{pocinki_social_2017, title = {Social skills matter, but how do we measure and grow them in the classroom?}, url = {https://www.brookings.edu/blog/social-mobility-memos/2017/06/02/social-skills-matter-but-how-do-we-measure-and-grow-them-in-the-classroom/}, abstract = {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…}, language = {en-US}, urldate = {2020-01-13}, journal = {Brookings}, author = {Pocinki, Allegra and Reeves, Richard V.}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CVDKETAH 2339240:QQU5KEGG 2405685:BHUQXSDN 2405685:CB5U3YZ7 BHUQXSDN CVDKETAH}, } @article{steeves_interrogating_2017, title = {Interrogating {Gender} {Divides} in {Technology} for {Education} and {Development}: the {Case} of the {One} {Laptop} per {Child} {Project} in {Ghana}}, volume = {52}, issn = {1936-6167}, shorttitle = {Interrogating {Gender} {Divides} in {Technology} for {Education} and {Development}}, url = {https://doi.org/10.1007/s12116-017-9245-y}, doi = {10.1007/s12116-017-9245-y}, abstract = {The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.}, language = {en}, number = {2}, urldate = {2020-07-20}, journal = {Studies in Comparative International Development}, author = {Steeves, Leslie and Kwami, Janet}, month = jun, year = {2017}, note = {shortDOI: 10/ggtsmj KerkoCite.ItemAlsoKnownAs: 10.1007/s12116-017-9245-y 10/ggtsmj 2339240:DKVPCJ4N 2405685:EBIDU596 2405685:EHX857GT}, keywords = {C: Ghana}, pages = {174--192}, } @article{vo_effect_2017, title = {The effect of blended learning on student performance at course-level in higher education: {A} meta-analysis}, volume = {53}, issn = {0191-491X}, shorttitle = {The effect of blended learning on student performance at course-level in higher education}, url = {http://www.sciencedirect.com/science/article/pii/S0191491X16300931}, doi = {10.1016/j.stueduc.2017.01.002}, abstract = {The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k=51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+=0.385, p{\textless}0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+=0.496) compared to that of non-STEM disciplines (g+=0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated.}, language = {en}, urldate = {2020-07-18}, journal = {Studies in Educational Evaluation}, author = {Vo, Hien M. and Zhu, Chang and Diep, Nguyet A.}, month = jun, year = {2017}, note = {shortDOI: 10/gg5s29 KerkoCite.ItemAlsoKnownAs: 10/gg5s29 2405685:97BFACYR 2405685:M5BCLDHV 2405685:W85AQYZA}, keywords = {Blended learning, Discipline, Higher education, Meta-analysis, Student performance}, pages = {17--28}, } @article{andrabi_report_2017, title = {Report {Cards}: {The} {Impact} of {Providing} {School} and {Child} {Test} {Scores} on {Educational} {Markets}}, volume = {107}, issn = {0002-8282}, shorttitle = {Report {Cards}}, url = {https://www.aeaweb.org/articles?id=10.1257/aer.20140774}, doi = {10.1257/aer.20140774}, abstract = {We study the impact of providing school report cards with test scores on subsequent test scores, prices, and enrollment in markets with multiple public and private providers. A randomly selected half of our sample villages (markets) received report cards. This increased test scores by 0.11 standard deviations, decreased private school fees by 17 percent, and increased primary enrollment by 4.5 percent. Heterogeneity in the treatment impact by initial school test scores is consistent with canonical models of asymmetric information. Information provision facilitates better comparisons across providers, and improves market efficiency and child welfare through higher test scores, higher enrollment, and lower fees.}, language = {en}, number = {6}, urldate = {2024-02-12}, journal = {American Economic Review}, author = {Andrabi, Tahir and Das, Jishnu and Khwaja, Asim Ijaz}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20140774 2339240:E75A65JU 2405685:IBUBAXI3}, keywords = {Belief, Communication, Education, Housing, Human Development, Income Distribution, Information and Knowledge, Infrastructure, Learning, Migration, Economic Development: Urban, Rural, Regional, and Transportation Analysis, Public Pensions, Analysis of Education, Education: Government Policy, Economic Development: Human Resources, Search, Unawareness, State and Local Government: Health, Welfare}, pages = {1535--1563}, } @article{hussain_effects_2017, title = {Effects of {Information} and {Communication} {Technology} ({ICT}) on {Students}' {Academic} {Achievement} and {Retention} in {Chemistry} at {Secondary} {Level}}, volume = {4}, issn = {2310-0869}, url = {https://eric.ed.gov/?id=EJ1161529}, doi = {10.22555/joeed.v4i1.1058}, abstract = {The current paper investigated the effects of information and communication technology on the students' academic achievement and retention in chemistry. Fifty students of 9th grade were selected randomly from Kohsar Public School and College Latamber Karak. The students were grouped into equivalent groups based on pretest score. In order to collect data, pretest posttest equivalent groups design was used. Mean, standard deviation and independent samples t-test were applied through SPSS for data analysis. Based on statistical analysis, it came to light that information and communication technology positively affects students' academic achievement and retention and ICT was found more compelling, effective and valuable in teaching of chemistry when contrasted with conventional techniques of teaching. It is recommended that information and communication technology should be used in teaching chemistry for enhancing students' academic achievement at secondary level.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Journal of Education and Educational Development}, author = {Hussain, Ishtiaq and Suleman, Qaiser and ud Din, M. Naseer and Shafique, Farhan}, month = jun, year = {2017}, note = {Publisher: Institute of Business Management, Department of Education KerkoCite.ItemAlsoKnownAs: 10.22555/joeed.v4i1.1058 2339240:PEKV6S35 2405685:DKAAC8HF}, keywords = {Chemistry, Computer Uses in Education, Conventional Instruction, Foreign Countries, Influence of Technology, Pretests Posttests, Retention (Psychology), Science Achievement, Science Instruction, Secondary School Science, Secondary School Students, Statistical Analysis}, pages = {73--93}, } @techreport{world_bank_sindh_2017, address = {Washington, DC}, title = {Sindh {Public} {Expenditure} {Review}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/29264}, abstract = {Sindh has the potential to become a high middle-income province in Pakistan, but it lags far behind in terms of economic, social and development indicators. Sindh is also the most industrialized province, resource-rich and endowed with the country’s largest natural gas and coal reserves. In sum, it has the potential to become a high-growth and high-income region. Nonetheless, Sindh has yet to translate this potential into commensurate economic and social development. The province faces major developmental challenges. Sindh’s weak social indicators are partly the result of the inadequate reach and low quality of public service delivery. This Public Expenditure Review focuses on provincial finances and their utilization with the objective of identifying possible reforms to expand the resource envelope and ensure better value for money by improving the management and efficiency of public spending. It includes two important components: (i) a detailed analysis of the major revenue challenges and the various expenditures, including development spending and; (ii) and in-depth assessment of how some of the key government priorities are undertaken, such as education, health, and social protection. The hope is that by better understanding the constraints, reforms can be designed and implemented to maximize Sindh’s potential and promote a more equitable and productive path.}, language = {English}, urldate = {2022-06-09}, institution = {World Bank}, author = {{World Bank}}, month = jun, year = {2017}, doi = {10.1596/29264}, note = {Accepted: 2018-01-30T19:24:09Z KerkoCite.ItemAlsoKnownAs: 10.1596/29264 2339240:FAHE33CI 2405685:DHI4PX3M}, keywords = {Education, Finance, Fiscal Trends, Health, Inequality, Labor Force Participation, Policy, Poverty, Public Expenditure, Public Sector, Social Protection, Vulnerability}, } @book{nicolescu_about_2017, title = {About the {Systems} {Theory} in the {Field} of {Education} {Sciences}}, author = {Nicolescu, Bogdan N.}, month = may, year = {2017}, doi = {10.15405/epsbs.2017.05.02.21}, note = {Pages: 165 KerkoCite.ItemAlsoKnownAs: 10.15405/epsbs.2017.05.02.21 2339240:BPJZIK6I 2405685:IJJIKMFT}, } @article{siddiqui_problems_2017, title = {Problems of drop-out students in {Indian} slum}, volume = {3}, copyright = {Copyright (c) 2017 International Education and Research Journal}, issn = {2454-9916}, doi = {http://ierj.in/journal/index.php/ierj/article/view/883}, abstract = {The purpose of this paper is to find out the problems of drop-out students at elementary level, specially living in slum areas of India. Educational facility at elementary level and its relationship with infrastructural facilities is the main focus of this paper. Paper highlights the role of government to improve elementary education in slum areas of the country with special focus on drop-out students. Paper is mainly based on primary and secondary data/ information. Study has taken a total sample of 50 households (25 from each district) by using random sampling technique in the urban areas namely- Madiyaon slum of Lucknow in Uttar Pradesh and Dharavi slum of Mumbai in Maharashtra. Intensive interviews have been conducted to procure purpose full information. The numbers of upper primary schools were found half of the primary schools in slum areas. Acording to RTE Act no students could be stop or retained in any class of primary section. To stop drop out situation at elementary level of education, paper recommends opening more government upper primary schools in the slum areas. Due to limited sample size, the research results may lack generalisation. Therefore, researchers and research institutions are encouraged to test the proposed propositions further. Dropping out from elementary education in slum areas are an unexplored area of research which has been covered in this paper.}, language = {en}, number = {5}, urldate = {2021-10-25}, journal = {International Education and Research Journal}, author = {Siddiqui, Tarannum}, month = may, year = {2017}, note = {Number: 5 KerkoCite.ItemAlsoKnownAs: 2339240:HJCCKF7J 2405685:W2QT6EH2}, keywords = {Elementary education in slum areas., Indian slums, Problems of drop-out students, ⛔ No DOI found}, pages = {139--144}, } @article{alyaz_study_2017, title = {A {Study} on {Using} {Serious} {Games} in {Teaching} {German} as a {Foreign} {Language}}, volume = {6}, url = {https://www.researchgate.net/publication/316743505_A_Study_on_Using_Serious_Games_in_Teaching_German_as_a_Foreign_Language}, doi = {10.5539/jel.v6n3p250}, abstract = {The interest in Digital Game-Based Language Learning (DGBLL) has increased considerably in recent years although being a relatively new approach. Despite the interest that DGBLL took, the studies in the context of German as a Foreign Language (FL) are quite limited. Moreover, DGBLL in the Turkish context is not prevalent. Due to this gap in the literature, a research project was launched at a big state university in Turkey in 2014 to explore the potentials and limitations of DGBLL. The study focuses specifically on serious games for FL teaching and learning. The aim of the project, in addition to the promotion of linguistic skills of the learners, is to contribute to the development of professional qualifications of the future FL teachers. The present research aims to report on the pilot study of the project. A one group pre-test post-test research design was used in the study. Quantitative data was collected via two opinion questionnaires implemented at the beginning and at the end of the process as well as a receptive vocabulary test. Qualitative data was collected via semi-structuted interviews and game diaries that participants kept. Two serious games for German was selected and used with traditional dictation, transcription and reading comprehension activities. The results of an 11-week gaming activity indicated significant differences between pre- and post-tests in vocabulary. Additionaly, age was found to be an important factor that affects participants’ attitudes towards serious games. The results indicate that the participants found game activities useful for the development of other language skills.}, journal = {Journal of Education and Learning}, author = {Alyaz, Yunus and Spaniel-Weise, Dorothea and Gürsoy, Esim}, month = may, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.5539/jel.v6n3p250 2339240:ZT2EQPGY 2405685:8EG4FU28}, } @techreport{doss_supporting_2017, title = {Supporting {Parenting} through {Differentiated} and {Personalized} {Text}-{Messaging}: {Testing} {Effects} on {Learning} {During} {Kindergarten}}, shorttitle = {Supporting {Parenting} through {Differentiated} and {Personalized} {Text}-{Messaging}}, url = {https://cepa.stanford.edu/content/supporting-parenting-through-differentiated-and-personalized-text-messaging-testing-effects-learning-during-kindergarten}, abstract = {Recent studies have shown that texting-based interventions can produce educational benefits in children across a range of ages. These studies vary in their focus from broad curricula on child development, to reminders about missing work, to steps needed in order to enroll in college. Given the potential effectiveness of texting, as well as the ease of systematically varying}, language = {en}, urldate = {2021-04-06}, author = {Doss, Christopher and Fahle, Erin and Loeb, Susanna and York, Ben}, month = may, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9AKV6UFP 2405685:RWQG2ZYP 2405685:WL2K529Q}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{wambugu_computer_2017, title = {Computer {Laptop} {Project} {Strategy} for {Basic} {Education} {Schools} in {Kenya}}, issn = {2223-4985}, url = {http://repository.mut.ac.ke/handle/123456789/2814}, abstract = {Kenya’s Vision 2030 recognizes the enabling role of Information and Communication Technology (ICT) and anchors some of its key aspirations upon the availability and adoption of computers for schools. The overall objective of this strategy paper is to provide direction for acquisition of equitable and efficient laptop computers to all pupils in public primary schools. The existing education policy on ICT is imbedded in three documents namely; e-Government Strategy, National ICT Policy and Sessional Paper No. 1 of 2005 which is a Policy Framework for Education, Training and Research. There is a need therefore to consolidate these documents into one. The overall objective of the consolidation is to merge and integrate education policy on ICT including the scope, usage, administration and ways to address innovations and attendant Intellectual Property Rights. In the process of strategic planning for utilizing ICT in education, key stakeholders require to be consulted. In addition to the above mentioned, specific stakeholders include the National ICT integration and innovation Centre, Kenya Institute for Curriculum Development, Center for Mathematics, Science and Education in Africa, Teacher Service Commission, Primary Teacher Training Institutions, Universities and the National ICT Steering Committee. The strategy identifies the following as key weaknesses that hamper the implementation of ICT projects: slow integration of ICT in operations and programs; inadequate human and financial resources in some key service areas to meet the rapidly growing work-related demands. In addition there exists lack of appropriate learning facilities and/or infrastructure in some education and training institutions and inadequate number of trainers in modern technology coupled with a mismatch of skills learnt and demands of the labour market. It is also noted that the legal framework is non-harmonized and this inhibits the performance of Ministry of Education, Science and Technology. Further, a number of policy frameworks are yet to be operationalized thus hampering delivery of services. The strategy also identifies a Strategic Model for Laptop Project and an implementation matrix.}, language = {en}, urldate = {2021-05-22}, author = {Wambugu, Geoffrey M. and Ogenga, Stephen and Shikali, Casper and Muliaro, Joseph}, month = may, year = {2017}, note = {Accepted: 2017-09-08T06:46:45Z Publisher: IJICT Journals KerkoCite.ItemAlsoKnownAs: 2339240:2JE4BW6G 2339240:Q7M63VSV 2405685:RXLFLZGW 2405685:Z4L66S4G}, keywords = {⛔ No DOI found}, } @article{qadri_performance_2017, title = {Performance {Oriented} {Information} and {Communication} {Technology} ({ICT}): {Model} for {Education} {Purpose} in {Pakistan}. {A} {Bahawalpur} {District} {Case} {Study}}, volume = {17}, issn = {1738-7906}, shorttitle = {Performance {Oriented} {Information} and {Communication} {Technology} ({ICT})}, abstract = {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.}, language = {English}, number = {4}, journal = {International Journal of Computer Science and Network Security}, author = {Qadri, Salman and Shah, Rehan Ali and ul Rehman, Muzammil and Ullah, Saleem and Shah, Ali Nawaz and Ali, Muhammad Zaman and Ahmed, Muhammad Munawer}, month = apr, year = {2017}, note = {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}, pages = {370--374}, } @techreport{ferreira_reaching_2017, type = {Report}, title = {Reaching the {Unreached} {Through} {Open} and {Distance} {Learning} ({ODL}) in {Bangladesh}, {India} and {Pakistan}}, url = {http://oasis.col.org/handle/11599/2757}, abstract = {GIRLS Inspire is a Commonwealth of Learning (COL) project established to mobilise the power of open and distance learning (ODL) to provide secondary schooling and skills development training to women and girls who are prevented from attending schools by barriers such as early marriage, cultural norms and distance from schools. This final report to the Department of Foreign Affairs and Trade (DFAT) Australia reflects on the work that has taken place since January 2016. It is framed around the project’s objectives and provides a rich account of activities that took place, presented in both quantitative and qualitative forms.}, language = {en}, urldate = {2021-01-05}, institution = {Commonwealth of Learning (COL)}, author = {Ferreira, Frances}, month = apr, year = {2017}, note = {Accepted: 2017-07-08T01:14:45Z KerkoCite.ItemAlsoKnownAs: 2339240:WTLYI8A9 2405685:DBN3P8G4}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{hassan_mobile_2017, title = {Mobile {Identity} {Construction} by {Male} and {Female} {Students} in {Pakistan}: {On}, {In}, and {Through} the {Phone}}, volume = {13}, issn = {1544-7529}, shorttitle = {Mobile {Identity} {Construction} by {Male} and {Female} {Students} in {Pakistan}}, url = {https://www.itidjournal.org/index.php/itid/article/view/1483}, abstract = {This article reports on focus group research in Pakistan about the symbolic value and use of mobile phones by students in constructing their identities on the phone, in the phone, and through the phone. A striking conclusion is the difference between how men and women use their phones, and we provide accounts of the harassment and bullying of women through their mobiles.}, language = {en}, number = {0}, urldate = {2020-11-27}, journal = {Information Technologies \& International Development}, author = {Hassan, Bushra and Unwin, Tim}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:48D4PCFU 2405685:F7CBLYIG}, keywords = {Pakistan, identity, mobiles, students, symbolism, ⛔ No DOI found}, pages = {16}, } @book{valkenburg_plugged_2017, title = {Plugged in: {How} media attract and affect youth}, author = {Valkenburg, Patti and Piotrowski, J.T.}, month = apr, year = {2017}, note = {Journal Abbreviation: Plugged In: How Media Attract and Affect Youth Pages: 328 Publication Title: Plugged In: How Media Attract and Affect Youth KerkoCite.ItemAlsoKnownAs: 2405685:X2BPQXLC}, } @article{kaljee_randomized-control_2017, title = {A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in {Zambian} government primary schools}, volume = {22}, issn = {1354-8506, 1465-3966}, url = {https://www.tandfonline.com/doi/full/10.1080/13548506.2016.1153682}, doi = {10.1080/13548506.2016.1153682}, abstract = {Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013–2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers’ psychosocial skills and knowledge.}, language = {en}, number = {4}, urldate = {2020-01-29}, journal = {Psychology, Health \& Medicine}, author = {Kaljee, Linda and Zhang, Liying and Langhaug, Lisa and Munjile, Kelvin and Tembo, Stephen and Menon, Anitha and Stanton, Bonita and Li, Xiaoming and Malungo, Jacob}, month = apr, year = {2017}, pmid = {26965476}, note = {shortDOI: 10/gf62kq KerkoCite.ItemAlsoKnownAs: 10.1080/13548506.2016.1153682 10/gf62kq 2339240:AWSPZW5X 2339240:CIW2LTM9 2339240:K3H4SWYT 2405685:K9JK54CC}, keywords = {Sub-Saharan Africa, orphaned and vulnerable children, psychosocial support, randomized controlled trial, schooling and education}, pages = {381--392}, } @article{mwanda_integrating_2017, title = {Integrating {ICT} into {Teaching} and {Learning} {Biology}: {A} {Case} for {Rachuonyo} {South} {Sub}-{County}, {Kenya}}, volume = {1}, shorttitle = {Integrating {ICT} into {Teaching} and {Learning} {Biology}}, doi = {10.11648/j.ajeit.20170102.12}, abstract = {The purpose of this study was to find out the extent of integration of computer technology into teaching and learning Biology in secondary schools of Rachuonyo South Sub-County, Kenya. The target population consisted of students and biology teachers in the Sub-County. Data was collected by use of questionnaires and an observation check list. From the study, most schools had few computers; teachers had inadequate training on use of computer applications; most teachers did not use computer technology for personal growth and instructional purposes. Inadequate number of computers in the sampled schools was the major challenge facing the integration of computer technology into the instruction process. The study recommends increased accessibility of computers, adequate training on use of computer technology and development of a policy framework to guide on the path to effective computer integration into instruction process.}, journal = {American Journal of Education and Information Technologies}, author = {Mwanda, Gideon and Mwanda, Samwel and Midigo, Ronnie and Maundu, John}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.11648/j.ajeit.20170102.12 2339240:BB268PHG 2405685:N3QTNN5K}, keywords = {⚠️ Invalid DOI}, pages = {17--23}, } @incollection{ettekal_ecological_2017, title = {Ecological {Systems} {Theory}}, abstract = {Ecological systems theory explains how human development is influenced by different types of environmental systems. Researchers, policy makers, and practitioners are interested in the opportunities and risks associated with how youth spend their discretionary time outside the regular school day. One of the primary settings in which youth spend their out-of-school hours is in organized activities, which include extracurricular activities, after-school programs, and activities at community-based organizations. Much research on out-of-school activities has utilized ecological systems theory to understand how activities foster positive, healthy development of youth from different backgrounds.}, author = {Ettekal, Andrea and Mahoney, Joseph}, month = apr, year = {2017}, doi = {10.4135/9781483385198.n94}, note = {zotzenLib.CopiedFrom: 2339240:NR3WND7N KerkoCite.ItemAlsoKnownAs: 10.4135/9781483385198.n94 2339240:NR3WND7N 2405685:D24BMJBJ}, pages = {239--241}, } @book{abdul-hamid_lessons_2017, title = {Lessons {Learned} from {World} {Bank} {Education} {Management} {Information} {System} {Operations}: {Portfolio} {Review}, 1998-2014}, isbn = {978-1-4648-1056-5}, shorttitle = {Lessons {Learned} from {World} {Bank} {Education} {Management} {Information} {System} {Operations}}, url = {http://hdl.handle.net/10986/26330}, language = {en}, urldate = {2021-03-09}, publisher = {Washington, DC: World Bank}, author = {Abdul-Hamid, Husein and Saraogi, Namrata and Mintz, Sarah}, month = apr, year = {2017}, doi = {10.1596/978-1-4648-1056-5}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1056-5 2339240:7ZBERZEJ 2339240:KD2C2VGD 2339240:XMYQAKT5 2405685:6CI2PJ6Z 2405685:7FGMNWRV 2405685:ZQRXYWG4 4656463:I9K4CKTB}, keywords = {Accountability, Data Integration, Data Quality, Data Utilization, Education, Education Management, Emis, Enabling Environment, Information System, Management Information Systems, Monitoring and Evaluation System, Planning, Sustainability, System Procurement, System Soundness, Unique Id, \_\_\_working\_potential\_duplicate}, } @techreport{buhl-wiggers_impact_2017, title = {The {Impact} of {Teacher} {Effectiveness} on {Student} {Learning} in {Africa}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/Buhl-Wiggers%20The%20Impact%20of%20Teacher%20Effectiveness%202017-04-30.pdf}, abstract = {Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.}, institution = {Rise Programme}, author = {Buhl-Wiggers, Julie and Kerwin, Jason and Smith, Jeffrey and Thornton, Rebecca}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AEMAW5PW 2405685:LSQR8MAH 2447227:8W4XYI4G}, keywords = {C:Uganda, NULP}, } @inproceedings{raza_possible_2017, title = {Possible {Potential} of {Facebook} to {Enhance} {Learners}' {Motivation} in {Mobile} {Learning} {Environment}}, url = {https://eric.ed.gov/?id=ED579200}, abstract = {Facebook is world's leading social network, 29\% of its active members represent Pakistan. This study utilized Facebook for teachers' in-service training. Thirty teachers from different parts of Pakistan took part in this training that lasted for ten weeks. The researcher tested the impact of three independent variables namely: social interactions, quality of experiences and behavior on learners' motivation (dependent variable). The hypothesis of this study propose a positive impact of independent variables on the dependent variable, the research was able to prove the hypothesis. [For the complete proceedings, see ED579190.]}, language = {en}, urldate = {2020-12-01}, publisher = {International Association for the Development of the Information Society}, author = {Raza, Mehwish}, month = apr, year = {2017}, note = {Publication Title: International Association for Development of the Information Society KerkoCite.ItemAlsoKnownAs: 2339240:6KMFB2TP 2405685:5FSFA5SK}, keywords = {Educational Technology, Elementary School Teachers, Elementary Schools, Foreign Countries, Handheld Devices, Hypothesis Testing, Interaction, Likert Scales, Pretests Posttests, Private Schools, Questionnaires, Social Media, Statistical Analysis, Student Motivation, Teacher Attitudes, Technology Uses in Education, Telecommunications, Training}, } @techreport{school-to-school_international_sts_graphogame_2017, title = {{GraphoGame} {Teacher} {Training} {Service}: evaluation report}, url = {https://allchildrenreading.org/wp-content/uploads/2019/07/Agora-Center-Project-Evaluation.pdf}, institution = {Agora Center, University of Jyväskylä, Finland}, author = {{School-to-School International (STS)}}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8P66C3HW 2534378:UCQXQMML 2534378:WG2ZS8CL}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425917, \_\_\_working\_potential\_duplicate, \_\_finaldtb, auto\_merged}, } @article{welham_public_2017, series = {{ODI} {Report}}, title = {Public financial management and health service delivery: {Necessary}, but not sufficient?}, url = {https://cdn.odi.org/media/documents/Public_financial_management_and_health_service_delivery_necessary_but_not_sufficient.pdf}, language = {en}, author = {Welham, Bryn and Hart, Tom and Mustapha, Shakira and Hadley, Sierd}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MZ8HXZ2X 2405685:TQ8T3N8B}, keywords = {⛔ No DOI found}, pages = {56}, } @article{nishimura_community_2017, title = {Community {Participation} in {School} {Management} in {Developing} {Countries}}, url = {https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-64}, doi = {10.1093/acrefore/9780190264093.013.64}, abstract = {Community participation in school management has great potentials for removing mistrust and distance between people and schools by nurturing transparency of information and a culture of mutual respect and by jointly pursuing improvement of school by sharing vision, process, and results. Individual and organizational behavioral changes are critical to increase the level of participation. In countries where the administrative structures are weak, the bottom-up approach to expanding educational opportunity and quality learning may be the only option.Nevertheless, when community participation is implemented with a top-down manner without wider consultation on its aims, processes, and expected results, the consequences are likely to be conflicts between actors, a strong sense of overwhelming obligation, fatigue, inertia, and disparity in the degree and results of community participation between communities. Political aspects of school management and socio-cultural difference among the population require caution, as they are likely to induce partial participation or nonparticipation of the community at large. Community participation in school management will result in a long-term impact only if it involves a wide range of actors who can discuss and practice the possibilities of revisiting the definition of community and the way it should be.}, language = {en}, urldate = {2020-03-18}, journal = {Oxford Research Encyclopedia of Education}, author = {Nishimura, Mikiko}, month = mar, year = {2017}, note = {ISBN: 9780190264093 KerkoCite.ItemAlsoKnownAs: 10.1093/acrefore/9780190264093.013.64 10/ggn6cs 2339240:8A8V8P9M 2405685:ZM3Y87L2}, } @article{fasasi_effects_2017, title = {Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science}, volume = {39}, issn = {0950-0693}, url = {https://doi.org/10.1080/09500693.2017.1296599}, doi = {10.1080/09500693.2017.1296599}, abstract = {This study investigated the effect of Ethnoscience instruction and moderating effects of school location and parental educational status on students' attitude to science. It employed pretest-posttest, non-equivalent control group quasiexperimental design. Participants were 352 Junior Secondary School 1 (aged 9–12 years) students from two schools, each in urban and rural areas of Ìbàdàn, southwestern Nigeria. Instruments used are: Teachers Instructional Guide on Ethnoscience instruction, Teachers Instructional Guide on Modified Lecture Method and Attitude Toward Science Scale (r = 0.86). Three null hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Significant main effect of treatment on attitude to science (F(1, 347) = 296, p {\textless} 0.05) was recorded, with Ethnoscience instruction group performing better than the Modified Lecture Method group. Effect size of treatment was strong (η2 p = 0.46). Also recorded were significant main effects of school location (F(1, 347) = 10.2, p {\textless} .05) and parental educational status (F(1, 347 = 3.37), p {\textless} 0.05) on students' attitude to science with weak effect sizes (η2 p = 0.029 and η2 p = 0.019 respectively). Learners in rural schools performed better than those in urban schools and those from lowly educated parents had better performance than highly educated parents. Ethnoscience instruction promoted learners' attitude to science. Therefore, its use in educational instruction, especially among traditional science learners, should be explored.}, number = {5}, urldate = {2020-01-27}, journal = {International Journal of Science Education}, author = {Fasasi, Rasheed Adekunle}, month = mar, year = {2017}, note = {shortDOI: 10/ggjhrw KerkoCite.ItemAlsoKnownAs: 10.1080/09500693.2017.1296599 10/ggjhrw 2339240:SG5B5MDZ 2405685:Q9ZMLV8R}, keywords = {Ethnoscience instruction, attitude towards science, parental educational status, school location}, pages = {548--564}, } @misc{radjou_genius_2017, title = {The genius of frugal innovation}, url = {https://ideas.ted.com/the-genius-of-frugal-innovation/}, abstract = {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.}, language = {en}, urldate = {2020-08-11}, journal = {ideas.ted.com}, author = {Radjou, Navi}, month = mar, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:7P3V4G3G}, } @article{reporters_sesame_2017, title = {Sesame {Street} to introduce new character - a muppet with autism}, issn = {0307-1235}, url = {https://www.telegraph.co.uk/news/2017/03/20/sesamestreets-new-muppet-aims-reduce-stigma-autism/}, abstract = {Children's show Sesame Street is to introduce a new character with autism.}, language = {en-GB}, urldate = {2020-03-25}, journal = {The Telegraph}, author = {Reporters, Telegraph}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6JGMXWVH 2405685:NQUEKZ37}, keywords = {Children, News, Standard, Television}, } @inproceedings{mutahi_studying_2017, address = {Vancouver, British Columbia, Canada}, series = {{LAK} '17}, title = {Studying engagement and performance with learning technology in an {African} classroom}, isbn = {978-1-4503-4870-6}, url = {https://doi.org/10.1145/3027385.3027395}, doi = {10.1145/3027385.3027395}, abstract = {In this paper, we study the engagement and performance of students in a classroom using a system the Cognitive Learning Companion (CLC). CLC is designed to keep track of the relationship between the student, content interaction and learning progression. It also provides evidence-based engagement-oriented actionable insights to teachers by assessing information from a sensor-rich instrumented learning environment in order to infer a learner's cognitive and affective states. Data captured from the instrumented environment is aggregated and analyzed to create interlinked insights helping teachers identify how students engage with learning content and view their performance records on selected assignments. We conducted a 1 month pilot with 27 learners in a primary school in Nairobi, Kenya during their maths and science instructional periods. We present our primary analysis of content-level interactions and engagement at the individual student and classroom level.}, urldate = {2020-07-28}, booktitle = {Proceedings of the {Seventh} {International} {Learning} {Analytics} \& {Knowledge} {Conference}}, publisher = {Association for Computing Machinery}, author = {Mutahi, Juliet and Kinai, Andrew and Bore, Nelson and Diriye, Abdigani and Weldemariam, Komminist}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3027385.3027395 2339240:WZZYKWZV 2405685:UACDVUZC}, keywords = {developing countries, education, engagement, learning analytics, mobile development}, pages = {148--152}, } @article{ale_contextualized-olpc_2017, title = {Contextualized-{OLPC} education project in rural {India}: measuring learning impact and mediation of computer self-efficacy}, shorttitle = {Contextualized-{OLPC} education project in rural {India}}, doi = {10.1007/s11423-017-9517-2}, abstract = {The One Laptop per Child (OLPC) initiative has been at the forefront of introducing low-cost computers in developing countries. We argue that the problem is not as much as a focus on the provision of affordable technologies, but the lack of consideration of deeply contextualized implementation design and the lack of understanding of psychological mechanisms at the user-level that influence learning impact. A longitudinal quasi-experimental design among nine rural Indian primary schools involved pre- and postexperiment measures conducted with both test (n = 126) and control groups (n = 79). The study objective was to prioritize local contexts during technology implementation design in order to attain educational impact in terms of improved learning outcomes for students. The Contextualized-OLPC education project utilized strategies identified by the Technology- Community-Management model to address contextually germane factors of teacher training, unbiased gender access, and local language use. A second objective was to assess impact of technology introduction while countering extant techno-determinist approaches of impact assessment. We first demonstrated that technological knowledge was associated positively with functional literacy. We situated the experiment in the social cognitive theory to demonstrate that computer self-efficacy mediates the relationship between technological literacy attained as a consequence of the Contextualized-OLPC education project and a specific learning outcome, functional literacy. Overall, the research illustrated that giving primacy to mere deployment of OLPC laptops has limited relevance to children, both in use and outcome. In support, the results demonstrated the role of contextualized technology in rural classrooms alongside an understanding of user psychology that influence learning impact.}, journal = {Educational Technology Research and Development}, author = {Ale, Komathi and Chib, Arul and Loh, Yvonne}, month = mar, year = {2017}, note = {shortDOI: 10/gbgzmw KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-017-9517-2 10/gbgzmw 2405685:IPX2ETJ4}, } @misc{noauthor_teachers_2017, title = {Teacher’s {Guide}, {Part} {B}: {Teaching} {Mathematics} ({P} 1-3)}, url = {https://www.tdpnigeria.org/assets/resources/in-service/multi-tgv-mathematics/TG_Maths_Part%20B%20P1-3.pdf}, urldate = {2022-07-08}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PME3KYTV}, } @techreport{ali_pre-primary_2017, title = {Pre-{Primary} {Education} in {Mongolia}: {Access}, {Quality} of {Service} {Delivery}, \& {Child} {Development} {Outcomes}}, url = {http://documents1.worldbank.org/curated/en/481101490364915103/pdf/113752-WP-PUBLIC-P152905-QualityJanWithExecMarchclean.pdf}, urldate = {2020-07-28}, institution = {The World Bank}, author = {Ali, Rabia and Temourov, Moukim and Igarashi, Takiko}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZLRPUYN4 2405685:SSXVNNGU}, } @article{commonwealth_of_learning_open_2017, title = {Open {Schooling}: {Addressing} the {Challenge} of {Out}-of-{School} {Youth}}, copyright = {https://creativecommons.org/licenses/by-sa/4.0/}, shorttitle = {Open {Schooling}}, url = {http://oasis.col.org/handle/11599/2721}, abstract = {Goal 4 of the Sustainable Development Goals aims to ensure inclusive and quality education for all and promote lifelong learning. One target is to ensure that all girls and boys complete free, equitable and quality primary and secondary education by 2030. Yet, this is impossible to achieve within present mainstream education systems. A new way of thinking about schooling is required. // Open Schooling is a model to address this problem without having a disruptive effect on mainstream schooling – a symbiotic relationship, where both systems can benefit from another, is possible. // A multidimensional approach is required. Part of the solution is to improve teaching and learning in conventional schools in order to decrease dropout and increase throughput, while also providing access to quality learning opportunities to out-of-school youth through innovative open schooling. Open schooling}, language = {en}, urldate = {2020-07-21}, author = {{Commonwealth of Learning}}, month = mar, year = {2017}, note = {Accepted: 2017-03-28T21:32:23Z Publisher: Commonwealth of Learning (COL) KerkoCite.ItemAlsoKnownAs: 2339240:H7D8S5HN 2405685:NKWVVEW4}, } @misc{morrell_expenditures_2017, address = {World Bank}, title = {Expenditures and {Revenue} {Management}}, url = {https://thedocs.worldbank.org/en/doc/484781545085003699-0090022018/related/100Expenditure0and0Revenue0Mgt.pdf}, language = {en}, author = {Morrell, Lance}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LW7XXDQC 2405685:LIVD2ABR}, } @techreport{world_bank_pre-primary_2017, title = {Pre-{Primary} {Education} in {Mongolia}: {Access}, {Quality} of {Service} {Delivery}, \& {Child} {Development} {Outcomes}}, url = {http://documents1.worldbank.org/curated/en/481101490364915103/pdf/113752-WP-PUBLIC-P152905-QualityJanWithExecMarchclean.pdf}, urldate = {2020-08-31}, institution = {World Bank}, author = {World Bank}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YFVAMIKI 2405685:GSGEB3XV}, } @misc{world_bank_pre-primary_2017, type = {Text/{HTML}}, title = {Pre-primary education in {Mongolia} : access, quality of service delivery, \& child development outcomes - {March} 2017}, shorttitle = {Pre-primary education in {Mongolia}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/481101490364915103/Pre-primary-education-in-Mongolia-access-quality-of-service-delivery-child-development-outcomes-March-2017}, abstract = {Pre-primary education in Mongolia : access, quality of service delivery, \& child development outcomes - March 2017 (English)}, language = {en}, urldate = {2021-08-13}, journal = {World Bank}, author = {World Bank}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:76GTZ5AV 2405685:NLUVPU3Q}, } @techreport{pritchett_girls_2017, address = {Washington D.C.}, type = {Policy {Paper}}, title = {Girls’ {Schooling} and {Women}’s {Literacy}: {Schooling} {Targets} {Alone} {Won}’t {Reach} {Learning} {Goals}}, url = {https://www.cgdev.org/sites/default/files/girls-schooling-womens-literacy-targets-alone-reach-learning-goals.pdf}, abstract = {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.}, language = {en}, number = {104}, institution = {Center for Global Development}, author = {Pritchett, Lant and Sandefur, Justin}, month = feb, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LLUAG3S5 2405685:54UN375J}, pages = {20}, } @book{scott_international_2017, edition = {1}, title = {The {International} {Encyclopedia} of {Organizational} {Communication}}, isbn = {978-1-118-95560-4 978-1-118-95556-7}, url = {https://onlinelibrary.wiley.com/doi/book/10.1002/9781118955567}, language = {en}, urldate = {2021-01-05}, publisher = {Wiley}, editor = {Scott, Craig R. and Barker, James R. and Kuhn, Timothy and Keyton, Joann and Turner, Paaige K. and Lewis, Laurie K.}, month = feb, year = {2017}, doi = {10.1002/9781118955567}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/9781118955567 2339240:MUXQBC59 2405685:F7A8XMF2}, } @misc{wikipedia_wikipediawikiproject_2017, title = {Wikipedia:{WikiProject} {Wiki} {Loves} {Women}/{Ghana}}, copyright = {Creative Commons Attribution-ShareAlike License}, shorttitle = {Wikipedia}, url = {https://en.wikipedia.org/w/index.php?title=Wikipedia:WikiProject_Wiki_Loves_Women/Ghana&oldid=766745664}, language = {en}, urldate = {2020-07-21}, journal = {Wikipedia}, author = {{Wikipedia}}, month = feb, year = {2017}, note = {Page Version ID: 766745664 KerkoCite.ItemAlsoKnownAs: 2339240:3T3RZHQT 2405685:7VWJII2A}, } @techreport{usaid_aprender_2017, type = {Final {Report}}, title = {Aprender a {Ler} ({ApaL})}, url = {https://www.worlded.org/WEIInternet/resources/publication/display.cfm?txtGeoArea=INTL&id=18554&thisSection=Resources}, language = {EN}, urldate = {2020-07-08}, institution = {World Education, Inc.}, author = {{USAID}}, month = jan, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:NQEMMZAP}, pages = {50}, } @book{andrews_building_2017, address = {Oxford, New York}, title = {Building {State} {Capability}: {Evidence}, {Analysis}, {Action}}, isbn = {978-0-19-874748-2}, shorttitle = {Building {State} {Capability}}, url = {https://global.oup.com/academic/product/building-state-capability-9780198747482?cc=gb&lang=en&}, abstract = {This is an open access title available under the terms of a CC BY-NC-ND 4.0 licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps. Called PDIA (problem driven iterative adaptation), this process empowers people working in governments to find and fit solutions to the problems they face. The discussion about this process is structured in a practical manner so that readers can actually apply tools and ideas to the capability challenges they face in their own contexts. These applications will help readers devise policies and reforms that have more impact than those of the past.}, publisher = {Oxford University Press}, author = {Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FKJLDS8U 2405685:V8AM2PXA}, } @techreport{bold_what_2017, address = {Washington, DC}, type = {Working {Paper}}, title = {What {Do} {Teachers} {Know} and {Do}? {Does} {It} {Matter}? {Evidence} from {Primary} {Schools} in {Africa}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {What {Do} {Teachers} {Know} and {Do}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7956}, abstract = {School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, and they complete their primary education lacking even basic reading, writing, and arithmetic skills—the so-called "learning crisis." This paper uses data from nationally representative surveys from seven Sub-Saharan African countries, representing close to 40 percent of the region's total population, to investigate possible answers to this policy failure by quantifying teacher effort, knowledge, and skills. Averaging across countries, the paper finds that students receive two hours and fifty minutes of teaching per day—or just over half the scheduled time. In addition, large shares of teachers do not master the curricula of the students they are teaching; basic pedagogical knowledge is low; and the use of good teaching practices is rare. Exploiting within-student, within-teacher variation, the analysis finds significant and large positive effects of teacher content and pedagogical knowledge on student achievement. These findings point to an urgent need for improvements in education service delivery in Sub-Saharan Africa. They also provide a lens through which the growing experimental and quasi-experimental literature on education in low-income countries can be interpreted and understood, and point to important gaps in knowledge, with implications for future research and policy design.}, language = {en}, number = {7956}, urldate = {2020-05-25}, institution = {World Bank}, author = {Bold, Tessa and Filmer, Deon and Martin, Gayle and Molina, Ezequiel and Rockmore, Christophe and Stacy, Brian and Svensson, Jakob and Wane, Waly}, month = jan, year = {2017}, doi = {10.1596/1813-9450-7956}, note = {shortDOI: 10/gftst3 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7956 10/gftst3 2339240:BTMNBWLP 2405685:I898ERZQ 2405685:NZXPNUED 4656463:N34TLK8Y}, keywords = {Education, Education Policy, Learning Crisis, Public Service Delivery, Teacher Absenteeism, Teacher Effectiveness, Teacher Performance}, } @misc{evans_four_2017, title = {Four cautionary lessons about education technology}, url = {https://blogs.worldbank.org/education/four-cautionary-lessons-about-education-technology}, abstract = {Technology in education is often seen as a solution. It holds promise, but caution is warranted.Photo: Charlotte Kesl / World Bank There is no denying that governments around the world are expanding investments in education technology, from inputs that students use directly (like Kenya’s project to put tablets in schools) to ...}, language = {en}, urldate = {2022-02-02}, journal = {World Bank Blogs}, author = {Evans, David}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LU3TS2MY 2405685:R238S3X3}, } @article{ippoliti_meet_2017, title = {Meet us on the phone: mobile phone programs for adolescent sexual and reproductive health in low-to-middle income countries}, volume = {14}, issn = {1742-4755}, shorttitle = {Meet us on the phone}, url = {https://doi.org/10.1186/s12978-016-0276-z}, doi = {10.1186/s12978-016-0276-z}, abstract = {mHealth as a technical area has seen increasing interest and promise from both developed and developing countries. While published research from higher income countries on mHealth solutions for adolescent sexual and reproductive health (SRH) is growing, there is much less documentation of SRH mHealth interventions for youth living in resource-poor settings. We conducted a global landscape analysis to answer the following research question: How are programs using mHealth interventions to improve adolescent SRH in low to middle income countries (LMICs)?}, number = {1}, urldate = {2020-07-21}, journal = {Reproductive Health}, author = {Ippoliti, Nicole B. and L’Engle, Kelly}, month = jan, year = {2017}, note = {shortDOI: 10/f9pfbz KerkoCite.ItemAlsoKnownAs: 10.1186/s12978-016-0276-z 10/f9pfbz 2405685:HIHE8NIV}, pages = {11}, } @incollection{andrews_looking_2017, title = {Looking like a state: {The} seduction of isomorphic mimicry}, isbn = {978-0-19-874748-2}, shorttitle = {Looking like a state}, url = {https://doi.org/10.1093/acprof:oso/9780198747482.003.0003}, abstract = {In this chapter we argue that isomorphic mimicry is a key “technique of successful failure” that perpetuates capability traps in development. In the context of this study, isomorphic mimicry is the tendency of governments to mimic other governments’ successes, replicating processes, systems, and even products of the “best practice” examples. This mimicry often conflates form and function: leading to a situation where “looks like” substitutes for “does”; i.e., governments look capable after the mimicry but are not actually more capable. We argue that this is endemic in development and has become a primary reason why countries do not build real capability even after years of policy and reform engagement and billions of dollars of capacity building work. We suggest that the tendency to so mimic is amplified by the current development ecosystem, especially where public sectors have become closed to novelty but open (and supportive of) agenda conformity. Such characteristics make it very hard for states to build the new capabilities needed, for their contexts, given their realities.}, urldate = {2022-09-10}, booktitle = {Building {State} {Capability}: {Evidence}, {Analysis}, {Action}}, publisher = {Oxford University Press}, author = {Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, editor = {Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, month = jan, year = {2017}, doi = {10.1093/acprof:oso/9780198747482.003.0003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/acprof:oso/9780198747482.003.0003 2339240:YW4FKQF8 2405685:FZJ79CYN}, pages = {0}, } @techreport{tilley_10_2017, type = {Briefing/policy papers}, title = {10 things to know about how to influence policy with research}, url = {https://odi.org/en/publications/10-things-to-know-about-how-to-influence-policy-with-research/}, abstract = {10 things you need to know if you want to use research to influence policy.}, language = {en-gb}, urldate = {2022-09-10}, institution = {Overseas Development Institute (ODI)}, author = {Tilley, Helen and Shaxson, Louise and Rea, Joanna and Ball, Louise and Young, John}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GEXS74ZT 2405685:2BUUIYQY}, } @article{biesta_talking_2017, title = {Talking about education: exploring the significance of teachers’ talk for teacher agency}, volume = {49}, issn = {0022-0272, 1366-5839}, shorttitle = {Talking about education}, url = {https://www.tandfonline.com/doi/full/10.1080/00220272.2016.1205143}, doi = {10.1080/00220272.2016.1205143}, abstract = {The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.}, language = {en}, number = {1}, urldate = {2021-05-27}, journal = {Journal of Curriculum Studies}, author = {Biesta, Gert and Priestley, Mark and Robinson, Sarah}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00220272.2016.1205143 10/ghwmhm 2339240:6GITREFE 2339240:9UFQQ4H3 2405685:69R7MRX9 2405685:P2VLRWBR}, pages = {38--54}, } @article{akhter_pronunciation_2017, title = {{PRONUNCIATION} {BARRIERS} {AND} {COMPUTER} {ASSISTED} {LANGUAGE} {LEARNING} ({CALL}): {COPING} {THE} {DEMANDS} {OF} {21ST} {CENTURY} {IN} {SECOND} {LANGUAGE} {LEARNING} {CLASSROOM} {IN} {PAKISTAN}}, volume = {2}, shorttitle = {{PRONUNCIATION} {BARRIERS} {AND} {COMPUTER} {ASSISTED} {LANGUAGE} {LEARNING} ({CALL})}, url = {https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=526159}, abstract = {Download Free Full-Text of an article PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21{\textless}SUP{\textgreater}ST{\textless}/SUP{\textgreater} CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN}, language = {En}, number = {2}, urldate = {2020-11-27}, author = {Akhter, Farhat Perveen and Hisham, Dzakiria}, month = jan, year = {2017}, note = {Publisher: INTERNATIONAL JOURNAL OF RESEARCH IN ENGLISH EDUCATION KerkoCite.ItemAlsoKnownAs: 2339240:VD866V6K 2405685:JDNWME5L}, pages = {53--62}, } @article{asarta_comparing_2017, title = {Comparing student performance in blended and traditional courses: {Does} prior academic achievement matter?}, volume = {32}, issn = {1096-7516}, shorttitle = {Comparing student performance in blended and traditional courses}, url = {http://www.sciencedirect.com/science/article/pii/S1096751616300525}, doi = {10.1016/j.iheduc.2016.08.002}, abstract = {The performance of students in blended and traditional versions of a collegiate course is compared within the context of students' prior academic achievement. The blended version of the course used flipped and flexible instructional modes, in which only online lectures were available, class periods were used for complementary learning activities, and there was no punitive attendance policy. Significant differences in student performance between the blended and traditional versions were found within two of three zones of grade point averages. At low grade point averages, performance was higher in the traditional version of the course. At high grade point averages, performance was higher in the blended version. No significant difference was detected in the middle zone of grade point averages. Predictive models of student performance were also prepared for the two versions of the course. Partial effects from measures of prior academic achievement upon performance in the blended version were significantly different from partial effects provided by the same measures in the traditional version of the course.}, language = {en}, urldate = {2020-07-18}, journal = {The Internet and Higher Education}, author = {Asarta, Carlos J. and Schmidt, James R.}, month = jan, year = {2017}, note = {shortDOI: 10/f9gk4k KerkoCite.ItemAlsoKnownAs: 10.1016/j.iheduc.2016.08.002 10/f9gk4k 2405685:BBRD74WX}, keywords = {Achievement, Blended course, Performance differences, Traditional course, Zones}, pages = {29--38}, } @article{groff_personalized_2017, title = {Personalized {Learning}: {The} {State} of the {Field} \& {Future} {Directions} - 2017}, shorttitle = {Personalized {Learning}}, url = {https://www.academia.edu/40662346/Personalized_Learning_The_State_of_the_Field_and_Future_Directions_2017}, abstract = {Personalized Learning: The State of the Field \& Future Directions - 2017}, urldate = {2022-06-24}, author = {Groff, Jennifer}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VKJBHFCG 2405685:DXH58PJM}, keywords = {⛔ No DOI found}, } @incollection{holtzblatt_1_2017, address = {Boston}, series = {Interactive {Technologies}}, title = {1 - {Introduction}}, isbn = {978-0-12-800894-2}, url = {https://www.sciencedirect.com/science/article/pii/B9780128008942000016}, abstract = {User-centered design is a tried and true approach to product design. Start with an understanding of the user gathered via rich field interviews and build that understanding into your new product—then test and iterate the result with the user again. The first edition of this book introduced Contextual Design, a complete method to do just that. But over the last 10years, there's been a revolution in technology with smartphones and tablets providing constant, continuous connection with people, information sources, media, and the support structures of our lives wherever we happen to be. Our inquiry into the impact of these devices led to the development of the Cool Concepts, an articulation of what makes these devices loved. This new integration of technology into life requires new ways to understand and design, and therefore a revision of the Contextual Design method. This chapter motivates that redesign and discusses the principles driving the method: design for life, design in teams, and immersion in the life of the user.}, language = {en}, urldate = {2021-03-01}, booktitle = {Contextual {Design} ({Second} {Edition})}, publisher = {Morgan Kaufmann}, author = {Holtzblatt, Karen and Beyer, Hugh}, editor = {Holtzblatt, Karen and Beyer, Hugh}, month = jan, year = {2017}, doi = {10.1016/B978-0-12-800894-2.00001-6}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-800894-2.00001-6 2405685:5CHLT6ZG}, keywords = {Business analysis, Contextual design, Contextual inquiry, Cool concepts, Design, Design for life, Design thinking, HCI, Human-machine interaction, Marketing, Mobile design, Product design, Requirements gathering, System design, UX, Usability, User experience, User research, User-centered design}, pages = {3--29}, } @article{mwanda_integrating_2017, title = {Integrating {ICT} into {Teaching} and {Learning} {Biology}: {A} {Case} for {Rachuonyo} {South} {Sub}-{County}, {Kenya}}, volume = {2}, shorttitle = {Integrating {ICT} into {Teaching} and {Learning} {Biology}}, doi = {10.11648/j.ijecs.20170206.12}, journal = {International Journal of Education, Culture and Society}, author = {Mwanda, Gideon}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijecs.20170206.12 10/gj37fw 2339240:U7RM2HPH 2405685:UUD5WNGX}, pages = {165}, } @article{parvin_conceptual_2017, title = {A conceptual framework of virtual interactive teacher training through open and distance learning for the remote areas english teachers of bangladesh}, volume = {18}, issn = {1302-6488}, url = {http://dergipark.gov.tr/doi/10.17718/tojde.285813}, doi = {10.17718/tojde.285813}, abstract = {Since we are living in the information age and the importance of the need for communication among people of different cultures is increasing day by day in the globalizing world, people need to learn the languages of different cultures, particularly English, which is the common language of this global communication. This need for learning English requires trained qualified teachers of English. A scan of those who are teaching English in schools of Bangladesh reveals that most of them are very limited in both English skills and teaching methodologies for English. This situation is exacerbated when one moves into the rural areas. Most of the teachers are staying far away from the teachers’ training colleges and also for different constraint like administrative, financial, time constraint and were also unable to receive any training due to family problems. So Distance Education has a great demand to them. ICT is an effective media of distance education. For many years, universities with a significant commitment to distance and open education institutions have been at the forefront of adopting new technologies to increase access to education and training opportunities. Information and Communications Technology (ICT) is an umbrella term that includes all technologies for the manipulation and communication of information. Bangladesh Open University (BOU) is till now belonging to the second generation of distance education model but due to the enhancement of technology in Bangladesh, BOU can proceed further. The main purpose of this study is to identify a suitable technology for developing a virtual interactive teachers’ training program for the disadvantaged English teachers of Bangladesh. Respondents were selected through random sampling and data were analyzed using both descriptive statistics and quantitative themes. From the opinion of the secondary English teachers their access and acceptability on ICT was identified and also a need analysis was done. It is hoped that the result of this study will encourage the policy makers to implement new ODL approaches for the training of disadvantaged rural English teachers.}, language = {en}, number = {1}, urldate = {2021-05-26}, journal = {Turkish Online Journal of Distance Education}, author = {Parvin, Irene}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.285813 10/gkm637 2339240:B2I9JZNJ 2405685:Q55R8HVA}, pages = {157--157}, } @article{serdyukov_innovation_2017, title = {Innovation in education: what works, what doesn’t, and what to do about it?}, volume = {10}, issn = {2397-7604}, shorttitle = {Innovation in education}, url = {https://doi.org/10.1108/JRIT-10-2016-0007}, doi = {10.1108/JRIT-10-2016-0007}, abstract = {Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.}, number = {1}, urldate = {2021-02-26}, journal = {Journal of Research in Innovative Teaching \& Learning}, author = {Serdyukov, Peter}, month = jan, year = {2017}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JRIT-10-2016-0007 2339240:H2BGZB69 2405685:R3REETEJ}, keywords = {Educational technology, Implementation, Innovation, Time efficiency}, pages = {4--33}, } @misc{noauthor_edtech_2017, title = {{EdTech} {East} {Africa}}, url = {http://edtecheastafrica.com/}, language = {en-US}, urldate = {2020-07-01}, journal = {Edtech Meetup}, year = {2017}, note = {Library Catalog: edtecheastafrica.com EdTechHub.ItemAlsoKnownAs: 2405685:GN64Y5CP}, } @misc{noauthor_ghana_2017, title = {Ghana {Reads}}, shorttitle = {http}, url = {http://www.oleghana.org/index.php}, language = {en-gb}, urldate = {2020-06-29}, journal = {Open Learning Exchange Ghana}, year = {2017}, note = {Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:6EWCFC47}, } @misc{noauthor_international_2017, title = {International {Telecommunications} {Union}}, url = {https://www.itu.int/en/ITU-D/Pages/default.aspx}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:49IVAHYE}, } @misc{noauthor_kenya_2017, title = {Kenya {Broadcasting} {Corporation}}, url = {https://www.kbc.co.ke/}, urldate = {2020-07-01}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RYQDKX8X}, } @misc{noauthor_national_2017, title = {National {Information} {Technology} {Agency}}, url = {https://nita.gov.gh/}, language = {en-US}, urldate = {2020-06-29}, year = {2017}, note = {Library Catalog: nita.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:DCWIJT8N}, } @misc{noauthor_zanzibar_2017, title = {Zanzibar {Education} {Development} {Plan} {II} 2017/2018-2021/2022}, url = {https://www.globalpartnership.org/sites/default/files/zedp_ii_zanzibar.pdf}, publisher = {Ministry of Education and Vocational Training}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2QX2QEM4 2405685:FCPBNQFS}, } @book{abdul-hamid_data_2017, series = {Directions in {Development} {Human} {Development}}, title = {Data for learning: {Building} a smart education data system}, url = {https://openknowledge.worldbank.org/handle/10986/28336}, language = {en}, publisher = {World Bank}, author = {Abdul-Hamid, Husein}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7H5MJ922 2339240:Q76HYYDX 2405685:K9XZYD5C 2405685:L35JT7CP}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{abdul-hamid_compliance_2017, title = {From compliance to learning: {A} {System} for harnessing the power of data in the {State} of {Maryland}}, language = {en}, institution = {World Bank}, author = {Abdul-Hamid, Husein and Mintz, Sarah and Saraogi, Namrata}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K6ENR73F 2405685:SNR9WIYQ}, keywords = {⛔ No DOI found}, pages = {155}, } @article{aber_promoting_2017, title = {Promoting children's learning and development in conflict-affected countries: {Testing} change process in the {Democratic} {Republic} of the {Congo}}, volume = {29}, issn = {0954-5794, 1469-2198}, shorttitle = {Promoting children's learning and development in conflict-affected countries}, url = {https://www.cambridge.org/core/journals/development-and-psychopathology/article/promoting-childrens-learning-and-development-in-conflictaffected-countries-testing-change-process-in-the-democratic-republic-of-the-congo/60172D9E82B56CD90063C3176FF18AEB}, doi = {10.1017/s0954579416001139}, abstract = {Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.}, language = {en}, number = {1}, urldate = {2019-10-02}, journal = {Development and Psychopathology}, author = {Aber, J. Lawrence and Tubbs, Carly and Torrente, Catalina and Halpin, Peter F. and Johnston, Brian and Starkey, Leighann and Shivshanker, Anjuli and Annan, Jeannie and Seidman, Edward and Wolf, Sharon}, year = {2017}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.1017/s0954579416001139 10/gf86mp 2339240:4FUAN56W 2339240:5P755MDC 2405685:VZHC337C}, pages = {53--67}, } @article{abreh_involvement_2017, title = {Involvement of {School} {Management} {Committees} in {School}-{Based} {Management}: {Experiences} from {Two} {Districts} of {Ghana}.}, volume = {24}, shorttitle = {Involvement of {School} {Management} {Committees} in {School}-{Based} {Management}}, number = {2}, journal = {Educational Planning}, author = {Abreh, Might K.}, year = {2017}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:B2J5K7PZ 2405685:4U4JCYGE}, keywords = {⛔ No DOI found}, pages = {61--75}, } @techreport{adb_innovative_2017, address = {Manila, Philippines}, title = {Innovative strategies for accelerated human resource development in {South} {Asia}: {Information} and communication technology for education - {Special} focus on {Bangladesh}, {Nepal}, and {Sri} {Lanka}}, url = {https://www.adb.org/sites/default/files/publication/385526/ict-education-sa.pdf}, institution = {Asian Development Bank}, author = {ADB}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XPQH26KA 2405685:ZT5HV4GA}, } @techreport{allen_imf_2017, title = {{IMF} {Working} {Papers} {Volume} 2017 {Issue} 203: {Medium}-{Term} {Budget} {Frameworks} in {Sub}-{Saharan} {African} {Countries} (2017)}, shorttitle = {{IMF} {Working} {Papers} {Volume} 2017 {Issue} 203}, url = {https://www.elibrary.imf.org/view/journals/001/2017/203/001.2017.issue-203-en.xml}, abstract = {"Volume 2017 (2017): Issue 203 (Sep 2017): Medium-Term Budget Frameworks in Sub-Saharan African Countries" published on 11 Sep 2017 by International Monetary Fund.}, language = {en}, urldate = {2022-06-07}, author = {Allen, Richard I. and Chaponda, Taz and Ray, Rohini and Fisher, Lesley}, year = {2017}, note = {ISBN: 9781484314203 KerkoCite.ItemAlsoKnownAs: 2339240:YNSWAY68 2405685:NRU4WB5W 4656463:9FAITKB3}, } @article{ally_use_2017, title = {Use of {Tablet} {Computers} to {Improve} {Access} to {Education} in a {Remote} {Location}}, url = {https://eric.ed.gov/?id=EJ1149172}, abstract = {A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance.}, language = {en}, journal = {Journal of Learning for Development}, author = {Ally, Mohamed and Balaji, V and Abdelbaki, Anwar and Cheng, Ricky}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F46FPXLT 2405685:VYG2M3TM}, keywords = {⛔ No DOI found}, pages = {8}, } @article{antons_big_2017, title = {Big data, big insights? {Advancing} service innovation and design with machine learning}, volume = {21}, doi = {10.1177/1094670517738373}, language = {en}, number = {1}, journal = {Journal of Service Research}, author = {Antons, D and Breidbach, CF}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1094670517738373 2405685:DD4VLI9U 2486141:8S9LUG53}, keywords = {\_Added-ailr-2024}, pages = {17--39}, } @phdthesis{anwar_design-based_2017, type = {{PhD}}, title = {Design-based online teacher professional development to introduce integration of {STEM} in {Pakistan}}, url = {https://conservancy.umn.edu/handle/11299/185626}, abstract = {In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]}, language = {English}, school = {University of Minnesota}, author = {Anwar, Tasneem}, year = {2017}, note = {ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:9I4QVZDI 2339240:DBDFJKBJ 2339240:X7AAWQUH 2405685:4364Q9YV 2405685:FR3HXWGG 2405685:MRNCUA28 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH}, keywords = {0530:Teacher education, 0714:Science education, Attitude Measures, Community of practice, Design, Design-based research, ERIC, Resources in Education (RIE), Education, Educational Technology, Elementary Education, Elementary School Teachers, Faculty Development, Foreign Countries, Interdisciplinary Approach, Interviews, Models, Online Courses, Online teacher professional development, Pakistan, Reflective practices, STEM Education, Science education, Stem integration, Student Centered Learning, Teacher Attitudes, Teacher education, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096054, \_\_finaldtb}, } @techreport{asian_development_bank_innovative_2017, address = {Manila, Philippines}, title = {Innovative {Strategies} for {Accelerated} {Human} {Resources} {Development} in {South} {Asia}:: {Information} and {Communication} {Technology} for {Education}---{Special} {Focus} on {Bangladesh}, {Nepal}, and {Sri} {Lanka}}, shorttitle = {Innovative {Strategies} for {Accelerated} {Human} {Resources} {Development} in {South} {Asia}}, url = {https://www.adb.org/publications/innovative-strategies-ict-education-bangladesh-nepal-sri-lanka}, language = {en}, urldate = {2020-07-22}, institution = {Asian Development Bank}, author = {{Asian Development Bank}}, month = dec, year = {2017}, doi = {10.22617/TCS179080}, note = {Edition: 0 ISBN: 9789292610333 9789292610326 shortDOI: 10/ghgnfh KerkoCite.ItemAlsoKnownAs: 10.22617/TCS179080 10/ghgnfh 2339240:DC9GXZHD 2339240:H8XPPDHF 2405685:9CV4C8ZT 2405685:CIIMK9AK}, keywords = {Systems Framework}, } @techreport{asim_moving_2017, title = {Moving teachers to {Malawi}'s remote communities: {A} data-driven approach to teacher deployment}, url = {https://openknowledge.worldbank.org/handle/10986/28914}, number = {Working Paper No. 8253}, institution = {World Bank}, author = {Asim, Salman and Chimombo, Joseph and Chugnov, Dmitry and Gera, Ravinder}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:27XHDSI8 2339240:TQFW4ACB 2405685:CLQLKA7M 2405685:K4RZX8TC}, } @misc{aubert_numerique_2017, title = {Le numérique peut-il réinventer l’éducation de base en {Afrique} ?}, url = {http://theconversation.com/le-numerique-peut-il-reinventer-leducation-de-base-en-afrique-76871}, abstract = {Les technologies de l’information et de la communication en éducation (TICE) offrent de nouvelles possibilités pour améliorer l’éducation de base en Afrique.}, language = {en}, urldate = {2020-07-14}, journal = {The Conversation}, author = {Aubert, Amélie and Loiret, Pierre-Jean and d’Aiglepierre, Rohen and Lequentre, Erwan and Pedro, Francesc}, year = {2017}, note = {Library Catalog: theconversation.com EdTechHub.ItemAlsoKnownAs: 2405685:VSWST6J7}, } @misc{australian_government_productivity_commission_data_2017, title = {Data {Availability} and {Use}}, url = {https://www.pc.gov.au/inquiries/completed/data-access/report/data-access.pdf}, urldate = {2022-06-15}, author = {Australian Government Productivity Commission}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K27TZBX7 2405685:YIPJ56YY}, } @article{baeyer_thinking_2017, title = {“{Thinking} {Outside} the {Camp}”: {Education} {Solutions} for {Syrian} {Refugees} in {Jordan}}, volume = {2017}, copyright = {© 2017 American Anthropological Association and Ethnographic Praxis in Industry Conference, some rights reserved.}, issn = {1559-8918}, shorttitle = {“{Thinking} {Outside} the {Camp}”}, url = {https://anthrosource.onlinelibrary.wiley.com/doi/abs/10.1111/1559-8918.2017.01163}, doi = {10.1111/1559-8918.2017.01163}, abstract = {This paper presents a case study of a project on education solutions for Syrian refugees in Jordan conducted between 2015–2017. First, it describes how ReD's methodological approach provided a unique perspective to studies on refugees. By immersing a team in the day-to-day lives and settings that most Syrian refugees experience in Jordan—i.e., outside of camps and in people's actual homes—ReD led its client to “think outside the camp,” something that relief agencies and companies often fail to do due to the refugee camp model of humanitarian assistance that, ever since WWII, has dominated the approach to refugees. Second, as a result of its unique methodological approach, ReD uncovered important findings about social networks and technology use and access in Syrian refugees’ homes and communities that ultimately shaped the client's perspective on solution development. For example, ReD's team of ethnographers found that nearly all out-of-camp Syrian households had at least one Smartphone in their possession, if not two or more, and that digital devices served as important tools of communication and community-building among people displaced by conflict. Consequently, ReD advised its client to tap into these pre-existing social networks and mobile technologies in order to develop an education solution that best fit refugees’ “real-life” practices. Ultimately, both ReD's methods and its findings led to a significant impact in how the client strategized on and developed their education solution, and can serve as a broader model for how to approach building services and/or products for displaced populations with access to basic mobile technologies. “The Jordanian educational/policy response to refugees is broken and will not easily be fixed or tinkered with. Solutions must work around this system.” (Education expert and activist working with vulnerable youth and school dropouts in Jordan)}, language = {en}, number = {1}, urldate = {2020-04-28}, journal = {Ethnographic Praxis in Industry Conference Proceedings}, author = {Baeyer, Sarah Lebaron Von}, year = {2017}, note = {\_eprint: https://anthrosource.onlinelibrary.wiley.com/doi/pdf/10.1111/1559-8918.2017.01163 shortDOI: 10/ggtdgp KerkoCite.ItemAlsoKnownAs: 10.1111/1559-8918.2017.01163 10/ggtdgp 2339240:PSJ2UYDF 2405685:PHYHJPGI}, keywords = {Google Scholar/ refugee education technology, RER theme\_durable solutions}, pages = {444--457}, } @article{banerjee_proof_2017, title = {From proof of concept to scalable policies: {Challenges} and solutions, with an application}, volume = {31}, url = {https://www.aeaweb.org/articles?id=10.1257/jep.31.4.73}, doi = {10.1257/jep.31.4.73}, language = {en}, number = {4}, journal = {Journal of Economic Perspectives}, author = {Banerjee, Abhijit and Banerji, Rukmini and Berry, James and Duflo, Esther and Kannan, Harini and Mukerji, Shobhini and Shotland, Marc and Walton, Michael}, year = {2017}, note = {zotzenLib.CopiedFrom: 2339240:8EQYM6DE KerkoCite.ItemAlsoKnownAs: 10.1257/jep.31.4.73 2339240:8EQYM6DE 2405685:QMPVWQMF}, pages = {73--102}, } @techreport{bangser_making_2017, title = {Making innovation work for girls and women in {Tanzania}, {Tanzania}: {HDIF}, 2017}, shorttitle = {Making innovation work for girls and women in {Tanzania}, {Tanzania}}, institution = {HDIF Tanzania}, author = {Bangser, Maggie and Davies, Emma and Lähde, Kristiina and McGinty, David}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZALEY47R 2405685:T32KPMWC}, } @techreport{bari_pakistan_2017, title = {Pakistan {National} {Human} {Development} {Report}: {Unleashing} the {Potential} of a {Young} {Pakistan}}, url = {file:///Users/samwilson/Downloads/NHDR_Summary%202017%20Final.pdf}, institution = {UNDP}, author = {Bari, Faisal and Najam, Adil}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GXLJ7XT 2405685:T34JH5FN}, } @misc{basco_techno-integration_2017, title = {Techno-integration of {Latin} {America}: institutions, exponential trade, and equality in the era of algorithms}, url = {https://publications.iadb.org/en/techno-integration-latin-america-institutions-exponential-trade-and-equality-era-algorithms}, urldate = {2021-12-20}, author = {Basco, Ana Ines}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J9ZR2BWL 2405685:J6XNQ8WQ}, } @techreport{basco_compas_2017, title = {Compás {Millennial}: {La} generación {Y} en la era de la integración 4.0}, shorttitle = {Compás {Millennial}}, url = {https://publications.iadb.org/handle/11319/8347}, urldate = {2021-12-20}, institution = {Inter-American Development Bank}, author = {Basco, Ana Inés and Carballo, Marita and Pernas, Mariana and Alzualde, Paula and Codoni, Soledad and Conte Grand, Ramiro and Wulff, Alejandra and Basco, Ana Inés and Carballo, Marita}, month = jul, year = {2017}, doi = {10.18235/0000726}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0000726 2339240:3AM622JQ 2405685:L25Q4V8W}, } @misc{bates_generalizability_2017, title = {The {Generalizability} {Puzzle}}, url = {https://www.povertyactionlab.org/sites/default/files/L8_Generalizability_Bates_Global2018.pdf}, language = {en}, author = {Bates, Mary Ann and Glennerster, Rachel}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JV55SGNA 2405685:L3HLWW54}, } @article{bates_generalizability_2017, title = {The {Generalizability} {Puzzle} ({SSIR})}, url = {https://ssir.org/articles/entry/the_generalizability_puzzle}, abstract = {Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.}, language = {en-us}, number = {Summer}, urldate = {2022-09-10}, journal = {Stanford Social Innovation Review}, author = {Bates, Mary Ann and Glennerster, Rachel}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WU46XGSX 2405685:7FV674NZ}, } @techreport{bau_misallocation_2017, title = {The {Misallocation} of {Pay} and {Productivity} in the {Public} {Sector}: {Evidence} from the {Labor} {Market} for {Teachers}}, url = {http://documents.worldbank.org/curated/en/565311493912180970/pdf/WPS8050.pdf}, number = {8050}, urldate = {2020-05-25}, institution = {World Bank}, author = {Bau, Natalie and Das, Jishnu}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FV9UENIM}, } @techreport{bbs_household_2017, address = {Bangladesh}, type = {Survey}, title = {Household {Income} and {Expenditure} {Survey} 2016-2017}, url = {http://www.bbs.gov.bd/site/page/648dd9f5-067b-4bcc-ba38-45bfb9b12394/Income,-Expenditure-&-Poverty}, institution = {Bangladesh Bureau of Statistics}, author = {{BBS}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5FKNQZYC 2405685:T7SBCC5A}, } @article{benmarrakchi_exploring_2017, title = {Exploring the use of the {ICT} in supporting dyslexic students’ preferred learning styles : {A} preliminary evaluation}, volume = {22}, issn = {1573-7608}, shorttitle = {Exploring the use of the {ICT} in supporting dyslexic students’ preferred learning styles}, url = {https://doi.org/10.1007/s10639-016-9551-4}, doi = {10.1007/s10639-016-9551-4}, abstract = {Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 \% of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey \& Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education.}, language = {en}, number = {6}, urldate = {2021-03-04}, journal = {Education and Information Technologies}, author = {Benmarrakchi, FatimaEzzahra and El Kafi, Jamal and Elhore, Ali and Haie, Sara}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-016-9551-4 2339240:JB36NYMR 2405685:K785EP3C}, pages = {2939--2957}, } @techreport{boisvert_case_2017, title = {Case {Study} {Report}: {RET} {International} {Kenya}}, url = {https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1001&context=cie_eccn}, language = {en}, institution = {University of Massachusetts Amherst}, author = {Boisvert, Kayla}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZPJGD9MB 2405685:SACV4G7Q}, pages = {29}, } @misc{bridge_international_learning_2017, title = {Learning gains in {Liberia}}, url = {https://www.bridgeinternationalacademies.com/impact/learning-gains-in-liberia/}, abstract = {Bridge manages 68 of the 200 ‘Liberian Education Advancement Program’ (LEAP) schools in partnership with the Liberian government. Discover our impact.}, language = {en-GB}, journal = {Bridge International Academies}, author = {Bridge International}, year = {2017}, note = {Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:YKT56VQU}, } @misc{cambridge_education_survey_2017, title = {A {Survey} of {ICT} {Capacity} in {Ghana}'s {Public} {Colleges} of {Education}}, url = {https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/ICT%20Survey%20Report%20.pdf}, urldate = {2020-06-29}, author = {Cambridge Education}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BY4LX4FZ}, } @misc{cecs_international_2017, title = {International {Computer} {Drivers} {License} ({ICDL})}, url = {https://www.cecs.org.za/computer-training-courses/international-computer-drivers-license-icdl}, urldate = {2020-08-28}, journal = {Community Education Computer Society}, author = {{CECS}}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:E78FLVCW}, } @phdthesis{chakraborty_learner_2017, type = {{PhD}}, title = {Learner engagement strategies in online class environment}, url = {https://www.proquest.com/docview/1957642485}, school = {Texas A\&M University}, author = {Chakraborty, Misha}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y3ZPJ4WL 2405685:M3RWSCLI}, } @misc{clarke_fake_2017, title = {Fake degrees: the secret industry damaging so many employers}, url = {https://www.agencycentral.co.uk/articles/2017-04/why-fake-degrees-are-destroying-recruitment.htm}, author = {Clarke, Jon}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PSWW5GB3 2405685:FBXMTUJZ}, } @techreport{commonwealth_of_learning_reaching_2017, title = {Reaching the {Unreached} through {Open} and {Distance} {Learning} ({ODL}) in {Bangladesh}, {India} and {Pakistan}: {Final} {Report}}, url = {http://oasis.col.org/handle/11599/2757}, institution = {Commonwealth of Learning}, author = {Commonwealth of Learning}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L7RZVSRD 2405685:PXY96GW4}, } @techreport{crisp_it_2017, title = {It takes a village to raise a teacher: the {Learning} {Assistant} programme in {Sierra} {Leone}}, url = {http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF}, urldate = {2020-05-25}, author = {Crisp, Martin and Wolfenden, Freda}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I76Z2SKV}, } @book{crompton_iste_2017, title = {{ISTE} {Standards} for {Educators}}, publisher = {International Society for Technology in Education}, author = {Crompton, Helen}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6UYYM57G 2405685:UAK8E9CE}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{darling-hammond_empowered_2017, address = {San Francisco, CA}, edition = {First edition}, title = {Empowered educators: how high-performing systems shape teaching quality around the world}, isbn = {978-1-119-36960-8 978-1-119-36961-5 978-1-119-36957-8}, shorttitle = {Empowered educators}, publisher = {Jossey-Bass}, author = {Darling-Hammond, Linda}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPLPX7IV 2405685:VS6WIN6M}, keywords = {Case studies, Education and state, Teachers, Training of}, } @techreport{darling-hammond_effective_2017, address = {Palo Alto, CA}, title = {Effective teacher professional development}, copyright = {Creative Commons Attribution—NonCommercial 4.0 International License}, url = {https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf}, institution = {Learning Policy Institute}, author = {Darling-Hammond, Linda and Hyler, Maria E. and Gardner, Madelyn}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U3TNTQVM 2405685:CHPTP257}, } @techreport{de_hoyos_teaching_2017, type = {Policy {Research} {Working} {Paper}}, title = {Teaching with the {Test}: {Experimental} {Evidence} on {Diagnostic} {Feedback} and {Capacity} {Building} for {Public} {Schools} in {Argentina}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/28922/WPS8261.pdf?sequence=1&isAllowed=y}, number = {8261}, institution = {World Bank}, author = {de Hoyos, Rafael and Ganimian, Alejandro J and Holland, Peter A}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4444M8W 2405685:ARGESB4X}, } @misc{dean_karlan_nimble_2017, title = {Nimble {RCTs} - {A} {Powerful} {Methodology} in the {Program} {Design} {Toolbox}}, url = {http://pubdocs.worldbank.org/en/626921495727495321/Nimble-RCTs-WorldBankMay2017-v4.pdf}, urldate = {2019-12-30}, author = {{Dean Karlan}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XJNAYYQG XJNAYYQG}, } @misc{det_norske_veritas_certificates_2017, title = {Certificates in the blockchain}, url = {https://www.dnv.com/assurance/certificates-in-the-blockchain.html#:~:text=When%20a%20certificate%20is%20issued,commonly%20referred%20to%20as%20nodes}, author = {Det Norske Veritas}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:29TXBDVE 2405685:TRGSP8JF}, } @article{durisic_parental_2017, title = {Parental involvement as an important factor for successful education}, volume = {7}, issn = {ISSN-1855-9719}, url = {https://eric.ed.gov/?id=EJ1156936}, abstract = {To comply with the system of integrated support for their students, schools need to build partnership with parents and develop mutual responsibility for children's success in the educational system. In this way, parental involvement are increased, parents' effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system. Considering the importance of parents' participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community) and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model) of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.}, language = {en}, number = {3}, journal = {Center for Educational Policy Studies Journal}, author = {Đurišić, Maša and Bunijevac, Mila}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9IY7D2UD 2405685:5JN4MSQZ}, keywords = {⛔ No DOI found}, pages = {17}, } @misc{editor_centre_2017, title = {Centre for {National} {Distance} {Learning} and {Open} {Schooling} ({CENDLOS})}, url = {https://comosaconnect.org/centre-for-national-distance-learning-and-open-schooling-cendlos/}, abstract = {Centre for National Distance Learning and Open Schooling (CENDLOS) Contact: Joshua C. Mallet, Director Address: C27 Onyasia Crescent, Roman Ridge, PO Box 1627, Castle Osu, Accra, Ghana Phone: 233 3…}, language = {en-GB}, urldate = {2020-06-29}, journal = {COMOSAConnect}, author = {Editor}, year = {2017}, note = {Library Catalog: comosaconnect.org EdTechHub.ItemAlsoKnownAs: 2405685:446NUNEW}, } @techreport{escueta_education_2017, address = {Cambridge, MA}, title = {Education technology: {An} evidence-based review}, shorttitle = {Education technology}, url = {http://www.nber.org/papers/w23744.pdf}, abstract = {In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.}, language = {en}, number = {w23744}, institution = {National Bureau of Economic Research}, author = {Escueta, Maya and Quan, Vincent and Nickow, Andre Joshua and Oreopoulos, Philip}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w23744 2339240:3BIGHYQN 2339240:FYC7BPHW 2339240:LYBI56IU 2405685:63EDEAFD 2405685:AEIV8XGY 2405685:AWIHDCCP}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{farooq_public_2017, title = {Public vs {Private} {Quality} {Education} at {Primary} {Level} in {Pakistan}}, volume = {6}, issn = {1300-915X}, url = {https://eric.ed.gov/?id=EJ1243624}, abstract = {Pakistan is an ethnically and religiously diverse country of over 190 million people. There are 22.6 million boys and girls out of school that's nearly half (44\%) of all children in the country. This study was designed to assess comparative quality measures of primary level education at both public and private institutions of Pakistan. This study based on secondary data specially focused on ASER Pakistan Survey Report 2015 that was conducted in 146 rural districts of Pakistan, covering 83,755 households in 4,217 villages throughout the country. Detailed information was collected on 258,021 children (59\% males, 41\% females) aged 3-16 years. Out of these 219,609 children aged 5-16 years were tested for language and arithmetic competencies. It was found that Public schools lacking with trained teaching staff, well equipped classrooms and good policy and administration. While the other hand private schools deficient of well-educated staff, good infrastructure and self-motivation. It was recommended that the Government needs to realize this situation and to equalize the standards of public and private sector to achieve vigorous quality education at this level.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {International Online Journal of Primary Education}, author = {Farooq, Muhammad Sabil and Feroze, Nazia and Kai, Yuan Tong}, year = {2017}, note = {Publisher: International Online Journal of Primary Education KerkoCite.ItemAlsoKnownAs: 2339240:JRSDGKRM 2405685:BSNTWHMM}, keywords = {Academic Achievement, Arithmetic, Educational Administration, Educational Policy, Educational Quality, Educational Resources, Elementary Education, Elementary School Students, Foreign Countries, Literacy, Mathematics Skills, Private Education, Public Education, Secondary School Students, Socioeconomic Influences, Teacher Competencies, ⛔ No DOI found}, pages = {1--23}, } @techreport{federal_ministry_of_education_nigeria_education_2017, title = {Education for {Change}: {A} {Ministerial} {Strategic} {Plan}}, author = {Federal Ministry of Education (Nigeria)}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z8I67DMT}, } @techreport{ferreira_reaching_2017, title = {Reaching the {Unreached} through {Open} and {Distance} {Learning} ({ODL}) in {Bangladesh}, {India} and {Pakistan}}, url = {http://oasis.col.org/handle/11599/2757}, author = {Ferreira, F}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZDU284P6 2405685:QZQE2876}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{ferreira_reaching_2017, title = {Reaching the {Unreached} ({RtU}) through {Open} and {Distance} {Learning} ({ODL}) in {Bangladesh}, {India} and {Pakistan}}, url = {http://oasis.col.org/bitstream/handle/11599/2848/2017_Ferreira-Cruz-Smith_Baseline-Endline-Report.pdf?sequence=1&isAllowed=y}, author = {Ferreira, F and Cruz, C and Smith, K}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ISYEPM5P 2405685:W55NCH9D}, } @techreport{fisher_blended_2017, title = {Blended {Beyond} {Borders}: {A} scan of blended learning obstacles and opportunities in {Brazil}, {Malaysia}, \& {South} {Africa}}, language = {en}, author = {Fisher, Julia Freeland and Bushko, Katrina and White, Jenny}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X5WTULD9}, pages = {162}, } @techreport{freidhoff_michigans_2017, title = {Michigan's {K}-12 virtual learning effectiveness report 2015-2016}, url = {https://mvlri.org/research/publications/michigans-k-12-virtual-learning-effectiveness-report-2015-16/}, author = {Freidhoff, J}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2TNGBWPK}, } @article{freudenberger_tusome_2017, title = {Tusome {Midline} evaluation 2017 final report from {DEC}}, doi = {https://ierc-publicfiles.s3.amazonaws.com/public/resources/Tusome%20Midline%20evaluation%202017%20final%20report%20from%20DEC.pdf}, author = {Freudenberger, Elizabeth and Davis, Jeff}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3KWQGK3D 2405685:IWDPTBQN}, keywords = {⚠️ Invalid DOI}, } @techreport{gemeda_mobile_2017, title = {Mobile {Data} {Plans} in {Kenya}. {Quantifying} {Women}'s {Access} to the {Digital} {World}}, url = {https://a4ai.org/quantifying-womens-access-to-the-digital-world-in-kenya}, institution = {Alliance for Affordable Internet}, author = {Gemeda, B.T. and Thakur, D.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HRY4VJMC 2405685:KMJJPPRF}, } @article{gillett-swan_challenges_2017, title = {The challenges of online learning: supporting and engaging the isolated learner}, volume = {10}, url = {https://www.researchgate.net/publication/312182813_The_Challenges_of_Online_Learning_Supporting_and_Engaging_the_Isolated_Learner}, doi = {10.5204/jld.v9i3.293}, abstract = {Higher education providers are becoming increasingly aware of the diversity of their current and potential learners and are moving to provide a range of options for their engagement. The increasingly flexible delivery modes available for university students provide multiple pathways and opportunities for those seeking further education. In changing between and across modes, a one-size-fits-all approach is often used. That is, internal content is converted into a form deemed suitable for an external delivery. However, there is a significant problem with the one-size-fits-all approach for external students who feel or experience isolation. When compared to their internal counterparts, these students often face a number of barriers to their full participation in coursework units. These barriers may not be experienced by those engaging in these same units via face-to-face or blended enrolment modes and therefore present another type of learner to consider in the planning and implementation of learning activities online. The barriers to participation appear particularly evident in groupwork activities. The online environment also presents challenges for many academic staff who increasingly require higher levels of technological competency and proficiency on top of their regular academic workload. Drawing on reflections of several years of facilitating student learning online, this paper provides one lecturer’s perspective and critical commentary on some of the challenges faced by external students and the implications of an increasingly online delivery framework for practice.}, language = {en}, number = {1}, journal = {Journal of Learning Design}, author = {Gillett-Swan, Jenna}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.5204/jld.v9i3.293 10/ggsdcx 2339240:IWU6RRHL 2405685:CZP733LL}, pages = {20--30}, } @techreport{global_education_monitoring_report_accountability_2017, title = {Accountability in education: meeting our commitments}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000259338}, urldate = {2020-12-10}, institution = {UNESCO}, author = {Global Education Monitoring Report}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LX3XZ45L 2405685:AYVKJDAA}, } @techreport{glss_ghana_2017, address = {Ghana}, title = {Ghana {Living} {Standard} {Survey}}, url = {https://www.statsghana.gov.gh/gssmain/fileUpload/pressrelease/GLSS7%20MAIN%20REPORT_FINAL.pdf}, language = {eng}, number = {7}, author = {{GLSS}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NESIRGQA 2405685:35KGE7PQ}, keywords = {Adrenal Medulla, Aging, Animals, Animals, Newborn, Body Weight, Catecholamines, Dopamine beta-Hydroxylase, Epinephrine, Female, Humans, In Vitro Techniques, Maternal-Fetal Exchange, Metaraminol, Morphine, Morphine Dependence, Pregnancy, Rats, Tyrosine 3-Monooxygenase}, pages = {343}, } @book{gough_introduction_2017, edition = {2nd}, title = {An {Introduction} to {Systematic} {Reviews}}, publisher = {Sage}, author = {Gough, David and Oliver, Sandy and Thomas, James}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5P6DHX2K 2405685:B4KR3X7L}, } @article{gove_assessing_2017, title = {Assessing the {Impact} of {Early} {Learning} {Programs} in {Africa}}, volume = {2017}, issn = {1520-3247}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5814861/}, doi = {10.1002/cad.20224}, abstract = {We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal of improving outcomes for early learners in primary schools, and in Kenya and Tanzania preprimary as well. Here we report on the experience and evidence of impact from specific programs in each country, including summary assessment results when available. In several countries with completed impact evaluations, there are significant and important learning gains of between 0.2 and 2.57 SD in effect size; in one case the percentage of students reaching grade‐level reading proficiency increased from 12\% to 47\%. In the context of increased urgency surrounding what UNESCO has called a “global learning crisis,” these experiences provide useful lessons for policymakers and practitioners alike.}, number = {158}, urldate = {2020-07-27}, journal = {New Directions for Child and Adolescent Development}, author = {Gove, Amber and Brunette, Tracy and Bulat, Jennae and Carrol, Bidemi and Henny, Catherine and Macon, Wykia and Nderu, Evangeline and Sitabkhan, Yasmin}, year = {2017}, pmid = {29243385}, pmcid = {PMC5814861}, note = {shortDOI: 10/gf86mm KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20224 10/gf86mm 2405685:B4LHC2GD}, pages = {25--41}, } @article{gove_designing_2017, title = {Designing for {Scale}: {Reflections} on {Rolling} {Out} {Reading} {Improvement} in {Kenya} and {Liberia}}, volume = {2017}, copyright = {© 2017 Wiley Periodicals, Inc.}, issn = {1534-8687}, shorttitle = {Designing for {Scale}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/cad.20195}, doi = {10.1002/cad.20195}, abstract = {Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.}, language = {en}, number = {155}, urldate = {2020-01-17}, journal = {New Directions for Child and Adolescent Development}, author = {Gove, Amber and Poole, Medina Korda and Piper, Benjamin}, year = {2017}, note = {shortDOI: 10/ggkzrw KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20195 10/ggkzrw 2405685:HTRYQVPL}, pages = {77--95}, } @misc{government_of_malawi_malawi-growth-and-development-strategy-mgds-iii-2017-2022_2017, title = {Malawi-{Growth}-and-{Development}-{Strategy}-{MGDS}-{III}-2017-2022 (low res).pdf}, url = {https://malawi.un.org/sites/default/files/2020-04/Malawi-Growth-and-Development-Strategy-MGDS-III-2017-2022%20%28low%20res%29.pdf}, urldate = {2022-11-02}, author = {Government of Malawi}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:99BEMNP3 2405685:8AV66KVR}, } @techreport{greenhill_leave_2017, address = {London}, title = {The ‘leave no one behind’ index}, url = {https://cdn.odi.org/media/documents/11656.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Greenhill, Romilly}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VFT83VC2 2405685:MFW2ERFR}, keywords = {⛔ No DOI found}, pages = {9}, } @article{greenhow_learning_2017, title = {Learning and teachin with social network sites: {A} decade of research in {K}-12 related education}, volume = {22}, doi = {10.1007/s10639-015-9446-9}, number = {2}, journal = {Education and Information Technologies}, author = {Greenhow, Christine and Askari, E}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9446-9 2405685:CQQGDLH3}, pages = {623--645}, } @misc{gsma_accelerating_2017, title = {Accelerating affordable smartphone ownership in emerging markets}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2017/07/accelerating-affordable-smartphone-ownership-emerging-markets-2017.pdf}, urldate = {2020-09-24}, author = {GSMA}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFFJ8AB6 2405685:JNRV8W9V}, } @techreport{haque_study_2017, title = {A {Study} on {Implementation} of `{ICT} in {Education} {Training}’ in {Government} {Primary} {Schools}}, url = {http://www.nape.gov.bd/sites/default/files/files/nape.portal.gov.bd/publications/f3d0fbb5_715e_4602_a3a6_0a2c01160620/researchReporton%20ICTinEducation2017.pdf}, language = {en}, author = {Haque, Z and Sarker, D and Rahman, Md and Ohiduzzaman, K and Ahammed, S and Islam, Md and Hasan, M}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YPSRY3QV 2405685:WYITTZMP}, pages = {79}, } @book{hasler_atlas_2017, title = {An {Atlas} of {The} {Forty} {Colleges} of {Education} in {Ghana}}, copyright = {All rights reserved}, url = {http://bjohas.de/atlas2017}, author = {Haßler, Björn and Akunor, J. T. and Nyamador, E. S.}, year = {2017}, doi = {10.5281/zenodo.3911076}, note = {EdTechHub.Source: 2129771:F7ZRYUZX shortDOI: 10/ghgk6m KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911076 10/ghgk6m 2129771:F7ZRYUZX 2129771:U3IVX9WX 2405685:SKFNBK29}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{hazra_using_2017, title = {Using the confidence interval confidently}, volume = {9}, issn = {20721439, 20776624}, url = {http://jtd.amegroups.com/article/view/16406/13455}, doi = {10.21037/jtd.2017.09.14}, abstract = {Biomedical research is seldom done with entire populations but rather with samples drawn from a population. Although we work with samples, our goal is to describe and draw inferences regarding the underlying population. It is possible to use a sample statistic and estimates of error in the sample to get a fair idea of the population parameter, not as a single value, but as a range of values. This range is the confidence interval (CI) which is estimated on the basis of a desired confidence level. Calculation of the CI of a sample statistic takes the general form: CI = Point estimate ± Margin of error, where the margin of error is given by the product of a critical value (z) derived from the standard normal curve and the standard error of point estimate. Calculation of the standard error varies depending on whether the sample statistic of interest is a mean, proportion, odds ratio (OR), and so on. The factors affecting the width of the CI include the desired confidence level, the sample size and the variability in the sample. Although the 95\% CI is most often used in biomedical research, a CI can be calculated for any level of confidence. A 99\% CI will be wider than 95\% CI for the same sample. Conflict between clinical importance and statistical significance is an important issue in biomedical research. Clinical importance is best inferred by looking at the effect size, that is how much is the actual change or difference. However, statistical significance in terms of P only suggests whether there is any difference in probability terms. Use of the CI supplements the P value by providing an estimate of actual clinical effect. Of late, clinical trials are being designed specifically as superiority, non-inferiority or equivalence studies. The conclusions from these alternative trial designs are based on CI values rather than the P value from intergroup comparison.}, language = {en}, number = {10}, urldate = {2021-08-05}, journal = {Journal of Thoracic Disease}, author = {Hazra, Avijit}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.21037/jtd.2017.09.14 10/gcrg3v 2339240:ZRSB26XS 2405685:69JLZB5V}, pages = {4124--4129}, } @inproceedings{heavner_leap_2017, title = {{LEAP} {From} {Pilot} to {Scale}: {Embedding} {Digital} {Reading} within the {Kenya} {National} {Library} {Service}}, copyright = {cc\_by\_4}, shorttitle = {{LEAP} {From} {Pilot} to {Scale}}, url = {http://library.ifla.org/2229/}, abstract = {Mobile technologies have become more normalized for data collection, education for displaced communities and interventions at a distance. Yet, questions remain around how to effectively bring these technology interventions from pilot efforts to broad scale adoption. Worldreader is demonstrating operational success in its digital reading programs in Kenya. In 2014, Worldreader, in partnership with the Kenyan National Library Service (knls), launched its digital reading program, called LEAP (Libraries E-reading Activities Partnership) in eight libraries. By December 2017, LEAP had successfully scaled to all 61 public libraries in the country. This paper outlines five key insights for moving from pilot to country-level scale: 1. Start slow, start smart 2. Leverage economies of scale 3. Step by step: Implement in phases 4. Manage change: Creating a unified vision of success 5. Implement sustainability from the start. These learnings can inform others leveraging technology to improve education around the world and contribute to strengthening an effective, responsible and efficient ecosystem of technology-enriched educational programs.}, language = {en}, urldate = {2021-05-22}, author = {Heavner, Rachel and Lowe, Zev and Mwachi-Amolo, Joan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IGJL4PW2 2405685:GNGTW6N4}, keywords = {⛔ No DOI found}, } @article{henaku_measuring_2017, title = {Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers}, volume = {8}, issn = {2222-1735, 2222-1735}, url = {https://files.eric.ed.gov/fulltext/EJ1139812.pdf}, abstract = {Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers--and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.}, language = {English}, number = {10}, journal = {Journal of Education and Practice}, author = {Henaku, Christina Bampo and Pobbi, Michael Asamani}, year = {2017}, note = {Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2339240:26FQF7T2 2405685:TZV9EH2V 2405685:XV256FAE 2534378:BN4CL6MA 2534378:V3NGM6FT 2534378:WHV54Y47}, keywords = {Behavior Change, Classroom Techniques, Comparative Analysis, Conventional Instruction, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Elementary Education, Elementary School Teachers, Foreign Countries, Ghana, Intermode Differences, Multidimensional Scaling, Questionnaires, Statistical Analysis, Teacher Surveys, Teaching Skills, Training Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096069, \_\_finaldtb, ⛔ No DOI found}, pages = {54--64}, } @book{hina_usaid_2017, title = {The {USAID} {Pre}-{Service} {Teacher} {Education} {Program} and {Teacher} {Professionalization} in {Pakistan}}, url = {https://www.cambridgescholars.com/download/sample/63684}, urldate = {2020-08-13}, publisher = {Cambridge Scholars Publishing}, author = {Hina, Khushbakht}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MQDPKZFT}, } @misc{hinostroza_ict_2017, title = {{ICT}, education and social development in {Latin} {America} and the {Caribbean} – {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000262862_eng}, urldate = {2022-06-06}, author = {Hinostroza, J. Enrique}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DKL4STWM 2405685:75KUTCQH}, } @inproceedings{hoel_influence_2017, title = {The influence of data protection and privacy frameworks on the design of learning analytics systems}, doi = {10.1145/3027385.3027414}, booktitle = {Proceedings of the seventh international learning analytics \& knowledge conference}, author = {Hoel, Tore and Griffiths, Dai and Chen, Weiqin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3027385.3027414 2339240:FSZIGLDN 2405685:R4C2Z93R}, pages = {243--252}, } @article{hollands_edtech_2017, title = {{EdTech} {Decision}-{Making} in {Higher} {Education}.}, journal = {Online Submission}, author = {Hollands, Fiona M. and Escueta, Maya}, year = {2017}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:43R3DKYC 2405685:BVI5B7N9}, keywords = {⛔ No DOI found}, } @misc{hooker_study_2017, title = {A {Study} on the {Implementation} of the {Strengthening} {Innovation} and {Practice} in {Secondary} {Education} {Initiative} for the preparation of {Science}, {Technology}, {English} and {Mathematics} ({STEM}) {Teachers} in {Kenya} to integrate {Information} and {Communication} {Technology} ({ICT}) in {Teaching} and {Learning}}, url = {https://www.researchgate.net/publication/327235025_A_Study_on_the_Implementation_of_the_Strengthening_Innovation_and_Practice_in_Secondary_Education_Initiative_for_the_preparation_of_Science_Technology_English_and_Mathematics_STEM_Teachers_in_Kenya_to}, urldate = {2021-03-19}, author = {Hooker, Mary}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HGF73GAE 2405685:2RW7F2AH}, } @article{hossain_factors_2017, title = {Factors {Affecting} {Higher} {Education} {Quality} in {Bangladesh}: {An} {Attempt} to {Improve} {Higher} {Education} {Quality} in {Bangladesh} through {HEQEP}.}, volume = {1}, url = {https://ijsab.com/wp-content/uploads/2017/02/5.pdf}, abstract = {To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in the context of international knowledge society. The Government prepared a Higher Education Strategic Plan 2006-26, which was fully homegrown with participation of front-line academics from both public and private universities and representatives from think-tanks and the private sector. Accordingly, the Ministry of Education, with the assistance of the World Bank, has undertaken a Higher Education Quality Enhancement Project (HEQEP). The project aims at improving the quality of teaching-learning and research capabilities of the tertiary education institutions through encouraging both innovation and accountability and by enhancing the technical and institutional capacity of the higher education sector. he Higher Education Quality Enhancement Project (HEQEP) will comprise of the following 4 (four) components: (i) promotion of academic innovation in teaching-learning and research through an Academic Innovation Fun (AIF) allocating funds on a competitive basis to public and private universities; (ii) institutional capacity building at the University Grants Commission (UGC) and the universities; (iii) connectivity capacity building for universities and research centers through the development of the Bangladesh Research and Education Network (BdREN) ; and (iv) support to the operation of the project implementation unit. The University Grants Commission of Bangladesh is the implementing agency of the project. A HEQEP Unit has been established in UGC for implementation, management, monitoring and evaluation of the activities.}, language = {en}, number = {1}, journal = {International Journal of Science and Business}, author = {Hossain, Md}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4ZQMXJ4E 2405685:NVSTLUHE}, keywords = {⛔ No DOI found}, pages = {47--59}, } @article{hossain_mothers_2017, title = {Mothers' and {Fathers}' {Perceived} {Engagement} in {Children}'s {Care} and {Schooling} in {Bangladesh}: {A} {Rural}-{Urban} {Comparison}}, volume = {48}, issn = {0047-2328}, shorttitle = {Mothers' and {Fathers}' {Perceived} {Engagement} in {Children}'s {Care} and {Schooling} in {Bangladesh}}, url = {https://www.jstor.org/stable/44509190}, doi = {10.3138/jcfs.48.4.289}, abstract = {Couched within the bioecological systems theory, this paper examined whether (i) mothers and fathers differed in their perceived engagement with their school-age children's routine care, care on demand, academic interaction at home, and academic interaction at school; (ii) mothers' and fathers' engagement varied as a function of gender-of-child and rural and urban residence; and (iii) socioeconomic and support variables were associated with fathers' engagement with their children's care and academic work in twoparent rural and urban families in Bangladesh. Mother and father pairs from 40 rural and 41 urban families participated in the study. Mothers and fathers were separately interviewed to collect the data. Mothers spent more time in children's routine care and academic interaction at home than fathers did in both rural and urban families. Urban parents spent more time with their children than rural parents did. While rural mothers spent more time in sons' routine care and academic interaction at home than they did with daughters, urban fathers spent more time with sons' routine care than they did with their daughters. Whereas fathers' age and number of children negatively and length of marriage positively predicted fathers' engagement in children's routine care, fathers' age negatively and length of marriage and extra-familial support positively predicted fathers' engagement in children' academic interaction at home in rural families. Findings are discussed in relation to rural and urban fathers' changing roles in children's care and intellectual development in Bangladesh. Formulé dans la théorie des systèmes biologiques et écologiques, cet article examine dans quelle mesure (i) l'engagement des mères et des pères diffère dans les soins directs ou indirects donnés à leurs enfants d'âge scolaire, ainsi que dans leur suivi scolaire à domicile et à l'école; (ii) l'implication des mères et des pères varie en fonction du sexe de l'enfant et de son lieu de résidence rural ou urbain; et (iii) les variables socio-économiques et de soutien sont associées à la motivation des pères dans les soins et l'éducation de leurs enfants pour les familles biparentales rurales et urbaines au Bangladesh. La participation à cette étude comprend des couples mère-père provenant de 40 familles rurales et 41 familles urbaines. Les mères et les pères sont interrogés séparément pour la collecte de données. Les mères consacrent plus de temps que les pères aux soins directs des enfants et au suivi scolaire à domicile, aussi bien dans les familles rurales que les familles urbaines. Les parents en milieu urbain consacrent plus de temps à leurs enfants que les parents en milieu rural. Tandis que les mères en milieu rural consacrent plus de temps aux soins directs et suivi scolaire de leurs fils plutôt que de leurs filles, les pères en milieu urbain consacrent par ailleurs plus de temps que les mères aux soins directs de leurs fils. D'autre part, l'impact négatif de l'âge des pères et du nombre d'enfants ainsi que l'impact positif de la durée du mariage influent sur l'implication des pères dans les soins directs, tandis que l'impact négatif de l'âge des pères et l'impact positif de la durée du mariage et de la prise en charge extra-familiale présagent l'implication des pères dans le suivi scolaire des enfants à domicile chez les familles rurales. Les résultats sont examinés en rapport avec l'évolution du rôle des pères dans les soins et le développement intellectuel des enfants en milieu rural et urbain au Bangladesh. Basado en la teoría de los sistemas bioecológicos, este documento examinó si (i) las madres y los padres se diferenciaron de su participación percibida con el cuidado de rutina de sus hijos de edad escolar, el cuidado por encargo, la interacción académica en el hogar y la interacción académica en la escuela; (ii) la participación de las madres y los padres variaba en función de género de niño y de la residencia rural y urbana; y (iii) las variables socioeconómicas y las de apoyo se asociaron con la participación de los padres con el cuidado de sus hijos y su trabajo académico en las familias rurales y urbanas con dos padres en Bangladesh. Pares de un padre y una madre de 40 familias rurales y 41 urbanas participaron en el estudio. Las madres y los padres fueron entrevistados separadamente para recopilar la información. Las madres pasaban más tiempo con el cuidado de rutina de los niños y la interacción académica en el hogar que los padres en las familias rurales y urbanas. Los padres urbanos pasaban más tiempo con sus hijos que los padres rurales. Mientras que las madres rurales pasaban más tiempo en el cuidado de rutina y la interacción académica de sus hijos en casa que con sus hijas, los padres urbanos pasaban más tiempo con la atención de rutina de sus hijos que con sus hijas. Mientras que la edad del padre y el número de hijos negativamente predijeron la participación en la atención habitual de sus hijos y la duración del matrimonio predijo positivamente la participación del padre en la atención habitual de sus hijos, la edad del padre y la duración del matrimonio y el apoyo extrafamiliar predijeron positivamente la participación de los padres en la interacción académica de los niños de familias rurales. Los hallazgos se discuten en relación con los roles cambiantes de los padres rurales y los padres urbanos con el cuidado de sus hijos y el desarrollo intelectual de sus niños en Bangladesh.}, number = {4}, urldate = {2022-10-26}, journal = {Journal of Comparative Family Studies}, author = {Hossain, Ziarat and Atencio, David J.}, year = {2017}, note = {Publisher: Dr. George Kurian KerkoCite.ItemAlsoKnownAs: 10.3138/jcfs.48.4.289 2339240:KBS8X3LS 2405685:V2DDIL9P}, pages = {289--311}, } @misc{ideas_technology_2017, title = {Technology for {Teacher} {Training}}, url = {https://ideaspak.org/human-development/technology-for-teacher-training/}, abstract = {The project will be introducing a new model of delivering in-service teacher training to government sector primary school teachers (PSTs), which builds upon the existing structure of cluster-based Continuous Professional Development (CPD) in Punjab.The Directorate of Staff Development (DSD) employs a cluster-based approach to in-service teacher training which constitutes a cascading model. Although the model […]}, language = {en-US}, urldate = {2021-02-11}, journal = {IDEAS {\textbar} Institute of Development and Economic Alternatives}, author = {IDEAS}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KEW4AH9 2405685:8E46E4T2}, } @misc{idia_scaling_2017, title = {Scaling {Innovation}}, url = {https://static.globalinnovationexchange.org/s3fs-public/asset/document/Scaling%20Innovation%20DIGITAL%20COPY.pdf?C719lAFtMThwNbUpdcs4TeYl5vYa2u9p}, urldate = {2019-11-12}, author = {{IDIA}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8QXXSHYB 2405685:89A5YFFH 2405685:UZQWN3RG 8QXXSHYB}, } @article{intarat_icts_2017, title = {{ICTs} for non-formal education in rural {Thailand}}, volume = {33}, number = {4}, journal = {Australasian Journal of Educational Technology}, author = {Intarat, Sudarat and Chanchalor, Sumalee and Murphy, Elizabeth}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P7LS6GSP 2405685:Y8CIB884}, keywords = {⛔ No DOI found}, } @misc{international_communication_union_itu_2017, title = {{ITU} {\textbar} 2017 {Global} {ICT} {Development} {Index}}, url = {https://www.itu.int/net4/itu-d/idi/2017/index.html#idi2017economycard-tab&SDN}, urldate = {2021-12-31}, author = {{International Communication Union}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SLQ5JLA7 2405685:F3ZAAB6P}, } @techreport{international_monetary_fund_digital_2017, title = {Digital {Revolutions} in {Public} {Finance}}, url = {https://www.imf.org/en/Publications/Books/Issues/2018/04/02/Digital-Revolutions-in-Public-Finance-44925}, abstract = {Digitization promises to reshape fiscal policy by transforming how governments collect, process, share, and act on information. More and higher-quality information can improve not only policy design for tax and spending, but also systems for their management, including tax administration and compliance, delivery of public services, administration of social programs, public financial management, and more. Countries must chart their own paths to effectively balance the potential benefits against the risks and challenges, including institutional and capacity constraints, privacy concerns, and new avenues for fraud and evasion. Support for this book and the conference on which it is based was provided by the Bill and Melinda Gates Foundation “Click Download on the top right corner for your free copy..."}, language = {ENG}, urldate = {2022-11-14}, author = {{International Monetary Fund}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K89WLEA9 2405685:RLAY4PYV 4656463:H5X9X779}, } @misc{itu_2017_2017, title = {2017 {Global} {ICT} {Development} {Index}}, url = {https://www.itu.int/net4/itu-d/idi/2017/index.html#idi2017economycard-tab&LBN}, urldate = {2020-09-23}, author = {ITU}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5MLE5DK 2405685:XYG7DKVM}, } @misc{itu_ict_2017, title = {{ICT} {Facts} and {Figures} 2017}, url = {https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2017.pdf}, urldate = {2019-11-21}, publisher = {International Telecommunication Union}, author = {ITU}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LN5HMG4D 2405685:CI7Y26G7}, } @article{jaleel_study_2017, title = {A {Study} on the {Relationship} between {Self} {Directed} {Learning} and {Achievement} in {Information} {Technology} of {Students} at {Secondary} {Level}}, volume = {5}, issn = {2332-3205}, url = {https://eric.ed.gov/?id=EJ1170184}, doi = {10.13189/ujer.2017.051024}, abstract = {Education at any level has normally been based on some image of the future; that was not impossible in a world that was changing slowly. Today, educators are preparing learners for a world we cannot even predict, and self-directed learning has become an essential foundation for 21st century learners. In recent years teachers are giving importance to technology based education such as student centered education, technology based education, hands-on training, lab-based education and e-learning in the classrooms. The underlying rationale seems to be that students are better able to learn when they can control the flow of their experience, or when their learning is "self-directed." Teachers are also has an important place in Self Directed Learning environment. Their constant support and motivation is required for accelerating the effectiveness and also increasing the rate of achievement. Information Technology (IT) is becoming the subject of 21st century, because knowledge in IT plays a crucial role for the daily living. In this paper, the Investigators tried to find out whether there exists any relationship between Self Directed Learning (SDL) and Achievement in Information Technology of Secondary School Students for the total sample and also for the subsample Gender. The Investigators also tried to find out whether there exists any significant difference in the Self Directed Learning and Achievement in Information Technology of Students at Secondary Level based on Gender. Proper statistical techniques were used for collecting, standardizing and analyzing the data.}, language = {en}, number = {10}, urldate = {2020-12-08}, journal = {Universal Journal of Educational Research}, author = {Jaleel, Sajna and O. M., Anuroofa}, year = {2017}, note = {Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2017.051024 2339240:3ILFWVLV 2405685:D26PQHYD}, keywords = {Academic Achievement, Correlation, Independent Study, Information Technology, Secondary School Students, Secondary School Teachers}, pages = {1849--1852}, } @article{joe_classroom_2017, title = {Classroom social climate, self-determined motivation, willingness to communicate, and achievement: {A} study of structural relationships in instructed second language settings}, volume = {53}, shorttitle = {Classroom social climate, self-determined motivation, willingness to communicate, and achievement}, doi = {10.1016/j.lindif.2016.11.005}, journal = {Learning and Individual Differences}, author = {Joe, Hye-Kyoung and Hiver, Phil and Al-Hoorie, Ali H.}, year = {2017}, note = {shortDOI: 10/f9t33t KerkoCite.ItemAlsoKnownAs: 10.1016/j.lindif.2016.11.005 10/f9t33t 2339240:LWSDXNMM 2405685:U9X4ME39}, pages = {133--144}, } @misc{johnston_effectiveness_2017, title = {Effectiveness of {Interactive} {Satellite}-{Transmitted} {Instruction}: {Experimental} {Evidence} from {Ghanaian} {Primary} {Schools}. {CEPA} {Working} {Paper} {No}. 17-08.}, shorttitle = {Effectiveness of {Interactive} {Satellite}-{Transmitted} {Instruction}}, publisher = {Stanford Center for Education Policy Analysis}, author = {Johnston, Jamie and Ksoll, Christopher}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SVCWDI45 2405685:8DZ8SPJV}, keywords = {⛔ No DOI found}, } @techreport{joswiak_open_2017, title = {Open {Government} {Case} {Study}: {Costing} {Sierra} {Leone}’s {Open} {Data} {Program}}, url = {https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf}, urldate = {2020-12-18}, institution = {Results for Development}, author = {Joswiak, Naomi}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZNYWJ9PF 2405685:7HSIXMSV}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{kamau_parental_2017, title = {Parental {Roles} in {Provision} of {Mobility} and {Educational} {Resources} for {Children} with {Physical} {Challenges} a {Case} of {Joytown} {Special} {School}, {Kiambu} {County}, {Kenya}}, volume = {8}, issn = {2222-1735}, url = {https://eric.ed.gov/?id=EJ1139048}, abstract = {Children with physical challenges have developmental needs and rights like other children and due to their exceptionality they call for more attention in provision of adequate quality mobility and educational resources to enhance their holistic development. However, it is apparent that provision of resources to children with physical challenges has not been possible in Kenya due to various factors which are not yet understood. The study drive was to explore parental role in the provision of mobility and educational resources to children who are physically challenged. The study sought to establish parents' involvement in provision of mobility and educational resources. The study was carried out in Joytown Primary School for the Physically Challenged in Thika Town. The school was purposefully selected because it is best suited for the study since it caters for children in the category of special needs being addressed in the study that is physical challenges. Case study design was used. Target population of the study was 100 children with physical challenges, 200 parents and 4 teachers and the head teacher. Stratified random sampling method was employed to arrive at a Sample size of 30 children with physical challenges, purposive and opportunity sampling to arrive at 30 parents and purposive sampling to arrive at 4 teachers. Therefore, the total sample size was 64. The data were collected using various techniques which included questionnaires for the teachers, interview guides for parents and observation guides for children. Collected data were analyzed using both quantitative and qualitative methods. Quantitative methods entailed use of descriptive statistics such as frequencies and percentages which enhanced discussion of qualitative data which was organized into themes and categories and presented in discussion form. The study established that parental involvement in provision of mobility and educational resources is minimal. The main recommendation of the study is that government should have a budgetary allocation meant specifically for purchase of mobility and educational resources and maintenance of facilities since it's a noble course which would ensure that children are actively involved in learning activities therefore enhancing holistic development hence molding children with physical challenges to become self-reliant and productive citizens.}, language = {en}, number = {8}, urldate = {2021-03-04}, journal = {Journal of Education and Practice}, author = {Kamau, Joyce}, year = {2017}, note = {Publisher: IISTE KerkoCite.ItemAlsoKnownAs: 2339240:VXMFTYG8 2405685:8FZZT8ZT}, keywords = {Assistive Technology, Case Studies, Child Development, Educational Resources, Elementary School Students, Elementary School Teachers, Foreign Countries, Interviews, Observation, Parent Participation, Parent Role, Physical Disabilities, Physical Mobility, Questionnaires, Resource Allocation, Special Schools, Statistical Analysis, ⛔ No DOI found}, pages = {130--135}, } @article{kanwal_factors_2017, title = {Factors affecting e-learning adoption in developing countries -- empirical evidence from {Pakistan}’s higher education sector}, volume = {5}, issn = {2169-3536}, doi = {10.1109/access.2017.2714379}, abstract = {E-learning has reshaped traditional education into more flexible and efficient learning in developed nations. However, e-learning remains underutilized and in the rudimentary stages of development in developing countries. Therefore, understanding the critical factors behind the adoption and acceptance of technology is a prime concern in developing countries like Pakistan. This paper provides and examines the adoption and acceptance baseline for e-learning systems by incorporating critical external factors in the technology acceptance model. A conceptual model-the Pakistan E-Learning Adoption Model-is proposed in the context of higher education. Data were collected from 354 learners at the Virtual University of Pakistan and structural equation modeling was employed to test the research hypotheses. The empirical investigation indicates that computer self-efficacy, Internet experience, enjoyment, and system characteristics are significant predictors of perceived ease of use, while system characteristics are a strong predictor of perceived usefulness. Moreover, the subjective norm is not found to be significant for perceived usefulness. The findings provide practical implications for policy makers, practitioners, and developers in successful e-learning systems implementation.}, journal = {IEEE Access}, author = {Kanwal, Faria and Rehman, Mariam}, year = {2017}, note = {Conference Name: IEEE Access KerkoCite.ItemAlsoKnownAs: 10.1109/access.2017.2714379 10/gmfk2r 2339240:MDT3ZTM7 2405685:D9M2FJKB}, keywords = {Computational modeling, Computers, Context, Context modeling, Critical success factors for adoption, Electronic learning, Mathematical model, TAM, e-learning adoption, e-learning adoption in Pakistan}, pages = {10968--10978}, } @book{kenya_institute_of_curriculum_development_lower_2017, title = {Lower {Primary} {Levels} {Curriculum} {Designs}, {Volume} 1: {Kiswahili}, {Literacy} and {Indigenous} {Languages} and {English} {Activities}}, isbn = {978-9966-31-714-8}, url = {https://kicd.ac.ke/wp-content/uploads/2020/02/Volume-1-curriculum-designs-final-Dec-2017.pdf}, publisher = {Kenya Institute of Curriculum Development}, author = {Kenya Institute of Curriculum Development}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:REAAQWHY 2405685:89EYMH85}, } @misc{kenya_institute_of_curriculum_development_pre_2017, title = {Pre {Primary} {One} {Curriculum} {Designs}}, url = {https://kicd.ac.ke/wp-content/uploads/2018/02/PP-1-Curriculum-Designs-Dec-2017C-1-min.pdf}, author = {Kenya Institute of Curriculum Development}, year = {2017}, note = {ISBN: 978-9966-31-712-4 KerkoCite.ItemAlsoKnownAs: 2339240:429B4H9H 2405685:SHXWMET5}, } @article{khan_blog-based_2017, title = {Blog-based professional development of {English} teachers in {Mumbai}: the potential of innovative practice under scrutiny}, volume = {33}, url = {https://pdfs.semanticscholar.org/8d1d/8018f9ce7a080542987a76d342e27c7f5263.pdf}, doi = {10.14742/ajet.2784}, abstract = {The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.}, language = {English}, number = {4}, journal = {Australasian Journal of Educational Technology}, author = {Khan, Atiya}, year = {2017}, note = {Publisher: Australasian Society for Computers in Learning in Tertiary Education, Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1969007459?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2405685:EPKS7TDM 2534378:MQYLKXN6 2534378:Y6KUBK5K}, keywords = {Action Research, Case Studies, Communities of Practice, Diaries, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Faculty Development, Foreign Countries, India, Language Teachers, Participant Observation, Private Schools, Qualitative Research, Questionnaires, Reflective Teaching, Second Language Instruction, Semi Structured Interviews, Teacher Collaboration, Web Sites, Workshops, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096053, \_\_finaldtb}, pages = {88--106}, } @article{khan_blog-based_2017, title = {Blog-based professional development of {English} teachers in {Mumbai}: {The} potential of innovative practice under scrutiny {\textbar} {Australasian} {Journal} of {Educational} {Technology}}, volume = {22}, url = {https://ajet.org.au/index.php/AJET/article/view/2784}, doi = {10.14742/ajet.2784}, abstract = {The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.}, number = {4}, urldate = {2022-08-22}, journal = {Australian Journal of Educational Technology}, author = {Khan, Atiya}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2339240:MKUUJUI9 2405685:XDE87UXV}, } @techreport{khyber_pakhtunkhwa_elementary_and_secondary_education_department_education_2017, title = {Education {Blueprint}: 2018-2030}, url = {https://kpese.gov.pk/wp-content/uploads/2020/01/blue-print-five-year-plan.pdf}, author = {Khyber Pakhtunkhwa Elementary {and} Secondary Education Department}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2IG9GALH 2405685:4K7FLB27}, } @article{kim_use_2017, title = {The use of computer-assisted instruction to improve the reading comprehension of students with learning disabilities: an evaluation of the evidence base according to the {What} {Works} {Clearinghouse} standards}, volume = {38}, url = {https://journals.sagepub.com/doi/10.1177/0741932517693396}, doi = {10.1177/0741932517693396}, number = {4}, urldate = {2021-11-09}, journal = {Remedial and Special Education}, author = {Kim, Min Kyung and McKenna, John William and Park, Yujeong}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0741932517693396 2339240:M673GYW8 2405685:PC4NHG5G}, pages = {233--245}, } @article{kintu_blended_2017, title = {Blended learning effectiveness: the relationship between student characteristics, design features and outcomes}, volume = {14}, issn = {2365-9440}, shorttitle = {Blended learning effectiveness}, url = {http://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0043-4}, doi = {10.1186/s41239-017-0043-4}, abstract = {This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning.}, language = {en}, number = {1}, urldate = {2020-07-15}, journal = {International Journal of Educational Technology in Higher Education}, author = {Kintu, Mugenyi Justice and Zhu, Chang and Kagambe, Edmond}, month = dec, year = {2017}, note = {shortDOI: 10/gfv57d KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-017-0043-4 10/gfv57d 2405685:XLMQ36GN}, pages = {7}, } @misc{kipp_low-cost_2017, title = {Low-cost, familiar tech for teacher support: {Evidence} from a {SMS} campaign for early grade teachers in {Malawi}}, url = {https://shared.rti.org/content/low-cost-familiar-tech-teacher-support-evidence-sms-campaign-early-grade-teachers-malawi}, author = {Kipp, S}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:87KJQVTK}, } @techreport{kitkit_school_tanzania_2017, title = {Tanzania 2017 field testing report: {Can} out-of-school children make learning gains with {Kitkit} {School}?}, url = {http://kitkitschool.com/wp-content/uploads/2019/06/Kitkit_CaseStudy_Mtwara_.pdf}, urldate = {2021-01-05}, institution = {Kitkit School}, author = {Kitkit School}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X5YJZY69 2405685:BNM2LVRY}, } @article{kobayashi_text_2017, title = {Text mining in organizational research}, volume = {21}, doi = {10.1177/1094428117722619}, language = {en}, number = {3}, journal = {Organizational Research Methods}, author = {Kobayashi, V.B. and Mol, S.T. and Berkers, H.A.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1094428117722619 2405685:AXPR9XQR 2486141:MTUNEGNY}, keywords = {\_Added-ailr-2024}, pages = {733--765}, } @article{kurt_implementing_2017, title = {Implementing the flipped classroom in teacher education: evidence from {Turkey}}, volume = {20}, issn = {EISSN-1436-4522}, url = {https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey}, abstract = {The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.}, language = {English}, number = {1}, journal = {Journal of Educational Technology \& Society}, author = {Kurt, Gökçe}, year = {2017}, note = {Publisher: International Forum of Educational Technology \& Society, Athabasca University, School of Computing \& Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3HJZ8ZXE 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5}, keywords = {Blended Learning, Blended learning, Classroom Techniques, Classroom management, Classrooms, Control Groups, Conventional Instruction, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Technology, English (Second Language), Experimental Groups, Flipped classroom, Focus Groups, Foreign Countries, Higher Education, Homework, Language Teachers, Learning, Postsecondary Education, Pre-service teachers of English, Preservice Teacher Education, Pretests Posttests, Program Effectiveness, Qualitative analysis, Quasiexperimental Design, Reversing, Scores, Second Language Instruction, Self Efficacy, Statistical Analysis, Teacher education, Teachers, Teaching Methods, Teaching methods, Technology Uses in Education, Tests, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097427, \_\_finaldtb, ⛔ No DOI found}, pages = {211--221}, } @article{kurt_implementing_2017, title = {Implementing the flipped classroom in teacher education: evidence from {Turkey}}, volume = {20}, issn = {EISSN-1436-4522}, url = {https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey}, abstract = {The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.}, language = {English}, number = {1}, journal = {Journal of Educational Technology \& Society}, author = {Kurt, Gökçe}, year = {2017}, note = {Publisher: International Forum of Educational Technology \& Society, Athabasca University, School of Computing \& Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:IHMVT8QM 2405685:I746BHPF 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5}, keywords = {Blended Learning, Blended learning, Classroom Techniques, Classroom management, Classrooms, Control Groups, Conventional Instruction, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Technology, English (Second Language), Experimental Groups, Flipped classroom, Focus Groups, Foreign Countries, Higher Education, Homework, Language Teachers, Learning, Postsecondary Education, Pre-service teachers of English, Preservice Teacher Education, Pretests Posttests, Program Effectiveness, Qualitative analysis, Quasiexperimental Design, Reversing, Scores, Second Language Instruction, Self Efficacy, Statistical Analysis, Teacher education, Teachers, Teaching Methods, Teaching methods, Technology Uses in Education, Tests, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097427, \_\_finaldtb, ⛔ No DOI found}, } @article{kurt_implementing_2017, title = {Implementing the flipped classroom in teacher education: evidence from {Turkey}}, volume = {20}, issn = {EISSN-1436-4522}, url = {https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey}, abstract = {The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.}, language = {English}, number = {1}, journal = {Journal of Educational Technology \& Society}, author = {Kurt, Gökçe}, year = {2017}, note = {Publisher: International Forum of Educational Technology \& Society, Athabasca University, School of Computing \& Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:IHMVT8QM 2405685:I746BHPF 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5}, keywords = {Blended Learning, Blended learning, Classroom Techniques, Classroom management, Classrooms, Control Groups, Conventional Instruction, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Technology, English (Second Language), Experimental Groups, Flipped classroom, Focus Groups, Foreign Countries, Higher Education, Homework, Language Teachers, Learning, Postsecondary Education, Pre-service teachers of English, Preservice Teacher Education, Pretests Posttests, Program Effectiveness, Qualitative analysis, Quasiexperimental Design, Reversing, Scores, Second Language Instruction, Self Efficacy, Statistical Analysis, Teacher education, Teachers, Teaching Methods, Teaching methods, Technology Uses in Education, Tests, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097427, \_\_finaldtb, ⛔ No DOI found}, } @article{lai_systems_2017, title = {Systems theory}, doi = {10.1002/9781118955567.wbieoc203}, journal = {The international encyclopedia of organizational communication}, author = {Lai, Chih-Hui and Huili Lin, Sapphire}, year = {2017}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1002/9781118955567.wbieoc203 2339240:L2H3DBD7 2405685:4LRU275B}, pages = {1--18}, } @article{leckie_evolution_2017, title = {The evolution of school league tables in {England} 1992-2016: ‘{Contextual} value-added’, ‘expected progress’ and ‘progress 8’}, volume = {43}, issn = {01411926}, shorttitle = {The evolution of school league tables in {England} 1992-2016}, url = {https://onlinelibrary.wiley.com/doi/10.1002/berj.3264}, doi = {10.1002/berj.3264}, language = {en}, number = {2}, urldate = {2022-04-07}, journal = {British Educational Research Journal}, author = {Leckie, George and Goldstein, Harvey}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/berj.3264 2339240:2UXBFRJS 2405685:D3NI23TE 4656463:RK8I8LAW}, pages = {193--212}, } @article{lee_scaling_2017, title = {Scaling {Educational} {Innovations} in {Singapore}: the roles of {Policymakers}, {Practitioners}, and {Researchers}}, language = {en}, author = {Lee, Shu-Shing}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:52TG47S9 2405685:AWF9RSPZ}, keywords = {⛔ No DOI found}, pages = {69}, } @misc{lesterhuis_comparative_2017, type = {chapter}, title = {Comparative {Judgement} as a {Promising} {Alternative} to {Score} {Competences}}, copyright = {Access limited to members}, url = {https://www.igi-global.com/chapter/comparative-judgement-as-a-promising-alternative-to-score-competences/www.igi-global.com/chapter/comparative-judgement-as-a-promising-alternative-to-score-competences/159970}, abstract = {To adequately assess students' competences, students are asked to provide proof of a performance. Ideally, open and real-life tasks are used for such performance assessment. However, to augment the reliability of the scores resulting from performance assessment, assessments are mostly standardised....}, language = {en}, urldate = {2022-06-24}, journal = {Innovative Practices for Higher Education Assessment and Measurement}, author = {Lesterhuis, Marije and Verhavert, San and Coertjens, Liesje and Donche, Vincent and Maeyer, Sven De}, year = {2017}, doi = {10.4018/978-1-5225-0531-0.ch007}, note = {ISBN: 9781522505310 Pages: 119-138 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-5225-0531-0.ch007 2339240:UE3LKEDA 2405685:Y88QTIX4}, } @article{linzy_solarspell_2017, title = {The {SolarSPELL} {Offline} {Digital} {Library}}, author = {Linzy, Kristen and Hosman, Laura}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WIRDBPRN}, keywords = {⛔ No DOI found}, } @article{lock_fostering_2017, title = {Fostering self-regulation in online learning in {K}-12 education}, volume = {12}, doi = {10.15760/nwjte.2017.12.2.2}, number = {2}, journal = {Northwest Journal of Teacher Education}, author = {Lock, Jennifer and Eaton, Sarah Elaine and Kessy, Elaine}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.15760/nwjte.2017.12.2.2 2405685:Q63LG7IQ}, } @article{maguire_doing_2017, title = {Doing a thematic analysis: {A} practical, step-by-step guide for learning and teaching scholars}, volume = {9}, url = {http://ojs.aishe.org/index.php/aishe-j/article/view/335}, number = {3}, journal = {All Ireland Journal of Higher Education}, author = {Maguire, Moira and Delahunt, Brid}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BFWUPILB 2405685:7LAF386C}, keywords = {⛔ No DOI found}, } @article{major_using_2017, title = {Using video to support in-service teacher professional development: the state of the field, limitations and possibilities}, volume = {27}, shorttitle = {(1) ({PDF}) {Using} video to support in-service teacher professional development}, url = {https://www.researchgate.net/publication/319423259_Using_video_to_support_in-service_teacher_professional_development_the_state_of_the_field_limitations_and_possibilities}, doi = {10.1080/1475939X.2017.1361469}, language = {en}, number = {1}, urldate = {2020-08-31}, journal = {Technology Pedagogy and Education}, author = {Major, L and Watson, Steven}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2017.1361469 2339240:4W59D9U3 2405685:TKGRWCS3 2405685:W7DDRAT9 2405685:WF9QFYZY 2534378:YYFW64KC}, keywords = {C: International, ⛔ No DOI found}, pages = {49--68}, } @misc{malawi_consulate_country_2017, title = {Country {Economic} {Overview}}, url = {https://www.malawiconsulate.co.za/index.php/invest-in-malawi/country-economic-overview}, abstract = {Country Economic Overview The Malawi economy is agro based with agriculture contributing 37\% of the national GDP and employing 80\% of the total workforce....}, language = {en-gb}, urldate = {2022-10-20}, author = {Malawi Consulate}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:84EBRSYI 2405685:KWAAJTHP}, } @phdthesis{manyama_teachers_2017, type = {{MA} {Education} dissertation}, title = {Teachers’ conception towards the use of social networks as a tool for professional development in {Tanzania} government secondary schools: the case of {Dodoma} municipality}, shorttitle = {Teachers’ conception towards the use of social networks as a tool for professional development in {Tanzania} government secondary schools}, url = {http://repository.udom.ac.tz/handle/20.500.12661/420}, abstract = {The current study sought to assess teachers' conception toward the use of social networks as a tool for professional development in Tanzania government secondary schools the case of Dodoma Municipality. Thus, the specific objectives of this study were to assess the influence of demographic characteristics on the use of social networks or as a tool for professional development. To assess teachers conception on the available social networks opportunity that can support professional development, to investigate teachers use of social networks available for professional development, to explore the perceived benefits of using social networks opportunity as a tool for professional development and to examine limitation that hinder teachers for professional development. The study was guided by social-cognitive theory, community of practice model (CoP) and technology acceptance model (TAM). A cross-section research design was used to collect data that involved 84 teachers‟ from ten secondary schools, six head of schools three quality assurers and one respondent from DEO office. SPSS computer program was used to analyze the data. Qualitative data were analyzes through content analysis and quantitative data were analyzed statistically using descriptive and inferential statistics by using SPSS Version 20, and Microsoft Excel were highly used. Linear regression techniques were used to seek whether there is a relationship between demographic characteristics and the use of social networks. The survey results showed that there is no significant relationship between demographic factors with the use of social networks as a tool for professional development. Either teachers have positive conceptions towards the use of social networks as a tool for professional development. Furthermore, teachers use SNs for communicating with their fellow from different groups but it is not effectively integrated into professional development. The findings indicate that, to a large extent, teachers agreed that SNs make them to be more creative and help them to improve their communication skills. In addition the findings indicated that teachers lack training on how to integrate SNs in TPD. Finally,the researcher recommend that, educational stakeholders should provide financial and material support to teachers in order to overcome challenge that limit the use of technology in teaching and learning.}, language = {en}, urldate = {2020-11-18}, school = {University of Dodoma}, author = {Manyama, Charles}, year = {2017}, note = {Accepted: 2018-04-11T09:35:23Z Publisher: The University of Dodoma KerkoCite.ItemAlsoKnownAs: 2339240:YDEVGFS3 2405685:U59ER7CF}, keywords = {⛔ No DOI found}, } @misc{mativu_kenyan_2017, title = {Kenyan school system is trying sign language for all children}, url = {https://www.globalpartnership.org/blog/kenyan-school-system-trying-sign-language-all-children}, author = {Mativu}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2IUM643C 2405685:JBUVX9XJ}, } @book{matthes_international_2017, title = {The international encyclopedia of communication research methods}, number = {1}, publisher = {Wiley}, author = {Matthes, Jörg and Davis, Christine and Potter, Robert}, year = {2017}, note = {zotzenLib.CopiedFrom: 2339240:MZWRDTNS KerkoCite.ItemAlsoKnownAs: 2339240:MZWRDTNS 2405685:DJQI2C4Z}, } @techreport{menashy_investing_2017, title = {Investing in the crisis: {Private} participation in the education of {Syrian} refugees}, url = {http://download.ei-ie.org/Docs/WebDepot/EI_Research_Syria_final.pdf}, language = {en}, institution = {Education International}, author = {Menashy, Francine and Zakharia, Zeena}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SYFDME3C 2405685:RJNTJSR9}, } @techreport{mendenhall_strengthening_2017, title = {Strengthening {Teacher} {Professional} {Development}: {Local} and global communities of practice in {Kakuma} {Refugee} {Camp}}, url = {https://static1.squarespace.com/static/583af1fb414fb5b3977b6f89/t/59bdbadc8419c21c1bd35570/1505606367450/11_PromisingPractices_Teachers+for+Teachers_WEB.pdf}, urldate = {2020-08-05}, institution = {Columbia University}, author = {Mendenhall, Mary}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7WPJ543M 2405685:32Z977JS}, keywords = {C:Kenya / Rwanda}, } @misc{mercy_corps_supporting_2017, title = {Supporting the education of marginalized girls in {Kailali} ({STEM} {II})}, url = {https://nepal.mercycorps.org/project/supporting-the-education-of-marginalised-girls-in-kailali-ii-stem-ii/}, author = {Mercy Corps}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HBFQ7C9J 2405685:Q6NC72XY}, } @book{miao_supporting_2017, address = {Paris, France}, title = {Supporting teachers with mobile technology: lessons drawn from {UNESCO} projects in {Mexico}, {Nigeria}, {Senegal} and {Pakistan}}, isbn = {978-92-3-100230-4}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000251511}, urldate = {2020-05-22}, publisher = {UNESCO}, author = {Miao, Fengchun and West, Mark and Hyo-Jeong, So and Toh, Yancy}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HWF42ZQL}, } @misc{miles_blockchain_2017, title = {Blockchain security: {What} keeps your transaction data safe?}, url = {https://www.ibm.com/blogs/blockchain/2017/12/blockchain-security-what-keeps-your-transaction-data-safe/}, author = {Miles, Curtis}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LL5WIQQD 2405685:DZD9YZWT}, } @article{minaz_experimental_2017, title = {An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom}, volume = {34}, issn = {18183344}, url = {https://pdfs.semanticscholar.org/3a81/fbc2a19a0022dbb22352a8db35638bd45c35.pdf}, abstract = {Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.}, language = {English}, number = {2}, journal = {Pakistan Journal of Education}, author = {Minaz, Maksal and Tabassum, Rabia and Idris, Muhammad}, year = {2017}, note = {Place: Islamabad Publisher: Allama Iqbal Open University Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2364383027?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:JSUA8DQA 2405685:AUM7ANGN 2405685:EC5V2BBM 2534378:Q5BTRXDU 2534378:ZZ43GQ5G}, keywords = {Education, Educational technology, Learning, Pedagogy, Podcasts, Professional development, Teacher attitudes, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096864, \_\_finaldtb, ⛔ No DOI found}, pages = {167--182}, } @techreport{ministere_de_leducation_nationale_madagascar_plan_2017, title = {Plan sectoriel de l'éducation 2018 - 2022}, url = {https://www.globalpartnership.org/sites/default/files/a2_-_mad_-_esp_fr.pdf}, abstract = {Plan sectoriel de l'éducation pour la période 2018 -2022 pour une éducation de qualité pour tous, garantie du développement durable, préparé par le ministère de l'Education nationale de Madagascar}, language = {fr}, urldate = {2020-06-30}, author = {{Ministère de l'Éducation Nationale, Madagascar}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZTKRM7TY}, } @techreport{ministry_of_education_science_and_technology_national_2017, address = {Dodoma}, title = {National {Framework} for {Continuous} {Professional} {Development} for {Practicing} {Teachers}}, url = {https://download.ei-ie.org/Docs/WebDepot/Annex2FrameworkforCPDIserviceTeachers.pdf}, language = {English}, urldate = {2020-09-14}, institution = {United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F5D7RDCT 2405685:GFCJSMIU 2405685:SFYUBD4B}, keywords = {\_B:important, \_G:important, \_G:reviewed, \_Tanzania, \_final\_bib, \_important}, } @techreport{moest_feasibility_2017, address = {Dodoma, Tanzania}, title = {Feasibility study exploring e-learning initiatives at secondary schools in {Tanzania} mainland}, institution = {MoEST}, author = {{MoEST}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FVHTEQ59 2405685:9YX95C7V}, } @article{mohamad_using_2017, title = {Using {Tactile} {Letters} {As} {An} {Assitive} {Techology} in {Teaching} {Alphabet} {For} {Dyslexi} {Children}: {A} {Case} {Study}}, volume = {1}, url = {http://eds.b.ebscohost.com/abstract?site=eds&scope=site&jrnl=2066026X&AN=123025166&h=YYP8aCNOv%2bOKM6QJPY5eHh8f0psWTq%2bGMC5HOljIH4m22Zv167sczNqF43TUPV9b1WEmzMI8shym5Vghq3x91Q%3d%3d&crl=c&resultLocal=ErrCrlNoResults&resultNs=Ehost&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d2066026X%26AN%3d123025166}, urldate = {2020-12-10}, journal = {eLearning \& Software for Education}, author = {Mohamad, Mariam and Tan, Abdullah and Sabrina, Jessica}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BSQCEEJM 2405685:9W7TB9SK}, keywords = {⛔ No DOI found}, pages = {167--173}, } @article{moon_can_2017, title = {Can new modes of digital learning help resolve the teacher crisis in sub-{Saharan} {Africa}?}, volume = {4}, issn = {2311-1550}, url = {http://jl4d.org/index.php/ejl4d/article/view/194}, abstract = {Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.}, language = {English}, number = {1}, journal = {Journal of Learning for Development}, author = {Moon, Bob and Villet, Charmaine}, year = {2017}, note = {Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2405685:C4EES7UW 2534378:LSYA2A2W}, keywords = {Africa, Computer Uses in Education, ERIC, Current Index to Journals in Education (CIJE), Educational Change, Educational Policy, Electronic Learning, Faculty Development, Foreign Countries, Higher Education, Inservice Teacher Education, Online Courses, Postsecondary Education, Preservice Teacher Education, Resource Units, Teacher Shortage, ⛔ No DOI found}, pages = {23--35}, } @techreport{mulkeen_teachers_2017, title = {Teachers and teacher policy in primary and secondary education}, url = {https://teachertaskforce.org/sites/default/files/migrate_default_content_files/2017-09%20teachers%20and%20teacher%20policy_1.pdf}, urldate = {2020-05-25}, author = {Mulkeen, Aidan and Ratteree, William and Voss-Lengnik, Ilse}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T9D25FKH}, } @article{mwendwa_availability_2017, title = {Availability of {Resource} {Materials} and {Facilities} for {ICT} {Integration} in the {Public} {Primary} {School} {Curriculum} in {Kitui} {County}, {Kenya}}, issn = {2415-6256}, url = {https://kerd.ku.ac.ke/handle/123456789/639}, abstract = {Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world.}, language = {en}, urldate = {2021-05-22}, author = {Mwendwa, Nzwili K.}, year = {2017}, note = {Accepted: 2020-05-26T08:32:29Z Publisher: Scholars Middle East Publishers KerkoCite.ItemAlsoKnownAs: 2339240:UP3XU562 2405685:UDB54BE6}, keywords = {⛔ No DOI found}, } @techreport{myers_guide_2017, title = {Guide to the {Accelerated} {Education} {Principles}}, url = {https://www.unhcr.org/59ce4fc77.pdf}, urldate = {2022-08-26}, institution = {Accelerated Education Working Group (AEWG)}, author = {Myers, Juliette and Pinnock, Helen and Lewis, Ingrid}, collaborator = {Boisvert, Kayla and Flemming, Jennifer and Shah, Ritesh}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZEPTLN9S 2405685:USP8QCWQ}, } @techreport{myers_guide_2017, title = {Guide to the {Accelerated} {Education} {Principles}}, url = {https://inee.org/system/files/resources/AEWG_Accelerated_Education_Guide_to_the_Principles-screen.pdf}, urldate = {2020-07-21}, author = {Myers, Juliette and Pinnock, Helen and Lewis, Ingrid}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SB4MHKTG}, } @incollection{nahar_mathematics_2017, title = {Mathematics {Education} and {Accessible} {Technologies} for {Visually} {Impaired} {Students} in {Bangladesh}}, url = {https://link.springer.com/chapter/10.1007/978-3-319-70010-6_55}, abstract = {The learning process for the visually impaired students (VIS) is complicated because they are unable to get visual information. A lot of challenges and problems these VIS are facing to get education, especially in studying Mathematics. As a developing country, Bangladesh cannot afford for the costly Mathematics learning tools for VIS. The objective of this study is to analyze the current scenarios of learning Mathematics in different types of blind schools in Bangladesh. A survey is conducted in all three types of schools in order to achieve the objective. The survey was based on questionnaire comprising questions related to Mathematics learning, examination methods and learning difficulties. Survey results shows that they follow Braille system for reading and writing; however, they cannot write in Braille in the final examination. Taylor frame and abacus are the only options for counting numbers. This paper also tries to propose some key points to improve the current Mathematics learning process for the blind students.}, booktitle = {Badioze {Zaman} {H}. et al. (eds) {Advances} in {Visual} {Informatics}. {IVIC} 2017. {Lecture} {Notes} in {Computer} {Science}, vol 10645}, author = {Nahar, L and Jaafar, A and Sulaiman, R}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S7ZDF3ZX 2405685:FU3UTF9E}, keywords = {⛔ No DOI found}, } @article{ngeze_ict_2017, title = {{ICT} integration in teaching and learning in secondary schools in {Tanzania}: {Readiness} and way forward}, volume = {7}, shorttitle = {{ICT} integration in teaching and learning in secondary schools in {Tanzania}}, doi = {10.18178/ijiet.2017.7.6.905}, number = {6}, journal = {International Journal of Information and Education Technology}, author = {Ngeze, Lucian V.}, year = {2017}, note = {Publisher: Science Publishing Group KerkoCite.ItemAlsoKnownAs: 10.18178/ijiet.2017.7.6.905 2339240:ZV7BEGN9 2405685:YGBAHLFW}, pages = {424--427}, } @article{ngubane-mokiwa_implications_2017, title = {Implications of the {University} of {South} {Africa}'s ({UNISA}) shift to open distance e-learning on teacher education}, volume = {42}, number = {9}, journal = {Australian Journal of Teacher Education}, author = {Ngubane-Mokiwa, Sindile A.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z7CUFE46}, keywords = {⛔ No DOI found}, pages = {7}, } @incollection{oecd_funding_2017, title = {The funding of school education: {Main} findings and policy pointers}, shorttitle = {The funding of school education}, url = {https://doi.org/10.1787/9789264276147-4-en}, abstract = {This study on school funding policies was conducted for a number of reasons:}, language = {en}, urldate = {2022-04-07}, booktitle = {The {Funding} of {School} {Education}: {Connecting} {Resources} and {Learning}}, publisher = {OECD Publishing}, author = {{OECD}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V9TTH9VS 2405685:8UT9HDR2 4656463:DI64NC3J}, } @techreport{omoeva_mainstreaming_2017, title = {Mainstreaming {Equity} in {Education}}, url = {https://static1.squarespace.com/static/57aa9cce6b8f5b8163fdc9a3/t/59f374734192028eedd2381c/1509127285367/IEFG+-+Issues+paper+-+Final.pdf}, language = {en}, institution = {FHI 360 Education Policy and Data Center / Education Equity Research Initiative}, author = {Omoeva, Carina}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KQK6D75U 2405685:HP39R2WL}, pages = {26}, } @article{onivehu_teachers_2017, title = {Teachers' {Attitude} and {Competence} in the {Use} of {Assistive} {Technologies} in {Special} {Needs} {Schools}}, volume = {10}, issn = {2065-1430}, url = {https://eric.ed.gov/?id=EJ1164985}, doi = {10.24193/adn.10.4.3}, abstract = {This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire" ("TACUATQ") was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders.}, language = {en}, number = {4}, urldate = {2021-03-04}, journal = {Acta Didactica Napocensia}, author = {Onivehu, Adams Ogirima and Ohawuiro, Onyiyeche Emilia and Oyeniran, Bunmi Juliana}, year = {2017}, note = {Publisher: Babes-Bolyai University KerkoCite.ItemAlsoKnownAs: 10.24193/adn.10.4.3 2339240:FDGRYPVG 2405685:TUG39XRX}, keywords = {Assistive Technology, Elementary Secondary Education, Foreign Countries, Gender Differences, Questionnaires, Special Needs Students, Special Schools, Teacher Attitudes, Teacher Competencies, Teacher Surveys, Teaching Experience}, pages = {21--32}, } @misc{open_learning_exchange_ghana_ghana_2017, title = {Ghana {Reads}}, url = {http://www.oleghana.org/index.php}, language = {en-gb}, urldate = {2020-06-30}, author = {Open Learning Exchange Ghana}, year = {2017}, note = {Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:KKFABZMZ}, } @misc{open_learning_exchange_ghana_ole_2017, title = {{OLE} {Ghana}}, url = {http://www.oleghana.org/index.php}, language = {en-gb}, urldate = {2020-06-30}, author = {Open Learning Exchange Ghana}, year = {2017}, note = {Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:A5UVHX67}, } @techreport{osei_fiscal_2017, type = {Occasional {Paper}}, title = {Fiscal {Decentralization} in {Ghana}: {Progress} and {Challenges}}, url = {http://ifsghana.org/wp-content/uploads/2018/09/Occasional-10-.pdf}, number = {10}, urldate = {2022-04-07}, institution = {Institute for Fiscal Studies Ghana}, author = {Osei, Edna}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:86IVWGL2 2405685:PL3W26A4 4656463:HLGC2IQF}, } @phdthesis{outhwaite_effectiveness_2017, type = {{BSc} {Psychology}}, title = {Effectiveness of an {iPad} {Intervention} to {Support} {Development} of {Maths} {Skills} in {Foundation} {Year} {Children}}, author = {Outhwaite, Laura}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:EH35HAKK 2405685:DGF7RQLD}, } @article{owoo_bilingual_2017, title = {Bilingual {Learning} {Spaces}: {Lessons} {From} {Using} {WhatsApp} {Videos} in a {Ghanaian} {Rural} {Context}}, shorttitle = {Bilingual {Learning} {Spaces}}, abstract = {This poster is a preliminary inquiry into the usage of audiovisual material for bilingual language education on the mobile application, WhatsApp, in a Ghanaian rural community. Participatory Action Research framework was used. Content creators and rural teachers observe and study the potential of Mobile Computer-Supported Collaborative Learning (mCSCL) to re-conceptualize e-learning in rural spaces with online and offline discourses in Gã and English enabled by WhatsApp}, journal = {Making a Difference: Prioritizing Equity and Access in CSCL}, author = {Owoo, Mama Adobea Nii}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QPQ7Z8JP 2405685:2PXKND4R}, keywords = {⛔ No DOI found}, } @article{oyo_moocs_2017, title = {{MOOCs} for in-service teachers: the case of {Uganda} and lessons for {Africa}}, volume = {75}, shorttitle = {{MOOCs} for in-service teachers}, url = {https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf}, doi = {10.22550/rep75-1-2017-07}, abstract = {In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89\%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.}, language = {en-US}, number = {266}, urldate = {2019-11-21}, journal = {Revista Española de Pedagogía}, author = {Oyo, B. and Kalema, B.M. and Byabazaire, J.}, year = {2017}, note = {Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/ KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 10/ggddgs 2339240:MR2W67VK 2405685:USHUUTDI 2534378:VFQKYSXZ 2534378:WLCXEHHM}, keywords = {\_Source:Intuitive, \_THEME: Education management, \_THEME: Teacher Professional Development, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426079, \_\_finaldtb}, pages = {121--141}, } @article{oyo_moocs_2017, title = {{MOOCs} for in-service teachers: the case of {Uganda} and lessons for {Africa}}, volume = {75}, shorttitle = {{MOOCs} for in-service teachers}, url = {https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf}, doi = {10.22550/rep75-1-2017-07}, abstract = {In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89\%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.}, language = {en-US}, number = {266}, urldate = {2019-11-21}, journal = {Revista Española de Pedagogía}, author = {Oyo, B. and Kalema, B.M. and Byabazaire, J.}, year = {2017}, note = {Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/ KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 10/ggddgs 2339240:HPI63QSH 2339240:MR2W67VK 2405685:CIF2AFNW 2534378:WLCXEHHM}, keywords = {\_Source:Intuitive, \_THEME: Education management, \_THEME: Teacher Professional Development, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426079, \_\_finaldtb}, } @article{patterson_predictive_2017, title = {The {Predictive} {Validity} of a {Text}-{Based} {Situational} {Judgment} {Test} in {Undergraduate} {Medical} and {Dental} {School} {Admissions}}, volume = {92}, issn = {1938-808X}, doi = {10.1097/ACM.0000000000001630}, abstract = {PROBLEM: Situational judgment tests (SJTs) can be used to assess the nonacademic attributes necessary for medical and dental trainees to become successful practitioners. Evidence for SJTs' predictive validity, however, relates predominantly to selection in postgraduate settings or using video-based SJTs at the undergraduate level; it may not be directly transferable to text-based SJTs in undergraduate medical and dental school selection. This preliminary study aimed to address these gaps by assessing the validity of the UK Clinical Aptitude Test (UKCAT) text-based SJT. APPROACH: Study participants were 218 first-year medical and dental students from four UK undergraduate schools who completed the first UKCAT text-based SJT in 2013. Outcome measures were educational supervisor ratings of in-role performance in problem-based learning tutorial sessions-mean rating across the three domains measured by the SJT (integrity, perspective taking, and team involvement) and an overall judgment of performance-collected in 2015. OUTCOMES: There were significant correlations between SJT scores and both mean supervisor ratings (uncorrected r = 0.24, P {\textless} .001; corrected r = 0.34) and overall judgments (uncorrected rs = 0.16, P {\textless} .05; corrected rs = 0.20). SJT scores predicted 6\% of variance in mean supervisor ratings across the three nonacademic domains. NEXT STEPS: The results provide evidence that a well-designed text-based SJT can be appropriately integrated, and add value to, the selection process for undergraduate medical and dental school. More evidence is needed regarding the longitudinal predictive validity of SJTs throughout medical and dental training pathways, with appropriate outcome criteria.}, language = {eng}, number = {9}, journal = {Academic Medicine: Journal of the Association of American Medical Colleges}, author = {Patterson, Fiona and Cousans, Fran and Edwards, Helena and Rosselli, Anna and Nicholson, Sandra and Wright, Barry}, year = {2017}, pmid = {28296651}, note = {shortDOI: 10/gbwnzw KerkoCite.ItemAlsoKnownAs: 10/gbwnzw 2405685:K3F6TWDN}, keywords = {College Admission Test, Education, Dental, Education, Medical, Undergraduate, Female, Humans, Judgment, Male, Predictive Value of Tests, Reproducibility of Results, School Admission Criteria, Surveys and Questionnaires, United Kingdom, Young Adult}, pages = {1250--1253}, } @techreport{pereznieto_mitigating_2017, title = {Mitigating threats to girls’ education in conflict-affected contexts: current practice}, shorttitle = {Mitigating threats to girls’ education in conflict-affected contexts}, url = {https://www.odi.org/publications/11013-mitigating-threats-girls-education-conflict-affected-contexts-current-practice}, abstract = {This report, co-produced by ODI and UNGEI, investigates girls’ access to education in conflict settings}, language = {en}, urldate = {2020-08-05}, author = {Pereznieto, Paola and Magee, Arran and Fyles, Nora}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SVUVZWB3 2405685:JGHJRCA2}, } @techreport{pettersson_equip-tanzania_2017, title = {{EQUIP}-{Tanzania} {Impact} {Evaluation}. {Final} {Baseline} {Technical} {Report}, {Volume} {I}: {Results} and {Discussion}}, url = {https://www.opml.co.uk/files/Publications/8383-assessing-equip-t/baseline-impact-evaluation-vol.1.pdf?noredirect=1}, language = {en}, institution = {Oxford Policy Management}, author = {Pettersson, Gunilla and Rawle, Georgina and Outhred, Rachel and Brockerhoff, Stephanie and Nugroho, Dita and Kveder, Andrej and Beavis, Adrian and Ruddle, Nicola and Jasper, Paul and Wills, Gabrielle}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D6FABJW8 2405685:SUXHMYIJ 4656463:MMB95YWB}, pages = {174}, } @misc{piper_implementing_2017, title = {Implementing large scale instructional technology in {Kenya} {\textbar} {RTI}}, url = {https://www.rti.org/publication/implementing-large-scale-instructional-technology-kenya}, urldate = {2021-04-01}, author = {Piper, Ben and Oyanga, A and Meija, J and Pouezevara, S}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EDUQCBQZ 2405685:6JAG9EUA}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a national education system}, volume = {13}, issn = {1814-0556, 1814-0556}, url = {http://ijedict.dec.uwi.edu/viewarticle.php?id=2353}, abstract = {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.}, language = {en}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, year = {2017}, note = {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}, pages = {57--79}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a national education system}, volume = {13}, issn = {1814-0556, 1814-0556}, url = {http://ijedict.dec.uwi.edu/viewarticle.php?id=2353}, abstract = {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.}, language = {en}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, year = {2017}, note = {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}, pages = {57--79}, } @techreport{power_evaluation_2017, title = {An {Evaluation} of {Computer} {Aided} {Learning} ({BRAC}-{CAL}) in {Secondary} {Schools} in {Bangladesh}.}, url = {http://oro.open.ac.uk/57054/}, number = {73}, institution = {BRAC Research and Evaluation Division}, author = {Power, T and Babu, R and Chowdhury, T}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HY6ESF47 2405685:7BA7PQLP}, } @misc{power_quasi-experimental_2017, type = {Other}, title = {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}}, url = {http://www.eiabd.com/publications/research-publications/qe-qs-studies.html}, abstract = {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.}, language = {en}, urldate = {2022-08-23}, author = {Power, Tom and McCormick, Robert and Asbeek-Brusse, Elsbeth}, year = {2017}, note = {Place: Dhaka, Bangladesh Publisher: English in Action (EIA) KerkoCite.ItemAlsoKnownAs: 2339240:5ASMY75P 2405685:GJV2BMAG}, } @techreport{power_eia_2017, address = {Dhaka, Bangladesh}, title = {{EIA} {School}-based teachers development}, institution = {English In Action}, author = {Power, Tom and McCormick, Robert and Eyres, Ian}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U389PI47 2405685:GRPSWZKB}, } @book{pritchett_building_2017, title = {Building {State} {Capability}: {Evidence}, {Analysis}, {Action}}, shorttitle = {Building {State} {Capability}}, url = {https://bsc.cid.harvard.edu/building-state-capability-evidence-analysis-action}, abstract = {"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.}, language = {en}, urldate = {2022-06-06}, author = {Pritchett, Lant and Andrews, Matt and Woolcock, Michael}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PI9N59BE 2405685:23NKUBAX 4656463:J3ERMP4G}, } @misc{queen_rania_foundation_student_2017, title = {The {Student} {Attitudes} {Survey}}, author = {Queen Rania Foundation}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MR6MF28B}, } @phdthesis{rahim_female_2017, title = {Female {Teachers}' {Perceptions} of {Quality} {Education} for {Adolescent} {Girls} in {Rural} {Bangladesh}: {A} {Case} {Study}}, url = {https://www.proquest.com/docview/1935998704}, abstract = {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.}, author = {Rahim, N}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MKU6GYRJ 2405685:VDGJUDEZ}, } @article{raphael_pre-service_2017, title = {Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in {Tanzania}}, volume = {4}, abstract = {This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational technologies into the classroom.}, language = {en}, number = {2}, journal = {Journal of Learning for Development}, author = {Raphael, Christina and Mtebe, Joel S}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:32MHLE8L 2405685:VBEEQVMR}, keywords = {⛔ No DOI found}, pages = {196--210}, } @article{rashid_computer_2017, title = {Computer {Assisted} {Language} {Learning} in {Pakistan}: {Teachers}' {Perspectives}}, volume = {14}, issn = {1738-3102}, shorttitle = {Computer {Assisted} {Language} {Learning} in {Pakistan}}, doi = {10.18823/asiatefl.2017.14.4.16.802}, language = {English}, number = {4}, journal = {Journal of Asia Tefl}, author = {Rashid, Shaista}, year = {2017}, note = {Place: Gwangju Publisher: Asia Tefl WOS:000429931900016 KerkoCite.ItemAlsoKnownAs: 10.18823/asiatefl.2017.14.4.16.802 2339240:4FN4JLRF 2405685:K47U7R9B}, pages = {802--808}, } @misc{read_education_2017, title = {Education data in four charts}, shorttitle = {Information for accountability}, url = {https://www.brookings.edu/blog/education-plus-development/2017/03/24/education-data-in-four-charts/}, abstract = {In four charts, Lindsay Read and Tamar Manuelyan Atinc detail the quality and public availability of data from education ministries.}, language = {en-US}, urldate = {2020-12-18}, journal = {Brookings Institute}, author = {Read, Lindsay and Atinc, Tamar Manuelyan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N8V7NCR2 2405685:XS97H6KR}, } @techreport{read_information_2017, title = {Information for accountability: {Transparency} and citizen engagement for improved service delivery in education systems}, shorttitle = {Information for accountability}, url = {https://www.brookings.edu/research/information-for-accountability-transparency-and-citizen-engagement-for-improved-service-delivery-in-education-systems/}, abstract = {In a new report, Lindsay Read and Tamar Manuelyan Atinc shares insights into the nuanced relationship between information and accountability as it relates to improving service delivery in education systems.}, language = {en-US}, urldate = {2020-12-18}, institution = {Brookings Institute}, author = {Read, Lindsay and Atinc, Tamar Manuelyan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W3SI8U89 2405685:46VBQ7KV}, } @techreport{read_investigations_2017, address = {Washington D.C.}, title = {Investigations into using data to improve learning: {Philippines} case study}, url = {https://www.brookings.edu/wp-content/uploads/2017/03/global-20170307-philippines-case-study.pdf}, institution = {Global Economy and Development at Brookings}, author = {Read, Lindsay and Atinc, Tamar Manuelyan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CY4FPYE7 2405685:MDKQZGJ4}, } @misc{punie_european_2017, title = {European {Framework} for the {Digital} {Competence} of {Educators}: {DigCompEdu}}, url = {https://publications.jrc.ec.europa.eu/repository/handle/JRC107466}, abstract = {The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The...}, language = {en}, urldate = {2022-12-29}, publisher = {Publications Office of the European Union, Luxembourg}, author = {Redecker, Christine}, editor = {Punie, Yves}, year = {2017}, doi = {10.2760/178382 (print),10.2760/159770 (online)}, note = {KerkoCite.ItemAlsoKnownAs: 10.2760/178382 2405685:4BRG6XX2}, } @techreport{republic_of_kenya_ministry_of_education_national_2017, address = {Nairobi, Kenya}, title = {National {Pre}-{Primary} {Education} {Policy} 2017}, url = {https://repository.kippra.or.ke/handle/123456789/560}, institution = {Republic of Kenya Ministry of Education}, author = {Republic of Kenya Ministry of Education}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6B9E6N5V 2405685:AE5QA6PC}, } @misc{rolla_protecting_2017, title = {Protecting the right to education for refugees}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000251076}, abstract = {With over 20.7 million people who are currently refugees, challenges are numerous in relation to access, quality, and equity. Yet education plays a key role in ensuring refugees can fully develop themselves, find a job and contribute to society. UNESCO has produced this paper which analyze how to protect and enforce the right to education of refugees.}, language = {English}, urldate = {2022-08-21}, publisher = {UNESCO}, author = {Rolla, Moumné and Sakai, Leticia}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:73IS39YE 2405685:F27HGIPA}, } @techreport{romero_can_2017, address = {Washington D.C.}, title = {Can outsourcing improve {Liberia}'s schools? {Preliminary} results from {Year} {One} of a three-year randomized evaluation of partnership schools for {Liberia}}, url = {https://www.cgdev.org/sites/default/files/partnership-schools-for-liberia.pdf}, number = {Working Paper 462}, institution = {Center for Global Development}, author = {Romero, Mauricio and Sandefur, Justin and Sandholtz, Wayne Aaron}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QJIFN6VT 2405685:Y9HDVTEZ}, } @incollection{ross_independent_2017, address = {Rotterdam}, title = {Independent {Samples} {T}-{Test}}, isbn = {978-94-6351-086-8}, url = {https://doi.org/10.1007/978-94-6351-086-8_3}, abstract = {An independent samples t-test compares the means of two groups. The data are interval for the groups. There is not an assumption of normal distribution (if the distribution of one or both groups is really unusual, the t-test will not give good results with unequal sample sizes), but there is an assumption that the two standard deviations are equal. If the sample sizes are equal or very similar in size, even that assumption is not critical.}, language = {en}, urldate = {2023-09-21}, booktitle = {Basic and {Advanced} {Statistical} {Tests}: {Writing} {Results} {Sections} and {Creating} {Tables} and {Figures}}, publisher = {SensePublishers}, author = {Ross, Amanda and Willson, Victor L.}, editor = {Ross, Amanda and Willson, Victor L.}, year = {2017}, doi = {10.1007/978-94-6351-086-8_3}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-6351-086-8\_3 2339240:IKQCCA5R 2405685:QB7ZG9XP}, pages = {13--16}, } @techreport{rwanda_ministry_of_finance_and_economic_planning_7_2017, title = {7 {Years} {Government} {Programme}: {National} {Strategy} for {Transformation} ({NST1})}, url = {http://www.minecofin.gov.rw/fileadmin/National_Strategy_For_Trsansformation_-NST1.pdf}, author = {Rwanda Ministry of Finance {and} Economic Planning}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6T236SC 2405685:6UGDFDT5}, } @misc{rwanda_podium_ict_2017, title = {{ICT} : {Rwanda} and {Republic} of {Korea} {Sign} \$7 {Million} to {Support} {IT} {Development} in {Schools}}, url = {https://www.rwanda-podium.org/index.php/actualites/politique/2194-ict-rwanda-and-republic-of-korea-sign-7-million-to-support-it-development-in-schools}, urldate = {2020-08-17}, author = {Rwanda Podium}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QIZE7MEZ 2405685:D7XKSB9D}, } @incollection{saenz_rodriguez_co-creation_2017, address = {Cape Town \& Ottawa}, title = {Co-creation of {OER} by teachers and teacher educators in {Colombia}}, url = {https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y}, abstract = {This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.}, booktitle = {Adoption and impact of {OER} in the {Global} {South}}, publisher = {African Minds, International Development Research Centre \& Research on Open Educational Resources for Development}, author = {Sáenz Rodríguez, María del Pilar and Pino, Ulises Hernandez and Hernández, Yoli Marcela}, editor = {Hodgkinson-Williams, Cheryl and Arinto, Patricia B.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IE3G3WQ2 2534378:5D4ABB2L 2534378:5MYHLPNC}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:3123702, \_\_finaldtb, auto\_merged}, pages = {143--185}, } @incollection{saenz_rodriguez_co-creation_2017, address = {Cape Town \& Ottawa}, title = {Co-creation of {OER} by teachers and teacher educators in {Colombia}}, url = {https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y}, abstract = {This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.}, booktitle = {Adoption and impact of {OER} in the {Global} {South}}, publisher = {African Minds, International Development Research Centre \& Research on Open Educational Resources for Development}, author = {Sáenz Rodríguez, María del Pilar and Pino, Ulises Hernandez and Hernández, Yoli Marcela}, editor = {Hodgkinson-Williams, Cheryl and Arinto, Patricia B.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RMLB5C8D 2405685:GYQNF2V9 2534378:5D4ABB2L 2534378:5MYHLPNC}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:3123702, \_\_finaldtb}, pages = {143--185}, } @article{salam_ict_2017, title = {{ICT} and students' performance in {Pakistan}}, volume = {36}, issn = {0167-2533}, doi = {10.3233/HSM-17118}, abstract = {Traditionally, education emphasizes on the use of textbooks for the acquisition of knowledge. However, educational settings around the world are now emphasizing on digital curricula that promote competences and performance. The purpose of this article is to examine the impact of use of Information and Communication Technology (ICT) on students' performance. Knowing the importance of ICT for education, the private schools of Pakistan emphasize the use of ICT; however, public schools lag behind in the ICT infrastructure, thereby producing a digital divide. This research conducted a survey with 150 public and private school students of Peshawar District, in the KP province of Pakistan. The results show that the use of ICT acts as a catalyst for improving the quality of education and the students' performance. The study's findings can benefit policy makers who design ICT-based curricula and provide ICT infrastructure for public schools. Moreover, the study's results can help narrow the current digital divide, by providing a high-quality education to public school students.}, language = {English}, number = {4}, journal = {Human Systems Management}, author = {Salam, Shafaq and Yang, Mengke and Shaheen, Aliya and Movahedipour, Mahmood and Zeng, Jianqiu}, year = {2017}, note = {Place: Amsterdam Publisher: Ios Press WOS:000416674900002 KerkoCite.ItemAlsoKnownAs: 10.3233/HSM-17118 2339240:EDXEVSJ2 2405685:2MKGHWUI}, keywords = {Public schools, comparative analysis, impact of ICT, performance, private, private schools, public-schools, skills}, pages = {277--284}, } @article{sankardas_ipad_2017, title = {{iPad}: efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom}, volume = {32}, copyright = {© 2017 NASEN}, issn = {1467-9604}, shorttitle = {{iPad}}, url = {https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-9604.12160}, doi = {10.1111/1467-9604.12160}, abstract = {Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, 1994). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier and to facilitate communication. This article examines an Indian AAC tool called AVAZ (meaning sound), which is the first of its kind in India. The project reported also looks at the effectiveness of using AVAZ and the use of iPads by children with ASD in the classroom. Additionally, the article examines the suitability of using iPads for all learners in the spectrum. Twenty children between the ages of 4 and 10 years were selected to trial the use of AVAZ. They received three sessions weekly of 45 minutes over a period of 10 weeks. The feedback of the special educators who trained the children was analysed. The findings of this small scale study indicates that the children preferred using the AVAZ app and the iPad to pen and paper. Huguenin (2004) too indicated similar reports in using Information and Communication Technology (ICT) in enhancing children's motivation to learn and communicate. The trainers felt it could be used as an educational tool, and many more educational concepts could be added. Research also suggests that ICT can be used as a tool to tutor for educational purpose (Means, 1994). The AVAZ app could be recommended to children with ASD who are included in mainstream schools. This study was conducted at Sankalp, a special school in Tamil Nadu, Chennai.}, language = {en}, number = {2}, urldate = {2021-03-04}, journal = {Support for Learning}, author = {Sankardas, Sulata Ajit and Rajanahally, Jayashree}, year = {2017}, note = {\_eprint: https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9604.12160 KerkoCite.ItemAlsoKnownAs: 10.1111/1467-9604.12160 2339240:B3KGPHPK 2405685:R92QINFG}, keywords = {alternate and augmented communication, autism spectrum disorder, information and communication technology, social communication}, pages = {144--157}, } @techreport{santos_effect_2017, title = {The effect of the {Ebola} crisis on the education system’s contribution to post-conflict sustainable peacebuilding in {Liberia}}, url = {https://educationanddevelopment.files.wordpress.com/2016/06/liberia-report_march2017_lowres.pdf}, language = {en}, institution = {University of Sussex}, author = {Santos, Ricardo and Novelli, Mario}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AP5EZQWH 2405685:RQEVUD7C}, } @article{sattar_inclusive_2017, title = {Inclusive education: determinants of schooling in urban slums of {Islamabad}, {Pakistan}}, volume = {7}, copyright = {http://creativecommons.org/licenses/by/2.0/}, issn = {2166-5451}, shorttitle = {Inclusive education}, doi = {http://article.sapub.org/10.5923.j.sociology.20170701.06.html}, abstract = {This paper seeks to identify the factors determining school enrollment in slum localities of Islamabad, Pakistan. A quantitative research design with the survey method was adopted to obtain data from household heads. The sample was consisted of 220 respondents. The data was collected with convenient sampling technique. A structured questionnaire was prepared as a tool for data collection. The data was analyzed with logistic regression model on STATA 0.9 software. The results disclosed that child’s gender, household income and household head’s education are important factors determining school enrollment in slum localities of Islamabad, Pakistan.}, language = {en}, number = {1}, urldate = {2021-10-25}, journal = {American Journal of Sociological Research}, author = {Sattar, Usman and Zhang, Dunfu}, year = {2017}, note = {Publisher: Scientific \& Academic Publishing KerkoCite.ItemAlsoKnownAs: 2339240:GI7I2TIY 2405685:J74TQ4KK}, keywords = {⛔ No DOI found}, pages = {39--44}, } @misc{save_the_children_tiyende_2017, title = {Tiyende! {Let}’s {Walk}!}, url = {https://blog.savethechildren.org/2017/06/tiyende-lets-walk.html}, abstract = {Singilton Phiri Interactive Radio Instruction Specialist Save the Children in Malawi June 16, 2017 Before the introduction of sponsorship in rural Zomba in Malawi, walking...Read the full article...}, language = {EN}, author = {Save the Children}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2DF274TB 2405685:IEJHUQ7J}, } @article{serpell_how_2017, title = {How the study of cognitive growth can benefit from a cultural lens}, volume = {12}, doi = {10.1177/1745691617704419}, number = {5}, journal = {Perspectives on Psychological Science}, author = {Serpell, Robert}, year = {2017}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/1745691617704419 2339240:BWYB54UG 2405685:RMB9AGH6}, pages = {889--899}, } @article{shephard_what_2017, title = {What curriculum? {Which} methods? {A} cluster randomized controlled trial of social and financial education in {Rwanda}}, volume = {82}, shorttitle = {What curriculum?}, doi = {10.1016/j.childyouth.2017.09.011}, journal = {Children and youth services review}, author = {Shephard, Daniel D. and Kaneza, Yves V. and Moclair, Paul}, year = {2017}, note = {shortDOI: 10/gftrqj KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2017.09.011 10/gftrqj 2339240:SL34NDUR 2405685:UMN6NXXF}, pages = {310--320}, } @techreport{singal_inclusive_2017, title = {Inclusive {Quality} {Education} for {Children} with {Disabilities}}, url = {https://www.wise-qatar.org/app/uploads/2019/04/rr.6.2017_cambridge.pdf}, language = {en}, number = {RR.6.2017}, institution = {World Innovation Summit for Education \& University of Cambridge}, author = {Singal, Nidhi and Ware, Hannah and Bhutani, Sweta Khanna}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4ZA5WMI7 2339240:VS2APB8E 2339240:WALVDQHQ 2405685:B7XYHF4V 2405685:G784RVFY 2405685:UHVMVWIX}, pages = {88}, } @techreport{statistics_sierra_leone_sierra_2017, title = {Sierra {Leone} 2015 population and housing census: {Thematic} report on poverty and durables}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/Census/2015/sl_2015_phc_thematic_report_on_poverty_and_durables.pdf}, urldate = {2021-09-15}, institution = {Statistics Sierra Leone}, author = {Statistics Sierra Leone}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YKBEPH82 2405685:MPV2GIIW}, } @techreport{statistics_sierra_leone_sierra_2017, address = {Freetown, Sierra Leone}, title = {Sierra {Leone} {Multiple} {Indicator} {Cluster} {Survey} 2017, survey findings report}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf}, urldate = {2021-09-10}, institution = {Statistics Sierra Leone}, author = {Statistics Sierra Leone}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SMX372XG 2405685:EP6QPCSW}, } @techreport{stuart_defining_2017, address = {London, UK}, title = {Defining 'leave no one behind'}, url = {https://odi.org/en/publications/defining-leave-no-one-behind/}, institution = {Overseas Development Institute}, author = {Stuart, Elizabeth and Samman, Emma}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3RBJYYZ2 2405685:2EE927XT}, } @article{suleiman_effect_2017, title = {Effect of {Computer}-{Based} {Blended} {Learning} {Strategy} on {Secondary} {School} {Chemistry} {Students}� {Retention} in {Individualised} and {Collaborative} {Learning} {Settings} in {Minna}, {Nigeria}}, abstract = {This study investigated effects of Computer-based blended learning strategy on Secondary School Chemistry students retention in individualised and collaborative learning settings in Minna, Niger State, Nigeria. The study adopted a quazi-experimental design and three research questions and three null hypotheses were formulated to guide the study. Multi-staged sampling procedure was used to select a total of 120 (71 female \& 49 male) students from three co-educational schools within the study area. The selected students were randomly assigned to experimental group I (Computer based blended learning in individualised setting) experimental group II (Computer based blended learning in collaborative setting) and the control group (lecture method). A multiple-choice question items on Chemistry that was developed, validated by the Chemistry experts was pilot-tested and a reliability coefficient of 0.74 was obtained using test re-test method. The achievement test was administered as instrument for data collection to students as pre-test, post-test and retention test. The data obtained from the administration of research instruments were analysed using Analysis of Covariance (ANCOVA) statistics. The results indi-cated that Computer Based Blended learning strategy improved students retention in chemistry in collaborative learning settings better than in individualized learning setting and in lecture method. It was therefore recommended among others that students should be exposed to Computer based blended learning strategy in collaborative learning setting in order to aid their retention of chemistry concepts.}, journal = {Bulgarian Journal of Science and Education Policy}, author = {Suleiman, M.S. and Salaudeen, B.M. and Falode, O.C.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6B7NFJCR 2339240:ULUMSA5N 2405685:6XMNB8R3}, keywords = {⛔ No DOI found}, } @article{sun_tale_2017, title = {A tale of two communication tools: {Discussion}-forum and mobile instant-messaging apps in collaborative learning}, volume = {49}, issn = {1467-8535}, shorttitle = {A tale of two communication tools}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12571}, doi = {10.1111/bjet.12571}, abstract = {Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {British Journal of Educational Technology}, author = {Sun, Zhong and Lin, Chin-Hsi and Wu, Minhua and Zhou, Jianshe and Luo, Liming}, year = {2017}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:9996TBZS 2405685:6XQNSME6}, } @article{sun_tale_2017, title = {A tale of two communication tools: {Discussion}-forum and mobile instant-messaging apps in collaborative learning}, volume = {49}, issn = {1467-8535}, shorttitle = {A tale of two communication tools}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12571}, doi = {10.1111/bjet.12571}, abstract = {Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {British Journal of Educational Technology}, author = {Sun, Zhong and Lin, Chin-Hsi and Wu, Minhua and Zhou, Jianshe and Luo, Liming}, year = {2017}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:9996TBZS 2405685:6XQNSME6}, } @incollection{swaffield_supporting_2017, address = {Singapore}, title = {Supporting {Headteachers} in a {Developing} {Country}}, volume = {38}, isbn = {978-981-10-3652-1 978-981-10-3654-5}, url = {http://link.springer.com/10.1007/978-981-10-3654-5_17}, urldate = {2020-03-10}, booktitle = {Life in {Schools} and {Classrooms}}, publisher = {Springer Singapore}, author = {Swaffield, Sue}, editor = {Maclean, Rupert}, year = {2017}, doi = {10.1007/978-981-10-3654-5_17}, note = {Series Title: Education in the Asia-Pacific Region: Issues, Concerns and Prospects KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-10-3654-5\_17 2339240:WIJ9JWZF 2405685:5FFWHPKV}, pages = {277--291}, } @techreport{t-tel_midline_2017, title = {Midline survey: {Transforming} teacher education and learning}, url = {https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/T-TEL%20MIDLINE%20REPORT.pdf}, urldate = {2020-07-03}, author = {{T-TEL}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MJM6PHCK 2405685:UMGJ8LUJ}, } @article{techaraungrong_design_2017, title = {The design and testing of multimedia for teaching arithmetic to deaf learners}, volume = {22}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-015-9441-1}, doi = {10.1007/s10639-015-9441-1}, abstract = {The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and aimed to minimize cognitive load. Testing took place over a period of 16 weeks during which learners alternated between 2 and 3 week sessions of one hour per day with multimedia (numbers 1–10) versus 2–3 week sessions of one hour per day with the teacher (numbers 11–20). Results of the design included features such as non-essential use of text, reliance on non-symbolic objects, user control, and signals to relevant content. Results of testing showed that learning with multimedia resulted in higher scores than learning with the teacher (Z = 4.545, p = 0.000). Post-intervention interviews highlighted the role of motivation, ease of comprehension and independent learner control of the multimedia. The conclusion highlighted the need for multimedia design principles that reflect a more inclusionary focus on children with special needs such as those featured in this study.}, language = {en}, number = {1}, urldate = {2020-12-10}, journal = {Education and Information Technologies}, author = {Techaraungrong, Piyaporn and Suksakulchai, Surachai and Kaewprapan, Wacheerapan and Murphy, Elizabeth}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9441-1 2339240:CZT5XWYH 2405685:DK3Y33G7}, pages = {215--237}, } @misc{the_open_university_openlearn_2017, title = {{OpenLearn} {Create}}, url = {https://www.open.edu/openlearncreate/}, urldate = {2020-06-26}, author = {The Open University}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2ELM9ZWY}, } @article{tondeur_understanding_2017, title = {Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence}, volume = {65}, issn = {1042-1629, 1556-6501}, shorttitle = {Understanding the relationship between teachers’ pedagogical beliefs and technology use in education}, url = {http://link.springer.com/10.1007/s11423-016-9481-2}, doi = {10.1007/s11423-016-9481-2}, abstract = {This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.}, language = {en}, number = {3}, urldate = {2021-05-29}, journal = {Educational Technology Research and Development}, author = {Tondeur, Jo and van Braak, Johan and Ertmer, Peggy A. and Ottenbreit-Leftwich, Anne}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-016-9481-2 10/gbgzn4 2339240:ZFEQC5I7 2405685:HIV77NKT}, pages = {555--575}, } @misc{trucano_20_2017, title = {20 projets {EdTech} innovants à travers le monde}, url = {https://blogs.worldbank.org/fr/voices/20-projets-edtech-innovants-a-travers-le-monde}, abstract = {Cette page en : English {\textbar} Español {\textbar} العربية J’étudie depuis deux décennies des aspects à l’intersection entre les secteurs de l’éducation et de la technologie dans les pays à revenu faible ou intermédiaire et émergents. C’est un travail fascinant : au cours des 20 dernières années, j’ai été consultant, évaluateur ou ...}, language = {fr}, urldate = {2020-07-14}, journal = {Banque Mondiale Blogs}, author = {Trucano, Michael}, year = {2017}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:GVJPHTDH}, } @article{trust_2017_2017, title = {2017 {ISTE} {Standards} for {Educators}: {From} {Teaching} {With} {Technology} to {Using} {Technology} to {Empower} {Learners}}, url = {https://www.tandfonline.com/doi/full/10.1080/21532974.2017.1398980}, doi = {10.1080/21532974.2017.1398980}, author = {Trust, Torrey}, year = {2017}, note = {zotzenLib.CopiedFrom: 2339240:IMV3R3GJ KerkoCite.ItemAlsoKnownAs: 10.1080/21532974.2017.1398980 2339240:IMV3R3GJ 2339240:MZ6JSZCQ 2405685:ESPE96KG 2405685:I4QVUNPR}, } @techreport{unesco_guide_2017, address = {Paris, France}, title = {A guide for ensuring inclusion and equity in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000248254}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MNRGCNLS 2405685:W3TNNLQB}, } @techreport{unesco_analyzing_2017, title = {Analyzing and {Utilizing} {Assessment} {Data} for {Better} {Learning} {Outcomes}}, url = {https://img.asercentre.org/docs/Publications/Other%20Publications/analyzingandutilizingassessmentdataforbetterlearningoutcomes.pdf}, urldate = {2021-05-05}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G6ZY4973 2405685:9STIZJCN}, } @misc{unesco_cracking_2017, title = {Cracking the code: girls' and women's education in science, technology, engineering and mathematics ({STEM}) - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000253479}, urldate = {2021-12-14}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZYAMHNPT 2405685:5BXPUUTA}, } @misc{unesco_enhancing_2017, title = {Enhancing {Liberia} {Teacher} {Education} {Project} through {ICT} {Pedagogy}}, url = {https://en.unesco.org/fieldoffice/abuja/teachereducation}, language = {en}, author = {UNESCO}, year = {2017}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:MRS7JKBU 2405685:ZBXPPYDP}, } @techreport{unesco_exploiter_2017, address = {Hamburg, Allemagne}, title = {Exploiter le potentiel des {TIC} : {Programmes} efficaces d'alphabétisation et de numératie utilisant la radio, la télévision, la téléphonie mobile, les tablettes et les ordinateurs}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000247467/PDF/247467fre.pdf.multi}, urldate = {2020-07-14}, institution = {UNESCO Institute for Lifelong Learning}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PWHDHPIG}, } @techreport{unesco_global_2017, address = {Paris}, title = {Global {Education} {Monitoring} {Report} 2017/8: {Accountability} in education - meeting our commitments}, url = {https://en.unesco.org/gem-report/report/2017/accountability-education}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6ZCGI6X6 2405685:79FHCTA5}, } @techreport{unesco_ict_2017, title = {{ICT} {Transforming} {Education} in {Africa}}, author = {UNESCO}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XF84DCD2}, } @misc{unesco_measuring_2017, title = {Measuring {Gender} {Equality} in {Science} and {Engineering} : {The} {SAGA} {Toolkit}}, url = {https://repositorio.minedu.gob.pe/handle/20.500.12799/5727}, urldate = {2021-12-13}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RSVH2MRM 2405685:76CAR4GW}, } @techreport{unesco_supporting_2017, title = {Supporting teachers with mobile technology: lessons drawn from {UNESCO} projects in {Mexico}, {Nigeria}, {Senegal} and {Pakistan}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000251511}, urldate = {2020-12-09}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4IAYBJDP 2405685:STDAPH7E}, } @misc{unesco_institute_for_statistics_6_2017, type = {{UNESCO} {Institute} for {Statistics} ({UIS})}, title = {6 out of 10 children and adolescents are not learning a minimum in reading and math}, url = {http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math}, abstract = {New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....}, language = {eng}, urldate = {2019-10-18}, journal = {News, Sustainable Development Goals}, author = {{UNESCO Institute for Statistics}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FKXXB57A 2339240:RAUM4LW3 2405685:6JL699EJ 2405685:MX5FKZEQ 2405685:W4Z4CGM6 2534378:RREZYYRL 6JL699EJ RAUM4LW3}, } @techreport{unesco_institute_for_statistics_more_2017, type = {Fact {Sheet}}, title = {More {Than} {One}-{Half} of {Children} and {Adolescents} {Are} {Not} {Learning} {Worldwide}}, url = {http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf}, number = {46}, urldate = {2020-08-03}, author = {UNESCO Institute for Statistics}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z46N8L4J 2405685:CLD9CXJY}, } @techreport{unesco_more_2017, type = {Fact {Sheet}}, title = {More than {One}-{Half} of {Children} and {Adolescents} {Are} {Not} {Learning} {Worldwide}}, url = {http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf}, abstract = {This paper presents the first estimates for a key target of Sustainable Development Goal 4, which requires primary and secondary education that lead to relevant and effective learning outcomes. By developing a new methodology and database, the UIS has produced a global snapshot of the learning situation facing children and adolescents who are in school and out. The data show the critical need to improve the quality of education while expanding access to ensure that no one is left behind. The paper also discusses the importance of benchmarking and the concept of minimum proficiency levels.}, number = {46}, urldate = {2021-10-11}, institution = {UNESCO}, author = {{UNESCO} and {UIS}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6DUGFLZZ 2405685:XXKMEP2N 2534379:JTT2VS2Q}, } @misc{unhcr_vasyr_2017, title = {{VASYR} 2017: {Vulnerability} {Assessment} of {Syrian} {Refugees} in {Lebanon} - {Lebanon}}, shorttitle = {{VASYR} 2017}, url = {https://reliefweb.int/report/lebanon/vasyr-2017-vulnerability-assessment-syrian-refugees-lebanon}, abstract = {English Assessment on Lebanon about Coordination, Education and more; published on 15 Dec 2017 by UNHCR, UNICEF and 2 other organizations}, language = {en}, urldate = {2020-09-29}, journal = {ReliefWeb}, author = {UNHCR and UNICEF and WFP}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MWTUTINK 2405685:MJ4CQADU}, } @misc{unicef_ministry_2017, title = {Ministry of {Education} joins {UN} in launching {Back} to {School} campaign}, url = {https://www.unicef.org/lebanon/press-releases/ministry-education-joins-un-launching-back-school-campaign}, abstract = {The Ministry of Education and Higher Education and UN Agencies launch this year’s Back to School campaign celebrating school heroes.}, language = {en}, urldate = {2020-08-18}, author = {UNICEF}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3235DFU2 2405685:WLUHIHF2}, } @techreport{unicef_sierra_2017, title = {Sierra {Leone} {Multiple} {Indicator} {Cluster} {Survey}}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf}, urldate = {2020-06-25}, author = {UNICEF}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6T7FE548}, } @misc{unicef_sudan_learning_2017, title = {Learning {Director}'s {Training} {Manual}}, author = {{UNICEF Sudan}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNQ3CEBF 2405685:RDU7FPCF}, } @misc{unicef_sudan_learning_2017, title = {Learning directors toolbox}, author = {{UNICEF Sudan}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CMXS8ZMI 2405685:RNBJZZFD}, } @misc{university_of_melbourne_university_2017, title = {University of {Melbourne} to issue recipient-owned blockchain records}, url = {https://www.unimelb.edu.au/newsroom/news/2017/october/university-of-melbourne-to-issue-recipient-owned-blockchain-records}, author = {University of Melbourne}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZYEUR4P3 2405685:PUAUNHCB}, } @misc{usaid_early_2017, title = {Early {Grade} {Reading} and {Mathematics} {Project} ({RAMP})}, url = {https://www.usaid.gov/jordan/fact-sheets/early-grade-reading-and-mathematics-project-ramp}, abstract = {The main goal of RAMP is to support the efforts of USAID Jordan and the MOE in instituting reading and mathematics teaching and learning methodologies, policy and practices within schools, communities and government entities that focus on improving learning outcomes for reading in Arabic and math in grades K‐3 for all public schools in Jordan.}, language = {en}, urldate = {2020-06-30}, author = {USAID}, year = {2017}, note = {Library Catalog: www.usaid.gov KerkoCite.ItemAlsoKnownAs: 2405685:2ACE4JAM}, } @techreport{usaid_philippines_2017, title = {Philippines: {National} {Demographic} and {Health} {Survey}}, url = {https://dhsprogram.com/pubs/pdf/FR347/FR347.pdf}, urldate = {2020-07-14}, author = {USAID}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QZ78I9H4}, } @article{usaid_usaid_2017, title = {{USAID} {Advancing} {Nutrition} {Gender} {Equality} {Strategy} ({August} 2019)}, language = {en}, author = {USAID}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9LTYMFLE 2405685:4NTVT6MU}, pages = {34}, } @misc{vila_thematic_2017, title = {Thematic brief gender, education and training {\textbar} {Capacity4dev}}, url = {https://europa.eu/capacity4dev/public-gender/documents/thematic-brief-gender-education-and-training}, urldate = {2022-02-01}, author = {Vila, Blerina}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7VY9AHTJ 2405685:GLK8QDVU}, } @phdthesis{wandera_continuing_2017, address = {Delaware}, title = {Continuing the {Conversation} {About} {Face}-to-{Face}, {Online}, and {Blended} {Learning} a {Meta}-{Analysis} of {Empirical} {Literature} 2006-2017}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, url = {https://search.proquest.com/docview/1964254197/abstract/47EBE4E7E7ED4154PQ/1}, abstract = {This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts comprised of 21 studies that looked at blended learning vs. face-to-face education, eight contrasts that looked at online learning vs. face-to-face education, and seven contrasts that looked at blended vs. online learning. The observed summary effect size was a small effect size of 0.397 with Confidence Interval (CI) of 0.242 to 0.553, with a Z-total of 5.000, and significant p {\textless}0.000. This implies that the overall effect size in treatment condition (blended or online learning) is 0.397 standard deviations higher than the control condition (face-to-face or online learning). There were eight instructional practices; self-directedness, peer interactions, feedback, multiple learning ways, student orientation, instructor presence, multiple assessments, and accountability. Instructional practices with over 90\% reported in studies included: accountability (100\%), multiple assessments (92\%), feedback (92\%), and multiple learning ways (92\%). All the instructional practices reported according to Cohen (1988) revealed a small average effect size. This meta-analysis recognizes that blended learning will be replacing face-to-face education and results showed a small significant gain in learning outcomes from a previous meta-analysis (Benard, Borokhovski, Schmid, Tamim, \& Abrami, 2014a, 2014b; Means, Toyama, Murphy, \& Baki, 2013; Vo, Zhu, \& Diep, 2017; Zhao, Lei, Yan, Lai, \& Tan, 2005).}, language = {en}, school = {Wilmington University (Delaware)}, author = {Wandera, Silas}, year = {2017}, note = {ISBN: 9780355384215 KerkoCite.ItemAlsoKnownAs: 2405685:HB4YNPAY}, keywords = {Blended learning, Education, Face-to-face, Hybrid learning, Instructional practices, Meta-analysis, Online learning}, } @article{waqar_technology_2017, title = {Technology {Enters} the {Classroom}: {An} {Evaluation} of {Educational} {Technology} {Initiatives} in {Punjab}}, url = {http://www.nihcr.edu.pk/Latest_English_Journal/pjhc%2038-1,2017/2.%20Technology%20Enters%20the%20Classroom,%20Yasira,%20Tahira.pdf}, abstract = {This article provides a critical review of educational technology initiatives of the Punjab government. The attributes of meaningful learning with technology are used as a criterion to evaluate the benefits of technology initiatives in the education sector. An historical perspective of the integration of technology in Pakistan is given in the beginning to have a clear idea as how technology was introduced in the private schools in 1990s and what are the latest trends in these schools? The initiatives of Punjab government are then elaborated by discussing the following projects: Daanish Schools, School Reform Roadmap, Technology to Improve School Processes and Digitized Textbooks and Intelligent Tutoring System. After an analysis of these initiatives, a review of educational technology initiatives in developing countries is done to compare the successful and not so successful projects of educational technology. The article concludes with suggestions for educationists and policy-makers in Pakistan.}, language = {en}, number = {1}, author = {Waqar, Yasira and Bokhari, Tahira Batool}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZJ2PDNDG 2405685:GESZ38IG}, pages = {19}, } @misc{war_child_canada_interactive_2017, title = {Interactive {Radio} {Instruction} {Brings} {Learning} {Back} to {Eastern} {Democratic} {Republic} of the {Congo}}, author = {{War Child Canada}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GFI37E8B 2405685:SCL744CY}, } @misc{watanabe_e-learning_2017, title = {E-learning combats {Southeast} {Asia}'s teacher shortages}, url = {https://asia.nikkei.com/Business/E-learning-combats-Southeast-Asia-s-teacher-shortages}, author = {Watanabe, Sadachika}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IM27KPQ5 2405685:W8B2TNTC}, } @misc{williams_unfinished_2017, title = {Unfinished development projects in {Ghana}: {Mechanising} collective choice}, shorttitle = {Unfinished development projects in {Ghana}}, url = {https://voxdev.org/topic/infrastructure-urbanisation/unfinished-development-projects-ghana-mechanising-collective-choice}, abstract = {Project non-completion, commonly attributed to corruption or clientelism, is in fact often caused by an inability to prioritise public expenditure}, language = {en}, urldate = {2022-04-07}, journal = {Voxdev}, author = {Williams, Martin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U4IP8MWZ 2405685:A2NZTQ8P 4656463:ZK5ZFFML}, } @techreport{wolf_impacts_2017, title = {The {Impacts} of {Fast} {Track} {Transformational} {Teacher} {Training} in {Ghana}}, url = {https://www.poverty-action.org/sites/default/files/publications/FTTT%20Preliminary%20Results%20v2-2.pdf}, urldate = {2020-05-16}, institution = {Innovations for Poverty Action}, author = {Wolf, Sharon}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FALV664A}, } @techreport{wolfenden_moving_2017, title = {Moving towards more participatory practice with {Open} {Educational} {Resources} ({OER}): {TESS}-{India} {Academic} {Review}}, shorttitle = {Moving towards more participatory practice with {Open} {Educational} {Resources}}, url = {https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf}, abstract = {The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 February 2017. It adopted an essentially qualitative approach to understand educators’ (trainee teachers, teachers, local teacher educators and DIET faculty) experiences with the TESS-India resources and the influence of this engagement on their pedagogic practice. Data was generated from multiple sources including analysis of key documentation, semi-structured interviews with teachers, teacher educators and policy makers, and classroom observation. Teachers, teacher educators and SRG members were sampled at different locations within each state. The focus of TESS-India activity to date has been to strengthen the existing government (state) educational system at the elementary stage - SCERT, SSA, DIETS, DEO, DPC (SSA), BEO, BRP, BRC, CRCC, HT, Teacher, Child – in alignment with national policies, frameworks and the RTE Act. The project aims at supplementing and complementing GoI and State specific efforts and activities. Although TESS-India has produced original Open Educational Resources (OER) to support educators working in the secondary stage, as yet there is very little evidence of sustained TESS-India activity with this phase of schooling or with the TESS-India School Leader OER. The review findings are therefore focussed on activity at the elementary stage and are reported at different levels of the system in line with the TESS-India theory of change. The report found that use of TESS-India OER is contributing to quality change in classrooms with students and trainee teachers. • SRG members met by the review team were using the TESS-India OER and described how this use was prompting them to experiment with more interactive and participatory practices. • Teachers observed and / or interviewed by the review team were drawing on TESS-India OER to inform their lesson planning and subsequent teaching. Evidence seen by the review team (learning journals and learning plans) indicates that the practices being developed by these teachers are shared by other teachers in the cohort of teachers participating in TESS-India focus district activity. However the innovation in practice and transformation in pedagogy promised by TESS-India OER is still in the early stages and the evidence is highly emergent. But, critically, through engagement with the MOOC and other TESS-India learning resources, policy makers and lead teacher educators (for example SCERT Directors) are changing their thinking about teacher professional development, moving away from cascade models to a focus on continuous professional development and learning of teachers in their classrooms with support from teacher educators/ experts, either virtually or face-to face.}, language = {EN}, institution = {The Open University}, author = {Wolfenden, Freda and Adinolfi, Lina and Cross, Simon and Lee, Clare and Paranjpe, Sandhya and Safford, Kimberly}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AHU462BA 2339240:YXLKRLBI 2405685:34CVA9XF 2405685:GFP5DZJS 2405685:J2QYZC4N 2405685:PNQ2QI9P 2405685:Y9UA4ULS 2534378:H6UD8JMP 2534378:N7WIEWKK 2534378:RF4RFHAF}, keywords = {C: India, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457359, \_\_finaldtb}, pages = {26}, } @incollection{wolfenden_teacher_2017, address = {Cape Town \& Ottawa}, title = {Teacher educators and {OER} in {East} {Africa}: {Interrogating} pedagogic change}, isbn = {978-1-55250-599-1}, shorttitle = {Teacher educators and {OER} in {East} {Africa}}, url = {https://zenodo.org/record/1094850#.X7UzCGj7Q1I}, abstract = {This study examines the use of Open Educational Resources (OER) in six teacher education institutions in three contrasting East African settings – Mauritius, Tanzania and Uganda – all of which had previous engagement with OER initiatives. Drawing primarily on interviews with teacher educators, the study examines how and when teacher educators engage with OER, the factors that support and constrain sustained OER engagement, and the influence of such engagement on their teaching practice. It seeks to answer the following three research questions: What kinds of OER are teacher educators aware of and how do they access them? How and for what purpose are they using the OER? What intended and enacted pedagogic practices are associated with OER use? The study takes a sociocultural approach, paying attention to the practices of teacher educators and the context and culture of the teacher education institutions within which they work, as well as the national policies relevant to these institutions. Surveys were sent to academic staff at each of the participating institutions who were, or had been, involved in curriculum development work involving OER. Male and female educators from different disciplinary backgrounds and with varying roles and periods of service within the institutions were targeted. From the respondents, selected individuals were asked to participate in semi-structured interviews concerning OER and their pedagogical practices. A total of 58 surveys were completed by teacher educators along with 36 in-depth teacher educator interviews and six institutional stakeholder interviews. The results of the study indicate that teacher educators’ understanding and use of OER is highly fragmented, with little traction at department or institutional level. At all the study sites there was dissonance between the ways in which individual educators are using OER and the dominant institutional values and discourse. There were also numerous structural and cultural factors acting to limit agency with regards to OER use. The demands of curriculum and assessment, professional identity, digital skills, provision of equipment and connectivity, values and weak cultures of collaboration all exerted an influence and enabled or constrained teacher educators’ efforts to achieve agency with OER. For a small number of teacher educators (OER “champions”), OER provides a tool for extending their agency to move towards more participatory practices. In their interviews, several of these educators spoke of the formative role of academic training and many were linked to external OER networks. These elements of historic identity formation influence how they respond to OER, and enhance their confidence to take risks in moving beyond conventional practice. Enabling educators to act in an agentive way with OER is not easy. Moving forward, attention should be given to issues of access so that educators are able to locate and view OER relatively easily and experiment with their use. This study recommends that time be made available for educators to enhance their skills in working digitally and to become familiar with principles of learning design such that these become integral dimensions of their professional identity. It is also argued that extending and deepening engagement with OER requires opportunities for professional dialogue and collaboration to support the development of productive educator identities with OER and transformation of the community’s field of practice.}, language = {eng}, urldate = {2020-11-18}, booktitle = {Adoption and {Impact} of {OER} in the {Global} {South}}, publisher = {African Minds, International Development Research Centre \& Research on Open Educational Resources for Development}, author = {Wolfenden, Freda and Auckloo, Pritee and Buckler, Alison and Cullen, Jane}, year = {2017}, doi = {10.5281/zenodo.1094850}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1094850 2339240:CV3YAJZ6 2405685:T9JSZ9PS}, keywords = {East Africa, Global South, Mauritius, OEP, OER, Open Education, Open Educational Resources, ROER4D, Tanzania, Uganda, \_not\_EdTechHub, \_zenodoOTHER, agency, pedagogy, teacher education}, } @article{wolfenden_mooc_2017, title = {{MOOC} adaptation and translation to improve equity in participation}, volume = {4}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, issn = {2311-1550}, url = {https://eric.ed.gov/?id=EJ1149178}, doi = {10.56059/jl4d.v4i2.209}, abstract = {There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50\% for each of the two MOOCs.}, language = {en}, number = {2}, urldate = {2020-09-14}, journal = {Journal of Learning for Development}, author = {Wolfenden, Freda and Cross, Simon and Henry, Fiona}, year = {2017}, note = {Publisher: Commonwealth of Learning KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v4i2.209 2339240:5AVZ6N24 2405685:B6HCB8RM 2405685:CPXFIVAY 2405685:NV7NW6T5 2534378:M4U3QCYL 2534378:SPVQ8ST8 2534378:VD62UHJM 2534378:WXPHBJ7Y}, keywords = {Access to Computers, Access to Education, Attitude Measures, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Equal Education, Foreign Countries, Higher Education, India, International Programs, Large Group Instruction, Online Courses, Partnerships in Education, Postsecondary Education, Pretests Posttests, Program Implementation, Questionnaires, Surveys, Teacher Education Programs, Teacher Educators, Technology Uses in Education, United Kingdom, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096064, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {127--142}, } @misc{world_bank_individuals_2017, title = {Individuals using the {Internet} (\% of population)}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS}, urldate = {2020-09-08}, author = {World Bank}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UMQQH8LR 2405685:43QGTY44}, } @techreport{world_bank_secondary_2017, title = {Secondary {Education} {Quality} {Improvement} {Program} for {Results} ({SEQUIP}): {Draft} {Environment} and {Social} {Systems} {Assessment} ({ESSA})}, url = {http://documents1.worldbank.org/curated/es/649941513718690532/pdf/Environment-and-social-systems-assessment.pdf}, urldate = {2021-01-18}, institution = {United Republic of Tanzania}, author = {{World Bank}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZ2HNTCT 2405685:CUWNZ74B}, } @misc{world_bank_sierra_2017, title = {Sierra {Leone} - {Multiple} {Indicator} {Cluster} {Survey} 2017}, url = {https://microdata.worldbank.org/index.php/catalog/3210}, urldate = {2021-09-10}, author = {{World Bank}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:693W742X 2405685:4ULW3LMX}, } @techreport{world_bank_smart_2017, title = {Smart {Solutions} to {Improve} {Pakistan}’s {Education}}, url = {https://www.worldbank.org/en/news/feature/2017/02/13/smart-solutions-to-improve-pakistans-education}, abstract = {The Sindh School Monitoring System spreads across 15 districts and to the remotest parts of the province. Plans are underway to expand it to the entire province.}, language = {en}, urldate = {2020-12-21}, institution = {World Bank Group}, author = {World Bank}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KAW9CNNK 2405685:XGH2MPVF}, } @techreport{world_bank_world_2017, type = {Text/{HTML}}, title = {World {Development} {Report} 2017: {Governance} and the {Law}}, shorttitle = {World {Development} {Report} 2017}, url = {https://www.worldbank.org/en/publication/wdr2017}, abstract = {World Development Report 2017: Governance and the Law}, language = {en}, urldate = {2022-04-24}, institution = {World Bank}, author = {{World Bank}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DNQM9DBN 2405685:UD6CN7KH}, } @misc{world_health_organization_total_2017, title = {Total expenditure on health: {As} a percentage of gross domestic product}, shorttitle = {Total expenditure on health}, url = {https://www.oecd-ilibrary.org/social-issues-migration-health/total-expenditure-on-health_20758480-table1}, doi = {10.1787/20758480-table1}, abstract = {This table includes data on total expenditure on health, as a percentage of gross domestic product. The table is part of the key tables collection on health.}, language = {en}, urldate = {2022-10-20}, publisher = {OECD Publishing}, author = {World Health Organization}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/20758480-table1 2339240:MHK8A9XZ 2405685:W9MBXCLT}, } @misc{world_inequality_database_on_education_wide_united_2017, title = {United {Republic} of {Tanzania}}, url = {https://www.education-inequalities.org/countries/u-r-tanzania#?dimension=all&group=all&year=latest}, urldate = {2021-01-18}, journal = {World Inequality Database on Education (WIDE)}, author = {{World Inequality Database on Education (WIDE)} and {GEM report} and {WIDE}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CMYMESCR 2405685:J3WY8KGS}, } @misc{worldreader_worldreader_2017, title = {Worldreader - {Reports} and {Research} {About} {Mobile} {Reading}}, url = {https://www.worldreader.org/learnings/}, abstract = {We conduct research on our mobile reading programs and publish the results. Download our reports and research about mobile reading in the developing world.}, language = {en-US}, urldate = {2022-03-28}, journal = {Worldreader}, author = {Worldreader}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RVLPDE7E 2405685:ADNE8FE3}, } @misc{worldreader_anasoma_2017, title = {Anasoma {Mid}-{Term} {Report}}, url = {https://www.worldreader.org/now/anasoma-mid-term-report/}, abstract = {This report shows the initial findings of the first sprint of the Anasoma Research aimed at identifying barriers of and drivers to female mobile readership in Kenya.}, language = {en-US}, urldate = {2022-03-28}, journal = {Worldreader}, author = {Worldreader and R4D}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9NYR4VUI 2405685:ZQ33H7RV}, } @book{xafiiska_horumarinta_manaahijta_qaabdhismeedka_2017, address = {Mogadishu}, title = {Qaabdhismeedka {Manhajka} {Waxbarashada} {Qaranka} {Soomaaliyeed}}, publisher = {Wasaaradda Waxbarashada, Hiddaha iyo Tacliinta Sare}, author = {Xafiiska Horumarinta Manaahijta}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MME7WFNZ 2405685:LCZ2QZEE}, } @techreport{zimbabwe_national_statistics_agency_information_2017, title = {Information and {Communications} {Technology} ({ICT}) {Census}}, language = {en}, author = {Zimbabwe National Statistics Agency}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:TWM5YZVL}, keywords = {⛔ No DOI found}, } @techreport{muralidharan_disrupting_2016, title = {Disrupting {Education}? {Experimental} {Evidence} on {Technology}-{Aided} {Instruction} in {India}}, shorttitle = {Disrupting {Education}?}, url = {https://www.nber.org/papers/w22923}, abstract = {Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.}, language = {en}, number = {w22923}, urldate = {2021-02-01}, institution = {National Bureau of Economic Research}, author = {Muralidharan, Karthik and Singh, Abhijeet and Ganimian, Alejandro J.}, month = dec, year = {2016}, doi = {10.3386/w22923}, note = {zotzenLib.CopiedFrom: 2339240:N6T9L9LX KerkoCite.ItemAlsoKnownAs: 10.3386/w22923 2339240:N6T9L9LX 2405685:ICNUA6RQ}, } @article{klassen_developing_2016, title = {Developing a {Proof}-of-{Concept} {Selection} {Test} for {Entry} into {Primary} {Teacher} {Education} {Programs}}, volume = {4}, issn = {2148-7456}, url = {http://dergipark.gov.tr/doi/10.21449/ijate.275772}, doi = {10.21449/ijate.275772}, abstract = {The purpose of this article is to report on the development of a proof-ofconcept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high levels of reliability, and significant positive correlations with a range of concurrently administered interview scores. We conclude with a description of the necessary next steps needed to implement evidencesupported teacher education selection processes in a range of international settings.}, language = {en}, number = {2}, urldate = {2020-06-17}, journal = {International Journal of Assessment Tools in Education}, author = {Klassen, Robert and Durksen, Tracy L. and Kim, Lisa and Patterson, Fiona and Rowett, Emma and Warwick, Jane and Warwick, Paul and Wolpert, Mary}, month = dec, year = {2016}, note = {shortDOI: 10/ghgn46 KerkoCite.ItemAlsoKnownAs: 10/ghgn46 2405685:TZKLB6LA}, pages = {96--114}, } @misc{rti_international_tusome_2016, title = {Tusome {Early} {Grade} {Reading} {Activity}}, url = {https://www.rti.org/impact/tusome-early-grade-reading-activity}, abstract = {Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.}, language = {en}, urldate = {2020-03-30}, journal = {RTI}, author = {RTI International}, month = dec, year = {2016}, note = {Library Catalog: www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:XNM3FD3A 2405685:GEG6RSZ3 2405685:NNFW4F3L GEG6RSZ3}, } @misc{rti_international_tusome_2016, title = {Tusome {Early} {Grade} {Reading} {Activity}}, url = {https://www.rti.org/impact/tusome-early-grade-reading-activity}, abstract = {Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.}, language = {en}, urldate = {2020-07-07}, journal = {RTI}, author = {{RTI International}}, month = dec, year = {2016}, note = {Library Catalog: www.rti.org EdTechHub.ItemAlsoKnownAs: 2405685:TQJGJK6H}, } @book{lafleur_unlocking_2016, series = {{OECD} {Science}, {Technology} and {Innovation} {Outlook}}, title = {Unlocking the potential of knowledge and technology for all}, isbn = {978-92-64-26305-5 978-92-64-26808-1 978-92-64-26306-2 978-92-64-22473-5}, url = {https://www.oecd-ilibrary.org/science-and-technology/oecd-science-technology-and-innovation-outlook-2016_sti_in_outlook-2016-en}, language = {en}, urldate = {2020-06-04}, publisher = {OECD}, author = {LaFleur, Marcelo and Iversen, Kenneth and Jensen, Lars}, month = dec, year = {2016}, doi = {10.1787/sti_in_outlook-2016-en}, note = {shortDOI: 10/ghgnfr KerkoCite.ItemAlsoKnownAs: 10/ghgnfr 2405685:9IUSUFZB 2405685:J3YHKKFM}, } @article{dias_role_2016, title = {The role of parents in the engagement of young children with digital technologies: {Exploring} tensions between rights of access and protection, from ‘{Gatekeepers}’ to ‘{Scaffolders}’}, volume = {6}, issn = {2043-6106}, shorttitle = {The role of parents in the engagement of young children with digital technologies}, url = {https://doi.org/10.1177/2043610616676024}, doi = {10.1177/2043610616676024}, abstract = {This study investigates the role played by parents as mediators of young children’s access and engagement with digital technologies. In Belgium, Germany, Latvia and Portugal, qualitative in-depth interviews were conducted with 10 families in each country, including one child between 6 and 7 years old. Our findings show that parents of young children mainly play the role of ‘gatekeepers’ when it comes to facilitating and constraining access to and use of digital technologies. Parents’ perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child. These perceptions in turn impact parents’ mediation strategies with regard to children’s actual use of digital technologies, with restrictive mediation – of time and less of content – and supervision applied most. The power exerted by parents over access and use may be understood as a limitation of the children’s rights. On the other hand, parents are not always concerned with the right of protection as they believe – sometimes incorrectly – that they are in control of the content their children are exposed to.}, language = {en}, number = {4}, urldate = {2021-10-07}, journal = {Global Studies of Childhood}, author = {Dias, Patrícia and Brito, Rita and Ribbens, Wannes and Daniela, Linda and Rubene, Zanda and Dreier, Michael and Gemo, Monica and Di Gioia, Rosanna and Chaudron, Stéphane}, month = dec, year = {2016}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/2043610616676024 2339240:FJ79XEXS 2339240:W2VDPGKE 2405685:C9LWTMEE 2405685:GSXXHBSB}, keywords = {Children, digital technologies, gatekeepers, parental mediation, scaffolders}, pages = {414--427}, } @article{mortenson_computational_2016, title = {A computational literature review of the technology acceptance model}, volume = {36}, issn = {0268-4012}, url = {https://www.sciencedirect.com/science/article/pii/S0268401216300329}, doi = {10.1016/j.ijinfomgt.2016.07.007}, abstract = {A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.}, number = {6, Part B}, urldate = {2024-01-18}, journal = {International Journal of Information Management}, author = {Mortenson, Michael J. and Vidgen, Richard}, month = dec, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2016.07.007 2405685:M67A9BHN 2486141:B5ZK9CQN 2486141:VU33ACA5}, keywords = {Citation analysis, Co-authorship analysis, Computational literature review, Journal ranking, Lda, Literature review, Social network analysis, Technology acceptance model, Topic models}, pages = {1248--1259}, } @book{lundvall_learning_2016, address = {London ; New York, NY}, title = {The {Learning} {Economy} and the {Economics} of {Hope}}, isbn = {978-1-78308-596-5}, language = {English}, publisher = {Anthem Pr}, author = {Lundvall, Bengt-Ake}, month = dec, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs:2405685:UXLKGYEP}, keywords = {DIAL-RDO, Economic aspects, Information technology, Knowledge economy, Technological innovations}, } @techreport{mulcahy-dunn_education_2016, title = {Education data for decision making ({EDDATA} {II}): key achievements and lessons learned; final report {\textbar} {UNESCO} {IIEP} {Learning} {Portal}}, url = {https://www.globalreadingnetwork.net/sites/default/files/media/file/Core%20Final%20Report_16Dec2016_0.pdf}, abstract = {USAID's Education Data for Decision Making (EdData II) was implemented over a 12 year period beginning in 2004. EdData II had at its core the goal of improving access to data for USAID Missions and host country ministries, to use for making informed policy decisions. The tools and research developed under EdData II whelped to inform the development of learning metrics under the Sustainable Development Goals (2015); provide evidence to support the design and monitor the implementation of USAID's 2011-2017 Education strategy, and provide actionable, high-quality data to inform policy and practice in around 35 countries. The report reflects on EdData II and the project's impact, providing a summary of the most salient and impactful project activities, and drawing key lessons from their development and implementation. [...] The report is divided into four sections, as follows. Sections 1 and 2 begin with an overview of the background and key accomplishments of the EdData II contract and objectives, followed by a synopsis of EdData II task orders and their scope. Section 3, the main body of the report, delineates the key technical achievements of the program, including data collection tools, analysis, and measurement; pilot intervention programs; original and secondary research; and dissemination activities, as well as the implications of each. Section 4 reflects on the lessons learned from this work. In addition, several annexes provide further details about various aspects of the program.}, language = {EN}, urldate = {2020-07-06}, institution = {USAID; RTI International}, author = {Mulcahy-Dunn, Amy and Dick, Anna and Crouch, Luis and Newton, Erin}, month = dec, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:5QRX64GB}, pages = {57}, } @techreport{quattri_child_2016, title = {Child labour and education: a survey of slum settlements in {Dhaka}}, url = {https://www.refworld.org/docid/5853f8bb4.html}, language = {en}, urldate = {2021-10-25}, institution = {Overseas Development Institute (ODI)}, author = {Quattri, Maria and Watkins, Kevin}, month = dec, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CM599U7 2405685:992VL32B}, } @techreport{t-tel_professional_development_programme_theme_2016, title = {Theme 5: {Teaching} and {Learning} {Materials} ({Professional} {Development} {Guide} {For} {Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://www.t-tel.org/files/docs/Learning%20Hub/B.Ed.%20materials,%20resources%20and%20reading/Theme%205%20Teaching%20and%20Learning%20Materialss%20-%20Professional%20Development%20Guide%20for%20Student%20Teachers.pdf}, urldate = {2020-09-01}, institution = {Ministry of Education (Ghana)}, author = {{T-TEL Professional Development Programme}}, month = dec, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:Q6V7CX64}, } @inproceedings{zhou_map_2016, title = {A {Map} of {Threats} to {Validity} of {Systematic} {Literature} {Reviews} in {Software} {Engineering}}, doi = {10.1109/APSEC.2016.031}, abstract = {Context: The assessment of Threats to Validity (TTVs) is critical to secure the quality of empirical studies in Software Engineering (SE). In the recent decade, Systematic Literature Review (SLR) was becoming an increasingly important empirical research method in SE. One of the mechanisms of insuring the level of scientific value in the findings of an SLR is to rigorously assess its validity. Hence, it is necessary to realize the status quo and issues of TTVs of SLRs in SE. Objective: This study aims to investigate the-state-of-the-practice of TTVs of the SLRs published in SE, and further support SE researchers to improve the assessment and strategies against TTVs in order to increase the quality of SLRs in SE. Method: We conducted a tertiary study by reviewing the SLRs in SE that report the assessment of TTVs. Results: We identified 316 SLRs published from 2004 to the first half of 2015, in which TTVs are discussed. The issues associated to TTVs were also summarized and categorized. Conclusion: The common TTVs related to SLR research, such as internal validity and reliability, were thoroughly discussed in most SLRs. The threats to construct validity and external validity drew less attention. Moreover, there are few strategies and tactics being reported to cope with the various TTVs.}, booktitle = {2016 23rd {Asia}-{Pacific} {Software} {Engineering} {Conference} ({APSEC})}, author = {Zhou, Xin and Jin, Yuqin and Zhang, He and Li, Shanshan and Huang, Xin}, month = dec, year = {2016}, note = {ISSN: 1530-1362 KerkoCite.ItemAlsoKnownAs: 10.1109/APSEC.2016.031 2405685:ZFKRT7NL}, keywords = {Bibliographies, Data mining, Evidence-Based Software Engineering, Manuals, Search problems, Software, Software engineering, Systematic (Literature) Review, Systematics, Threats to Validity}, pages = {153--160}, } @misc{unesco_chile_2016, title = {Chile}, url = {http://uis.unesco.org/en/country/cl}, abstract = {...}, language = {eng}, urldate = {2022-06-06}, author = {UNESCO}, month = nov, year = {2016}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:QLE4E9IH 2405685:P5XV58Y6}, } @techreport{oecd_teaching_2016, type = {{OECD} {Education} {Working} {Papers}}, title = {Teaching {Strategies} for {Instructional} {Quality}: {Insights} from the {TALIS}-{PISA} {Link} {Data}}, shorttitle = {Teaching {Strategies} for {Instructional} {Quality}}, url = {https://www.oecd-ilibrary.org/education/teaching-strategies-for-instructional-quality_5jln1hlsr0lr-en}, language = {en}, number = {148}, urldate = {2022-06-06}, author = {OECD}, month = nov, year = {2016}, doi = {10.1787/5jln1hlsr0lr-en}, note = {Series: OECD Education Working Papers Volume: 148 KerkoCite.ItemAlsoKnownAs: 10.1787/5jln1hlsr0lr-en 2339240:TG2NA6AM 2405685:UFMYLTMN}, } @misc{itu_telecom_world_press_2016, title = {Press release: {ITU} {Telecom} {World} {Awards} 2016 winners announced...}, url = {https://www.itu.int/en/mediacentre/Pages/2016-PR52.aspx}, urldate = {2020-08-26}, journal = {ITU}, author = {{ITU Telecom World}}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AJQXZF46 2405685:BZQNBQY8}, } @misc{unesco_out--school_2016, title = {Out-of-{School} {Children} and {Youth}}, url = {https://uis.unesco.org/en/topic/out-school-children-and-youth}, abstract = {About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age....}, language = {eng}, urldate = {2022-10-28}, author = {{UNESCO}}, month = nov, year = {2016}, note = {Last Modified: 2020-01-16 KerkoCite.ItemAlsoKnownAs: 2405685:6MYLJ6PF 4042040:MWCR7BIW}, } @misc{long_organising_2016, title = {Organising a strategic phase in the budget process}, url = {https://odi.org/en/publications/organising-a-strategic-phase-in-the-budget-process/}, abstract = {This public financial management (PFM) introductory guide offers governments in low-capacity contexts a list of tools to improve the strategic phase of the budget process.}, language = {en-gb}, urldate = {2022-11-10}, author = {Long, Cathal and Welham, Bryn}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4RISPTH3 2405685:H78XAJHJ 4656463:DEXM3UX2}, } @article{banerji_improving_2016, title = {Improving literacy and math instruction at scale in {India}’s primary schools: {The} case of {Pratham}’s {Read} {India} program}, volume = {17}, issn = {1573-1812}, url = {https://doi.org/10.1007/s10833-016-9285-5}, doi = {10.1007/s10833-016-9285-5}, abstract = {Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning.}, number = {4}, journal = {Journal of Educational Change}, author = {Banerji, Rukmini and Chavan, Madhav}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-016-9285-5 2339240:6F6UMYHI 2405685:NAFYVSTY}, pages = {453--475}, } @article{caffery_multilingual_2016, title = {Multilingual language policy and mother tongue education in {Timor}-{Leste}: a multiscalar approach}, volume = {15}, issn = {1573-1863}, shorttitle = {Multilingual language policy and mother tongue education in {Timor}-{Leste}}, url = {https://doi.org/10.1007/s10993-015-9393-8}, doi = {10.1007/s10993-015-9393-8}, abstract = {This article looks at multilingual, mother-tongue-based language policies influenced by colonial and postcolonial histories and globalization processes. We use multiscalar analysis to show these policies as creative responses to problems affected by national and international forces. Our study focuses on Timor-Leste, specifically a pilot mother-tongue-based multilingual education program. We analyse the program’s practices and successful outcomes, in the adverse circumstances of this small, impoverished, recently independent nation, as it attempts to manage high levels of linguistic diversity (16 mother tongues and a five-language destination system) through multilingual education. We also identify tensions and problems that impinge on the outcomes for this ambitious program. Despite the obstacles, Timor-Leste’s multiscalar multilingual literacy policy is an important case that reinforces the significance of mother tongue education as a response to global complexity. The pilot program provides valuable lessons for many other parts of the world with similar problems, particularly for nations with comparable colonial histories.}, language = {en}, number = {4}, urldate = {2022-04-06}, journal = {Language Policy}, author = {Caffery, Jo and Coronado, Gabriela and Hodge, Bob}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10993-015-9393-8 2405685:BNX4YVWA 4042040:GWJV7DU6}, pages = {561--580}, } @techreport{baxter_accelerated_2016, type = {Literature {Review}}, title = {Accelerated {Education} {Programs} in {Crisis} and {Conflict}: {Building} {Evidence} and {Learning}}, url = {https://www.edu-links.org/sites/default/files/media/file/AEP-Literature-Review-FINAL.pdf}, urldate = {2020-07-31}, institution = {USAID}, author = {Baxter, Pamela and Ramesh, Aparna and Menendez, Alicia and North, Lindsay}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UE4JKC88 2405685:2DB7N5CB}, } @article{brass_forum_2016, title = {Forum: {A} governmentality perspective on the {Common} {Core}}, volume = {51}, doi = {https://www.academia.edu/29406302/Brass_J_2016_Forum_A_Governmentality_Perspective_on_the_Common_Core_Proofs_Research_in_the_Teaching_of_English_Volume_51_Number_2}, abstract = {The Common Core State Standards (CCSS) have anchored an education policy apparatus that seeks to reconstruct much of the work of curriculum, teaching, and teacher education. However, teachers and teacher education faculty have often struggled to}, language = {en}, number = {2}, urldate = {2021-11-09}, journal = {Research in the Teaching of English}, author = {Brass, Jory}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8ZPKUMFV 2405685:425PDIYE}, keywords = {⚠️ Invalid DOI, ⛔ No DOI found}, pages = {230--240}, } @article{piper_implementing_2016, title = {Implementing mother tongue instruction in the real world: {Results} from a medium-scale randomized controlled trial in {Kenya}}, volume = {60}, issn = {0010-4086}, shorttitle = {Implementing {Mother} {Tongue} {Instruction} in the {Real} {World}}, url = {https://www.journals.uchicago.edu/doi/abs/10.1086/688493}, doi = {10.1086/688493}, abstract = {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.}, number = {4}, urldate = {2022-04-20}, journal = {Comparative Education Review}, author = {Piper, Benjamin and Zuilkowski, Stephanie S. and Ong’ele, Salome}, month = nov, year = {2016}, note = {Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/688493 2405685:LXC5KVML 4042040:N6P4YDEN}, pages = {776--807}, } @techreport{neumann_oer_2016, title = {The {OER} {World} {Map} {Project}, phase {IV}}, url = {https://oerworldmap.files.wordpress.com/2016/10/hbz_oerworldmap_proposal_narrative_v12pub.pdf}, language = {EN}, number = {1.2}, urldate = {2020-09-01}, institution = {The William and Flora Hewlett Foundation}, author = {Neumann, Jan}, month = oct, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:82VYBCGD}, } @misc{world_bank_bangladesh_2016, title = {Bangladesh: ensuring education for all {Bangladeshis}}, shorttitle = {Bangladesh}, url = {https://projects.worldbank.org/en/results/2016/10/07/ensuring-education-for-all-bangladeshis}, abstract = {Bangladesh has made remarkable gains over the past two decades by ensuring access to education, especially at the primary level and for girls. The country’s net enrollment rate at the primary school level increased from 80 percent in 2000 to 98 percent in 2015.}, language = {en}, urldate = {2019-10-02}, journal = {World Bank}, author = {{World Bank}}, month = oct, year = {2016}, doi = {https://projects.worldbank.org/en/results/2016/10/07/ensuring-education-for-all-bangladeshis}, note = {KerkoCite.ItemAlsoKnownAs: 10/07/ensuring-education-for-all-bangladeshis 2339240:LV2HIFEQ 2405685:NEQZBPBW LV2HIFEQ}, keywords = {Asia, South Asia}, } @misc{kirk_translation_2016, title = {Translation through text: {How} {Nowall} can help refugees overcome the language barrier}, shorttitle = {Translation through text}, url = {https://techfugees.com/news/translation-through-text-how-nowall-can-help-refugees-overcome-the-language-barrier/}, language = {en-US}, urldate = {2020-06-09}, journal = {Techfugees}, author = {Kirk, Joanna}, month = oct, year = {2016}, note = {Library Catalog: techfugees.com Section: All news KerkoCite.ItemAlsoKnownAs: 2405685:DFM4L4LJ}, } @article{midgley_payment_2016, title = {Payment by results in nineteenth-century {British} education: {A} study in how priorities change}, volume = {28}, issn = {0898-0306, 1528-4190}, shorttitle = {Payment by {Results} in {Nineteenth}-{Century} {British} {Education}}, url = {https://www.cambridge.org/core/journals/journal-of-policy-history/article/abs/payment-by-results-in-nineteenthcentury-british-education-a-study-in-how-priorities-change/725BEF5B0406B1A49E2D12CB435A8053}, doi = {10.1017/S0898030616000300}, abstract = {//static.cambridge.org/content/id/urn\%3Acambridge.org\%3Aid\%3Aarticle\%3AS0898030616000300/resource/name/firstPage-S0898030616000300a.jpg}, language = {en}, number = {4}, urldate = {2022-04-07}, journal = {Journal of Policy History}, author = {Midgley, Henry}, month = oct, year = {2016}, note = {Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0898030616000300 2339240:W544BZAF 2405685:IS9JBTGX 4656463:IQRC9W8K}, pages = {680--706}, } @article{morgan_how_2016, title = {How to do (or not to do)… gender analysis in health systems research}, volume = {31}, issn = {1460-2237}, doi = {10.1093/heapol/czw037}, abstract = {Gender-the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for males, females and other genders-affects how people live, work and relate to each other at all levels, including in relation to the health system. Health systems research (HSR) aims to inform more strategic, effective and equitable health systems interventions, programs and policies; and the inclusion of gender analysis into HSR is a core part of that endeavour. We outline what gender analysis is and how gender analysis can be incorporated into HSR content, process and outcomes Starting with HSR content, i.e. the substantive focus of HSR, we recommend exploring whether and how gender power relations affect females and males in health systems through the use of sex disaggregated data, gender frameworks and questions. Sex disaggregation flags female-male differences or similarities that warrant further analysis; and further analysis is guided by gender frameworks and questions to understand how gender power relations are constituted and negotiated in health systems. Critical aspects of understanding gender power relations include examining who has what (access to resources); who does what (the division of labour and everyday practices); how values are defined (social norms) and who decides (rules and decision-making). Secondly, we examine gender in HSR process by reflecting on how the research process itself is imbued with power relations. We focus on data collection and analysis by reviewing who participates as respondents; when data is collected and where; who is present; who collects data and who analyses data. Thirdly, we consider gender and HSR outcomes by considering who is empowered and disempowered as a result of HSR, including the extent to which HSR outcomes progressively transform gender power relations in health systems, or at least do not further exacerbate them.}, language = {eng}, number = {8}, journal = {Health Policy and Planning}, author = {Morgan, Rosemary and George, Asha and Ssali, Sarah and Hawkins, Kate and Molyneux, Sassy and Theobald, Sally}, month = oct, year = {2016}, pmid = {27117482}, pmcid = {PMC6616028}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/czw037 10/ggcjsz 2339240:JEQ8AMQT 2405685:H26H5JAV 2339240:JEQ8AMQT}, keywords = {Female, Framework, Health Services Research, Humans, Male, Power (Psychology), Sex Factors, Sexism, Social Norms, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:Finland FIN, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nepal NPL, \_C:South Africa ZAF, \_C:Uganda UGA, \_C:Yemen YEM, \_\_C:scheme:1, gender, gender analysis, health systems, health systems research}, pages = {1069--1078}, } @inproceedings{neumann_texttetea_2016, title = {{TextTETEA} — {An} {SMS}-based education service}, doi = {10.1109/ghtc.2016.7857298}, abstract = {Tanzania has experienced a rapid increase in the number of secondary school students but has struggled with the quality of education provided at public schools. While teachers and textbooks can be scarce in classrooms, particularly in rural areas, basic mobile phones are widespread across the country. In this paper we present TextTETEA, an SMS-based service that provides education content to Tanzanian students. We describe the TextTETEA system architecture, features currently available, and usage data during initial field testing.}, booktitle = {2016 {IEEE} {Global} {Humanitarian} {Technology} {Conference} ({GHTC})}, author = {Neumann, Michael and Wincewicz, Keegan}, month = oct, year = {2016}, note = {shortDOI: 10/ggqkgw KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC.2016.7857298 10.1109/ghtc.2016.7857298 10/ggqkgw 2339240:7RNK5XEE 2339240:X4LRAHM2 2405685:HT2SLISS 2405685:L533YR9G}, keywords = {Education, Government, Internet, Mobile communication, SMS-based education service, Smart phones, Sociology, Tanzanian students, TextTETEA system architecture, appropriate technology, education quality, educational institutions, educational technology, electronic messaging, field testing, mobile handsets, mobile learning, mobile phones, public schools, secondary school students, usage data}, pages = {312--315}, } @techreport{oye_girls_2016, type = {Background {Paper}}, title = {Girls’ {Schooling} is {Good}, {Girls}’ {Schooling} with {Learning} is {Better}}, url = {http://report.educationcommission.org/wp-content/uploads/2017/01/Girls-Schooling-is-Good-Girls-Schooling-with-Learning-is-Better.pdf}, urldate = {2022-04-07}, institution = {Education Commission}, author = {Oye, Mari and Pritchett, Lant and Sandefur, Justin}, month = oct, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8HJ4MAIU 2405685:ER8IF9C2 4656463:FYX9F3XN}, } @misc{nuh_improving_2016, title = {Improving {Accessibility} on {Flickr}}, url = {https://blog.flickr.net/en/2016/09/29/improving-accessibility-on-flickr/}, abstract = {We’re excited to detail a number of new accessibility features enabled on Flickr. Read more here.}, language = {en}, urldate = {2020-09-01}, journal = {Flickr Blog}, author = {Nuh, Yerusha}, month = sep, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:F8MCR2DG}, } @book{popova_training_2016, series = {Policy {Research} {Working} {Papers}}, title = {Training {Teachers} on the {Job}: {What} {Works} and {How} to {Measure} {It}}, shorttitle = {Training {Teachers} on the {Job}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7834}, language = {en}, urldate = {2020-05-16}, publisher = {World Bank}, author = {Popova, Anna and Evans, David K. and Arancibia, Violeta}, month = sep, year = {2016}, doi = {10.1596/1813-9450-7834}, note = {shortDOI: 10/gftsst KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7834 10/gftsst 2339240:C3T3XHZP 2405685:9TQFMR8Y}, keywords = {C:Low- and middle-income countries}, } @misc{promethean_blog_why_2016, title = {Why is flipped learning so popular in schools?}, url = {https://resourced.prometheanworld.com/flipped-learning-popular-schools/}, abstract = {With flipped learning, students can save any questions for the classroom, ensuring that help and support is available exactly when it's needed.}, language = {en-GB}, urldate = {2022-09-07}, journal = {ResourcED: Promethean Blog}, author = {{Promethean Blog}}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I38346EV 2405685:3S55AGQU}, } @article{alcott_does_2016, title = {Does private schooling narrow wealth inequalities in learning outcomes? {Evidence} from {East} {Africa}}, volume = {42}, issn = {0305-4985}, shorttitle = {Does private schooling narrow wealth inequalities in learning outcomes?}, url = {http://dx.doi.org/10.1080/03054985.2016.1215611}, doi = {10.1080/03054985.2016.1215611}, abstract = {In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.}, number = {5}, urldate = {2017-02-27}, journal = {Oxford Review of Education}, author = {Alcott, Benjamin and Rose, Pauline}, month = sep, year = {2016}, note = {shortDOI: 10/gftss4 KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2016.1215611 10/gftss4 2405685:UIP8CZ6M 261495:Q3BWUMWN}, keywords = {CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, East Africa, Kenya, Learning outcomes, Tanzania, Uganda, education policy, inequality, private schooling}, pages = {495--510}, } @article{contreras_fuzzy_2016, title = {Fuzzy {Boundaries} {Between} {Post}-{Disaster} {Phases}: {The} {Case} of {L}’{Aquila}, {Italy}}, volume = {7}, issn = {2192-6395}, shorttitle = {Fuzzy {Boundaries} {Between} {Post}-{Disaster} {Phases}}, url = {https://doi.org/10.1007/s13753-016-0095-4}, doi = {10.1007/s13753-016-0095-4}, abstract = {A number of indices have been developed for measuring vulnerability to disasters, but little attention has been paid to recovery indices. Post-disaster periods are usually divided into four phases. The terms established by the United Nations Development Programme for post-disaster phases—relief, early recovery, recovery, and development—are used in this article. This research examines the hypothesis that the boundaries between post-disaster recovery phases are fuzzy and should be defined by the progress achieved in the recovery process, rather than by the amount of time elapsed since the event. The methodology employed involved four steps: fieldwork, mapping, identification of indicators, and assessment. The case study area was the city of L’Aquila in the Abruzzo region of central Italy, which was struck by an earthquake in April 2009. For each phase of the recovery process in L’Aquila a score was calculated based on the progress observed in 2016, 7 years after the earthquake. The highest score went to the early recovery phase (14 points), followed by the recovery phase (13 points), the development phase (12 points), and the relief phase (4 points). The results demonstrate the possibility of defining post-disaster recovery phases in an affected area based on measuring achievements through indicators rather than defining recovery phases in terms of elapsed time after a disaster.}, language = {en}, number = {3}, urldate = {2023-03-10}, journal = {International Journal of Disaster Risk Science}, author = {Contreras, Diana}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s13753-016-0095-4 2339240:T6CY76IU 2405685:KA8GKPV7}, keywords = {Disaster recovery, Earthquakes, Geographical information system (GIS), L’Aquila, Post-disaster phases, Spatial indicators}, pages = {277--292}, } @article{ganimian_improving_2016, title = {Improving {Education} in {Developing} {Countries}: {Lessons} {From} {Rigorous} {Impact} {Evaluations}}, volume = {86}, issn = {0034-6543}, shorttitle = {Improving {Education} in {Developing} {Countries}}, url = {https://doi.org/10.3102/0034654315627499}, doi = {10.3102/0034654315627499}, abstract = {In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children?s daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction.}, number = {3}, urldate = {2020-05-17}, journal = {Review of Educational Research}, author = {Ganimian, Alejandro J. and Murnane, Richard J.}, month = sep, year = {2016}, note = {Publisher: American Educational Research Association shortDOI: 10/gftsqv KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315627499 10/gftsqv 2405685:K7UCCCJN}, pages = {719--755}, } @article{qasem_blended_2016, title = {Blended {Learning} {Approach} to {Develop} the {Teachers}’ {TPACK}}, volume = {7}, issn = {1309517X}, url = {https://www.cedtech.net/article/blended-learning-approach-to-develop-the-teachers-tpack-6176}, doi = {10.30935/cedtech/6176}, abstract = {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.}, language = {en}, number = {3}, urldate = {2020-05-29}, journal = {Contemporary Educational Technology}, author = {Qasem, Arwa Ahmad Abdo and Viswanathappa, Gandla}, month = sep, year = {2016}, note = {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}, pages = {264--276}, } @article{fisher_evaluating_2016, title = {Evaluating {Mobile} {Survey} {Tools} ({MSTs}) for {Field}-{Level} {Monitoring} and {Data} {Collection}: {Development} of a {Novel} {Evaluation} {Framework}, and {Application} to {MSTs} for {Rural} {Water} and {Sanitation} {Monitoring}}, volume = {13}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {1660-4601}, shorttitle = {Evaluating {Mobile} {Survey} {Tools} ({MSTs}) for {Field}-{Level} {Monitoring} and {Data} {Collection}}, url = {https://www.mdpi.com/1660-4601/13/9/840}, doi = {10.3390/ijerph13090840}, abstract = {Information and communications technologies (ICTs) such as mobile survey tools (MSTs) can facilitate field-level data collection to drive improvements in national and international development programs. MSTs allow users to gather and transmit field data in real time, standardize data storage and management, automate routine analyses, and visualize data. Dozens of diverse MST options are available, and users may struggle to select suitable options. We developed a systematic MST Evaluation Framework (EF), based on International Organization for Standardization/International Electrotechnical Commission (ISO/IEC) software quality modeling standards, to objectively assess MSTs and assist program implementers in identifying suitable MST options. The EF is applicable to MSTs for a broad variety of applications. We also conducted an MST user survey to elucidate needs and priorities of current MST users. Finally, the EF was used to assess seven MSTs currently used for water and sanitation monitoring, as a validation exercise. The results suggest that the EF is a promising method for evaluating MSTs.}, language = {en}, number = {9}, urldate = {2022-06-05}, journal = {International Journal of Environmental Research and Public Health}, author = {Fisher, Michael B. and Mann, Benjamin H. and Cronk, Ryan D. and Shields, Katherine F. and Klug, Tori L. and Ramaswamy, Rohit}, month = sep, year = {2016}, note = {Number: 9 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph13090840 2405685:ZGWRS463 2486141:F5QF34FL}, keywords = {ICT, communications, data, evaluation, information, mobile, software, survey, technology, water}, pages = {840}, } @techreport{gillwald_much_2016, title = {Much ado about nothing? {Zero}-rating in the {African} content}, url = {https://researchictafrica.net/publications/Other_publications/2016_RIA_Zero-Rating_Policy_Paper_-_Much_ado_about_nothing.pdf}, language = {EN}, institution = {Research ICT Africa}, author = {Gillwald, Alison and Chair, Chenai and Futter, Ariel and Koranteng, Kweku and Odufuwa, Fola and Walubengo, John}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZTWKPG2C 5085376:TZV5IKYY}, } @techreport{the_education_commission_learning_2016, title = {The learning generation: investing in education for a changing world}, url = {https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf}, urldate = {2021-10-03}, author = {{The Education Commission}}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V38KXCY9 2405685:HWYYANS4}, } @article{omwenga_principals_2016, title = {Principals' {Instructional} {Leadership} {Styles} and their effect on {Tutors} on {ICT} integration in teaching {Science}}, abstract = {The study was carried out to determine the influence of the Principals' leadership style and its effect on the tutors' ICT integration in teaching in Nyanza Region Kenya. One research question and research hypothesis guided the study. The population comprised of 30 Principals and 160 Tutors. A questionnaire and an interview schedule were used to collect data from the Principals and Tutors. Cronbach alpha reliability computation was done to determine the overall reliability of the instrument. Cronbach alpha coefficient of 0.9 and higher was considered reliable. Pearson correlation coefficient, mean and standard deviation were used to analyze data collected and the hypothesis was tested at 0.01 alpha levels. The results from the data analysis indicated there was a direct linear relationship between principal's instructional leadership styles and the teachers' integration of ICT in teaching of science. Based on the findings of the study, it was recommended that the Government of Kenya should develop policies to guide the instructional leaders, KICD, TSC, MOEST and KESI to develop guidelines for Tutors in ICT integration during the teaching of Science.}, author = {Omwenga, Ezekiel}, month = aug, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EJ4NX3TX 2405685:AJ7SJMEA}, pages = {2518--0304}, } @article{jamal_why_2016, title = {Why {He} {Won}’t {Send} {His} {Daughter} to {School}—{Barriers} to {Girls}’ {Education} in {Northwest} {Pakistan}: {A} {Qualitative} {Delphi} {Study} of {Pashtun} {Men}}, copyright = {© The Author(s) 2016}, shorttitle = {Why {He} {Won}’t {Send} {His} {Daughter} to {School}—{Barriers} to {Girls}’ {Education} in {Northwest} {Pakistan}}, url = {https://journals.sagepub.com/doi/10.1177/2158244016663798}, doi = {10.1177/2158244016663798}, abstract = {Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu...}, language = {en}, urldate = {2020-12-01}, journal = {SAGE Open}, author = {Jamal, Aamir}, month = aug, year = {2016}, note = {Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/2158244016663798 2339240:HP4SWVLE 2405685:S943ZV3C}, } @article{hennessy_pedagogic_2016, title = {Pedagogic change by {Zambian} primary school teachers participating in the {OER4Schools} professional development programme for one year}, volume = {31}, issn = {0267-1522}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1}, doi = {10.1080/02671522.2015.1073343}, abstract = {Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.}, language = {en}, number = {4}, journal = {Research Papers in Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, R.}, month = aug, year = {2016}, note = {shortDOI: 10/gftr46 KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 10/ghgnfx 2129771:4DDI7MD4 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:WHB6UUT9 2339240:8PZIPSBY 2339240:ASBRKMNU 2339240:UTDG7DWR 2339240:VBAD27XQ 2405685:C677I5RF 2405685:CHHQANDG 2405685:CSCFPKV2 2405685:F6292I9Z 2405685:LDKZC9TP 2405685:NAJLZ3FE 2405685:NK5HW6CV 2405685:R5KQR27A 2405685:S9FRC57W 2405685:VZ562RQX 2405685:YBR4RYHA 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5}, keywords = {C:sub-Saharan Africa, CAREER development, EDUCATION -- Study \& teaching, GRADUATE education, PROFESSIONAL education, TEACHER training, ZAMBIA, Zambia, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099887, \_\_\_working\_potential\_duplicate, \_\_finaldtb, digital technology, docs.opendeved.net, dode\_eth-src-dode, dode\_eth-trf2-dode, interactive pedagogy, open educational resources, sub-Saharan Africa, teacher professional development}, pages = {399--427}, } @article{evans_what_2016, title = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}?: {An} {Analysis} of {Divergent} {Findings} in {Systematic} {Reviews}}, volume = {31}, copyright = {http://creativecommons.org/licenses/by-nc-nd/3.0/igo}, issn = {1564-6971}, shorttitle = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}?}, url = {https://openknowledge.worldbank.org/handle/10986/29308}, doi = {10.1093/wbro/lkw004}, abstract = {Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.}, language = {en}, number = {2}, urldate = {2022-06-06}, journal = {World Bank Research Observer}, author = {Evans, David K. and Popova, Anna}, month = aug, year = {2016}, note = {Accepted: 2018-02-02T19:38:07Z Place: Washington, DC Publisher: World Bank KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 2339240:XHH9MR2V 2405685:VNUUVGSU 4656463:EAE8E8C8}, keywords = {Education, Human Capital, Impact Evaluation, Student Learning}, pages = {242--70}, } @misc{ministry_of_education_and_higher_education_lebanon_reaching_2016, title = {Reaching {All} {Children} with {Education}: {RACE} {II} (2017-2021)}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/lebanon_race-ii_2017-2021.pdf}, urldate = {2020-09-22}, author = {Ministry of Education {and} Higher Education (Lebanon)}, month = aug, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BIDEJL3 2405685:KRC2IAIR}, } @article{piper_improving_2016, title = {Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in {Kenya}}, volume = {8}, issn = {1943-9342, 1943-9407}, shorttitle = {Improving procedural and conceptual mathematics outcomes}, url = {https://www.tandfonline.com/doi/full/10.1080/19439342.2016.1149502}, doi = {10.1080/19439342.2016.1149502}, abstract = {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.}, language = {en}, number = {3}, urldate = {2020-01-28}, journal = {Journal of Development Effectiveness}, author = {Piper, Benjamin and Ralaingita, Wendi and Akach, Linda and King, Simon}, month = jul, year = {2016}, note = {shortDOI: 10/gftrqc KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 10/gftrqc 2339240:9H3B7D35 2405685:SUWZCIEL}, pages = {404--422}, } @article{piper_improving_2016, title = {Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in {Kenya}}, volume = {8}, issn = {1943-9342}, shorttitle = {Improving procedural and conceptual mathematics outcomes}, url = {https://doi.org/10.1080/19439342.2016.1149502}, doi = {10.1080/19439342.2016.1149502}, abstract = {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.}, number = {3}, urldate = {2021-08-31}, journal = {Journal of Development Effectiveness}, author = {Piper, Benjamin and Ralaingita, Wendi and Akach, Linda and King, Simon}, month = jul, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2016.1149502 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 2339240:U483WVFF 2405685:J47PXP4U}, keywords = {Kenya, Numeracy, elementary school, instruction, international education, mathematics}, pages = {404--422}, } @article{selwyn_minding_2016, title = {Minding our language: why education and technology is full of bull**** … and what might be done about it}, volume = {41}, issn = {1743-9884}, shorttitle = {Minding our language}, url = {https://www.semanticscholar.org/paper/Minding-our-language%3A-why-education-and-technology-Selwyn/a0a187c5de0e7246d58df95e8e9c6f779a5566e3}, doi = {10.1080/17439884.2015.1012523}, number = {3}, urldate = {2019-09-20}, journal = {Learning, Media and Technology}, author = {Selwyn, Neil}, month = jul, year = {2016}, note = {Extra URL: https://doi.org/10.1080/17439884.2015.1012523 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2015.1012523 10/gf9nv5 2339240:3PWH37HP 2405685:NT57U744 2534378:VU6K2AYK}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {437--443}, } @article{selwyn_minding_2016, title = {Minding our language: why education and technology is full of bullshit … and what might be done about it}, volume = {41}, issn = {1743-9884}, shorttitle = {Minding our language}, url = {https://doi.org/10.1080/17439884.2015.1012523}, doi = {10.1080/17439884.2015.1012523}, number = {3}, urldate = {2019-09-20}, journal = {Learning, Media and Technology}, author = {Selwyn, Neil}, month = jul, year = {2016}, note = {shortDOI: 10/gf9nv5 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2015.1012523 10/gf9nv5 2339240:3PWH37HP 2339240:HZWQTQU6 2405685:74BCG3AI 2405685:V9FLJKWX}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {437--443}, } @article{abrami_using_2016, title = {Using educational technology to develop early literacy skills in {Sub}-{Saharan} {Africa}}, volume = {21}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-014-9362-4}, doi = {10.1007/s10639-014-9362-4}, abstract = {The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a control group (N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies.}, language = {en}, number = {4}, urldate = {2022-06-19}, journal = {Education and Information Technologies}, author = {Abrami, Philip C. and Wade, C. Anne and Lysenko, Larysa and Marsh, Jonathon and Gioko, Anthony}, month = jul, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-014-9362-4 2405685:N962IUNP 2486141:YREU5G6T}, keywords = {Developing countries, Early literacy, Educational technology, Primary education}, pages = {945--964}, } @article{atuhurra_does_2016, title = {Does community involvement affect teacher effort? {Assessing} learning impacts of {Free} {Primary} {Education} in {Kenya}}, volume = {49}, issn = {0738-0593}, shorttitle = {Does community involvement affect teacher effort?}, url = {http://www.sciencedirect.com/science/article/pii/S0738059316300311}, doi = {10.1016/j.ijedudev.2016.03.008}, abstract = {While the impressive school participation impacts of Universal Primary Education policies in Sub-Saharan Africa are widely recognized, attempts to measure learning gains from schooling remain minimal. Utilizing a unique international test score dataset, we measure and explain grade six reading and math learning outcomes in Kenya. By comparing competences between public and private schools before and after the introduction of free primary education, we find large achievement declines and inequalities based on gender and socioeconomic status. The declines are associated with low teacher efforts and community disengagement. Policy studies on community involvement in schools will likely lead to improved learning.}, language = {en}, urldate = {2020-03-18}, journal = {International Journal of Educational Development}, author = {Atuhurra, Julius F.}, month = jul, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.008 2339240:G3NSWQKR 2405685:MBZJNJH3}, keywords = {Community involvement, Educational policy, Learning achievement, Teacher effort}, pages = {234--246}, } @article{piper_does_2016, title = {Does technology improve reading outcomes? {Comparing} the effectiveness and cost-effectiveness of {ICT} interventions for early grade reading in {Kenya}}, volume = {49}, issn = {0738-0593}, shorttitle = {Does technology improve reading outcomes?}, url = {http://www.sciencedirect.com/science/article/pii/S0738059316300293}, doi = {10.1016/j.ijedudev.2016.03.006}, abstract = {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.}, language = {en}, urldate = {2019-11-21}, journal = {International Journal of Educational Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons and Kwayumba, Dunston and Strigel, Carmen}, month = jul, year = {2016}, note = {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:RJ64GDLT 2405685:T6BQBZK6 2405685:Y3YWXGDF}, keywords = {Education policy, International education, Kenya, Literacy, Reading, Technology, \_\_\_working\_potential\_duplicate}, pages = {204--214}, } @techreport{world_bank_information_2016, title = {Information and {Communications} {Technology} ({ICT}) for {Accountability} in the {Primary} {Education} {Sector} in the {Democratic} {Republic} of the {Congo} ({DRC}): {Interim} {Results}, {Lessons} {Learned}, and the {Way} {Forward}}, language = {EN}, urldate = {2020-07-08}, institution = {World Bank}, author = {{World Bank}}, month = jul, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:56T9G2Y8}, pages = {32}, } @techreport{hasler_short_2016, title = {A short guide on the use of technology in learning: {Perspectives} and toolkit for discussion}, shorttitle = {A short guide on the use of technology in learning}, url = {https://zenodo.org/record/2626660#.Xil1Rmj7TQA}, abstract = {Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development}, urldate = {2020-01-23}, institution = {University of Cambridge}, author = {Haßler, Björn and Major, L and Warwick, P and Watson, S and Hennessy, S and Nichol, B}, month = jun, year = {2016}, doi = {10.5281/zenodo.2626660}, note = {EdTechHub.Source: 2129771:IEVE675M shortDOI: 10/ghgk6j KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626660 10/ghgk6j 2129771:IEVE675M 2339240:VNSW8D9S 2405685:D2DUUSMC}, keywords = {\_not\_EdTechHub, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{sankoh_education_2016, title = {Education in {Emergencies} {Endline} {Evaluation} {Report} – {Sierra} {Leone}}, institution = {Girls' Education Challenge, UK Aid}, author = {Sankoh, Didan and Cowan, Emma}, month = jun, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:G2I2A3Y5}, } @article{hubber_should_2016, title = {Should {Touch} {Screen} {Tablets} {Be} {Used} to {Improve} {Educational} {Outcomes} in {Primary} {School} {Children} in {Developing} {Countries}?}, volume = {7}, issn = {1664-1078}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4893577/}, doi = {10.3389/fpsyg.2016.00839}, urldate = {2020-07-20}, journal = {Frontiers in Psychology}, author = {Hubber, Paula J. and Outhwaite, Laura A. and Chigeda, Antonie and McGrath, Simon and Hodgen, Jeremy and Pitchford, Nicola J.}, month = jun, year = {2016}, pmid = {27375522}, pmcid = {PMC4893577}, note = {shortDOI: 10/gdm2tc KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2016.00839 10/gdm2tc 2405685:JAYKPAWN}, } @article{krieg_foot_2016, title = {A {Foot} in the {Door}: {Exploring} the {Role} of {Student} {Teaching} {Assignments} in {Teachers}’ {Initial} {Job} {Placements}}, volume = {38}, issn = {0162-3737}, shorttitle = {A {Foot} in the {Door}}, url = {https://doi.org/10.3102/0162373716630739}, doi = {10.3102/0162373716630739}, abstract = {We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the “draw of home” in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality.}, language = {en}, number = {2}, urldate = {2022-05-16}, journal = {Educational Evaluation and Policy Analysis}, author = {Krieg, John M. and Theobald, Roddy and Goldhaber, Dan}, month = jun, year = {2016}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0162373716630739 2339240:XGTLRY57 2405685:P7NCNLKU}, keywords = {econometric analysis, economics of education, higher education, program evaluation}, pages = {364--388}, } @article{ahmed_social_2016, title = {Social {Media} {Integration} in {Secondary} {Education} in {Pakistan}}, volume = {3}, issn = {2310-0869}, url = {https://eric.ed.gov/?id=EJ1161472}, doi = {10.22555/joeed.v3i1.712}, abstract = {This paper investigates the adequacy of social media implementation in the context of secondary education in Pakistan and highlights the importance and necessity of social media in secondary education. This research has helped in understanding the pros and cons of social media implementation in classrooms and also facilitated in analyzing whether social media helps in student learning, classroom performances, competencies and academic grow. The qualitative study paradigm was used for this research. Six phenomenological interviews were conducted from secondary school teachers. In the light of the derived results. It was concluded that social media was an essential tool that could be used to make classrooms more engaging and ethnically diverse. Results suggested that teachers spent time implementing social media in their classrooms for academic purposes and teachers used these forums for self-education and to interact with like-minded people. Social media can serve the most momentous purposes in education system as today's digitalized world is all about the Internet and technology, and hence it becomes compulsory for the educationist to understand the importance social networking}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Journal of Education and Educational Development}, author = {Ahmed, Rida}, month = jun, year = {2016}, note = {Publisher: Institute of Business Management, Department of Education KerkoCite.ItemAlsoKnownAs: 10.22555/joeed.v3i1.712 2339240:4BTHKM5D 2405685:F6SK6AJK}, keywords = {Classroom Techniques, Educational Resources, Educational Technology, Foreign Countries, Guidelines, Information Policy, Interviews, Phenomenology, Program Implementation, Qualitative Research, Relevance (Education), Secondary School Teachers, Social Media, Teacher Attitudes, Technology Integration, Technology Uses in Education}, pages = {74--99}, } @techreport{bethell_mathematics_2016, title = {Mathematics {Education} in {Sub}-{Saharan} {Africa}: {Status}, {Challenges}, and {Opportunities}}, url = {http://documents.worldbank.org/curated/en/538251476977591230/pdf/ACS19117-V2-Version-2-Full-report-final-P152990-PUBLIC.pdf}, language = {en}, institution = {World Bank}, author = {Bethell, George}, month = jun, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RLWDJUUB}, pages = {212}, } @article{mehmood_community_2016, title = {Community {Development} through {Open} {Learning} and {Distance} {Education}}, volume = {38}, issn = {0555-7747}, url = {https://eric.ed.gov/?id=EJ1210333}, abstract = {The global need for community development is greater now in the early 21st century than ever before. According to UNESCO, half of the world's 195 countries will have to expand their stock of educationist significantly, some by tens of thousands, if the goal development targets are desired to achieve. Socioeconomic inequities, political instability, demographic changes and crises such as the HIV/AIDs epidemic have engendered huge shortfalls in teacher supply and low teacher quality in many developing countries. Education serves as back bone in development process. Open learning and distance education programs are serving as pivotal part of development process. It is now clear that "bricks and mortar" approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed. The study is designed to measure the perceptions of teaching learning community about community development with special reference to open and distance learning. It was descriptive study which targeted teachers, students, community members and experts. Data analysis was carried out by using statistical techniques served by SPSS. Findings reflected that audience perceives open and distance learning as change agent and as development tool. It is noticed that target audience has driven prominent performance by using facility of open and distance learning.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Mehmood, Tahir and Hussain Ch, Abid and Saeed, Amna}, month = jun, year = {2016}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:VXX3G7KQ 2405685:GTVRNDQ9}, keywords = {Access to Education, Change Agents, Community Development, Developing Nations, Distance Education, Economic Development, Educational Change, Educational Quality, Foreign Countries, Gender Differences, Nongovernmental Organizations, Open Educational Resources, Social Differences, Specialists, Student Attitudes, Teacher Attitudes, Teacher Shortage, ⛔ No DOI found}, pages = {183--196}, } @techreport{shadrach_realising_2016, title = {Realising {Affordable} {Internet} in {Bangladesh}: {A} {Case} {Study}}, url = {https://a4ai.org/research/case-study-realising-affordable-internet-in-bangladesh/}, institution = {Alliance for Affordable Internet A4AI}, author = {Shadrach, B.}, month = jun, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FYPZUJF2 2405685:PPY8SALG}, } @article{hamilton_substitution_2016, title = {The {Substitution} {Augmentation} {Modification} {Redefinition} ({SAMR}) {Model}: a {Critical} {Review} and {Suggestions} for its {Use}}, volume = {60}, shorttitle = {The {Substitution} {Augmentation} {Modification} {Redefinition} ({SAMR}) {Model}}, doi = {10.1007/s11528-016-0091-y}, abstract = {The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a four-level, taxonomy-based approach for selecting, using, and evaluating technology in K-12 settings (Puentedura 2006). Despite its increasing popularity among practitioners, the SAMR model is not currently represented in the extant literature. To focus the ongoing conversation regarding K-12 educators’ understanding and implementation of technology, we provide a critical review of the SAMR model using theory and prior research. We focus on the absence of context, its hierarchical structure, and the emphasis placed on product over process and conclude with suggestions to guide educators’ and researchers’ technology integration efforts.}, journal = {TechTrends}, author = {Hamilton, Erica and Rosenberg, Joshua and Akcaoglu, Mete}, month = may, year = {2016}, note = {zotzenLib.CopiedFrom: 2339240:W3GKLWDB KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-016-0091-y 2339240:W3GKLWDB 2405685:XWI5T9XF}, } @misc{borgen_project_expanding_2016, title = {Expanding {Early} {Childhood} {Enrollment}: {Mobile} {Schools} in {Mongolia}}, shorttitle = {Expanding {Early} {Childhood} {Enrollment}}, url = {https://borgenproject.org/mobile-schools-in-mongolia/}, abstract = {Mobile Schools in Mongolia: Mongolia has experienced an increase in kindergarten enrollment due to the emergence of mobile schools.}, language = {en-US}, urldate = {2020-08-31}, journal = {The Borgen Project}, author = {{Borgen Project}}, month = may, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4RSCSGYS 2405685:LGSCN4FJ}, } @article{liu_social_2016, title = {Social vulnerability of rural households to flood hazards in western mountainous regions of {Henan} province, {China}}, volume = {16}, issn = {1684-9981}, url = {https://www.nat-hazards-earth-syst-sci.net/16/1123/2016/}, doi = {10.5194/nhess-16-1123-2016}, abstract = {Abstract. Evaluating social vulnerability is a crucial issue in risk and disaster management. In this study, a household social vulnerability index (HSVI) to flood hazards was developed and used to assess the social vulnerability of rural households in western mountainous regions of Henan province, China. Eight key indicators were identified using existing literature and discussions with experts from multiple disciplines and local farmers, and their weights were determined using principle component analysis (PCA) and an expert scoring method. The results showed that (1) the ratio of perennial work in other places, hazard-related training and illiteracy ratio (15+) were the most dominant factors of social vulnerability. (2) The numbers of high, moderate and low vulnerability households were 14, 64 and 16, respectively, which accounted for 14.9, 68.1 and 17.0 \% of the total interviewed rural households, respectively. (3) The correlation coefficient between household social vulnerability scores and casualties in a storm flood in July 2010 was significant at 0.05 significance level (r  =  0.748), which indicated that the selected indicators and their weights were valid. (4) Some mitigation strategies to reduce household social vulnerability to flood hazards were proposed, which included (1) improving the local residents' income and their disaster-related knowledge and evacuation skills, (2) developing emergency plans and carrying out emergency drills and training, (3) enhancing the accuracy of disaster monitoring and warning systems and (4) establishing a specific emergency management department and comprehensive rescue systems. These results can provide useful information for rural households and local governments to prepare, mitigate and respond to flood hazards, and the corresponding strategies can help local households to reduce their social vulnerability and improve their ability to resist flood hazard.}, language = {en}, number = {5}, urldate = {2020-01-30}, journal = {Natural Hazards and Earth System Sciences}, author = {Liu, Delin and Li, Yue}, month = may, year = {2016}, note = {shortDOI: 10/f8sdhw KerkoCite.ItemAlsoKnownAs: 10.5194/nhess-16-1123-2016 10/f8sdhw 2339240:GAN6EQPK 2405685:DQC5IFF8}, pages = {1123--1134}, } @article{oates_localizing_2016, title = {Localizing {OER} in {Afghanistan}: {Developing} a {Multilingual} {Digital} {Library} for {Afghan} {Teachers}}, volume = {8}, copyright = {Copyright (c)}, issn = {2304-070X}, shorttitle = {Localizing {OER} in {Afghanistan}}, url = {https://openpraxis.org/index.php/OpenPraxis/article/view/288}, doi = {10.5944/openpraxis.8.2.288}, abstract = {The Darakht-e Danesh (‘knowledge tree’) Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This paper describes our experience developing this local language digital library, buildings its responsiveness to our audience of users as we progressed, customizing both the interface and the resources for Afghanistan’s education environment. We innovated methods to devise relevant local content, localized usability, developed different access models to reach different populations of users, integrated impact measurement, and opted to openly license material in the library’s collection. By making digital educational content open from the first introduction of digital repositories of learning objects in Afghan languages, we have an opportunity to establish the principle of openness and to promote open practices in teacher professional development in Afghanistan. The paper aims to share lessons on how OER can be customized for multilingual, resource-scarce contexts drawing from our experience to date in Afghanistan, and seeking to contribute to the literature on localization and multilingual OER.}, language = {en}, number = {2}, urldate = {2020-05-29}, journal = {Open Praxis}, author = {Oates, Lauryn and Hashimi, Jamshid}, month = may, year = {2016}, note = {Number: 2 shortDOI: 10/gg26fk KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.8.2.288 10/gg26fk 2339240:C7TTPCLP 2339240:PYPNI5CG 2405685:6JQMFU42 2405685:GL8KDFQU 4803016:FHBDTUMJ}, keywords = {Afghanistan, OER, language, localization, open access, teacher education, teacher professional development, teaching and learning materials}, pages = {151--161}, } @article{singh_student_2016, title = {Student data protection in a {South} {African} {ODL} university context: risks, challenges and lessons from comparative jurisdictions}, volume = {37}, issn = {0158-7919}, shorttitle = {Student data protection in a {South} {African} {ODL} university context}, url = {https://doi.org/10.1080/01587919.2016.1184397}, doi = {10.1080/01587919.2016.1184397}, abstract = {Personal information is among the most significant assets for businesses today, and clear transactional rules are becoming increasingly important. Organizations, including universities, are charged with more responsibility than ever to protect the personal information used during the course of their business, specifically student data. The paper provides a broad contextual overview of the effects of data protection rules and presents a succinct, easy to digest introduction to the complex, often technical arena of student data management for universities. It highlights specific legal and ethical considerations on which universities, and particularly open distance learning institutions, will need to focus in order to ensure legislative and ethical compliance. Given the absence of precedent in South Africa, a comparative policy and practice review was applied to analyze available international legislation governing data privacy and protection to establish some of the trends, risks, and best practices.}, number = {2}, urldate = {2021-02-08}, journal = {Distance Education}, author = {Singh, Divya and Ramutsheli, Mashamaite Peterlia}, month = may, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2016.1184397 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2016.1184397 2339240:GRG9RPT6 2405685:PXNL4WU6}, keywords = {Data management systems, data privacy, rights of students, sharing of student data, university student data protection}, pages = {164--179}, } @article{kelly_teacher_2016, title = {Teacher peer support in social network sites}, volume = {56}, issn = {0742-051X}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X16300336}, doi = {10.1016/j.tate.2016.02.007}, abstract = {This paper describes the types of support that teachers are accessing through the Social Network Site (SNS) ‘Facebook’. It describes six ways in which teachers support one another within online groups. It presents evidence from a study of a large, open group of teachers online over a twelve week period, repeated with multiple groups a year later over a one week period. The findings suggest that large open groups in SNSs can be a useful source of pragmatic advice for teachers but that these groups are rarely a place for reflection on or feedback about teaching practice.}, language = {en}, urldate = {2020-06-07}, journal = {Teaching and Teacher Education}, author = {Kelly, Nick and Antonio, Amy}, month = may, year = {2016}, note = {shortDOI: 10/f8np5n KerkoCite.ItemAlsoKnownAs: 10/f8np5n 2405685:FHCG5UYK}, keywords = {Beginning teacher, Facebook, Natural language processing, Online professional development, Social network, Teacher, Teacher education}, pages = {138--149}, } @mastersthesis{andra_role_2016, title = {The role of technology in addressing personalized learning}, url = {https://repositories.lib.utexas.edu/bitstream/handle/2152/41647/ANDRA-MASTERSREPORT-2016.pdf?sequence=1&isAllowed=y}, urldate = {2021-11-09}, school = {The University of Texas at Austin}, author = {Andra, Nishitha}, month = may, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W6AUBHCA 2405685:366DT2GB}, } @techreport{ethiopia_national_planning_commission_ethiopia_2016, address = {Addis Ababa, Ethiopia}, type = {National {Development} {Plan}}, title = {Ethiopia {Growth} and {Transformation} {Plan} {II} ({GTP} {II}) {\textbar} {Green} {Growth} {Knowledge} {Platform}}, url = {https://www.greengrowthknowledge.org/national-documents/ethiopia-growth-and-transformation-plan-ii-gtp-ii}, urldate = {2020-12-15}, institution = {Federal Democratic Republic of Ethiopia}, author = {{Ethiopia National Planning Commission}}, month = may, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XG2MRXIK}, } @misc{ministry_of_works_transport_and_communication_national_2016, title = {National {Information} and {Communications} {Technology} {Policy}}, url = {https://www.ega.go.tz/uploads/publications/sw-1574848612-SERA%202016.pdf}, urldate = {2022-04-29}, publisher = {The United Republic of Tanzania}, author = {{Ministry of Works, Transport and Communication}}, month = may, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LPI72AKH 2405685:CXRR6KB9}, } @misc{rti_international_tangerine_2016, title = {Tangerine® – {Mobile} {Learning} {Assessments} {Made} {Easy}}, url = {https://www.rti.org/impact/tangerine-mobile-learning-assessments-made-easy}, abstract = {Since 2010, improving early grade reading has been a top priority for RTI and for many bilateral and multilateral donors, including the U.S. Agency for International Development (USAID), The World Bank, UK Aid and others. In support of this work and to improve upon paper forms of assessment, RTI developed a mobile assessment and coaching tool we dubbed Tangerine. Open source for all users, Tangerine is a first-of-its-kind software application optimized for offline data collection on low-cost Android tablets.}, language = {en}, urldate = {2020-07-07}, journal = {RTI}, author = {{RTI International}}, month = apr, year = {2016}, note = {Library Catalog: www.rti.org EdTechHub.ItemAlsoKnownAs: 2405685:S8WJWDX2}, } @article{cormack_data_2016, title = {A {Data} {Protection} {Framework} for {Learning} {Analytics}}, volume = {3}, issn = {1929-7750}, url = {https://learning-analytics.info/index.php/JLA/article/view/4554}, doi = {10.18608/jla.2016.31.6}, abstract = {Most studies on the use of digital student data adopt an ethical framework derived from human-subject research, based on the informed consent of the experimental subject. However, consent gives universities little guidance on using learning analytics as a routine part of educational provision: which purposes are legitimate and which analyses involve an unacceptable risk of harm. Obtaining consent when students join a course will not give them meaningful control over their personal data three or more years later. Relying on consent may exclude those most likely to benefit from early intervention. This paper proposes a new framework based on the approach used in data protection law. Separating the processes of analysis (pattern-finding) and intervention (pattern-matching) gives students and staff continuing protection from inadvertent harm during data analysis. Students have a fully informed choice whether or not to accept individual interventions. Organizations obtain clear guidance: how to conduct analysis, which analyses should not proceed, and when and how interventions should be offered. The framework provides formal support for practices already being adopted and helps with several open questions in learning analytics, including its application to small groups and alumni, automated processing, and privacy-sensitive data.}, language = {en}, number = {1}, urldate = {2021-02-08}, journal = {Journal of Learning Analytics}, author = {Cormack, Andrew Nicholas}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.18608/jla.2016.31.6 2339240:GP98CEKP 2405685:MXJ5A83W}, } @book{tao_transforming_2016, address = {New York, NY}, title = {Transforming teacher quality in the {Global} {South}: using capabilities and causality to re-examine teacher performance}, isbn = {978-1-137-49545-7}, shorttitle = {Transforming teacher quality in the {Global} {South}}, url = {bit.ly/3BIuk8zbit.ly/3BIuk8z}, abstract = {A common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional. However, this book uses an innovative Capability Approach/Critical Realist lens to reveal the causal links between teachers' constrained capabilities and their 'criticised' behaviours and offer nuanced, creative strategies for improvements.}, language = {en}, publisher = {Palgrave Macmillan}, author = {Tao, Sharon}, month = apr, year = {2016}, note = {Google-Books-ID: kbPtCwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:IX6V82MK 2405685:B9ZP36MT}, keywords = {Education / Comparative, Education / Educational Policy \& Reform / General, Education / General, Education / Professional Development, Education / Teacher Training \& Certification, Social Science / Anthropology / Cultural \& Social, Social Science / Developing \& Emerging Countries, Social Science / General, Social Science / Sociology / General}, } @misc{kibaru-mbae_take_2016, title = {Take advantage of demographic dividend}, url = {https://kenya.unfpa.org/en/news/take-advantage-demographic-dividend}, abstract = {Kenya is at the cusp of a “demographic dividend” that could change the country’s fortunes in the first half of the 21st century, but only if the country takes the right steps towards investing in its youth.}, language = {en}, urldate = {2021-04-15}, journal = {UNFPA Kenya}, author = {Kibaru-Mbae, Josephine and Chatterjee, Siddharth}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R986QUPX 2405685:6JJ9FYYB}, } @article{tatar_conceptual_2016, title = {Conceptual understanding of definite integral with {GeoGebra}}, volume = {33}, doi = {10.1080/07380569.2016.1177480}, abstract = {This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.}, journal = {Computers in the Schools}, author = {Tatar, Enver and Zengin, Yılmaz}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2339240:RFF77FWI 2405685:HKM9RVSU}, } @article{tatar_conceptual_2016, title = {Conceptual understanding of definite integral with {GeoGebra}}, volume = {33}, doi = {10.1080/07380569.2016.1177480}, abstract = {This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.}, journal = {Computers in the Schools}, author = {Tatar, Enver and Zengin, Yılmaz}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2339240:RFF77FWI 2405685:HKM9RVSU}, } @article{de-marcos_effectiveness_2016, title = {On the effectiveness of game-like and social approaches in learning: {Comparing} educational gaming, gamification \& social networking}, volume = {95}, issn = {0360-1315}, shorttitle = {On the effectiveness of game-like and social approaches in learning}, url = {http://www.sciencedirect.com/science/article/pii/S0360131515300981}, doi = {10.1016/j.compedu.2015.12.008}, abstract = {Game-like approaches are becoming increasingly popular in education, with educational games and gamification drawing increasing levels of attention. While games specifically designed for educational purposes have been used for decades, gamification is particularly new and contrasting evidence was presented about its effectiveness. The potential of social networks has also been harnessed by educators and institutions either using popular social networking sites or specific educational instances. This paper studies how well-established approaches (educational game and social networking) compare with more novel ones (gamification and social gamification) in terms of learning performance in an undergraduate course. Four experimental conditions were compared in an experiment (N = 379). Results suggest that all experimental conditions significantly impact on learning performance, but social gamification returned better results in terms of immediacy and for all types of assessments.}, language = {en}, urldate = {2020-03-30}, journal = {Computers \& Education}, author = {de-Marcos, Luis and Garcia-Lopez, Eva and Garcia-Cabot, Antonio}, month = apr, year = {2016}, note = {shortDOI: 10/f8ggts KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2015.12.008 10/f8ggts 2339240:26FFSMAM 2405685:P8FAKBL8}, keywords = {Educational game, Gamification, Learning, Social networking}, pages = {99--113}, } @misc{booton_rise_2016, title = {The rise and fall of the {PC} in one chart}, url = {https://www.marketwatch.com/story/one-chart-shows-how-mobile-has-crushed-pcs-2016-04-20}, language = {en-US}, urldate = {2021-05-03}, journal = {MarketWatch}, author = {Booton, Jennifer}, month = apr, year = {2016}, note = {Section: Industries KerkoCite.ItemAlsoKnownAs: 2339240:USFBBPHB 2405685:D94GQ9W9}, } @misc{maldoff_how_2016, title = {How {GDPR} changes the rules for research}, url = {https://iapp.org/news/a/how-gdpr-changes-the-rules-for-research/}, abstract = {The General Data Protection Regulation (GDPR) will come into effect in the spring of 2018, replacing the Data Protection Directive 95/46/EC and imposing new obl}, urldate = {2022-06-14}, author = {Maldoff, Gabe}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RZBMFHXV 2405685:7S282BVZ}, } @techreport{ministry_of_education_ict_2016, title = {{ICT} in {Education} {Policy}}, url = {https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Policy_approved.pdf}, urldate = {2020-08-28}, author = {{Ministry of Education}}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SUI5EK55}, } @article{denning_christensen_2016, title = {Christensen updates disruption theory}, volume = {44}, issn = {1087-8572}, url = {https://www.emerald.com/insight/content/doi/10.1108/SL-01-2016-0005/full/html}, doi = {10.1108/sl-01-2016-0005}, language = {en}, number = {2}, urldate = {2020-03-18}, journal = {Strategy \& Leadership}, author = {Denning, Stephen}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/sl-01-2016-0005 10/ggn58p 2339240:23G37SBT 2405685:UW33SZVP}, pages = {10--16}, } @misc{trucano_zero-rating_2016, title = {Zero-rating educational content on the {Internet}}, url = {https://blogs.worldbank.org/edutech/zero-rating-educational-content-internet}, language = {en}, urldate = {2020-04-28}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EFI3EFFU 2405685:47WQJRBV 2405685:TGETQ347}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{king_bridging_2016, title = {Bridging the edtech evidence gap: {A} realist evaluation framework refined for complex technology initiatives}, volume = {18}, shorttitle = {Bridging the edtech evidence gap}, doi = {10.1108/JSIT-06-2015-0059}, abstract = {Purpose – There are five factors acting as a barrier to the effective evaluation of educational technology (edtech), which are as follows: premature timing, inappropriate techniques, rapid change, complexity of context and inconsistent terminology. The purpose of this paper is to identify new evaluation approaches that will address these and reflect on the evaluation imperative for complex technology initiatives. Approach – An initial investigation of traditional evaluative approaches used within the technology domain was broadened to investigate the evaluation practices within social and public policy domains. Realist evaluation, a branch of theory-based evaluation, was identified and reviewed in detail. The realist approach was then refined, proposing two additional necessary steps to support mapping the technical complexity of initiatives. Findings – A refined illustrative example of a realist evaluation framework is presented, including two novel architectural edtech domain reference models to support mapping. Practical implications – Recommendations include building individual evaluator capacity; adopting the realist framework; the use of architectural edtech domain reference models; phased evaluation to first build theories in technology “context” and then iteratively during complex implementation chains; and community contribution to a shared map of technical and organisational complexity. Originality – This paper makes a novel contribution by arguing the imperative for a theory-based realist approach to help redefine evaluative thinking within the IT and complex system domain. It becomes an innovative proposal with the addition of two domain reference models that tailor the approach for edtech. Its widespread adoption will help build a shared evidence base that synthesizes and surfaces “what works, for whom, in which contexts and why”, benefiting educators, IT managers, funders, policymakers and future learners.}, journal = {Journal of Systems and Information Technology}, author = {King, Melanie and Rothberg, Steve and Dawson, Ray and Batmaz, F.}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/JSIT-06-2015-0059 2339240:5HEX2KIB 2405685:ZYD26SG9}, pages = {18--40}, } @article{mwingirwa_status_2016, title = {Status of {Teachers}' {Technology} {Uptake} and {Use} of {GeoGebra} in {Teaching} {Secondary} {School} {Mathematics} in {Kenya}}, volume = {2}, issn = {2148-9955}, url = {http://dergipark.gov.tr/doi/10.21890/ijres.83989}, doi = {10.21890/ijres.83989}, abstract = {The uptake of technology and specifically, GeoGebra software, in teaching mathematics has had mixed success in spite of its documented benefits. This study investigated teachers’ perspective towards training and eventual use of GeoGebra as a tool to enhance learning of mathematics. In this article we share findings from a larger study that was conducted in Kajiado County in Kenya (Africa) on GeoGebra use in teaching Secondary School Mathematics. This article presents the relationship between observed teachers’ perceptions towards the uptake of GeoGebra, a technology based tool and the actual uptake of GeoGebra using the Diffusion Innovation theoretical framework. Data was collected from practicing mathematics teachers who were exposed to GeoGebra through a series of training sessions. The findings after training sessions with the mathematics teachers showed willingness to use GeoGebra in their classes. The teachers identified Geometry as the topic where use of GeoGebra would be most relevant due to its abstract nature. Teachers’ responses indicated that GeoGebra was perceived as useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. However, the study also found out that systemic support would sustain teachers’ engagement with GeoGebra at classroom level as actualization of Geogebra use did differ significantly from teachers’ perceptions.}, language = {en}, number = {2}, urldate = {2020-01-27}, journal = {International Journal of Research in Education and Science}, author = {Mwingirwa, Irene Mukiri and Marguerite, Miheso Khakasa}, month = mar, year = {2016}, note = {shortDOI: 10/gf5f55 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.83989 10/gf5f55 2339240:KK6SERL3 2405685:NLT9DE96}, pages = {286}, } @misc{global_innovation_exchange_kytabu_2016, title = {{KYTABU}}, url = {https://scalingoffgrid.org/innovations/kytabu}, language = {en}, urldate = {2020-08-28}, author = {{Global Innovation Exchange}}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MT8QSEFY}, } @article{becker_internal_2016, title = {The {Internal}, {External}, and {Diagnostic} {Validity} of {Sluggish} {Cognitive} {Tempo}: {A} {Meta}-{Analysis} and {Critical} {Review}}, volume = {55}, issn = {0890-8567}, shorttitle = {The {Internal}, {External}, and {Diagnostic} {Validity} of {Sluggish} {Cognitive} {Tempo}}, url = {https://www.sciencedirect.com/science/article/pii/S0890856715008229}, doi = {10.1016/j.jaac.2015.12.006}, abstract = {Objective To conduct the first meta-analysis evaluating the internal and external validity of the sluggish cognitive tempo (SCT) construct as related to or distinct from attention-deficit/hyperactivity disorder (ADHD) and as associated with functional impairment and neuropsychological functioning. Method Electronic databases were searched through September 2015 for studies examining the factor structure and/or correlates of SCT in children or adults. The search procedures identified 73 papers. The core SCT behaviors included across studies, as well as factor loadings and reliability estimates, were reviewed to evaluate internal validity. Pooled correlation effect sizes using random effects models were used to evaluate SCT in relation to external validity domains (i.e., demographics, other psychopathologies, functional impairment, and neuropsychological functioning). Results Strong support was found for the internal validity of the SCT construct. Specifically, across factor analytic studies including more than 19,000 individuals, 13 SCT items loaded consistently on an SCT factor as opposed to an ADHD factor. Findings also support the reliability (i.e., internal consistency, test–retest reliability, interrater reliability) of SCT. In terms of external validity, there is some indication that SCT may increase with age (r = 0.11) and be associated with lower socioeconomic status (r = 0.10). Modest (potentially negligible) support was found for SCT symptoms being higher in males than females in children (r = 0.05) but not in adults. SCT is more strongly associated with ADHD inattention (r = 0.63 in children, r = 0.72 in adults) than with ADHD hyperactivity-impulsivity (r = 0.32 in children, r = 0.46 in adults), and it likewise appears that SCT is more strongly associated with internalizing symptoms than with externalizing symptoms. SCT is associated with significant global, social, and academic impairment (r = 0.38–0.44). Effects for neuropsychological functioning are mixed, although there is initial support for SCT being associated with processing speed, sustained attention, and metacognitive deficits. Conclusion This meta-analytic review provides strong support for the internal validity of SCT and preliminary support for the external validity of SCT. In terms of diagnostic validity, there is currently not enough evidence to describe SCT in diagnostic terms. Key directions for future research are discussed, including evaluating the conceptualization of SCT as a transdiagnostic construct and the need for longitudinal research.}, language = {en}, number = {3}, urldate = {2021-05-03}, journal = {Journal of the American Academy of Child \& Adolescent Psychiatry}, author = {Becker, Stephen P. and Leopold, Daniel R. and Burns, G. Leonard and Jarrett, Matthew A. and Langberg, Joshua M. and Marshall, Stephen A. and McBurnett, Keith and Waschbusch, Daniel A. and Willcutt, Erik G.}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jaac.2015.12.006 2405685:9SPLF4RZ}, keywords = {attention-deficit/hyperactivity disorder, diagnosis, nosology, sluggish cognitive tempo, systematic review}, pages = {163--178}, } @misc{ekitabu_impact_2016, title = {Impact}, url = {https://www.ekitabu.com/index.php/impact/}, abstract = {Impact: Improving educational achievement outcomes, engaging students and teachers through digital content and providing access for inclusive and quality education for a…}, language = {en-US}, urldate = {2020-08-26}, journal = {eKitabu}, author = {{eKitabu}}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z4MSYQZG 2405685:KHQ3XKD3}, } @article{gambari_promoting_2016, title = {Promoting {Intrinsic} and {Extrinsic} {Motivation} among {Chemistry} {Students} using {Computer}-{Assisted} {Instruction}}, volume = {7}, issn = {1309-517X}, url = {https://www.cedtech.net/article/promoting-intrinsic-and-extrinsic-motivation-among-chemistry-students-using-computer-assisted-6161}, doi = {10.30935/cedtech/6161}, abstract = {The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.}, language = {english}, number = {1}, urldate = {2020-08-31}, journal = {Contemporary Educational Technology}, author = {Gambari, Isiaka A. and Gbodi, Bimpe E. and Olakanmi, Eyitao U. and Abalaka, Eneojo N.}, month = mar, year = {2016}, note = {Publisher: M. Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6161 2339240:GELHAMZU 2405685:8EMFIC9C}, pages = {25--46}, } @article{singal_education_2016, title = {Education of children with disabilities in {India} and {Pakistan}: {Critical} analysis of developments in the last 15 years}, volume = {46}, issn = {1573-9090}, shorttitle = {Education of children with disabilities in {India} and {Pakistan}}, url = {https://doi.org/10.1007/s11125-016-9383-4}, doi = {10.1007/s11125-016-9383-4}, abstract = {This article presents an analysis of key developments in educational policies and strategies, since 2000, in relation to the education of children with disabilities in India and Pakistan. It responds to a set of specific questions focused on factors that have shaped the increased emphasis on education of children with disabilities, how national policies and programmes respond to their needs, and their current educational status. The article draws on analysis of official policies, various programme documents, and empirical research evidence. It concludes by reflecting on the two main foci for future work in relation to the education of children with disabilities.}, language = {en}, number = {1}, urldate = {2020-04-03}, journal = {PROSPECTS}, author = {Singal, Nidhi}, month = mar, year = {2016}, note = {shortDOI: 10/gftstb KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-016-9383-4 10/gftstb 2339240:UC62U9Y7 2405685:V4R3ZU7R}, pages = {171--183}, } @misc{dede_designing_2016, title = {Designing an {Educational} {Innovation} to {Achieve} {Scale}: {Five} {Critical} {Concepts}}, shorttitle = {Designing an {Educational} {Innovation} to {Achieve} {Scale}}, url = {https://evolllution.com/managing-institution/operations_efficiency/designing-an-educational-innovation-to-achieve-scale-five-critical-concepts/}, abstract = {Research has documented that in education, unlike other sectors of society, the scaling of successful instructional programs from a few settings to widespread use across a range of contexts is very difficult (Dede, Honan, \& Peters, 2005). In fact, research typically shows a huge influence of setting (e.g., the teacher’s content preparation, students’ self-efficacy, prior […]}, urldate = {2021-02-23}, journal = {The EvoLLLution}, author = {Dede, Chris}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TX3BDCL8}, } @misc{ubongo_new_2016, title = {New {Ubongo} {Kids} {Audio} {Stories}}, url = {https://www.ubongo.org/new-ubongo-kids-audio-stories/}, abstract = {Ubongo Kids recently launched a new mobile service: audio stories told by favourite characters from the show!  Mobile phones are common in East Africa, and audio platforms are extremely popular with users of all ages.  With Ubongo Mobile, children are rewarded for answering questions correctly with incoming songs to their phones from Mama Ndege andRead more}, urldate = {2020-09-01}, journal = {Ubongo}, author = {{Ubongo}}, month = feb, year = {2016}, note = {Section: Blog EdTechHub.ItemAlsoKnownAs: 2405685:RH2E923S}, } @article{taylor_estimating_2016, title = {Estimating the impact of language of instruction in {South} {African} primary schools: {A} fixed effects approach}, volume = {50}, issn = {0272-7757}, shorttitle = {Estimating the impact of language of instruction in {South} {African} primary schools}, url = {https://www.sciencedirect.com/science/article/pii/S027277571630022X}, doi = {10.1016/j.econedurev.2016.01.003}, abstract = {For many children around the world, access to higher education and the labour market depends on becoming fluent in a second language. In South Africa, the majority of children do not speak English as their first language but are required to undertake their final school-leaving examinations in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. Some schools use English as the language of instruction from the first grade. In recent years a number of schools have changed their policy, thus creating within-school, cross-grade variation in the language of instruction received in the early grades. Using longitudinal data from the population of South African primary schools and a fixed-effects approach, we find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6.}, language = {en}, urldate = {2022-06-10}, journal = {Economics of Education Review}, author = {Taylor, Stephen and von Fintel, Marisa}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2016.01.003 2405685:RSHGZ25V 4042040:N7L4HVF6}, keywords = {Education, Fixed effects, Language of learning and teaching, South Africa}, pages = {75--89}, } @techreport{educate_a_child_accelerated_2016, type = {Occasional {Paper} \#1}, title = {Accelerated {Education} {Programming}}, abstract = {Many of the Educate a Child (EAC) partnerships implement accelerated education programs. This paper is a basic survey of several selected partner projects designed to situate EAC’s work within a broader context. Findings indicate that partners approach accelerated education in very different ways, responding to local contexts in order to serve OOSC needs. Further research is needed to explore the various successes and lessons learned from EAC support to accelerated education.}, language = {en}, number = {Educate a Child}, author = {Educate a Child}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZH9EV95S 2405685:X6T6UE7Y}, pages = {19}, } @article{gungor_turkish_2016, title = {Turkish pre-service teachers' reflective practices in teaching {English} to young learners}, volume = {41}, issn = {0313-5373, 0313-5373}, url = {https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2971&context=ajte}, doi = {10.14221/ajte.2016v41n2.9}, abstract = {The course "Teaching English to Young Learners" is the first stage where pre-service teachers are introduced to a child's world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action research study identifies the gap that pre-service teachers experience between the theoretical considerations and realities of teaching, and the problems they face in this course. It provides the opportunity for monitoring and evaluating themselves in a pre-service teacher education programme in Turkey. Hence, this piece of research aims to promote reflective practice at the preservice level in teaching English to young learners through video recorded microteaching sessions, reflective journals, and lesson plans of pre-service teachers. The study reports on the results by highlighting the contribution of these reflective tools to pre-service teachers' professional development, self- and peer- reflections and the preparedness to teach English to young learners. Finally, insights and recommendations concerning teacher educators and pre-service programmes are offered to promote reflective practice and make methodology courses more beneficial before pre-service teachers embark on their practicum experience.}, language = {English}, number = {2}, journal = {Australian Journal of Teacher Education}, author = {Güngör, Muzeyyen Nazli}, month = feb, year = {2016}, note = {Publisher: Edith Cowan University, Bradford Street, Mount Lawley, West Australia 6050, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826521925?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2016v41n2.9 2405685:LGB6A2T8 2534378:MA7EKPTA 2534378:MK9KRY6K}, keywords = {Action Research, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Elementary Education, English (Second Language), Foreign Countries, Higher Education, Journal Writing, Language Teachers, Lesson Plans, Postsecondary Education, Preservice Teacher Education, Preservice Teachers, Qualitative Research, Reflection, Reflective Teaching, Second Language Instruction, Teaching Methods, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096127, \_\_finaldtb}, pages = {137--151}, } @techreport{inter-agency_network_for_education_in_emergencies_inee_landscape_2016, title = {Landscape {Review}: {Education} in {Conflict} and {Crisis} - {How} {Can} {Technology} {Make} a {Difference}?}, url = {https://inee.org/system/files/resources/20160303_Landscape_Review_ICT4E_in_Conflict_and_Crisis.pdf}, urldate = {2020-06-02}, author = {{Inter-agency Network for Education in Emergencies (INEE).}}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4LDJAPYI 2405685:TS3U5UDR 4803016:HC52EFPN}, } @techreport{t-tel_professional_development_programme_t-tels_2016, title = {T-{TEL}'s {Terms}, {Messages} and {Communications} {Guide}}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://www.t-tel.org/files/docs/COMMS%20GUIDE%20FINAL.pdf}, urldate = {2020-09-01}, institution = {Ministry of Education (Ghana)}, author = {{T-TEL Professional Development Programme}}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7GKEEIDQ}, } @article{tuluce_scrutinizing_2016, title = {Scrutinizing practicum for a more powerful teacher education: a longitudinal study with pre-service teachers}, volume = {16}, issn = {1303-0485, 1303-0485}, url = {https://files.eric.ed.gov/fulltext/EJ1101176.pdf}, doi = {10.12738/estp.2016.1.0207}, abstract = {This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their university-based methodology courses directly after delivering the micro-lessons and retrospectively after their practicum experience. The participants of this study were 13 pre-service English language teachers studying at a foundation university in Istanbul, Turkey. The same data collection methodology was adapted before and after the practicum to gain a deeper understanding of the learning stemming from school-based practicum. The data for the study came from pre- and post-self-evaluation reports as well as pre- and post-focus-group interviews that had been collected based on the pre-service teachers' video-recorded microteaching simulations. The findings indicate that pre-service teachers commented on the same pedagogical, psychological, and physical factors they had noticed regarding their micro-lesson before and after the practicum. However, some qualitative changes were detected in their views over time as they had become more learner-oriented and had developed a more reflective view of teaching following the practicum. These findings have implications for the impact of practicum for future teacher education programs.}, language = {English}, number = {1}, journal = {Educational Sciences: Theory and Practice}, author = {Tülüce, Serdar Hande and Çeçen, Sevdeger}, month = feb, year = {2016}, note = {Publisher: Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871571396?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2016.1.0207 2339240:AESWNP5A 2405685:8BT7QT4R 2534378:CULKT9D2 2534378:IWBXDRHW 2534378:N5T6GPE5}, keywords = {Attitude Change, Case Studies, ERIC, Current Index to Journals in Education (CIJE), English (Second Language), Focus Groups, Foreign Countries, Higher Education, Language Teachers, Learning Processes, Longitudinal Studies, Microteaching, Physical Characteristics, Postsecondary Education, Practicums, Preservice Teacher Education, Preservice Teachers, Pretests Posttests, Professional Development, Psychological Patterns, Qualitative Research, Reflective Teaching, Second Language Instruction, Self Concept, Self Evaluation (Individuals), Simulation, Student Teacher Attitudes, Teaching Methods, Transformative Learning, Turkey (Istanbul), Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096126, \_\_finaldtb}, } @article{bett_cascade_2016, title = {The cascade model of teachers’ continuing professional development in {Kenya}: {A} time for change?}, volume = {3}, issn = {2331-186X}, shorttitle = {The cascade model of teachers’ continuing professional development in {Kenya}}, url = {https://www.cogentoa.com/article/10.1080/2331186X.2016.1139439}, doi = {10.1080/2331186X.2016.1139439}, abstract = {Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institutionbased models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.}, language = {en}, number = {1}, urldate = {2020-05-16}, journal = {Cogent Education}, author = {Bett, Harry Kipkemoi}, editor = {Boylan, Mark}, month = jan, year = {2016}, note = {shortDOI: 10/gfw2mk KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2016.1139439 10/gfw2mk 2405685:K8ZKUDQE}, } @misc{elouardani_11_2016, title = {11 raisons qui dont que les enseignants n'utilisent pas les nouvelle technologie en classe}, url = {http://edupronet.com/11-freins-aux-nouvelles-technologies-en-classe/}, abstract = {Au delà du degré d'intégration des nouvelles technologies en classe, il est intéressant d'identifier les freins à l'utilisation des TICE dans l'enseignement}, language = {fr-FR}, urldate = {2020-07-14}, journal = {Edupronet}, author = {Elouardani, Karim}, month = jan, year = {2016}, note = {Library Catalog: edupronet.com EdTechHub.ItemAlsoKnownAs: 2405685:4C64T32C}, } @article{kim_rumie_2016, title = {Rumie: {Bringing} {Digital} {Education} to the {Underserved}}, shorttitle = {Rumie}, url = {https://www.hbs.edu/faculty/Pages/item.aspx?num=50471}, abstract = {In fall of 2015, the Toronto, Canada–based education technology nonprofit Rumie had distributed thousands of computer tablets preloaded with collections of thousands of pieces of curated educational content to nongovernmental organizations (NGOs) in some of the most impoverished countries around the world lacking in basic educational resources. Founder and executive director Tariq Fancy, with his team, were deciding whether to accept a large new order from an NGO in Pakistan that would require Rumie for the first time to provide ongoing services such as teacher training, performance monitoring, and other support. Some on the team felt that providing a full suite of bundled services would detract from their recent push to decouple Rumie's software and services from the physical tablets to achieve greater reach and scale. In October 2015, Rumie opened the LearnCloud, its proprietary online content curation portal for NGOs, to the public. Now anyone could discover, share, and rate free digital educational content from any source. Fancy considered, "Education access represents a big order and huge growth, but does it lead us into doing things we haven't done before, may not be good at, and may not be scalable to be used by different partners in different geographies?"}, language = {en-us}, urldate = {2020-08-19}, author = {Kim, John J.-H. and Migdal, Amram}, month = jan, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:HNE632RB}, keywords = {⛔ No DOI found}, } @misc{webswise_how_2016, title = {How to {Develop} an {Acceptable} {Use} {Policy}: {The} {Steps} to {Take}}, shorttitle = {How to {Develop} an {Acceptable} {Use} {Policy}}, url = {https://www.webwise.ie/teachers/acceptable-use-policy/how-to-develop-an-acceptable-use-policy-2/}, abstract = {Creating an AUP is vital for your school, in addressing internet safety issues for students. Here we look at how to develop an Acceptable Use Policy (AUP).}, language = {en-GB}, urldate = {2023-04-03}, journal = {Webwise.ie}, author = {{Webswise}}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RDT95RQ7 2405685:2C5HQJPN}, } @article{rigby_how_2016, chapter = {Technology}, title = {How software that learns as it teaches is upgrading {Brazilian} education}, issn = {0029-7712}, url = {https://www.theguardian.com/technology/2016/jan/10/geekie-educational-software-brazil-machine-learning}, abstract = {Teaching algorithms aim to change Brazilian education for ever – but where does the teacher fit into the classroom of tomorrow?}, language = {en-GB}, urldate = {2022-06-06}, journal = {The Observer}, author = {Rigby, Claire}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KZEEKM4I 2405685:THX2NQE2}, keywords = {Americas, Brazil, Computing, Education, Schools, Software, Technology}, } @misc{anderson_parents_2016, title = {Parents, {Teens} and {Digital} {Monitoring}}, url = {https://www.pewresearch.org/internet/2016/01/07/parents-teens-and-digital-monitoring/}, abstract = {Parents monitor their teen’s digital activities in a number of ways, such as checking browser histories or social media profiles, but using technical means like parental controls is less common.}, language = {en-US}, urldate = {2022-11-18}, journal = {Pew Research Center: Internet, Science \& Tech}, author = {Anderson, Monica}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8Q6JE6F4 2405685:E79W37UQ}, } @article{islam_use_2016, title = {Use of {Technology} in {Open} and {Distance} {Education}: {A} {Guideline} for the {Educational} {Institutions} in {Bangladesh}}, volume = {10}, issn = {22490868}, shorttitle = {Use of {Technology} in {Open} and {Distance} {Education}}, url = {http://www.ijais.org/research/volume10/number4/islam-2016-ijais-451481.pdf}, doi = {10.5120/ijais2016451481}, number = {4}, urldate = {2020-10-01}, journal = {International Journal of Applied Information Systems}, author = {Islam, Saria and Mahmudul, A.S.M.}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.5120/ijais2016451481 2339240:ICM5ECYQ 2405685:A9QMZE8J}, pages = {1--5}, } @article{budge_academics_2016, title = {Academics who tweet: “messy” identities in academia}, volume = {8}, issn = {2050-7003}, shorttitle = {Academics who tweet}, url = {https://doi.org/10.1108/JARHE-11-2014-0114}, doi = {10.1108/JARHE-11-2014-0114}, abstract = {Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.}, number = {2}, urldate = {2021-05-03}, journal = {Journal of Applied Research in Higher Education}, author = {Budge, Kylie and Lemon, Narelle and McPherson, Megan}, month = jan, year = {2016}, note = {Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JARHE-11-2014-0114 2405685:ZSTRNA6N}, keywords = {Academics, Artists, Identity, Narrative inquiry, Social media, Twitter}, pages = {210--221}, } @article{fairlie_boys_2016, title = {Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls?}, volume = {16}, issn = {1935-1682}, url = {https://www.degruyter.com/document/doi/10.1515/bejeap-2015-0094/html}, doi = {10.1515/bejeap-2015-0094}, abstract = {Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.}, language = {en}, number = {1}, journal = {The BE Journal of Economic Analysis \& Policy}, author = {Fairlie, Robert W.}, month = jan, year = {2016}, note = {Publisher: De Gruyter KerkoCite.ItemAlsoKnownAs: 10.1515/bejeap-2015-0094 2339240:4UGCV2FT 2339240:RGUQIY3U 2405685:6L2THSSR 2405685:D9RDFBES}, pages = {59--96}, } @article{gainous_internet_2016, title = {Internet freedom and social media effects: democracy and citizen attitudes in {Latin} {America}}, volume = {40}, issn = {1468-4527}, shorttitle = {Internet freedom and social media effects}, url = {https://doi.org/10.1108/OIR-11-2015-0351}, doi = {10.1108/OIR-11-2015-0351}, abstract = {Purpose The purpose of this paper is to theorize the heightened exposure to information via the internet can lead citizens to be more critical about political conditions in their countries because using social media increases the likelihood of being exposed to dissident information. Further, the authors argue that the degree to which information is restricted, or internet access is limited, across countries can decrease this effect simply because the likelihood of exposure to a dissident flow is diminished. Design/methodology/approach The authors used survey data from the 2010 Latino Barometer to estimate a series of multilevel models to test whether citizens’ attitudes about the political conditions and about democracy in their respective countries worsen, and whether this effect is stronger in countries with higher internet freedom. Findings The results confirm that social media use has a negative influence on citizens’ attitudes about their national political conditions. In addition, respondents from those countries with more internet freedom tended to have more positive attitudes about their democracy and political conditions, generally. However, as a result of more internet freedom, the negative effects of internet and social media use on these attitudes was more pronounced in countries with more internet freedom. Originality/value These results suggest that the flow of information via the internet has substantial effect on how people feel about their government. This could be consequential for political stability, particularly in countries the conditions are not favorable. That said, these results also suggest that governments can actively decrease the odds of this dissidence building by controlling the flow of information.}, number = {5}, urldate = {2022-06-06}, journal = {Online Information Review}, author = {Gainous, Jason and Wagner, Kevin and Gray, Tricia}, month = jan, year = {2016}, note = {Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/OIR-11-2015-0351 2339240:5DKJPVYR 2405685:QIGFI5EV}, keywords = {Digital information, Internet filtering, Latin America, Political attitudes, Social media}, pages = {712--738}, } @article{getenet_professionalizing_2016, title = {Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge}, volume = {21}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-013-9306-4}, doi = {10.1007/s10639-013-9306-4}, abstract = {In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities.}, language = {en}, number = {1}, urldate = {2020-01-27}, journal = {Education and Information Technologies}, author = {Getenet, Seyum Tekeher and Beswick, Kim and Callingham, Rosemary}, month = jan, year = {2016}, note = {shortDOI: 10/gf5f37 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9306-4 10/gf5f37 2339240:X5KT8D38 2405685:M6FHA5XE}, pages = {19--34}, } @article{grover_classroom_2016, title = {Classroom {Cybernetics}: an {Approach} for {Effective} and {Efficient} {Classroom} {Teaching}}, volume = {4}, shorttitle = {Classroom {Cybernetics}}, abstract = {Cybernetics is not a new invention but its potential for application has not exhausted even after nearly seventy years of its origin. It started with idea of automation and control in the electrical and mechanical systems, but later on extended to biological, social systems and learning systems. Present paper is about application of cybernetics in education systems and discussion has been limited to only classroom situation. Cybernetics means ‘to steer’, ‘to navigate’ or ‘to govern’ for taking the system to desired goal. Here in classroom teaching-learning process is a system and the goal is success of the learner and learning process. Classroom cybernetics is constituted by Constructivism, Conversation theory and a feedback system. Constructivism resulted in five E’s namely- Engage, Explore, Explain, Elaborate and Evaluate. Conversation theory necessitatesinteraction between teacher and learner which passes through three levels of language namely-natural language, subject language and meat language. Feedback is another essential element of cybernetics which is an instrument for controlling the system to maintain equilibrium, move forward or even reverse it. Problem with the conversation theory is that it is applicable only for one to one correspondence between teacher and learner, thus can’t directly help in classroom situation. To make it applicable for classroom situation Ashby’s Law of requisite Variety has been applied which necessitates that teacher need to be hugely better equipped than the learners and should be skilled enough to visualize the learners’ state of mind. Thus effective use of constructivism, conversation theory, feedback loop and Ashby’s law of requisite varieties makes comprehensive Classroom Cybernetics.}, journal = {International Journal of Research in Advent Technology}, author = {Grover, Vijay}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AUZTI59W 2405685:8KRWBNE8}, keywords = {⛔ No DOI found}, pages = {45--52}, } @article{kamanda_does_2016, title = {Does living in a community with more educated mothers enhance children's school attendance? {Evidence} from {Sierra} {Leone}}, volume = {46}, issn = {0738-0593}, shorttitle = {Does living in a community with more educated mothers enhance children's school attendance?}, url = {http://www.sciencedirect.com/science/article/pii/S0738059315001145}, doi = {10.1016/j.ijedudev.2015.09.008}, abstract = {In Sierra Leone girls are 23.4\% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10\% improves the probability of attending junior secondary school significantly by 8\%; a 50\% increase improves the likelihood of attending school by 45\%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7\%, 14\% and 22\% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.}, language = {en}, urldate = {2020-12-15}, journal = {International Journal of Educational Development}, author = {Kamanda, Mamusu and Madise, Nyovani and Schnepf, Sylke}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.09.008 2405685:YPUYEULY}, keywords = {Girls’ education, Mothers’ education, School attendance, Sierra Leone}, pages = {114--124}, } @incollection{pai_reconstructing_2016, address = {City University of New York (CUNY)}, title = {Reconstructing education in post-conflict {Sierra} {Leone}}, url = {https://academicworks.cuny.edu/nc_pubs/87}, booktitle = {Security, {Education} and {Development} in {Contemporary} {Africa}}, publisher = {Guttman Community College}, author = {Pai, Grace}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:83TRVQZR}, } @incollection{phillips_contextualising_2016, title = {Contextualising the {Use} of {Digital} {Technologies}}, isbn = {978-1-137-52461-4}, abstract = {This chapter reflects on the often uncritical debates about educational policy and the use of digital technologies by schoolteachers that have persisted over the past 30 years. Most commentators have tended to approach digital technology in unrealistic terms—either as having the potential to completely transform schools for the better or herald their imminent demise. This chapter examines these polarised ways of thinking, highlighting a failure to account for the complex, compromised and often ‘messy’ realities of classroom technology used by schoolteachers. This argument emphasises that critical considerations of the knowledge required by teachers and the context in which they work are necessary to understand the complexity of teachers’ technology (non) use. Discussion in the second half of the chapter highlights the need to reconsider ‘knowledge’ and ‘context’ as contested terms that are pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored.}, author = {Phillips, Michael}, month = jan, year = {2016}, doi = {10.1057/978-1-137-52462-1_1}, note = {KerkoCite.ItemAlsoKnownAs: 10.1057/978-1-137-52462-1\_1 2339240:SK4VPZTF 2405685:XAYZRBZW}, pages = {1--28}, } @article{mongeon_journal_2016, title = {The {Journal} {Coverage} of {Web} of {Science} and {Scopus}: {A} {Comparative} {Analysis}}, volume = {106}, issn = {0138-9130}, shorttitle = {The {Journal} {Coverage} of {Web} of {Science} and {Scopus}}, url = {https://doi.org/10.1007/s11192-015-1765-5}, doi = {10.1007/s11192-015-1765-5}, abstract = {Bibliometric methods are used in multiple fields for a variety of purposes, namely for research evaluation. Most bibliometric analyses have in common their data sources: Thomson Reuters' Web of Science (WoS) and Elsevier's Scopus. The objective of this research is to describe the journal coverage of those two databases and to assess whether some field, publishing country and language are over or underrepresented. To do this we compared the coverage of active scholarly journals in WoS (13,605 journals) and Scopus (20,346 journals) with Ulrich's extensive periodical directory (63,013 journals). Results indicate that the use of either WoS or Scopus for research evaluation may introduce biases that favor Natural Sciences and Engineering as well as Biomedical Research to the detriment of Social Sciences and Arts and Humanities. Similarly, English-language journals are overrepresented to the detriment of other languages. While both databases share these biases, their coverage differs substantially. As a consequence, the results of bibliometric analyses may vary depending on the database used. These results imply that in the context of comparative research evaluation, WoS and Scopus should be used with caution, especially when comparing different fields, institutions, countries or languages. The bibliometric community should continue its efforts to develop methods and indicators that include scientific output that are not covered in WoS or Scopus, such as field-specific and national citation indexes.}, number = {1}, urldate = {2019-10-14}, journal = {Scientometrics}, author = {Mongeon, Philippe and Paul-Hus, Adèle}, month = jan, year = {2016}, note = {shortDOI: 10/f77hzh KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-015-1765-5 10/f77hzh 2339240:8JJXVFNV 2405685:2IZQM7HX}, keywords = {Bibliometrics, Citation indexes, Research evaluation, Scopus, Web of Science}, pages = {213--228}, } @article{neely_using_2016, title = {Using {Causal} {Loop} {Diagramming} to {Explore} the {Drivers} of the {Sustained} {Functionality} of {Rural} {Water} {Services} in {Timor}-{Leste}}, volume = {8}, copyright = {http://creativecommons.org/licenses/by/3.0/}, url = {https://www.mdpi.com/2071-1050/8/1/57}, doi = {10.3390/su8010057}, abstract = {It is recognized that international water sector development work has issues with a lack of sustained positive outcomes. A large driver of this outcome is how NGOs work with communities to implement and then manage water services. Many NGOs tend to focus their efforts on improving their reach and organisational growth by continually engaging in new projects. This behaviour is largely driven by short-term donor funding models that reward extended coverage, leaving little focus on sustained outcomes. Similarly, community-based management (CBM) schemes often impede sustained services as a result of the community’s limited capacity to operate and maintain the technology. To explore these complicated drivers on water service sustainability, we used causal loop diagramming to analyse the key aspect influencing the combined dynamics between NGOs, donors and CBM. We demonstrate this methodology through a study in Timor-Leste, where we gathered data necessary to develop and apply causal loop diagrams to analyse rural water supply program outcomes. The analysis of these diagrams allowed identification of leverage points used to suggest structural changes for sustained benefits of water services. These structural changes emphasize the importance of increased robustness and reliability of water technology and the associated impact this has on community satisfaction and, conjointly, on water service sustainability.}, language = {en}, number = {1}, urldate = {2019-12-11}, journal = {Sustainability}, author = {Neely, Kate and Walters, Jeffrey P.}, month = jan, year = {2016}, note = {shortDOI: 10/f8d99n KerkoCite.ItemAlsoKnownAs: 10.3390/su8010057 10/f8d99n 2339240:E6YIT8MQ 2405685:K479CIFP}, keywords = {NGOs, Timor-Leste, community management, donors, system dynamics modelling, water services}, pages = {57}, } @techreport{acaps_beyond_2016, title = {Beyond a public health emergency: potential secondary humanitarian impacts of a large-scale {Ebola} outbreak}, url = {https://www.acaps.org/sites/acaps/files/products/files/t_beyond_a_public_health_emergency_feb_2016.pdf}, urldate = {2021-08-03}, author = {{ACAPS}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6F9W5IR9 2405685:VAE5DTVK}, } @inproceedings{adam_one_2016, address = {Pretoria, South Africa}, title = {One {Laptop} per {Child} {Rwanda}: {Enabling} {Factors} and {Barriers}}, isbn = {ISBN 978-0-620-70782-4}, shorttitle = {One {Laptop} per {Child} {Rwanda}}, url = {http://aa-rf.org/wa_files/saicet-2016-proceedings%20tech.pdf}, booktitle = {Empowering the 21st {Century} {Learner}}, publisher = {African Academic Research Forum}, author = {Adam, Taskeen and Haßler, Björn and Cruickshank, Heather}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PZE5L9QW 2129771:WDGI2A2F 2405685:75Z2R2EG 2486141:PZQAFS2P}, keywords = {Author:Haßler, \_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Canada CAN, \_C:China CHN, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Serbia SRB, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, pages = {184--195}, } @techreport{african_union_continental_2016, address = {Addis Ababa Ethiopia}, type = {{CESA} 16-25}, title = {Continental {Education} {Strategy} {For} {Africa} (2016 – 2025)}, url = {https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf}, urldate = {2020-12-15}, author = {{African Union}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EH4P26FW}, } @techreport{afrobarometer_uganda_2016, title = {Uganda {Round} 6 {Summary} of results}, url = {https://afrobarometer.org/publications/uganda-round-6-summary-results-2015}, institution = {Afrobarometer}, author = {Afrobarometer}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YEZDQTQU 2405685:MABKYDLA}, } @incollection{ahmed_empirical_2016, address = {Valenica}, title = {Empirical {Analysis} of {Internet} {Usage} and {Academic} {Performance} of {Students}: {Evidence} from {Pakistan}}, isbn = {978-84-608-8860-4}, shorttitle = {Empirical {Analysis} of {Internet} {Usage} and {Academic} {Performance} of {Students}}, abstract = {Problem Statement: Internet is a useful tool for in a technologically advanced world. Internet use for education is very important; in this research we evaluate the usage of Internet in Universities students as advanced technology, and its impacts on students' academic performance. Purpose of Study: The purpose of this study is to examine the relationship between Internet usage and university students' performance, it further identify the attitude of students towards information technology, and also evaluate that whether the use of Internet improve the academic performance of the students or not. Advancement in technology brings major impacts on education (Underwood 2003). Methodology: Data is collected through 10 closed ended questions with a sample size of 143 students. In this study the academic performance of student is dependent variable and usage of Internet is independent variable. We use descriptive analysis \& linear regression model to check whether the Internet usage affects the students' performance positively or the other way around. Findings and results: Results of the research showed that the Internet is an essential knowledge tool for students, they use the Internet primarily for educational and research purposes and get benefited and also playing a positive role and participation in society. Respondents also expressed great confidence and satisfaction in using Internet for educational purposes. Recommendations: It is recommended that basic Internet tools may be introduced to students in their early stages of education. Universities should provide better infrastructure and organize courses that build up internal capacity of students, which enhance the efficiency and effectiveness for Internet Usage.}, language = {English}, booktitle = {Edulearn16: 8th {International} {Conference} on {Education} and {New} {Learning} {Technologies}}, publisher = {Iated-Int Assoc Technology Education \& Development}, author = {Ahmed, Rizwan Raheem and Vveinhardt, Jolita and Ahmad, Nawaz}, editor = {Chova, L. G. and Martinez, A. L. and Torres, I. C.}, year = {2016}, note = {ISSN: 2340-1117 WOS:000402955903146 KerkoCite.ItemAlsoKnownAs: 2339240:EI3GHEXX 2405685:WFPD4UHW}, keywords = {Academic performance, Attitude of student, Information technology, Internet usage, Linear Regression, Technologically advanced World, attitudes, education, technology}, pages = {3883--3892}, } @misc{alby_leducation_2016, title = {L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes}, shorttitle = {L'éducation bilingue dans le contexte multilingue guyanais}, publisher = {Lambert Lucas}, author = {Alby, Sophie and Léglise, Isabelle}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D7NAQAHV 4042040:55AQIE3B}, } @article{alsubaie_curriculum_2016, title = {Curriculum {Development}: {Teacher} {Involvement} in {Curriculum} {Development}}, url = {https://files.eric.ed.gov/fulltext/EJ1095725.pdf}, abstract = {In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program (“Guide to curriculum development,” 2006). It can be subject specific or a generalized overview of expectation. It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful.}, language = {en}, journal = {Journal of Education and Practice}, author = {Alsubaie, Merfat Ayesh}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GU3TUVJA 2405685:66FHN3GQ}, keywords = {⛔ No DOI found}, pages = {2}, } @incollection{amagoh_systems_2016, address = {Cham}, title = {Systems and {Complexity} {Theories} of {Organizations}}, isbn = {978-3-319-31816-5}, url = {https://doi.org/10.1007/978-3-319-31816-5_73-1}, language = {en}, urldate = {2020-12-22}, booktitle = {Global {Encyclopedia} of {Public} {Administration}, {Public} {Policy}, and {Governance}}, publisher = {Springer International Publishing}, author = {Amagoh, Francis}, editor = {Farazmand, Ali}, year = {2016}, doi = {10.1007/978-3-319-31816-5_73-1}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-31816-5\_73-1 2339240:H946DD6F 2405685:D5Z5JIY9}, keywords = {Complex Adaptive System, Complexity Theory, Emergent Behavior, External Environment, Organizational Learning}, pages = {1--7}, } @techreport{amin_delaying_2016, title = {Delaying child marriage through community-based skills-development programs for girls: {Results} from a randomized controlled study in rural {Bangladesh}}, shorttitle = {Delaying child marriage through community-based skills-development programs for girls}, url = {https://knowledgecommons.popcouncil.org/departments_sbsr-pgy/557}, language = {en}, urldate = {2021-06-11}, institution = {Population Council}, author = {Amin, Sajeda and Ahmed, Johana and Saha, Jyotirmoy and Hossain, Md. and Haque, Eashita}, year = {2016}, doi = {10.31899/pgy9.1009}, note = {KerkoCite.ItemAlsoKnownAs: 10.31899/pgy9.1009 2339240:YW7SLW72 2405685:QGJZ86U6}, } @article{ampratwum_barriers_2016, series = {Article {Report} 080: {Journal} {Articles} 143: {Reports} - {Research}}, title = {Barriers to the {Use} of {Computer} {Assistive} {Technology} among {Students} with {Visual} {Impairment} in {Ghana}: {The} {Case} of {Akropong} {School} for the {Blind}}, volume = {7}, abstract = {The study aimed at exploring barriers to the use of computer assistive technology among students with visual impairment at Akropong School for the Blind. A case study design was adopted and the purposive sampling technique used to select 35 participants for the study. The researchers gathered qualitative data using an in-depth interview guide to investigate barriers to the use of keyboarding skills and Job Access with Speech (JAWS).Data were transcribed and analysed thematically. That is the key themes were identified in the conversations and these were drawn and discussed. This was done using both the narrative methods and opened quotes from interviews. The findings indicated that challenges limiting effective use of computer assistive technology in the School were more personal than external influences. This was because most of the challenges were due to the individual response to the training and familiarity in developing their competencies in using computer assistive technology. Based on this, it was recommended that efforts should be made to stock the laboratory with additional computers. Directly in line with the first recommendation, it was further suggested that more practice time should be created for the students to maximize computer use. Also, Licensed JAWS must be acquired by the school to advance students’ competence in using computer assistive technology. A number of the challenges were expressed by the students on their non- familiarity with the JAWS. As a result, it was recommended that instructors and trainers at the school should engage the students in revised lessons on introduction to computer. This will help to refresh the minds of students.}, language = {en}, number = {29}, journal = {Journal of Education and Practice}, author = {Ampratwum, Joseph and Offei, Yaw Nyadu and Ntoaduro, Afua}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BAG2E3HJ 2339240:LKIM6CI2 2405685:2656THQI 2405685:74TZQ59Y 2405685:LSPFR9I8}, keywords = {⛔ No DOI found}, pages = {4}, } @article{anam_socio-economic_2016, title = {Socio-economic impact on schooling of urban slum children: a study of {Rayer} {Bazaar} slum in {Dhaka} city}, volume = {33}, issn = {0975-3907, 0976-0733}, shorttitle = {Socio-economic impact on schooling of urban slum children}, url = {http://www.indianjournals.com/ijor.aspx?target=ijor:dpa&volume=33&issue=2&article=002}, doi = {10.5958/0976-0733.2016.00012.2}, language = {en}, number = {2}, urldate = {2021-10-25}, journal = {Dynamics of Public Administration}, author = {Anam, Abu Saief Mohammad Towhidul}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.5958/0976-0733.2016.00012.2 2339240:WWKF8HU2 2405685:KQXICMCR}, pages = {139}, } @article{anohah_measuring_2016, title = {Measuring {Effect} {Of} {Culturally} {Responsive} {Learning} {Environment} {For} {Computing} {Education} {In} {African} {Context}}, volume = {73}, copyright = {© 2016. This work is published under https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.}, issn = {18227864}, url = {https://search.proquest.com/education1/docview/2344388744/abstract/732C4B0D367E49A3PQ/176}, abstract = {A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students’ conceptual understanding of object-oriented programming concepts and attitudinal change to computing education.}, language = {English}, urldate = {2021-01-15}, journal = {Problems of Education in the 21st Century}, author = {Anohah, E. and Suhonen, J.}, year = {2016}, note = {Num Pages: 6-17 Place: Šiauliai, Lithuania Publisher: Scientia Socialis Ltd. KerkoCite.ItemAlsoKnownAs: 2339240:NDTXNUSL 2405685:CGVLYAKH}, keywords = {Oware game, computer achievement, computer attitude, indigenous knowledge, integrationist approach, object-oriented concepts, ⛔ No DOI found}, pages = {6--17}, } @article{arocena_innovacion_2016, title = {Innovación y {Sistemas} {Nacionales} de {Innovación} en procesos de desarrollo}, journal = {Repensando el desarrollo latinoamericano. Una discusión desde los sistemas de innovación}, author = {Arocena, R. and Sutz, J.}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs:2405685:9XLMV3Q3}, keywords = {⛔ No DOI found}, } @techreport{bainton_improving_2016, title = {Improving {Secondary} {School} {Teacher} {Quality} in {Sub}-{Saharan} {Africa}}, language = {en}, number = {3}, institution = {University of Bristol}, author = {Bainton, Dave and Barrett, Angeline Mbogo and Tikly, Leon}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CLHEDE9L}, keywords = {C:sub-Saharan Africa}, } @article{banerjee_mainstreaming_2016, title = {Mainstreaming an {Effective} {Intervention}: {Evidence} from {Randomized} {Evaluations} of '{Teaching} at the {Right} {Level}' in {India}}, issn = {1556-5068}, shorttitle = {Mainstreaming an {Effective} {Intervention}}, url = {http://www.ssrn.com/abstract=2846971}, doi = {10.2139/ssrn.2846971}, language = {en}, urldate = {2022-06-11}, journal = {National Bureau of Economic Research Working Paper No. 22746}, author = {Banerjee, Abhijit V. and Banerji, Rukmini and Berry, James and Kannan, Harini and Mukerji, Shobhini and Walton, Michael}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2846971 2405685:DJ6CUVFB 4042040:GUZPRGAM}, pages = {1--39}, } @techreport{banerjee_mainstreaming_2016, type = {{SSRN} {Scholarly} {Paper}}, title = {Mainstreaming an {Effective} {Intervention}: {Evidence} from {Randomized} {Evaluations} of “{Teaching} at the {Right} {Level}” in {India}}, shorttitle = {Mainstreaming an effective intervention}, url = {https://www.nber.org/papers/w22746.pdf}, abstract = {Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.}, language = {en}, number = {22746}, urldate = {2020-05-21}, institution = {National Bureau of Economic Research}, author = {Banerjee, Abhijit and Banerji, Rukmini and Berry, James and Duflo, Esther and Kannan, Harini and Mukherji, Shobhini and Shotland, Marc and Walton, Michael}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2846971 10.3386/w22746 2339240:3FN7KNY9 2339240:9ZHN4D7Y 2339240:LV86BN65 2339240:MV4YEA5H 2339240:ZHK98NL7 2405685:9WZ9WKDD 2405685:CVNYTCCU 2405685:GVGW8XZ2 2405685:IV47HTVT 2405685:LEGZTSPV 2405685:SCRBWPAQ 2405685:WLHXYFPY 2534379:AFKBDWJ8}, keywords = {C:India, Education, India, \_\_\_working\_potential\_duplicate}, } @incollection{batada_opening_2016, title = {Opening {New} {Doors}: {Community} {Engagement} in {India}}, language = {en}, urldate = {2020-06-09}, booktitle = {The {Sesame} {Effect}: {The} {Global} {Impact} of the {Longest} {Street} in the {World}}, publisher = {Routledge}, author = {Batada, Ameena and Banerjee, Sashwati and Subramanian, Mathangi and Banerjee, Sashwati and Subramanian, Mathangi}, year = {2016}, doi = {10.4324/9781315751399-22}, note = {shortDOI: 10/ghgnft KerkoCite.ItemAlsoKnownAs: 10.4324/9781315751399-22 10/ghgnft 2339240:EJMMLJ6S 2405685:3NXVDGQ4 4803016:ELWAHINR}, pages = {207--229}, } @misc{benavot_gender_2016, title = {Gender bias is rife in textbooks}, url = {https://gemreportunesco.wpcomstaging.com/2016/03/08/gender-bias-is-rife-in-textbooks/}, author = {Benavot, A and Jere, C}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KE99ZXSB 2405685:XIDCIV8X}, } @article{bengtsson_how_2016, title = {How to plan and perform a qualitative study using content analysis}, volume = {2}, issn = {23529008}, url = {https://linkinghub.elsevier.com/retrieve/pii/S2352900816000029}, doi = {10.1016/j.npls.2016.01.001}, language = {en}, urldate = {2023-10-06}, journal = {NursingPlus Open}, author = {Bengtsson, Mariette}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.npls.2016.01.001 2339240:SKJRXYHY 2405685:8ZSD4CAB}, pages = {8--14}, } @incollection{benson_how_2016, title = {How can {Mother} {Tongue}-based {MLE} be carried out in classrooms where three or more local languages are represented as mother tongues?}, language = {en}, booktitle = {Good {Answers} to {Tough} {Questions} in {Mother} {Tongue}-{Based} {Multilingual} {Education}}, author = {Benson, Carol and Young, Catherine}, collaborator = {Trudell, B and Young, Catherine}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BJRXRRBA 4042040:7A5RR9A2}, pages = {1--7}, } @article{bergman_technology_2016, title = {Technology adoption in education: {Usage}, spillovers and student achievement}, shorttitle = {Technology adoption in education}, author = {Bergman, Peter}, year = {2016}, note = {Publisher: CESifo Working Paper Series KerkoCite.ItemAlsoKnownAs: 2339240:E749AIMV 2405685:9XZ8ZZNP}, keywords = {⛔ No DOI found}, } @techreport{berlinski_reducing_2016, type = {Unpublished manuscript}, title = {Reducing parent-school information gaps and improving education outcomes: {Evidence} from high frequency text messaging in {Chile}}, author = {Berlinski, S and Busso, M and Dinkelman, T and Martinez, C}, year = {2016}, note = {Unpublished manuscript KerkoCite.ItemAlsoKnownAs: 2339240:N86NWJH3 2339240:V9MAA8TA 2405685:6ID6IG4N 2405685:BKQ2QT3T 2405685:X8X54KXI 2534379:ZWANWA4Z}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{berlinski_sms-based_2016, title = {{SMS}-based school parents communication technology}, url = {https://www.gov.uk/research-for-development-outputs/sms-based-school-parents-communication-technology}, abstract = {Authors test whether a program of sending student data to parents using high frequency text messaging improves education outcomes}, language = {en}, urldate = {2020-12-11}, institution = {Department for International Development (DFID)}, author = {Berlinski, S. and Busso, M. and Dinkelman, Taryn and Martinez, C.A.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FUNKQBK8 2405685:UTJ8CXMM}, } @article{bonhomme_school_2016, title = {School {Characteristics} and {Teacher} {Turnover}: {Assessing} the {Role} of {Preferences} and {Opportunities}}, volume = {126}, issn = {1468-0297}, shorttitle = {School {Characteristics} and {Teacher} {Turnover}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/ecoj.12279}, doi = {10.1111/ecoj.12279}, abstract = {Job characteristics can affect worker turnover through their effect on utility and through their effect on outside job opportunities. The aim of this study is to identify and estimate the roles of these two channels separately. Our method exploits information on job changes, and relies on an augmented sample selection correction. To illustrate our approach, we use an exhaustive register of Dutch primary school teachers and show a detailed picture of preferences for school characteristics. We also find that the dependence between current and outside job attributes can affect turnover and thus the allocation of teachers across schools.}, language = {en}, number = {594}, urldate = {2022-05-16}, journal = {The Economic Journal}, author = {Bonhomme, Stéphane and Jolivet, Grégory and Leuven, Edwin}, year = {2016}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ecoj.12279 KerkoCite.ItemAlsoKnownAs: 10.1111/ecoj.12279 2339240:N9X56GT8 2405685:4SI4U49A}, pages = {1342--1371}, } @article{bouzid_using_2016, title = {Using {Educational} {Games} for {Sign} {Language} {Learning} - {A} {SignWriting} {Learning} {Game}: {Case} {Study}}, volume = {19}, issn = {1176-3647}, shorttitle = {Using {Educational} {Games} for {Sign} {Language} {Learning} - {A} {SignWriting} {Learning} {Game}}, url = {http://www.jstor.org/stable/jeductechsoci.19.1.129}, abstract = {ABSTRACT Apart from being used as a means of entertainment, computer games have been adopted for a long time as a valuable tool for learning. Computer games can offer many learning benefits to students since they can consume their attention and increase their motivation and engagement which can then lead to stimulate learning. However, most of the research to date on educational computer games, in particular learning versions of existing computer games, focused only on learner with typical development. Rather less is known about designing educational games for learners with special needs. The current research presents the results of a pilot study. The principal aim of this pilot study is to examine the interest of learners with hearing impairments in using an educational game for learning the sign language notation system SignWriting. The results found indicated that, overall, the application is useful, enjoyable and easy to use: the game can stimulate the students' interest in learning such notations.}, number = {1}, urldate = {2020-12-10}, journal = {Journal of Educational Technology \& Society}, author = {Bouzid, Yosra and Khenissi, Mohamed Ali and Essalmi, Fathi and Jemni, Mohamed}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DXXIUF8I 2405685:L83ZWRA2}, keywords = {⛔ No DOI found}, pages = {129--141}, } @article{broks_systems_2016, title = {Systems theory of systems thinking: {General} and particular within modern science and technology education}, volume = {15}, shorttitle = {Systems theory of systems thinking}, number = {4}, journal = {Journal of Baltic Science Education}, author = {Broks, Andris}, year = {2016}, note = {Publisher: Scientia Socialis Ltd. KerkoCite.ItemAlsoKnownAs: 2339240:H8LWFWWG 2405685:HNGMVQRZ}, keywords = {⛔ No DOI found}, pages = {408--410}, } @article{bukhari_blended_2016, title = {Blended learning implementation in secondary education for girls: case study {Tatweer} project {Saudi} {Arabia}}, volume = {4}, shorttitle = {Blended learning implementation in secondary education for girls}, url = {https://www.idpublications.org/wp-content/uploads/2016/09/Full-Paper-BLENDED-LEARNING-IMPLEMENTATION-IN-SECONDARY-EDUCATION-FOR-GIRLS-CASE-STUDY-TATWEER-PROJECT.pdf}, abstract = {Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi Arabia. Adopting the interpretive research paradigm the objective of the study is to gain rich insight into blended learning guided by the effect of BL on female education. The study demonstrates a number of positive effects of BL on students' engagement and self-development, however, problems with the workloads of students and the failure of teachers to integrate face-to-face learning with e-learning are also observed. Throughout the research Sharpe et al.'s (2006) 8-dimensional framework of BL is applied in a new way to assess the implementation level of BL. This results in the recommendation to extend this framework with an ethical dimension. Further recommendations of the work are to actively seek feedback from key stakeholder groups during BL implementation, to use BL for teacher training in BL, and to measure performance indicators like students' workloads during the transition of traditional schools to BL.}, language = {en}, number = {7}, journal = {International Journal of Academic Research and Reflection}, author = {Bukhari, Eman Gasim}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4JYTCT2G 2405685:2HHSZJIC 2405685:EGT5Q49L}, keywords = {⛔ No DOI found}, pages = {15}, } @incollection{bulman_technology_2016, title = {Technology and education: {Computers}, software, and the internet}, volume = {5}, shorttitle = {Technology and education}, booktitle = {Handbook of the {Economics} of {Education}}, publisher = {Elsevier}, author = {Bulman, George and Fairlie, Robert W.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LL75ZDAT 2405685:4Z5BR2BU}, pages = {239--280}, } @book{cairney_politics_2016, title = {The {Politics} of {Evidence}-{Based} {Policy} {Making}}, isbn = {978-1-137-51780-7}, url = {https://www.palgrave.com/gp/book/9781137517807}, abstract = {The Politics of Evidence Based Policymaking identifies how to work with policymakers to maximize the use of scientific evidence. Policymakers cannot consider all evidence relevant to policy problems. They use two shortcuts: ‘rational’ ways to gather enough evidence, and ‘irrational’ decision-making, drawing on emotions, beliefs, and habits. Most scientific studies focus on the former. They identify uncertainty when policymakers have incomplete evidence, and try to solve it by improving the supply of information. They do not respond to ambiguity, or the potential for policymakers to understand problems in very different ways. A good strategy requires advocates to be persuasive: forming coalitions with like-minded actors, and accompanying evidence with simple stories to exploit the emotional or ideological biases of policymakers.}, language = {en}, urldate = {2020-09-24}, publisher = {Palgrave Macmillan UK}, author = {Cairney, Paul}, year = {2016}, doi = {10.1057/978-1-137-51781-4}, note = {KerkoCite.ItemAlsoKnownAs: 10.1057/978-1-137-51781-4 2339240:HG29HKXG 2405685:FQ3JTME9}, } @article{carr-hill_effects_2016, title = {The effects of school-based decision-making on educational outcomes in low-and middle-income contexts: a systematic review}, volume = {12}, shorttitle = {The effects of school-based decision-making on educational outcomes in low-and middle-income contexts}, number = {1}, journal = {Campbell Systematic Reviews}, author = {Carr-Hill, Roy and Rolleston, Caine and Schendel, Rebecca}, year = {2016}, note = {Number: 1 Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2339240:36DHD9ZE 2405685:ZVY6STTI}, keywords = {❓ Multiple DOI}, pages = {1--169}, } @misc{center_for_public_impact_politics_2016, title = {The politics of performance in {Punjab}}, url = {https://www.centreforpublicimpact.org/insights/the-politics-of-punjab-performance}, abstract = {All government leaders strive for improvements in public services. Systems differ, approaches fluctuate and funding streams vary, but theirs is a shared goal of achieving better services for their citizens. It's how they get re-elected - and how they make a difference.Take Shehbaz Sharif, for example. The chief ministe...}, urldate = {2022-09-29}, journal = {Centre For Public Impact (CPI)}, author = {{Center for Public Impact}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NFBWY4C3 2405685:M4J5LKHL 4656463:W379LJS9}, } @article{charness_handbook_2016, title = {Handbook of the {Psychology} of {Aging} ({Eighth} {Edition})}, url = {https://www.sciencedirect.com/science/article/pii/B9780124114692000200}, doi = {10.1016/B978-0-12-411469-2.00020-0}, abstract = {We review recent data and theory about technology adoption and acceptance by older adults, focusing on information and communications technology (ICT), digital gaming, and social networking sites. Representative data in developed countries indicate that older adult cohorts lag in ICT use, including Internet use, despite apparent benefits that some products may provide. The lag is particularly noticeable in digital gaming and social networking. Theories of technology acceptance and adoption suggest that this lag may be attributable to cost–benefit factors such as perceived usefulness and perceived ease of use. Other factors that may differentially affect older cohorts are concerns about privacy loss as well as cognitive, perceptual and psychomotor costs. The accelerating digital provision of services may disadvantage non-participating seniors. Those who design ICT products and their training and support packages could benefit from improved theories of ICT adoption and supporting tools to produce usable and useful products for seniors.}, journal = {Elsevier}, author = {Charness, Neil and Boot, Walter R}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-411469-2.00020-0 2339240:EPRTMQ5X 2405685:TH9XGK3F}, pages = {389--407}, } @article{chemwei_relationship_2016, title = {Relationship between {Teacher} - {Educator} {Characteristics} and the {Integration} of {Information} and {Communication} {Technologies} in {Teaching} and {Learning} in {Teacher} {Education} {Institutions} in {Kenya}}, url = {/paper/Relationship-between-Teacher-Educator-and-the-of-in-Chemwei-Kiboss/458df4dfdd01ddd7f3a9082e85431425c7997041}, abstract = {It is a government policy that all institutions of learning in Kenya, across the curricula embrace Information Communication Technology (ICT) as the world moves towards knowledge based economy. The evidence in literature reveals positive effects of information and communication technology in instruction. But teachers have a challenging task in integrating the tools of ICT in teaching especially those teacher educators not quite exposed to technology. This is because so many factors influence ICT integration. In this paper, we explore the the relationship between teacher-educators’ age, gender, level of education, and teaching experience and the integration level of ICTs in teaching in primary teacher training colleges in Kenya. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents who participated in the study. Data was collected using a questionnaire, an interview schedule and an observation schedule. The data collected was analyzed descriptively with the help of SPSS program version 17.0 for frequencies, means, standard deviation and percentages. The inferential statistics used to determine relationships among variables was the Pearson moment Correlation. Regression analysis was used to determine the best predictors of ICT integration among the independent variables. A p-value of less than 0.05 was interpreted as significant. Results indicated that there is a significant relationship between teacher-educators’ level of ICT integration in teaching and their age. However, the findings showed no relationships between teacher educators’ level of ICT integration in teaching and gender as well as their level of education. Teacher-educators’ years of teaching are insignificant in explaining teachereducators’ integration ICT in teaching. Based on the findings, we recommended that information and communication integration be made part of undergraduate training in universities in order to equip future teacher educators with ICT skills; planning for the implementation of ICT integration into teaching in teachers’ training programmes early would increase the pre-service teachers’ expertise and lead to an increase in the level of ICT integration during the earlier years of their careers. There is also need to hire young teacher-educators to the field, especially female teachers. This would also increase the representation of the female perspective toward the improvement of the level of ICT integration into teaching.}, language = {en}, urldate = {2021-04-01}, journal = {undefined}, author = {Chemwei, B. and Kiboss, J. and Njag, Kageni}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3YGCEK6E 2339240:8DL2NNSV 2405685:M277EP4B 2405685:ZJ6CMABQ}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @inproceedings{chinen_evaluation_2016, address = {Evanston, IL}, title = {Evaluation of the {Transformative} {Potential} of {Positive} {Gender} {Socialization} in {Education} for {Peace} {Building}.}, url = {https://files.eric.ed.gov/fulltext/ED567431.pdf}, abstract = {American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.}, language = {English}, publisher = {Society for Research on Educational Effectiveness}, author = {Chinen, Marjorie and Elmeski, Mohammed}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MAP7CBL4 2405685:N7W75YR3 2405685:ZS4NGWQB 2534378:NLJUTVDT 2534378:QEDQMKYP}, keywords = {Comparative Analysis, ERIC, Resources in Education (RIE), Educational Practices, Elementary Education, Elementary School Teachers, Foreign Countries, Inservice Teacher Education, Intervention, Mixed Methods Research, Outcome Measures, Peace, Program Effectiveness, Randomized Controlled Trials, Sex Fairness, Socialization, Synchronous Communication, Teacher Attitudes, Teacher Characteristics, Telecommunications, Uganda, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097972, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, } @techreport{chinen_evaluation_2016, address = {Evanston, IL}, title = {Evaluation of the transformative potential of positive gender socialization in education for peace building}, url = {https://files.eric.ed.gov/fulltext/ED567431.pdf}, abstract = {American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.}, language = {English}, institution = {Society for Research on Educational Effectiveness}, author = {Chinen, Marjorie and Elmeski, Mohammed}, year = {2016}, note = {Publication Title: Society for Research on Educational Effectiveness Loc in Archive 1826527485; ED567431 Extra URL: https://www.peace-ed-campaign.org/evaluation-transformative-potential-positive-gender-socialization-education-peacebuilding/ KerkoCite.ItemAlsoKnownAs: 2339240:WKT3G6D8 2405685:BDVXUH5G 2534378:NLJUTVDT 2534378:QEDQMKYP}, keywords = {Comparative Analysis, ERIC, Resources in Education (RIE), Educational Practices, Elementary Education, Elementary School Teachers, Foreign Countries, Inservice Teacher Education, Intervention, Mixed Methods Research, Outcome Measures, Peace, Program Effectiveness, Randomized Controlled Trials, Sex Fairness, Socialization, Synchronous Communication, Teacher Attitudes, Teacher Characteristics, Telecommunications, Uganda, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097972, \_\_finaldtb}, } @techreport{choudhoury_poverty_2016, address = {Bangladesh, UK and Denmark}, title = {Poverty and violence in {Korail} slum in {Dhaka}}, url = {https://torturedocumentationproject.files.wordpress.com/2014/05/poverty-and-violence-in-korail-slum-in-dhaka.pdf}, urldate = {2021-10-25}, institution = {University of Dhaka Department of Peace and Conflict Studies, DIGNITY and University of Edinburgh Anthropology Department}, author = {Choudhoury, Zahid ul Arefin and Durrat, Fahima and Hussain, Maria and Alam, Mohammad Shaheenur and Andersen, Morten Koch}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4WWBJ9J9 2405685:MFAXWBP9}, } @techreport{chrzanowski_open_2016, title = {Open {Data} {Readiness} {Assessment}: {Prepared} for the {Government} of {Sierra} {Leone}}, url = {https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf}, urldate = {2020-12-15}, institution = {World Bank Group; Open Aid Partnership}, author = {Chrzanowski, Pierre and Holm, Jeanne and Manley, Laura and Dodds, Elizabeth and Baker, Rob}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:83I8VUFY}, } @article{coban_evaluation_2016, title = {The evaluation of "technological pedagogical content knowledge based argumentation practices" training for science teachers}, volume = {41}, issn = {13001337}, url = {https://www.researchgate.net/publication/312418051_The_Evaluation_of_Technological_Pedagogical_Content_Knowledge_based_Argumentation_Practices_Training_for_Science_Teachers}, doi = {10.15390/EB.2016.6615}, abstract = {In science education, creating learning environments supported with technology and students' use of theory-evidence coordination when expressing their ideas is emphasized regarding the development of students' scientific reasoning, critical thinking, decision making skills, and etc. In this process, great responsibilities are fallen to teachers as planner and designer of a learning environment. In this study, it is aimed to assess the training which aims the development of science teachers' technological pedagogical content knowledge (TPACK) through argumentation practices. In this context; this study evaluated the science teachers' argumentation skills, self-efficacy perceptions towards TPACK and the teachers' views about the training. 37 science teachers working at different cities in Turkey participated in the one group pre-test post-test experimental training study, which was lasted 54 hours during a week. The training is composed of both hand and minds on argumentation practices based on TPACK. The participants joined different activities such as collaborative group works, drama, modeling, thematic games, art activities, problem-based learning, field trips, observation and workshops. In the study, Argumentation Test, TPACK Self-Efficacy Belief Scale were used as data collection tools. At the end of the training written views of science teachers towards activities were taken. In the light of the findings, this training was effective on the participants' self-efficacy levels towards technological pedagogical content knowledge. Moreover, this training resulted in a positive change in the participants' views about how a statement could be accepted as an argument. However, the increase in scores of argumentation skills was not significant. Additionally almost all of the participants stated that they found the activities useful and can use in their classes. By considering these results, some suggestions were given.}, language = {English}, number = {188}, journal = {Egitim ve Bilim}, author = {Çoban, Gül Ünal and Akpinar, Ercan and Baran, Bahar and Saglam, Merve Kocagül and Özcan, Erkan and Kahyaoglu, Yasemin}, year = {2016}, note = {Place: Ankara Publisher: Turk Egitim Dernegi Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871595467?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15390/EB.2016.6615 2339240:E9JW57H6 2405685:V9ACJE9V 2534378:T4XZE24B 2534378:V7KCNHFG}, keywords = {Argumentation, Education, Professional development, Science teachers, Technological pedagogical content knowledge, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097466, \_\_finaldtb}, } @techreport{coffey_international_process_2016, title = {Process {Evaluation} {Report} 2016: {Evaluation} {Services} {Provider} for the {Pakistan} {Innovation} {Fund} {Phase} {II}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/701020/Pakistan-Innovation-Fund-Phase-2.pdf}, language = {en}, author = {Coffey International}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:73YN4MSN 2405685:6R7GGHTD}, } @misc{consortium_for_school_networking_smartit_2016, title = {{SmartIT}: {Total} {Cost} of {Ownership} {Assessment}}, url = {https://www.cosn.org/tco}, urldate = {2021-05-20}, author = {Consortium for School Networking}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JD9MQENJ 2405685:FVTSMWDW}, } @techreport{cresswell_system-level_2016, title = {System-level assessment and educational policy {\textbar} {Unesco} {IIEP} {Learning} {Portal}}, url = {https://learningportal.iiep.unesco.org/en/library/system-level-assessment-and-educational-policy}, urldate = {2022-08-25}, institution = {Australian Council for Educational Research}, author = {Cresswell, John}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2937U5L7 2405685:ZBB9FHFG}, } @misc{crowley_design-based_2016, title = {Design-{Based} {Research} and {Design}-{Based} {Implementation} {Research} {\textbar} {InformalScience}.org}, url = {https://www.informalscience.org/news-views/design-based-research-and-design-based-implementation-research}, urldate = {2021-11-04}, author = {Crowley, Kevin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N6JXHCC5 2405685:ZME3DNCB}, } @article{cruz_perez_actores_2016, title = {Los actores educativos frente al uso de la lengua materna en un centro escolar indígena de {Chiapas}}, volume = {7}, issn = {2007-7467}, doi = {10.23913/ride.v7i13.233}, language = {es}, number = {13}, urldate = {2022-05-25}, journal = {RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo}, author = {Cruz Pérez, Oscar and García Lara, Germán Alejandro and Ocaña Zúñiga, Jesús and Pérez Jiménez, Carlos Eduardo}, month = dec, year = {2016}, note = {Publisher: Centro de Estudios e Investigaciones para el Desarrollo Docente A.C. KerkoCite.ItemAlsoKnownAs: 2405685:XUIH64JG 4042040:4BYRTSHQ}, pages = {37--54}, } @techreport{cummings_collective_2016, title = {Collective action and the deployment of teachers in {Niger}: a political economy analysis}, shorttitle = {Collective action and the deployment of teachers in {Niger}}, url = {https://odi.org/en/publications/collective-action-and-the-deployment-of-teachers-in-niger-a-political-economy-analysis/}, abstract = {This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.}, language = {en-gb}, urldate = {2022-01-05}, author = {Cummings, Clare}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J2DAW36G 2405685:U52CDIP3 4556019:2MDNIQ4B}, keywords = {C:Niger}, } @techreport{cummings_collective_2016, address = {Overseas Development Institute}, title = {Collective action and the deployment of teachers in {Niger}}, language = {en}, author = {Cummings, Clare and Noura, Idi Mahamadou Mamane}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LST7TSU2 2405685:X365MBV4}, } @misc{czerniewicz_knowledge_2016, address = {Dublin, Ireland}, type = {Education}, title = {Knowledge inequalities: {A} marginal view of the digital landscape. {Keynote} presentation.}, copyright = {License: CC Attribution License}, url = {https://www.slideshare.net/laura_Cz/laura-czerniewicz-open-repositories-conference-2016-dublin}, abstract = {Keynote presentation at Open Repositories Conference 2016 Dublin Ireland 14}, urldate = {2020-12-08}, author = {Czerniewicz, Laura}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4CT5ERST 2405685:MUNVHXSY}, } @techreport{dahya_landscape_2016, title = {Landscape {Review}: {Education} in {Conflict} and {Crisis} - {How} {Can} {Technology} {Make} a {Difference}? {\textbar} {INEE}}, url = {https://inee.org/resources/landscape-review-education-conflict-and-crisis-how-can-technology-make-difference}, abstract = {Conflict and crisis are among the biggest obstacles to ensuring inclusive and quality education for all (Sustainable Development Goal 4). The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease. Across these different contexts, tools like radio, mobile phones, mobile projectors, e-readers and tablets, laptops and computers can facilitate teaching and learning in a range of different ways. The term “mobility” with regard to learning is highly relevant in this landscape: it recognizes that learning should not stop as people move, and that people on the move are focused on continuing their education. This landscape aims to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.}, urldate = {2020-04-29}, author = {Dahya}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZP6IQ38R 2405685:6F95SRW2}, keywords = {GENERAL - to be categorised, RER theme\_pedagogies and modalities, RER theme\_supporting educators}, } @techreport{dahya_education_2016, title = {Education in {Conflict} and {Crisis}: {How} {Can} {Technology} {Make} a {Difference}? {A} {Landscape} {Review}}, url = {https://www.eccnetwork.net/sites/default/files/media/file/GIZ%20InDesign-Vorlage%20fu%CC%88r%20Publikationen%20%E2%80%93%20DIN%20A4%20hoch.pdf}, urldate = {2020-01-23}, institution = {Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH}, author = {Dahya, Negin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9EWUA37L 2405685:3YFL8XJY 2405685:F9UDND4G}, } @techreport{darling-hammond_effective_2016, address = {Learning Policy Institute}, type = {Research {Brief}}, title = {Effective {Teacher} {Professional} {Development}}, copyright = {Creative Commons Attribution—NonCommercial 4.0 International License}, url = {https://www.yu.edu/sites/default/files/inline-files/Effective_Teacher_Professional_Development_REPORT.pdf}, abstract = {Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to succeed in the 21st century. However, many teacher professional development initiatives appear ineffective in supporting changes in teacher practices and student learning. To identify the features of effective professional development, this paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. It identifies features of these approaches and offers descriptions of these models to inform those seeking to understand how to foster successful strategies.}, language = {EN}, institution = {Learning Policy Institute}, author = {Darling-Hammond, Linda and Hyler, Maria E and Gardner, Madelyn}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EXG2P88C 2339240:FAGZPTMD 2339240:KZWPKKEX 2405685:3EICVTPU 2405685:5UT4JT9U 2405685:7VUTJF44 2405685:DFJ5VQ9P 2405685:L5AA7H42 2534378:LEAZX89C 2534378:VMCMZ256}, keywords = {C:United States / International, \_\_\_working\_potential\_duplicate, important, ⛔ No DOI found}, pages = {76}, } @article{davies_south_2016, title = {South {African} textbook asks pupils how victim's behaviour led to rape}, url = {https://www.theguardian.com/world/2016/sep/08/south-african-textbook-asks-how-victims-behaviour-led-rape}, journal = {The Guardian}, author = {Davies, Rob}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BZSQHK5R 2405685:NA45DKCX}, } @techreport{dfid_business_2016, title = {Business {Case}: {Support} to {Lebanon}’s {Reaching} {All} {Children} with {Education} plan ({RACE} {II}): reaching {Lebanese} and refugee children aged 3-18 with formal education}, url = {http://iati.dfid.gov.uk/iati_documents/5774948.odt}, institution = {DFID}, author = {DFID}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9MNJSX6Z 2405685:YZCLQRS3}, } @article{dowd_realizing_2016, title = {Realizing capabilities in {Ethiopia}: maximizing early childhood investment for impact and equity}, volume = {17}, issn = {1945-2829, 1945-2837}, shorttitle = {Realizing {Capabilities} in {Ethiopia}}, url = {https://www.tandfonline.com/doi/full/10.1080/19452829.2016.1225702}, doi = {10.1080/19452829.2016.1225702}, language = {en}, number = {4}, urldate = {2023-08-16}, journal = {Journal of Human Development and Capabilities}, author = {Dowd, Amy Jo and Borisova, Ivelina and Amente, Ali and Yenew, Alene}, month = oct, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19452829.2016.1225702 2405685:UA2H3FXC}, pages = {477--493}, } @article{dryden-peterson_refugee_2016, title = {Refugee education: {The} crossroads of globalization}, volume = {45}, shorttitle = {Refugee {Education}}, url = {https://journals.sagepub.com/doi/10.3102/0013189X16683398}, doi = {10.3102/0013189x16683398}, abstract = {In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that educ...}, language = {en}, number = {9}, urldate = {2020-04-27}, journal = {Educational Researcher}, author = {Dryden-Peterson, Sarah}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x16683398 2339240:VI7UJX9B 2405685:BA7Y334L}, keywords = {AA - to delete, Edtech hub/ refugees education}, pages = {473--482}, } @article{du_plessis_educational_2016, title = {Educational {Research} for {Social} {Change} {And} the {Need} for {New} {Methodologies}}, volume = {5}, issn = {2221-4070}, shorttitle = {Editorial}, url = {http://www.scielo.org.za/pdf/ersc/v5n2/01.pdf}, language = {En}, number = {2}, journal = {Educational Research for Social Change (ERSC)}, author = {du Plessis, Andre}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U6UJD9DG 2405685:UEMED7IE}, keywords = {⛔ No DOI found}, pages = {viii--xii}, } @techreport{eddy-spicer_under_2016, type = {Systematic {Review}}, title = {Under what conditions do inspection, monitoring and assessment improve system efficiency, service delivery and learning outcomes? {Systematic} {Review}}, url = {https://www.gov.uk/research-for-development-outputs/protocol-under-what-conditions-do-inspection-monitoring-and-assessment-improve-system-efficiency-service-delivery-and-learning-outcomes-for-the-poorest-and-most-marginalised-a-realist-synthesis-of-school-accountabili}, abstract = {This review is on the poorest and most marginalised. It is a realist synthesis of school accountability in low- and middle-income countries}, language = {en}, urldate = {2022-06-06}, institution = {UCL Institute of Education}, author = {Eddy-Spicer, David and Ehren, Melanie and Bangpan, Mukdarut and Khatwa, Meena and Perrone, Frank}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9FP5E9H2 2405685:D85HT9MN 4656463:ZHN6JUVY}, } @article{eder_theory_2016, title = {Theory of {Technical} {Systems}: {Educational} {Tool} for {Engineering}}, volume = {4}, issn = {2332-3205}, url = {https://eric.ed.gov/?q=systems+theory+education+technology&pg=2&id=EJ1103203}, doi = {10.13189/ujer.2016.040617}, abstract = {Hubka's theory of technical systems (TTS) is briefly outlined. It describes commonalities in all engineering devices, whatever their physical principles of action. This theory is based on a general transformation system (TrfS), which can be used to show engineering in the contexts of society, economics and historic developments. The life cycle of technical systems consists of seven major TrfS, each consisting of further product-specific TrfS. From this TTS, Hubka derived a methodology as voluntary guide to systematic design engineering, for application when an intuitive approach based on experience proves to be ineffective. This approach to engineering design is distinct from more artistic designing. The methodology applies to novel design problems, and to re-design. Some educational aspects are developed to show the range of knowledge needed for engineering designing. Operators of a TrfS are also TrfS--illustrated by observing the management systems in the TS-life cycle. Connections to the general economy, and its financial consequences, are shown on TS-life cycle LC4 with its supply chain, and on LC6 and LC6A, with the need to service the operating product, and to establish supply and distribution chains. Transformation systems are hierarchical, each TrfS is a sub-system to a more complex system--each sub-system can be viewed as a TrfS, leading to a repeating use of the same design methodology for sub-systems. Invention and innovation in TrfS can be shown (historically) to alter the state of society, beneficially and adversely. A comparison with a different methodology is mentioned.}, language = {en}, number = {6}, urldate = {2020-12-22}, journal = {Universal Journal of Educational Research}, author = {Eder, Wolfgang Ernst}, year = {2016}, note = {Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2016.040617 2339240:FVVUWULC 2405685:QSI4NDTZ}, keywords = {Comparative Analysis, Design, Engineering Education, Engineering Technology, Management Systems, Methods, Problem Solving, Systems Approach, Theories}, pages = {1395--1405}, } @misc{ekitabu_ekitabu_2016, title = {Ekitabu}, url = {https://www.youtube.com/c/Ekitabuplus}, urldate = {2022-08-23}, journal = {youtube}, author = {{Ekitabu}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:88CVSTBM 2405685:WVWZZH3Q}, } @techreport{elks_lessons_2016, type = {{DFID} {Think} {Piece}}, title = {Lessons learned from-introducing value-added performance measures in {Uganda}}, url = {https://assets.publishing.service.gov.uk/media/585a7c41e5274a13070000ee/Lessons-learned-from-introducing-value-added-performance-measures-in-Uganda.pdf}, urldate = {2022-10-04}, institution = {HEART}, author = {Elks, Phil}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BC3Q9BSL 2405685:8Z5M7R78 4656463:BQQC9G96}, } @techreport{elks_impact_2016, type = {{DFID} {Think} {Piece}}, title = {The impact of assessment results on education policy and practice in {East} {Africa}}, url = {https://www.heart-resources.org/wp-content/uploads/2016/04/Think-Piece-the-impact-of-assessment-results-on-education-policy-and-practice-in-East-Africa.pdf}, language = {en}, author = {Elks, Phil}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QP2XQ2MH 2405685:SPVN38J2}, } @article{evans_what_2016, title = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}? {An} {Analysis} of {Divergent} {Findings} in {Systematic} {Reviews}}, volume = {31}, issn = {0257-3032, 1564-6971}, shorttitle = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}?}, url = {https://academic.oup.com/wbro/article-lookup/doi/10.1093/wbro/lkw004}, doi = {10.1093/wbro/lkw004}, language = {en}, number = {2}, urldate = {2020-05-15}, journal = {The World Bank Research Observer}, author = {Evans, David K. and Popova, Anna}, month = aug, year = {2016}, note = {shortDOI: 10/f9gf8q KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 10/f9gf8q 2339240:WFIJNIC4 2405685:5ZQE8AUE 2405685:QIM4VXJD 2486141:NXFPSM63}, keywords = {C:Low- and middle-income countries, \_\_\_working\_potential\_duplicate}, pages = {242--270}, } @article{ezeugwu_effect_2016, title = {Effect of {Mathematics} {Game}-based {Instructional} {Techniques} on {Students}’ {Achievements} and {Interest} in {Algebra} at {Basic} {Education} {Level}}, volume = {12}, number = {4}, journal = {Global Journal of Pure and Applied Mathematics}, author = {Ezeugwu, Justin JO and Onuorah, J. C. and Asogwa, Uchenna D. and Ukoha, Ikemsinachi Prince}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RY2H7LZJ 2405685:UFI9A38M}, keywords = {⛔ No DOI found}, pages = {3727--3744}, } @article{faul_networks_2016, title = {Networks and {Power}: {Why} {Networks} are {Hierarchical} {Not} {Flat} and {What} {Can} {Be} {Done} {About} {It}}, volume = {7}, copyright = {© 2015 University of Durham and John Wiley \& Sons, Ltd}, issn = {1758-5899}, shorttitle = {Networks and {Power}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/1758-5899.12270}, doi = {10.1111/1758-5899.12270}, abstract = {Many scholars, policy makers and practitioners associate new, networked forms of collaboration and governance with positive attributes such as speed, flexibility, adaptability and ‘flatness’. This article contrasts the assumptions that networks essentially moderate external asymmetries of power with the network theoretical view that networks may amplify existing hierarchies. The case study network explored supports the network theoretical view that existing power relations may be increased when a multistakeholder partnership network is established. The use of Social Network Analysis facilitates the comparison of the structures and relationships into which global policy actors are organised (the formal network) with the relationships and relational structures into which they choose to organise themselves (informal network). In the conclusions, I introduce the practice of network rewiring that could overcome the network mechanisms that amplify existing power relations. Further research is required that adds more case study evidence in order to raise (and begin to answer) questions that will give a wider view of the social structuring of power in partnership networks in international development, such as those referred to in the recently-adopted Sustainable Development Goals (SDGs).}, language = {en}, number = {2}, urldate = {2021-04-20}, journal = {Global Policy}, author = {Faul, Moira V.}, year = {2016}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1758-5899.12270 zotzenLib.CopiedFrom: 2339240:H9TX8DSA KerkoCite.ItemAlsoKnownAs: 10.1111/1758-5899.12270 2339240:H9TX8DSA 2405685:DSF3CRU9}, pages = {185--197}, } @misc{fhi360_liberia_2016, title = {Liberia {Teacher} {Training} {Program} {II} ({LTTP} {II})}, url = {https://www.fhi360.org/projects/liberia-teacher-training-program-ii-lttp-ii}, abstract = {FHI 360’s Liberia Teacher Training Program II (LTTP II) builds on work conducted under LTTP I to address Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers.}, urldate = {2020-05-08}, author = {FHI360}, year = {2016}, note = {Library Catalog: www.fhi360.org KerkoCite.ItemAlsoKnownAs: 2339240:KJT59EFR 2405685:TVLFHSTQ}, } @misc{flynn_how_2016, title = {How {Listening} {Drives} {Improvement} in {Vocabulary} and {Reading} {Comprehension}}, url = {https://www.tales2go.com/2016westedstudy.pdf}, urldate = {2022-06-25}, journal = {WestEd}, author = {Flynn, Kylie and Matlen, Bryan and Atienza, Sara and Schneider, Steven}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DLMP6AS5 2405685:JMKSUCXM}, } @techreport{friedlander_literacy_2016, address = {Stanford, California}, title = {Literacy {Boost} in {Rwanda}: {Impact} {Evaluation} of a 2-year {Randomized} {Control} {Trial}.}, url = {https://static1.squarespace.com/static/57ffc29c414fb543385340da/t/580b907f6b8f5b0d54ca464a/1477152950891/Friedlander_Goldenberg_2016_LiteracyBoostInRwanda.pdf}, institution = {Stanford University}, editor = {Friedlander, E and Goldenberg, C}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I24TPEWC}, } @inproceedings{gafinowitz_digital_2016, title = {Digital {Library} {Appropriation} in the {Context} of {SubSaharan} {Countries}: {The} {Case} of {eGranary} {Digital} {Library} {Implementation}}, shorttitle = {Digital {Library} {Appropriation} in the {Context} of {SubSaharan} {Countries}}, doi = {10.1145/3001913.3006638}, booktitle = {Proceedings of the 7th {Annual} {Symposium} on {Computing} for {Development}}, author = {Gafinowitz, Nicci CL}, year = {2016}, note = {shortDOI: 10/ghgn48 KerkoCite.ItemAlsoKnownAs: 10/ghgn48 2405685:E5AP7SNE}, pages = {1--4}, } @article{gafinowitz_contextual_2016, title = {Contextual {Analysis} of {eGranary} {Implementation} in sub {Saharan} countries}, author = {Gafinowitz, Nicola}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DFGWGXRT}, keywords = {⛔ No DOI found}, } @misc{gdpr_general_2016, title = {General {Data} {Protection} {Regulation} ({GDPR}) – {Official} {Legal} {Text}}, url = {https://gdpr-info.eu/}, abstract = {General Data Protection Regulation (EU GDPR) – The official PDF of the Regulation (EU) 2016/679, its recitals \& key issues as a neatly arranged website.}, language = {en-US}, urldate = {2022-06-14}, journal = {General Data Protection Regulation (GDPR)}, author = {GDPR}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MGFPLUMM 2405685:FXJKHWRK}, } @article{gill_reimagining_2016, title = {Reimagining accountability in {K}–12 education}, volume = {2}, issn = {2379-4615}, url = {https://muse.jhu.edu/article/634509}, doi = {10.1353/bsp.2016.0007}, abstract = {Since the passage of the No Child Left Behind Act (NCLB) in 2002, American policymakers have relied primarily on outcome-based accountability in the form of high-stakes testing to improve public school performance. With NCLB supplanted in 2015 by the Every Student Succeeds Act—which gives states far greater discretion in the design of accountability systems—the time is ripe for policymakers to consider extensive behavioral science literature that shows outcome-based accountability is only one of multiple forms of accountability, each invoking distinct motivational mechanisms. We review rule-based, market-based, and professional accountability alongside outcome-based accountability, using evidence from the laboratory and the field to describe how each can produce favorable or unfavorable effects. We conclude that policymakers should (a) make greater use of professional accountability, which has historically been underutilized in education; (b) use transparency to promote professional accountability; and (c) use multiple, complementary forms of accountability, creating a complete system that encourages and supports the continuous improvement of educational practice.}, language = {en}, number = {1}, urldate = {2022-01-11}, journal = {Behavioral Science \& Policy}, author = {Gill, Brian P. and Lerner, Jennifer S. and Meosky, Paul}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/bsp.2016.0007 2339240:74EHK2GG 2339240:HXPBR7K9 2405685:26F46SAH 2405685:89CB97ST 2405685:DSNUX997 2534379:VZZ2GY2R}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {57--70}, } @misc{girl_effect_tega_2016, title = {{TEGA}}, url = {https://global.girleffect.org/what-we-do/mobile-platforms/tega/}, author = {Girl Effect}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IVYR2NPT 2405685:LVC9B29M}, } @incollection{glewwe_improving_2016, title = {Improving education outcomes in developing countries: {Evidence}, knowledge gaps, and policy implications}, volume = {5}, shorttitle = {Improving education outcomes in developing countries}, booktitle = {Handbook of the {Economics} of {Education}}, publisher = {Elsevier}, author = {Glewwe, Paul and Muralidharan, Karthik}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HBFU2UXC 2405685:NT8NMCST}, pages = {653--743}, } @article{gloria_influence_2016, title = {Influence of mobile learning training on pre-service social studies teachers' technology and mobile phone self-efficacies}, volume = {7}, issn = {2222-1735, 2222-1735}, url = {https://files.eric.ed.gov/fulltext/EJ1089740.pdf}, abstract = {Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.}, language = {English}, number = {2}, journal = {Journal of Education and Practice}, author = {Gloria, Adedoja and Oluwadara, Abimbade}, year = {2016}, note = {Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2405685:2B3XKEGJ 2405685:MNN95GGK 2534378:GD8S4UHN 2534378:KAL73UF6 2534378:SDN92DUR}, keywords = {Age Differences, ERIC, Current Index to Journals in Education (CIJE), Electronic Learning, Foreign Countries, Higher Education, Instructional Effectiveness, Likert Scales, Nigeria, Postsecondary Education, Predictor Variables, Preservice Teachers, Pretests Posttests, Questionnaires, Self Efficacy, Social Studies, Student Teacher Attitudes, Technological Literacy, Technology Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096188, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {74--79}, } @article{goker_effectiveness_2016, title = {The {Effectiveness} and {Usability} of the {Educational} {Software} on {Concept} {Education} for {Young} {Children} with {Impaired} {Hearing}}, volume = {12}, doi = {10.12973/eurasia.2016.1207a}, abstract = {Early intervention and early education have a special place in educating the children with Impaired Hearing (IH). The advancements in information and communication technologies have led to adopting the view that such technologies could be applied in the educational process of the children with IH. Besides, the positive results acquired in the studies conducted in the light of this review have brought up the fact that proper technology-based educational environments should be provided and popularized for the young children with IH. In this study, educational software has been developed for the purpose of teaching emotions and opposite concepts to young children with IH. With this software, videos with topic descriptions, games reinforcing funny and topic-based learning, questions and audio-visual feedbacks have been used. The effectiveness of this software in concept education along with its usability by children has been examined; and in addition, the subjective viewpoints of the teachers of students with IH on this software have been consulted as well.}, journal = {EURASIA Journal of Mathematics, Science \& Technology Education}, author = {Goker, Hanife and Ozaydin, Latife and Tekedere, Hakan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.12973/eurasia.2016.1207a 2339240:LS7NEM49 2405685:CW2LUTWC}, pages = {109--124}, } @book{green_how_2016, address = {Oxford}, title = {How change happens}, publisher = {Oxford University Press}, author = {Green, D.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9WGBKM7K 2405685:DWDK4DTC}, } @misc{green_payment_2016, title = {Payment by {Results} hasn’t produced much in the way of results, but aid donors are doing it anyway. {Why}? – {FP2P}}, url = {https://oxfamapps.org/fp2p/payment-by-results-hasnt-produced-much-in-the-way-of-results-but-aid-donors-are-doing-it-anyway-why/}, urldate = {2022-06-09}, author = {Green, Duncan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KUX5CYJA 2405685:2JC5M5HW 4656463:5538DZJJ}, } @book{hanemann_harnessing_2016, address = {Hamburg}, edition = {2nd edition}, title = {Harnessing the {Potential} of {ICTs}: {Literacy} and {Numeracy} {Programmes} {Using} {Radio}, {TV}, {Mobile} {Phones}, {Tablets} and {Computers}}, isbn = {978-92-820-1205-5}, shorttitle = {Harnessing the {Potential} of {ICTs}}, url = {https://eric.ed.gov/?id=ED573633}, abstract = {The UNESCO Institute for Lifelong Learning (UIL) has published a second edition of "Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers." This compilation of case studies from all world regions presents promising literacy and numeracy programmes that use information and communication technologies (ICTs) in their access and outreach strategies. The twenty-six case studies illustrate how ICTs such as radio, TV, mobile phones, tablets and computers can be used as media of instruction, can supplement face-to-face teaching, and can help to develop and strengthen youth and adult literacy, language and numeracy skills. The case studies featured in this publication can also be found in the UNESCO Effective Literacy and Numeracy Practices Database (LitBase). [For the 1st Edition: "Harnessing the Potential of ICTs for Literacy Teaching and Learning: Effective Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets, and Computers," see ED560504.]}, language = {en}, urldate = {2020-12-01}, publisher = {UNESCO Institute for Lifelong Learning}, author = {Hanemann, Ulrike and Scarpino, Cassandra}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EHGHB4P6 2339240:JK88DX53 2405685:24SDVCB2 2405685:WAVX3A5A}, keywords = {Adult Literacy, Case Studies, Distance Education, Educational Technology, Foreign Countries, Handheld Devices, Instructional Materials, Literacy Education, Mathematics Education, Numeracy, Program Content, Program Effectiveness, Radio, Teaching Methods, Technology Integration, Technology Uses in Education, Telecommunications, Television, Videoconferencing}, } @book{hartnett_motivation_2016, address = {New York, NY}, title = {Motivation in online education}, isbn = {978-981-10-0698-2}, url = {https://link.springer.com/book/10.1007/978-981-10-0700-2}, publisher = {Springer}, author = {Hartnett, Maggie}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZM5MIYVY 2405685:LCAAMID8}, } @techreport{hasler_perspectives_2016, title = {Perspectives on technology, resources and learning: {Productive} classroom practices, effective teacher professional development}, url = {https://www.educ.cam.ac.uk/people/staff/watson/Hassler%20et%20al%202016%20-%20Perspectives%20on%20Technology,%20Resources%20and%20Learning%20(Full).pdf}, language = {en}, institution = {University of Cambridge}, author = {Haßler, Björn and Major, L. and Warwick, P. and Watson, S. and Hennessy, S. and Nicholl, B.}, year = {2016}, note = {EdTechHub.Source: 2129771:XWX767NR KerkoCite.ItemAlsoKnownAs: 2129771:XWX767NR 2339240:LXSZ3BDY 2405685:KP542JTW}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, pages = {60}, } @article{hasler_tablet_2016, title = {Tablet use in schools: a critical review of the evidence for learning outcomes}, volume = {32}, shorttitle = {Tablet use in schools}, doi = {10.1111/jcal.12123}, number = {2}, journal = {Journal of Computer Assisted Learning}, author = {Haßler, Björn and Major, Louis and Hennessy, Sara}, year = {2016}, note = {EdTechHub.Source: 2129771:9IYKEUKJ shortDOI: 10/f8f6mc KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12123 10/f8f6mc 2129771:6YGVDBXS 2129771:9IYKEUKJ 2129771:BFWTG2BG 2129771:HX6DBG7W 2317526:3V7LV2NP 2339240:C6LDZSDW 2339240:GNBA7ZJI 2339240:WPK23R37 2339240:YYGY6J8F 2405685:7552P2EL 2405685:9I6F956M 2405685:J6HBWCZL 2405685:SZ2DB7K2 503888:U6FRZHMB}, keywords = {Android, Author:Haßler, dode\_eth-src-dode, dode\_eth-trf2-dode, iPad, learning outcomes, school, systematic reviews, tablets}, pages = {139--156}, } @article{hooli_living_2016, title = {Living labs and knowledge creation in developing countries: {Living} labs as a tool for socio-economic resilience in {Tanzania}}, volume = {8}, issn = {2042-1338}, shorttitle = {Living labs and knowledge creation in developing countries}, url = {https://doi.org/10.1080/20421338.2015.1132534}, doi = {10.1080/20421338.2015.1132534}, abstract = {Living Labs (LL) are platforms to increase innovation through the interaction of various actors. LLs are based on an open innovation process, community involvement, co-creation of products, and services or societal innovations together with users. Bottom-up approaches, such as LLs, are needed to support innovation processes in local communities. Developing countries expect that innovation systems with LLs will contribute positively to socio-economic resilience and poverty alleviation. However, only few studies exist about LLs in developing countries. This article studies LLs in Tanzania, with regard to their knowledge creation processes and contribution to socio-economic resilience of local communities. In Tanzania, LLs create new entrepreneurial skills and opportunities for people with limited formal education. The participants in LLs discuss and define local challenges in groups and find solutions through co-creation. They combine local knowledge and practices with external ones, the latter found mostly through learning to use the Internet. Direct networking between LLs in Tanzania helps to share experiences and best practices. External funding and know-how transfer support LLs, but the commitment of their key person(s) is crucial.}, number = {1}, urldate = {2021-01-18}, journal = {African Journal of Science, Technology, Innovation and Development}, author = {Hooli, Lauri and Jauhiainen, Jussi S. and Lähde, Kristiina}, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/20421338.2015.1132534 KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2015.1132534 2339240:TE26NA6N 2405685:YLHQ38BJ}, keywords = {030, 031, 035, Living Lab, O00, O55, Tanzania, developing countries, innovation system, knowledge creation}, pages = {61--70}, } @article{howard_having_2016, title = {Having a go: {Looking} at teachers’ experience of risk-taking in technology integration}, volume = {21}, shorttitle = {Having a go}, doi = {10.1007/s10639-015-9386-4}, number = {5}, journal = {Education and Information Technologies}, author = {Howard, Sarah K. and Gigliotti, Amanda}, year = {2016}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9386-4 2339240:VVUJLTB5 2405685:P3379GLF}, pages = {1351--1366}, } @article{howard_seeing_2016, title = {Seeing the system: {Dynamics} and complexity of technology integration in secondary schools}, volume = {21}, issn = {1360-2357, 1573-7608}, shorttitle = {Seeing the system}, url = {http://link.springer.com/10.1007/s10639-015-9424-2}, doi = {10.1007/s10639-015-9424-2}, language = {en}, number = {6}, urldate = {2021-02-19}, journal = {Education and Information Technologies}, author = {Howard, Sarah K. and Thompson, Kate}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9424-2 2339240:CII7NCHY 2405685:FJ4EYFUE}, pages = {1877--1894}, } @misc{ictworks_what_2016, title = {What is the {Matthew} {Effect} on {Khan} {Academy} in {India}?}, url = {https://www.ictworks.org/what-is-the-matthew-effect-on-khan-academy-in-india/}, urldate = {2020-06-13}, author = {ICTworks}, year = {2016}, note = {Library Catalog: www.ictworks.org KerkoCite.ItemAlsoKnownAs: 2405685:BAPUUJY9}, } @phdthesis{ikram_effect_2016, title = {The {Effect} of {Teachers}' {Professional} {Development} in {Video} {Technology} on {Mathematics} and the {English} {Language} {Learning} of {Preschoolers} in a {Rural} {Primary} {School} in {Pakistan}.}, url = {https://pdfs.semanticscholar.org/11ce/6d9551ac42e55ad78fe901137502e17c5601.pdf}, abstract = {The purpose of this mixed methods study was to examine the effect of teachers' professional development in video technology (PBS \& Sesame Street videos) on mathematics and the English language learning among nursery students in the rural area of Pakistan where it was impossible for students to experience watching videos for learning purposes. This study showed teachers' motivation and frustration, before and after professional development, toward the use of video technology in the classroom. Also, this study showed the effect of learning videos assisted with games, coloring activities, and portfolios on student's English and mathematics' learning. The demographics of gender, socioeconomic status of the students, parents' education and occupation, learning resources at home for children, and the use of technology and media at home were contrasted to examine how they affect students learning of mathematics and English. The participants of the study were 80 nursery students and two English and math teachers in a rural primary school of Punjab province in Pakistan. Data were collected through a semi-structured interview protocol, biographical survey, and English and math tests. The demographic characteristics of the participants revealed that there were 55 percent female students and 45 percent male students ranging in age from 4 to 6 years. The demographics also revealed that 81 percent of the students belonged to households that had not more than \$100 income per month. The findings supported that a majority of the students belonged to low socioeconomic status (SES), and fathers were the main source of household income. The findings showed that fathers' level of education was higher than that of the mothers' level of education. The effective delivery of the content with videos and students' engagement motivated teachers. The use of videos remarkably enhanced students' learning of math numbers and English alphabet in experimental classrooms. However, the lack of funds and technology training was the biggest frustration for teachers. The findings from this research contributed to the literature about teachers' professional development and use of learning media. The findings also identified the reasons behind teachers' frustration and motivation to bring technology in the classroom. Consequently, these study findings informed administrators, teachers, and parents to improve existing teaching and learning practices at early education level in Pakistan. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]}, urldate = {2020-12-01}, author = {Ikram, Hamid}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FLFX5IGI 2339240:GEMLTXYF 2405685:KFYBLHY6 2405685:RP6L4XQU}, keywords = {Educational Media, Educational Technology, Elementary School Teachers, English Language Learners, Foreign Countries, Mathematics Education, Mathematics Instruction, Mixed Methods Research, Pakistan, Preschool Children, Professional Development, Rural Schools, Second Language Learning, Semi Structured Interviews, Surveys, Technology Uses in Education, Video Technology}, } @techreport{institute_for_development_final_2016, title = {Final {Evaluation} of the {Project}: {Increasing} {Access}, {Retention} and {Performance} in {Primary} {Education}: {Implemented} by {Child} to {Child} \& the {Pikin}-{To}-{Pikin} {Movement} {Kailahun} {District}, {Sierra} {Leone}, 2011-2016}, url = {http://www.childtochild.org.uk/wp-content/uploads/2017/09/FINAL-Evaluation-Report-21April2017-Institute-for-Development.pdf}, urldate = {2020-12-15}, author = {{Institute for Development}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3E624NH3 2405685:5LVXNGJZ 2405685:CRQUMLFF}, } @misc{international_rescue_committee_irc_safe_2016, title = {Safe {Healing} and {Learning} {Spaces} {Toolkit}}, url = {https://rescue.app.box.com/s/f0djf7fa3yzbtn7vqt3ouv2mn20okt8l}, urldate = {2020-05-29}, author = {{International Rescue Committee (IRC)}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MQ3D2S3D 2405685:S7CDWVUB 4803016:VWGFX3QN}, } @techreport{jeffrey_digital_2016, title = {Digital {Citizenship} in {Pakistan}}, url = {https://www.britishcouncil.pk/sites/default/files/digital_citizenship_in_pakistan.pdf}, language = {EN}, urldate = {2020-08-12}, institution = {British Council}, author = {Jeffrey, Roger and Oberlander, Jon and MacDonald, Stuart and Bhatti, Feyza}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XR7EPNN4}, } @article{jeong_seven_2016, title = {Seven affordances of computer-supported collaborative learning: {How} to support collaborative learning? {How} can technologies help?}, volume = {51}, shorttitle = {Seven affordances of computer-supported collaborative learning}, doi = {10.1080/00461520.2016.1158654}, number = {2}, journal = {Educational Psychologist}, author = {Jeong, Heisawn and Hmelo-Silver, Cindy E.}, year = {2016}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/00461520.2016.1158654 2339240:66AMP8HW 2405685:WZMNBHSH}, pages = {247--265}, } @article{johnston_moocs_2016, title = {{MOOCs} {Feasibility} {Study}: {Demand} among {Teachers} in {Rural} {Ghana}.}, shorttitle = {{MOOCs} {Feasibility} {Study}}, journal = {Society for Research on Educational Effectiveness}, author = {Johnston, Jamie}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S2KSUDLJ 2405685:MYTSC7NJ}, keywords = {⛔ No DOI found}, } @article{kafyulilo_factors_2016, title = {Factors affecting teachers’ continuation of technology use in teaching}, volume = {21}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-015-9398-0}, doi = {10.1007/s10639-015-9398-0}, abstract = {This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers’ continuation of technology use. Implications of the findings are discussed.}, language = {en}, number = {6}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Kafyulilo, Ayoub and Fisser, Petra and Voogt, Joke}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9398-0 2339240:GMCWDGDM 2405685:LCDEJKQW}, pages = {1535--1554}, } @article{kafyulilo_teacher_2016, title = {Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in {Tanzania}}, volume = {21}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-014-9321-0}, doi = {10.1007/s10639-014-9321-0}, abstract = {This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching.}, language = {en}, number = {2}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Kafyulilo, Ayoub and Fisser, Petra and Voogt, Joke}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-014-9321-0 10/gf5f4m 2339240:7CEQ93PT 2339240:JGN4RV5I 2339240:UY65BS7S 2405685:JSZJ37ZS 2405685:RUYKREG7 2534378:3QB7Y6QJ 2534378:55Q9N5GF 2534378:56IKE4DH 2534378:7PX4TKVE 2534378:SYZ7CCCB 2534378:ZSZNYZ9S}, keywords = {CAREER development, CHEMISTRY education, Computer Software, Computers--Information Science And Information Theory, Cooperation, EDUCATIONAL technology, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Focus Groups, Foreign Countries, In-service science teachers, Interviews, Lesson design in teams, Lesson plans, MICROSOFT PowerPoint (Computer software), Observation, PROFESSIONAL education, Professional Development, Professional development, Questionnaires, Reflection, SCIENCE teachers, SECONDARY schools, Science Instruction, Science Teachers, Science teachers, Secondary Education, Secondary Schools, Secondary school teachers, TPACK, Tanzania, Teaching Methods, Teamwork, Technology Integration, Technology Uses in Education, Technology integration knowledge and skills, Visual Aids, \_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Open systems, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096124, \_\_finaldtb}, pages = {301--318}, } @misc{kaldezi_ghana_2016, title = {Ghana mulls over mobile phone ban in schools}, url = {https://www.dw.com/en/ghana-mulls-over-mobile-phone-ban-in-schools/a-19321377}, abstract = {Ghana’s education service has started a campaign to ban the use of mobile phones in primary and secondary schools. The move, according to the educationists, will enable students to concentrate more on their studies.}, language = {en\_GB}, urldate = {2020-06-23}, author = {Kaldezi, I}, year = {2016}, note = {Library Catalog: www.dw.com EdTechHub.ItemAlsoKnownAs: 2405685:X46N87KS}, } @article{kennedy_how_2016, title = {How does professional development improve teaching?}, volume = {86}, url = {https://www.researchgate.net/publication/292675761_How_Does_Professional_Development_Improve_Teaching}, doi = {10.3102/0034654315626800}, abstract = {Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.}, number = {4}, journal = {Review of Educational Research}, author = {Kennedy, Mary M.}, year = {2016}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654315626800 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315626800 2405685:T5F8AEJQ 2534378:WFATBSZB}, pages = {945--980}, } @article{khaddage_advancing_2016, title = {Advancing learning in formal and informal settings via mobile app technology: where to from here, and how?}, volume = {19}, url = {https://www.jstor.org/stable/jeductechsoci.19.3.16}, number = {3}, journal = {Educational Technology \& Society}, author = {Khaddage, Ferial and Muller, Wolfgang and Flintoff, Kim}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EHC8I8C6 2405685:2XJPAP7V}, keywords = {⛔ No DOI found}, pages = {16--26}, } @article{khudair_value_2016, title = {Value chain, stakeholders analysis and technology: {A} holistic and integrated approach for determining the cumulative added value of education}, volume = {8}, doi = {https://eric.ed.gov/?id=EJ1118012}, number = {7}, journal = {International Journal of Educational Administration and Policy Studies}, author = {Khudair, Saud Abdullah Ben and Abdalla, Abdalla Khidir}, year = {2016}, note = {zotzenLib.CopiedFrom: 2339240:B9AZ5UUA KerkoCite.ItemAlsoKnownAs: 2339240:B9AZ5UUA 2405685:VMUPQSDP}, keywords = {⚠️ Invalid DOI}, pages = {85--96}, } @article{kihoza_classroom_2016, title = {Classroom {ICT} integration in {Tanzania}: {Opportunities} and challenges from the perspectives of {TPACK} and {SAMR} models}, volume = {12}, abstract = {With the education systems demand of contemporary technologies, teacher trainees should be imparted with competencies and skills to integrate information and communication technology (ICT) into their future teaching and learning practices. This study assessed classroom ICTs integration opportunities and the challenges in relation to Technological Pedagogical and Content Knowledge (TPACK) and SAMR (Substitute, Augmentation, Modification, and Redefinition) models. The case study involved tutors and teacher trainees (N=206) from teacher training colleges. Results indicated that, majority of respondents have low pedagogical ICT competencies. However, tutors exhibited good knowledge level in all TPACK and SAMR constructs that we assessed, teacher trainees’ revealed poor skills and inefficient support on the use of basic ICTs (hardware, software, and associated peripherals). The impacts of TPACK and SAMR models characteristics related to the technology use planning and redesign of learning tasks was evident. Most of the challenges identified were associated to the lack of infrastructures, readiness to change and lack of competencies on pedagogical ICTs applications. Among others, we recommend the government to work on a harmonized ICT in education integration framework; that consider the existing opportunities and challenges facing Tanzania teacher training systems. Further work should focus on carrying out an experimental research design to unlock the existing ICT use realities.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Kihoza, Patrick and Zlotnikova, Irina and Bada, Joseph and Kalegele, Khamisi}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BJ2GRXMK 2405685:L4PFXE4I}, keywords = {⛔ No DOI found}, pages = {107--128}, } @article{koffi_les_2016, title = {Les langues maternelles africaines et/ou ivoiriennes ont-elles des limitespédagogiques ou d’apprentissage–enseignement?}, volume = {11}, number = {22}, journal = {ANADISS}, author = {Koffi, Konan Thomas}, year = {2016}, note = {Publisher: UNIVERSITATEA» ȘTEFAN CEL MARE «SUCEAVA KerkoCite.ItemAlsoKnownAs: 2405685:CUWC3FUY 315692:AILBFPK4 315692:P4ZJ6JN2 4042040:5Z5Y6LR5 4042040:BKPV8X3J}, keywords = {⛔ No DOI found}, pages = {197--204}, } @techreport{kwauk_educate_2016, title = {{EDUCATE}! {Riding} the reform wave to scale up youth entrepreneurship in {Uganda}}, url = {https://dx.doi.org/10.2139/ssrn.3956793}, urldate = {2023-06-22}, author = {Kwauk, Christina and Perlman Robinson, Jenny}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3956793 2339240:DUYSPDDA 2339240:K7APCZUQ 2405685:NITVEM6L 2405685:UG7ULG9X}, keywords = {Scaling, youth entrepreneurship}, } @techreport{lateral_economics_permission_2016, title = {Permission granted: {The} economic value of data assets under alternative policy regimes {\textbar} {Price} {Discrimination} {\textbar} {Demand}}, shorttitle = {Permission granted}, url = {https://www.scribd.com/doc/309810679/Permission-granted-The-economic-value-of-data-assets-under-alternative-policy-regimes}, abstract = {A Lateral Economics report for the Open Data Institute - March 2016}, language = {en}, urldate = {2019-11-05}, author = {Lateral Economics}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GI8WHETA 2405685:4JA5QG5K}, keywords = {\_C:Australia AUS, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Spain ESP, \_C:Sweden SWE, \_C:United Kingdom GBR, \_\_C:scheme:1}, } @book{laveault_assessment_2016, title = {Assessment for {Learning}: {Meeting} the {Challenge} of {Implementation}}, isbn = {978-3-319-39211-0}, url = {https://www.springer.com/gp/book/9783319392097}, publisher = {Springer}, author = {Laveault, D and Allal, L}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ET7C9K8E 2405685:8NZ2VH8S}, } @book{lepper_hidden_2016, address = {London and New York}, series = {Psychology revivals}, title = {The hidden costs of reward: new perspectives on the psychology of human motivation}, isbn = {978-1-315-66698-3 978-1-138-95440-3 978-1-138-95430-4}, shorttitle = {The hidden costs of reward}, url = {https://www.taylorfrancis.com/books/edit/10.4324/9781315666983/hidden-costs-reward-mark-lepper-david-greene}, language = {eng}, publisher = {Psychology Press}, editor = {Lepper, Mark L. and Green, David}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WZLWE4C2 2405685:4BH73NHE}, } @incollection{levin_cost-effectiveness_2016, address = {Washington (DC)}, edition = {Third}, title = {Cost-{Effectiveness} and {Affordability} of {Interventions}, {Policies}, and {Platforms} for the {Prevention} and {Treatment} of {Mental}, {Neurological}, and {Substance} {Use} {Disorders}}, volume = {3}, copyright = {© 2016 International Bank for Reconstruction and Development / The World Bank.}, isbn = {978-1-4648-0426-7 978-1-4648-0428-1}, url = {http://www.ncbi.nlm.nih.gov/books/NBK361929/}, abstract = {Since the turn of the millennium, considerable progress has been made in developing an evidence base on which interventions are effective and feasible for improving mental health in low- and middle-income countries (LMICs). Such evidence provides a critical input to the formulation of plans and priorities to address the large and growing burden of mental, neurological, and substance use (MNS) disorders. However, for successful and sustainable scale-up of effective interventions and innovative service delivery strategies, decision makers require not only evidence of an intervention’s impact on health and other outcomes, such as equity or poverty, but also evidence of its cost and cost-effectiveness. Cost data provide information relevant to the financial planning and implementation of prioritized, evidence-based strategies; cost-effectiveness analysis indicates the relative efficiency or value for money associated with interventions or innovations. The application of economic evaluation to MNS disorders has largely focused on the assessment of a specific intervention’s costs and health outcomes, relative to some comparator, which may be treatment as usual, another innovation, or no intervention. Such assessments have often been conducted alongside clinical trials, enabling health economic researchers to add resource use questions to study protocols, generate estimates of each trial participant’s health care costs, and relate these costs to primary outcome measures in the form of cost-effectiveness ratios. We review this type of economic evidence over the course of this chapter, with a particular focus on studies that have been successfully carried out in LMICs. However, the number of completed studies remains small and insufficient to inform resource allocation decisions in all the national settings where cost-effectiveness information would be valuable, including the many countries where informal or traditional health care represents the predominant model of service availability. This paucity of economic evidence reflects the overall lack of resources and infrastructure for mental health services in LMICs, including research capacity. Partly to address the paucity of cost-effectiveness trials, as well as their intrinsic specificity to the setting in which they are conducted, a broader, modeling-based approach has also been used to build up economic evidence for international mental health policy and planning. This approach includes the earlier editions of the Disease Control Priorities (DCP) project and the World Health Organization’s (WHO) CHOosing Interventions that are Cost-Effective (CHOICE) project. Such model-based studies rely on existing data, as well as several analytical assumptions; these studies have adopted an epidemiological, population-based approach that identifies the expected costs and health impacts of delivering evidence-based interventions at scale in the population as a whole, whether a specific country or an entire region. We also review this form of economic evidence and comment on important gaps in the current evidence base, as well as the relative strengths and limitations of this approach. One important limitation of conventional cost-effectiveness analysis—whether garnered through trial-based or model-based approaches—is that it is restricted to consideration of the specific implementation costs and health-related outcomes of an intervention; it does not typically extend to the nonhealth or wider economic or social value of investing in mental health innovation and service scale-up. In particular, cost-effectiveness analysis in its conventional form has little to say about the equitable distribution of costs and health gains across different groups of the target population. Incorporation of such concerns into economic evaluation represents a major objective of extended cost-effectiveness analysis, which is explored and addressed specifically in chapter 13 in this volume (Chisholm, Johansson, and others 2015). In this chapter, we review the available cost-effectiveness evidence for the different levels and underpinning strategies of the mental health care system, with a focus on information generated in or for LMICs. Based on the overall analytical framework and priority intervention matrices developed for this volume, the remainder of the chapter is presented as follows. First, we consider the economic evidence for mental health prevention and protection at the population and community levels of the health and welfare system, including legislative, regulatory, and informational measures at the public policy level (population platform), as well as school-, workplace-, and community-based programs (community platform). We then examine the economic evidence relating to the identification and treatment of MNS disorders (health care platform), focusing on the relative cost-effectiveness or efficiency of treatment programs implemented in nonspecialized versus more specialized health care settings. Finally, we assess the financial costs and budgetary implications of implementing or scaling up a set of prioritized, cost-effective interventions. Our review is based on available, published literature. A systematic search of the literature for LMICs was undertaken in PubMed to find articles published since 2000 in English. The search combined terms for specific mental health interventions with economic terms such as “cost,” “cost-effectiveness,” or “quality-adjusted life year (QALY),” as well as the names of all LMICs and their respective regions (see annex 12A for a list of search terms used to identify relevant literature). Where little or no literature was found for LMICs on interventions of potential importance, this systematic search was augmented by selective searches of the literature available since 1995 for high-income countries (HICs); however, these results are not included in the figures or tables. Annex 12B provides the search statistics. Articles included in the review were graded using the checklist of Drummond and others (2005) to generate a quality score for each article, with most studies graded between 7 and 10. Annex 12C provides a list of studies that were used to generate the tables and figures presented in this chapter. It presents detailed information on the intervention characteristics and comparators, target population group, geographic location, methodology, results, and quality scores. All cost-effectiveness results are presented in 2012 US\$ except where noted otherwise. Consistent with earlier iterations of DCP, reported regional estimates refer to the World Bank’s categorization of countries by income.}, language = {eng}, urldate = {2022-03-29}, booktitle = {Mental, {Neurological}, and {Substance} {Use} {Disorders}: {Disease} {Control} {Priorities}}, publisher = {The International Bank for Reconstruction and Development / The World Bank}, author = {Levin, Carol and Chisholm, Dan}, year = {2016}, pmid = {27227237}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MMWPL7JY 2405685:NEXA5KQM}, } @techreport{lewis_ict_2016, title = {{ICT} and the {Education} of {Refugees}: {A} {Stocktaking} of {Innovative} {Approaches} in the {MENA} {Region}}, shorttitle = {{ICT} and the {Education} of {Refugees}}, abstract = {More than 10 million school-age children have been forced out of school in the Middle East and North Africa (MENA) due to armed conflict in Syria, Iraq, Yemen, Libya and other countries. Most are displaced internally but others have fled across borders to seek refuge. As governments and international agencies struggle to ensure these children a safe learning environment and a good quality education, many look to information and communications technology (ICT) to provide at least part of the solution. The use of smartphones and other mobile devices, ubiquitous even among impoverished refugees, can provide a platform that educators can leverage to reach marginalized children and youth. This paper aims to inform discussion on the role information and communications technology (ICT) can play in the educational response to the refugee crisis in the MENA. It provides a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation and what more might be done. The purpose of this note is to provide a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation, and what more might be done. This is in no way a comprehensive assessment but rather an attempt to promote dialogue and inform programs.}, institution = {World Bank}, author = {Lewis, Kent and Thacker, Simon}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FWSEWBZS 2405685:F7YA8GIX 2405685:JDXTAB43}, keywords = {Google Scholar/ "education technology" refugees, RER theme\_pedagogies and modalities}, } @mastersthesis{li__2016, title = {语言活力复兴: 云南丽江四所小学纳西语教育现状调查研究 [{Language} {Revitalization}: {Language} {Revitalization}: {A} {Study} on {Naxi} {Language} {Education} in {Four} {Primary} {Schools} in {Lijiang}]}, shorttitle = {语言活力复兴}, school = {Yunnan Normal University}, author = {Li, Hongyao}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I59D77LV 4042040:FQSX8QYH}, } @article{lindenberg_using_2016, title = {Using technology and mentorship to improve teacher pedagogy and educational opportunities in rural {Nicaragua}}, volume = {3}, issn = {2325-663X, 2325-663X}, url = {https://files.eric.ed.gov/fulltext/EJ1090169.pdf}, abstract = {This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin America face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge.}, language = {English}, number = {1}, journal = {Global Education Review}, author = {Lindenberg, Anni and Henderson, Kathryn I. and Durán, Leah}, year = {2016}, note = {Publisher: Mercy College New York, 555 Broadway, Dobbs Ferry, NY 10522 KerkoCite.ItemAlsoKnownAs: 2339240:RDWK6U2A 2405685:NC2GF9UJ 2534378:5IKXPAZE 2534378:A6LCUC6A 2534378:FBSEQ7BK}, keywords = {Barriers, ERIC, Current Index to Journals in Education (CIJE), Early Childhood Education, Educational Change, Educational Opportunities, Elementary Education, Elementary School Students, Elementary School Teachers, Ethnography, Foreign Countries, Grade 3, Grade 6, Instructional Effectiveness, Instructional Innovation, Intermediate Grades, Intervention, Mathematics, Mathematics Instruction, Mentors, Middle Schools, Nicaragua, Observation, Pedagogical Content Knowledge, Poverty, Primary Education, Rural Areas, Semi Structured Interviews, Teacher Education, Teaching Methods, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096190, \_\_finaldtb, ⛔ No DOI found}, } @inproceedings{loyalka_impacts_2016, title = {The {Impacts} of {Introducing} {Accountability}: {Evidence} from a {Randomized} {Field} {Trial} in {Vocational} {Schools} in {China}}, shorttitle = {The {Impacts} of {Introducing} {Accountability}}, booktitle = {Society for {Research} on {Educational} {Effectiveness}}, author = {Loyalka, Prashant and Li, Guirong and Yi, Hongmei and Johnson, Natalie and Shi, Henry}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UTAFDEVN 2405685:ZKU65ZFD}, keywords = {⛔ No DOI found}, } @misc{malawi_ministry_of_education_national_2016, title = {National {Education} {Policy}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf}, urldate = {2022-12-10}, author = {Malawi Ministry of Education}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ}, } @misc{malawi_ministry_of_education_national_2016, title = {National {Education} {Policy}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf}, urldate = {2022-12-10}, author = {Malawi Ministry of Education}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ}, } @misc{malawi_ministry_of_education_national_2016, title = {National {Education} {Policy}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf}, urldate = {2022-12-10}, author = {Malawi Ministry of Education}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ}, } @techreport{manaus_consulting_assessing_2016, title = {Assessing the use of technology and {Khan} {Academy} to improve educational outcomes in {Sacatepéquez}, {Guatemala}}, url = {https://static1.squarespace.com/static/5a168fa5f6576eb8bfa0a5e5/t/5a32478e4192022049ce380c/1513244608902/ASSESSING+THE+USE+OF+TECHNOLOGY+AND+KHAN+ACADEMY+TO+IMPROVE+EDUCATIONAL+OUTCOMES+IN+SACATEP%C3%89QUEZ%2C+GUATEMALA}, urldate = {2020-04-02}, author = {MANAUS Consulting}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M3GE48RB 2405685:FZ3MCUI9}, } @techreport{manus_consulting_evaluation_2016, title = {Evaluation {Report}: {Assessing} the use of technology and {Khan} {Academy} to improve educational outcomes in {Sacatepéquez}, {Guatemala}}, url = {https://learningequality.org/media/FUNSEPA_Final_Evaluation_Report_27May2016.pdf}, urldate = {2020-06-28}, author = {MANUS Consulting}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QPCUGHLI}, } @article{mberu_health_2016, title = {Health and health-related indicators in slum, rural, and urban communities: a comparative analysis}, volume = {9}, url = {https://www.tandfonline.com/doi/full/10.3402/gha.v9.33163}, doi = {10.3402/gha.v9.33163}, number = {33163}, urldate = {2021-10-25}, journal = {Global Health Action}, author = {Mberu, Blessing U. and Haregu, Tilahun Nigatu and Kyobutungi, Catherine and Ezeh, Alex C.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.3402/gha.v9.33163 2339240:ZK5TDQ53 2405685:TP87ZMPU}, } @article{mclinden_access_2016, title = {‘{Access} to learning’ and ‘learning to access’: {Analysing} the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory}, volume = {34}, issn = {0264-6196}, shorttitle = {‘{Access} to learning’ and ‘learning to access’}, url = {https://doi.org/10.1177/0264619616643180}, doi = {10.1177/0264619616643180}, abstract = {The move towards greater inclusive practice in recent years has resulted in significant changes in curriculum design, delivery and support for children and young people with vision impairments, including increasing placement in settings not designated for pupils with vision impairments. Within these settings, pupils will participate in most curriculum areas alongside their sighted peers with support provided by a range of practitioners including a specialist teacher of children and young people with vision impairments. This article is concerned with analysing the distinctive function and role of the specialist teacher across settings in helping to facilitate an appropriate balance of curriculum ‘access’. Drawing upon recent work in this area, a dual model of access is presented as a means of illustrating the specialist teacher’s role in (1) ensuring that the child’s environment is structured to promote learning throughout their education (‘access to learning’) and (2) supporting the child to learn distinctive skills in order to afford more independent learning (‘learning to access’). While it can be challenging for specialist teachers to find the balance between these two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. An ecological systems theory is used as a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. We illustrate the multi-faceted role of the specialist teacher in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework with a particular focus on the professional ‘standards’ that are used in England and Scotland, respectively. The article is original in being the first to examine the role of the specialist teacher of children and young people with vision impairments through such an analysis. In providing a theoretical framework and related vocabulary illustrated with examples from practice, it therefore has significance for educators and researchers concerned with facilitating curriculum access across national contexts and educational settings in order to reduce future barriers to learning and participation.}, language = {en}, number = {2}, urldate = {2020-12-10}, journal = {British Journal of Visual Impairment}, author = {McLinden, Michael and Douglas, Graeme and Cobb, Rory and Hewett, Rachel and Ravenscroft, John}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0264619616643180 2339240:VYF6NRPQ 2405685:Z7DZEAYA}, keywords = {Curriculum access, ecological systems theory, specialist teacher, vision impairments}, pages = {177--195}, } @book{meyer_universal_2016, title = {Universal {Design} for {Learning}: {Theory} and {Practice}}, isbn = {978-0-9898674-1-2}, url = {http://castpublishing.org/books-media/udl-theory-and-practice/}, publisher = {Center for Applied Special Technology.}, author = {Meyer, A and Rose, D and Gordon, D}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E35ITZ2D 2405685:ZR5RX227}, } @techreport{ministry_of_education_and_sports_laos_ict_2016, title = {{ICT} {Development} {Strategy} for {Education} ({Draft})}, author = {Ministry of Education {and} Sports (Laos)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WAZQQ2KS 2405685:XZM83LAH}, } @misc{ministry_of_education_kenya_digital_2016, title = {Digital {Learning} {Programme}}, url = {https://www.education.go.ke/index.php/programmes/digital-learning-programme}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IP7DIJBT}, } @misc{ministry_of_education_kenya_home_2016, title = {Home}, url = {https://www.education.go.ke/}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PKXCNKUD}, } @techreport{ministry_of_education_liberia_getting_2016, title = {Getting to {Best} {Education} {Sector} {Plan} 2017-2021}, url = {https://www.globalpartnership.org/sites/default/files/getting_to_best_education_sector_plan_2017-2021._liberia.pdf}, urldate = {2020-05-08}, author = {Ministry of Education (Liberia)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HSLF8S2Z}, } @techreport{ministry_of_ict_postal_and_courier_services_zimbabwe_national_2016, title = {National {Policy} for {Information} and {Communications} {Technology}}, url = {http://www.veritaszim.net/sites/veritas_d/files/Zimbabwe%20National%20Policy%20for%20ICT%202016.pdf}, urldate = {2020-06-27}, author = {Ministry of ICT, Postal {and} Courier Services (Zimbabwe)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:G2DMARJH}, } @misc{ministry_of_information_technology_prevention_2016, title = {Prevention of {Electronic} {Crime} {Bill}}, url = {https://na.gov.pk/uploads/documents/1470910659_707.pdf}, urldate = {2022-06-14}, author = {Ministry of Information Technology}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WNXZQXTF 2405685:JGG4U7WV}, } @techreport{ministry_of_planning_and_international_cooperation_jordan_jordan_2016, title = {The {Jordan} {Response} {Plan} {For} the {Syria} {Crisis} 2017-2019}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/JRP%2B2017-2019%2B-%2BFull%2B-%2B%28June%2B30%29.pdf}, urldate = {2020-06-30}, author = {Ministry of Planning {and} International Cooperation, Jordan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:J6W2KRKX}, } @misc{ministry_of_primary_and_secondary_education_zimbabwe_education_2016, title = {Education {Sector} {Strategic} {Plan} (2016-2020)}, url = {https://www.globalpartnership.org/sites/default/files/2016-07-education-sector-strategic-plan.pdf}, urldate = {2020-06-27}, author = {Ministry of Primary {and} Secondary Education (Zimbabwe)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TU2WFTPR}, } @techreport{ministry_of_telecommunications_lebanon_daring_2016, title = {Daring {Progress}: {Telecommunications} {Public} {Policy} 2014-2015}, url = {http://www.mpt.gov.lb/Telecom_Eng_V5.pdf}, urldate = {2020-09-29}, author = {Ministry Of Telecommunications (Lebanon)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PR6LVJ8C 2405685:PXT872T3}, } @misc{ministry_of_works_transport_and_communication_implementation_2016, title = {Implementation {Strategy} 2016/17-2020/21 for the {National} {ICT} {Policy}}, url = {https://www.ictc.go.tz/index.php/component/phocadownload/category/4-policies?download=48:107#:~:text=Tanzania%20National%20ICT%20Policy%202016,responsible%20for%20implementing%20ICT%20Policy}, author = {Ministry of Works, Transport {and} Communication}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJTEMKRB 2405685:GNIZLI2D}, } @techreport{ministry_of_works_transport_and_communication_national_2016, title = {National {Information} and {Communications} {Technology} policy}, url = {https://tanzict.files.wordpress.com/2016/05/national-ict-policy-proofed-final-nic-review-2.pdf}, urldate = {2020-11-18}, institution = {The United Republic of Tanzania}, author = {{Ministry of Works, Transport and Communication}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9JNI65I6 2405685:4UU57R9G}, } @misc{ministry_of_works_transport_and_communication_national_2016, title = {National information and communications technology policy 2016}, url = {https://www.ega.go.tz/uploads/publications/sw-1574848612-SERA%202016.pdf}, author = {Ministry of Works, Transport {and} Communication}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6U6ILFE3 2405685:SVP7EURD}, } @article{mochengo_impact_2016, title = {Impact of non-financial reward strategies on teachers’ performance: {A} study of secondary schools in {Nyamira} {County}, {Kenya}}, volume = {8}, url = {https://core.ac.uk/download/pdf/234627166.pdf}, number = {9}, journal = {European Journal of Business and Management}, author = {Mochengo, Sylvester Nyageo and Atambo, Wallace and Abuga, Mogwambo Vitalis}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NK4YZG8L}, keywords = {⛔ No DOI found}, pages = {41--50}, } @misc{mohr_teacher_2016, title = {Teacher {Learning} {Circles}: {A} {Locally} {Owned} {Complement} to {Coaching}}, url = {https://chemonics.com/blog/teacher-learning-circles-a-locally-owned-complement-to-coaching/}, author = {Mohr, Emet and Morency Notario, Paige}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IK4RB896 2405685:9TYAKN9P}, } @inproceedings{moon_social_2016, title = {Social {Entrepreneurship} and {Disruptive} {Innovation}: {Evaluating} the use of {Rumie}’s {Free} {Educational} {Software} in {Seven} {Developing} {Economies}}, shorttitle = {Social {Entrepreneurship} and {Disruptive} {Innovation}}, booktitle = {Proceedings of {The} 11th {European} {Conference} on {Innovation} and {Entrepreneurship} 15-16 {September} 2016}, author = {Moon, Chris and Kavanagh, Allison and Jeffrey, Jackie and Gebbels, Joseph and Korsgaard, Karen}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RSNRHHT4 2405685:FHU55DFN}, keywords = {⛔ No DOI found}, pages = {485}, } @article{moore-adams_learning_2016, title = {Learning to teach online: a systematic review of the literature on {K}-12 teacher preparation for teaching online}, volume = {37}, doi = {10.1080/01587919.2016.1232158}, abstract = {There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences.}, number = {3}, journal = {Distance Education}, author = {Moore-Adams, Brianne L and Jones, W Monty and Cohen, Jonathan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2016.1232158 2405685:XP5NP64W}, keywords = {Online learning, online teaching, teacher preparation, virtual learning}, pages = {333--348}, } @techreport{moynihan_toward_2016, type = {Text/{HTML}}, title = {Toward next-generation performance budgeting: lessons from the experiences of seven reforming countries}, shorttitle = {Toward next-generation performance budgeting}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/356081478497402740/Toward-next-generation-performance-budgeting-lessons-from-the-experiences-of-seven-reforming-countries}, abstract = {Toward next-generation performance budgeting : lessons from the experiences of seven reforming countries (English)}, language = {en}, urldate = {2022-06-04}, author = {Moynihan, Donald and Beazley, Ivor}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4ENY522F 2405685:56M9IZ3Y 4656463:5AQLD7ML}, } @article{mtebe_factors_2016, title = {Factors influencing teachers’ use of multimedia enhanced content in secondary schools in {Tanzania}}, volume = {17}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/2280}, doi = {10.19173/irrodl.v17i2.2280}, abstract = {Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46\% of the curriculum, only 28\% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of performance expectancy, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.}, language = {en}, number = {2}, urldate = {2020-11-18}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Mtebe, Joel Samson and Mbwilo, Betty and Kissaka, Mussa M.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v17i2.2280 2339240:4UC2AQT7 2405685:D5W6RICU}, } @misc{murgo_education_2016, title = {Education in {Tanzania} – what role for citizens?}, url = {https://palnetwork.org/education-in-tanzania-what-role-for-citizens/}, urldate = {2021-01-30}, journal = {PAL Network}, author = {Murgo, John and Jaffer, Sana}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7MWHN5P2 2405685:XI85LMZB}, } @phdthesis{murphy_innovation_2016, title = {Innovation {Education} – {What} are innovation skills? {How} can we provide innovation learning through the education system?}, copyright = {Creative Commons Attribution-NonCommercial-ShareAlike 4.0}, shorttitle = {Innovation {Education} – {What} are innovation skills?}, url = {https://www.academia.edu/31025578/Innovation_Education_What_are_innovation_skills_How_can_we_provide_innovation_learning_through_the_education_system}, language = {en}, urldate = {2021-02-28}, author = {Murphy, Ryan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HIT4U2LC}, keywords = {⛔ No DOI found}, } @techreport{muyoya_education_2016, title = {Education {Technology} {Map}: {Guidance} {Document}}, url = {https://assets.publishing.service.gov.uk/media/58ff5610ed915d06ac00023b/A1541_HEART_report-Education_technology_evidence_FINAL.pdf}, language = {en}, institution = {Jigsaw Consult}, author = {Muyoya, C and Brugha, M and Hollow, D}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I8BVRXMI 2339240:TE5NDYPK 2405685:AYEMCFEZ 2405685:PLYXAFQY}, keywords = {Review, ⛔ No DOI found}, } @techreport{natalia_exploring_2016, title = {Exploring the effect of non-financial incentives on job satisfaction of teachers at {Lubuto} and {Kayele} {Secondary} schools in {Ndola} {District}}, url = {http://dspace.unza.zm/bitstream/handle/123456789/5026/Main%20Document.PDF?sequence=1&isAllowed=y}, urldate = {2023-05-25}, institution = {Zimbabwe Open University and the University of Zambia}, author = {Natalia, Zulu}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E546IZZ7}, } @misc{national_committee_for_human_resources_development_education_2016, title = {Education for {Prosperity} {Strategy}}, url = {https://www.hrd.jo/nationalstrategy}, language = {en}, urldate = {2020-06-30}, author = {National Committee for Human Resources Development}, year = {2016}, note = {Library Catalog: www.hrd.jo KerkoCite.ItemAlsoKnownAs: 2405685:8S3LF8AJ}, } @techreport{naviwala_pakistans_2016, title = {Pakistan’s {Education} {Crisis}: {The} {Real} {Story}}, url = {https://www.wilsoncenter.org/publication/pakistans-education-crisis-the-real-story-report}, language = {en}, institution = {Wilson Center}, author = {Naviwala, Nadia}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B783KRE8 2339240:VDL9MRA7 2405685:APRFWT5B 2405685:JMXYPLHM 2405685:LBVR8VFV}, keywords = {Advantaged, Armed Forces, Attendance, Budgets, Educational Change, Educational Finance, Educational Policy, Educational Quality, Expenditures, Foreign Countries, International Organizations, Interviews, Political Influences, Privatization, Specialists, Standards, Teacher Attendance, Teacher Salaries}, pages = {44}, } @techreport{naz_pakistan_2016, title = {Pakistan {District} {Education} {Rankings}}, url = {https://d3n8a8pro7vhmx.cloudfront.net/alifailaan/pages/537/attachments/original/1474368820/Pakistan_District_Education_Rankings_2016_Full_Report.pdf?1474368820}, urldate = {2020-06-11}, author = {Naz, Saman and Memon, Asif and ul Haque, Minhaj and Nadeem, Umar and Jamal, Ghamae and Khan, Aleena}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4MNGWJRQ}, } @article{ndalo_role_2016, title = {Role of {ICT} in {Enabling} {High} {Quality} {OERs} for {Teacher} {Education} and {Training} in {Dadaab} {Refugee} {Settlement} in {Kenya}}, volume = {2}, abstract = {ICT and OER have the potential for uplifting the quality of refugee education across the world. Sustainable education in refugee camps/settlements is difficult to achieve in many countries that host refugees. This is because most international agencies that come to aid of the refugees are mostly concerned with basic humanitarian assistance like health, food and shelter. Quality education is a key determinant of students’ participation rates and achievement levels. It also remains an important ingredient towards attainment of social justice in terms of equity in educational quality for students. One contributing factor to quality education is availability of ICT infrastructure and quality OERs to create equity for many refugee learners in their camps. This paper describes how ICT and OER initiatives are appropriate tools for improving access, equity, and quality training and education of refugees in Dadaab refugee settlement schools in north eastern part of Kenya.}, number = {1}, journal = {Research Journal of Education}, author = {Ndalo, Agumba Musa}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9MAKBVX4 2405685:2ESBXBQX}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_supporting educators, ⛔ No DOI found}, pages = {7--14}, } @phdthesis{niwamanya_effect_2016, type = {Unpublished {MBA} {Thesis}: {Uganda} {Technology} and {Management} {University}}, title = {Effect of financial and non-financial motivation on performance of teachers in private secondary schools in {Sheema} {Disrict}, {Uganda}}, url = {https://www.utamu.ac.ug/docs/research/studentresearch/masters/dissertations/EFFECT%20OF%20FINANCIAL%20AND%20NON-FINANCIAL%20MOTIVATION%20ON%20PERFORMANCE%20OF%20TEACHERS%20IN%20PRIVATE%20SECONDARY%20SCHOOLS.pdf}, abstract = {This cross-sectional descriptive study assessed the relationship between motivation and performance of teachers in private secondary schools in Sheema District, Uganda. Specifically, the study examined the relationship between financial motivation and teachers’ performance in private secondary schools in Sheema District; and examined the relationship between non-financial motivation and teachers’ performance in private secondary schools in Sheema district. Data was collected using questionnaire, interview guide and documentary review methods. Purposive sampling was used to select 10 head teachers from 10 private secondary schools in Sheema District, and 212 teachers out of 383 teachers from ten schools in Sheema District. Findings indicated that there was significant positive relationship between financial motivation and teachers’ performance in private secondary school teachers ( r=0.692at 0.000 significant level) as well as nonfinancial motivation being significantly positively related to performance of private secondary school teachers in Sheema District (r=0.616 at 0.000 significant level). Financial motivation impacts on performance of teachers by 69.2\% while non-financial motivation impacts by 61.6\%. The value of r square when all variables were operating at the same time was 50.7\%. This demonstrates that difference in teacher performance can be explained by the differences in non-financial and financial factors. Other factors that affect teacher performance would explain 49.3\% of the difference in teacher performance. Therefore there is a need to use both financial and non-financial rewards, although the financial motivation has more impact.}, school = {Uganda Technology and Management University}, author = {Niwamanya, J.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CVJ6RWXT}, } @book{oecd_innovating_2016, address = {Paris}, series = {Educational {Research} and {Innovation}}, title = {Innovating education and educating for innovation: the power of digital technologies and skills}, isbn = {978-92-64-26508-0}, shorttitle = {Innovating education and educating for innovation}, url = {http://www.oecd.org/education/ceri/GEIS2016-Background-document.pdf}, abstract = {OECD Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. However, whereas digital technologies are profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning is not yet going through the same technology-driven innovation process as other sectors. This report served as the background report to the second Global Education Industry Summit which was held on 26-27 September 2016. It€discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education}, language = {en}, publisher = {OECD Publishing}, author = {OECD}, year = {2016}, note = {OCLC: ocn962008654 KerkoCite.ItemAlsoKnownAs: 2339240:MUZ4UCRL 2339240:PPRIS9CK 2405685:NPVDYFNJ 2405685:QG76K2FC}, keywords = {Educational innovations}, } @techreport{open_university_of_tanzania_out_out_2016, address = {Dar-es-Salaam}, title = {{OUT} policy on {Open} {Educational} {Resources} ({OER})}, url = {https://www.oerafrica.org/system/files/12584/out-open-education-resources-policy-final.pdf?file=1&type=node&id=12584&force=1}, urldate = {2021-01-29}, institution = {OUT}, author = {{Open University of Tanzania (OUT)}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UPRFY5AM 2405685:8G9HSMHS}, } @misc{orbit_research_orbit_2016, title = {Orbit {Reader} 20 - {Braille} {Display}, {Book} {Reader} and {Note}-taker. {Includes} an {SD} {Card}, {Charger} and a {USB} cable}, url = {http://www.orbitresearch.com/product/orbit-reader-20/}, abstract = {The Orbit Reader 20 is the world’s most affordable Refreshable Braille Display.  It is a unique 3-in-1 device and serves as a self-contained book reader, a note-taker and as a braille display by connecting to a computer or smartphone via USB or Bluetooth.}, language = {en-US}, urldate = {2022-06-26}, journal = {Orbit Research}, author = {Orbit Research}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:576TQEPP 2405685:ZN7Y2Q8Y}, } @techreport{pasanen_how_2016, title = {How to design a monitoring and evaluation framework for a policy research project}, url = {https://www.odi.org/publications/10284-how-design-monitoring-and-evaluation-framework-policy-research-project}, abstract = {This guidance note aims to support the first steps in designing and structuring the monitoring and evaluation framework for a policy research project.}, language = {en}, urldate = {2020-09-23}, institution = {ODI}, author = {Pasanen, Tiina and Shaxson, Louise}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SXCVRR2Y 2405685:WDQNRU88}, } @article{patchan_effect_2016, title = {The effect of blended instruction on accelerated learning}, volume = {25}, doi = {10.1080/1475939x.2015.1013977}, number = {3}, journal = {Technology, Pedagogy and Education}, author = {Patchan, Melissa M. and Schunn, Christian D. and Sieg, Wilfried and McLaughlin, Dawn}, year = {2016}, note = {Publisher: Taylor \& Francis shortDOI: 10/gg26gz KerkoCite.ItemAlsoKnownAs: 10/gg26gz 2405685:I4ETKDNQ}, pages = {269--286}, } @article{patchan_effect_2016, title = {The effect of blended instruction on accelerated learning}, volume = {25}, doi = {10.1080/1475939x.2015.1013977}, number = {3}, journal = {Technology, Pedagogy and Education}, author = {Patchan, Melissa M. and Schunn, Christian D. and Sieg, Wilfried and McLaughlin, Dawn}, year = {2016}, note = {Publisher: Taylor \& Francis shortDOI: 10/gg26gz KerkoCite.ItemAlsoKnownAs: 10/gg26gz 2405685:I4ETKDNQ}, pages = {269--286}, } @misc{penuel_review_2016, title = {Review of '{Continued} progress: {Promising} evidence on personalized learning'}, url = {http://nepc.colorado.edu/thinktank/review-personalized-learning}, urldate = {2021-11-09}, publisher = {National Education Policy Center}, author = {Penuel, William R. and Johnson, Raymond}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AL5MKB7P 2405685:VAQ7NI7E}, } @techreport{perlman_robinson_millions_2016, title = {Millions learning: {Scaling} up quality education in developing countries}, shorttitle = {Millions learning}, url = {https://www.brookings.edu/wp-content/uploads/2016/04/final-millions-learning-report.pdf}, language = {en-US}, urldate = {2019-11-07}, institution = {Brookings Institute}, author = {Perlman Robinson, Jenny and Winthrop, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J2IAEMDB 2405685:N4ZAERGR J2IAEMDB}, } @article{piper_multilingual_2016, title = {Multilingual {Literacy} {Skill} {Development} in {Kenya}: {Results} from {Medium} {Scale} {Randomized} {Controlled} {Trials}.}, shorttitle = {Multilingual {Literacy} {Skill} {Development} in {Kenya}}, journal = {Society for Research on Educational Effectiveness}, author = {Piper, Benjamin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WUXXIKSF 2405685:BJJQHSKH}, keywords = {⛔ No DOI found}, } @article{piper_does_2016, title = {Does technology improve reading outcomes? {Comparing} the effectiveness and cost-effectiveness of {ICT} interventions for early grade reading in {Kenya}}, volume = {49}, issn = {07380593}, shorttitle = {Does technology improve reading outcomes?}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059316300293}, doi = {10.1016/j.ijedudev.2016.03.006}, abstract = {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.}, language = {en}, urldate = {2020-09-14}, journal = {International Journal of Educational Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons and Kwayumba, Dunston and Strigel, Carmen}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.006 2405685:NAH85KGQ 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}, pages = {204--214}, } @article{piper_does_2016, title = {Does technology improve reading outcomes? {Comparing} the effectiveness and cost-effectiveness of {ICT} interventions for early grade reading in {Kenya}}, volume = {49}, issn = {07380593}, shorttitle = {Does technology improve reading outcomes?}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059316300293}, doi = {10.1016/j.ijedudev.2016.03.006}, abstract = {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.}, language = {en}, urldate = {2020-09-14}, journal = {International Journal of Educational Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons and Kwayumba, Dunston and Strigel, Carmen}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.006 2405685:NAH85KGQ 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}, pages = {204--214}, } @techreport{plan_international_education_2016, title = {Education {Needs} {Assessment} {Report} - {Sierra} {Leone}}, author = {Plan International}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FPBLY982 2486141:T8M7TVMD}, } @techreport{presidents_office_regional_administration_and_local_government_pre-primary_2016, title = {Pre-primary, primary and secondary education statistics in brief}, url = {https://s3-eu-west-1.amazonaws.com/s3.sourceafrica.net/documents/118112/Tanzania-Pre-Primary-Primary-and-Secondary.pdf}, urldate = {2020-11-18}, institution = {The United Republic of Tanzania}, author = {{President's Office, Regional Administration and Local Government}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8P6JZQ3I 2405685:G4RMGCYT}, } @techreport{punton_how_2016, type = {Literature {Review} for the {Building} {Capacity} to {Use} {Research} {Evidence} ({BCURE}) {Programme}}, title = {How can capacity development promote evidence-informed policy making?}, url = {https://www.itad.com/wp-content/uploads/2020/02/BCURE-Literature-Review-FINAL-010416-1.pdf}, abstract = {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.}, language = {en-GB}, urldate = {2022-09-09}, author = {Punton, Melanie}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UL2BJWHE 2405685:CJNYYRKP}, } @techreport{raja_bridging_2016, title = {Bridging the disability divide through digital technologies}, url = {http://pubdocs.worldbank.org/en/123481461249337484/WDR16-BP-Bridging-the-Disability-Divide-through-Digital-Technology-RAJA.pdf}, urldate = {2020-08-06}, institution = {World Bank}, author = {Raja, Deepti Samant}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XCJL7Q5E 2405685:LYZ2PUQ4}, } @misc{recc_promoting_2016, title = {Promoting {Family} and {Teacher}’s {Engagement} {Through} {Nudges}}, url = {https://treccprogram.org/en/project/eduq/}, abstract = {Eduq+ is a nudgebot, a technology product aimed at encouraging parents’ engagement in their children’s school life.}, language = {en-US}, urldate = {2022-06-06}, journal = {TRECC}, author = {RECC}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZRZ4ILET 2405685:TVME3BSU}, } @techreport{roger_federer_foundation_interactive_2016, title = {Interactive {Learning} and {Teaching}: {Zonal} {In}-{Service} {Coordinators} {Facilitation} {Guide}}, url = {http://iact.info/pdfs/iAct-Facilitator-Guide.pdf}, urldate = {2020-08-05}, author = {Roger Federer Foundation}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UPZURRY7 2405685:5E9G3LET}, } @article{roschelle_online_2016, title = {Online mathematics homework increases student achievement}, volume = {2}, doi = {10.1177/2332858416673968}, number = {4}, journal = {AERA open}, author = {Roschelle, Jeremy and Feng, Mingyu and Murphy, Robert F. and Mason, Craig A.}, year = {2016}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/2332858416673968 2339240:RARYNH8D 2405685:DPK8FXPF}, pages = {2332858416673968}, } @article{roumell_evolution_2016, title = {The evolution of {U}.{S}. e-learning policy: a content analysis of the {National} {Education} {Technology} {Plans}}, volume = {30}, issn = {0895-9048, 1552-3896}, shorttitle = {The evolution of u.s. e-learning policy}, url = {http://journals.sagepub.com/doi/10.1177/0895904814550070}, doi = {10.1177/0895904814550070}, abstract = {The purpose of this study was threefold: to expand on existing reviews of 20 years of educational technology policy in the United States, to perform an empirical content analysis of the four National Education Technology Plan (NETP) documents issued by the Department of Education since 1996, and to provide a dialectic analysis of the evolution of U.S. e-learning policy. The content analysis revealed that, as the United States aims to reestablish its leadership role internationally, with a focus on global competitiveness, a sense of urgency is communicated in the development of e-learning policy and general education reform over time throughout each of the NETP documents, justifying the need for increased funding and support for federal level initiative in terms of educational technology policy. Through a dialectical analysis, endemic tensions within the NETP discourse become apparent in the competing visions of education as a means of both conferring economic fluency and mobility to individuals within the society.}, language = {en}, number = {2}, urldate = {2021-08-05}, journal = {Educational Policy}, author = {Roumell, Elizabeth Anne and Salajan, Florin Daniel}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0895904814550070 10/f78gbn 2339240:WA9YL47X 2405685:CZ4SK8UI}, pages = {365--397}, } @misc{rti_international_assistance_2016, title = {Assistance to {Basic} {Education}: {All} {Children} {Reading} ({ABE}-{ACR}) {Findings} {Report}, {Tanzania} {National} {Early} {Grade} {Reading} {Assessment} ({EGRA})}, url = {https://ierc-publicfiles.s3.amazonaws.com/public/resources/FdngsRpt_TZNtnlEGRA_08-Nov2016_FNL.pdf}, publisher = {USAID}, author = {{RTI International}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PUJTAPK3 2405685:UREJ4GII}, } @misc{rugut_teachers_2016, title = {Teachers and {Students} {Perceptions} on the {Utilisation} of {Educational} {Media} in {Teaching} and {Learning} {History} and {Government} in {Secondary} {Schools} in {Kenya}}, url = {/paper/Teachers-and-Students-Perceptions-on-the-of-Media-Rugut-Role/9dfbf49a6114cd817acbdc76d2fa06ed80fe9779}, abstract = {The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p\<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.}, language = {en}, urldate = {2021-06-15}, author = {Rugut, E. and Role, Jesse}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PACAH3T8 2405685:LPWMW2HA}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{rugut_teachers_2016, title = {Teachers and {Students} {Perceptions} on the {Utilisation} of {Educational} {Media} in {Teaching} and {Learning} {History} and {Government} in {Secondary} {Schools} in {Kenya}}, url = {https://www.ijsr.net/get_abstract.php?paper_id=16091605}, abstract = {Call for Papers - International Journal of Science and Research (IJSR) is a Fully Refereed - Peer Reviewed International Journal. Notably, it is a Referred, Highly Indexed, Online International Journal with High Impact Factor.}, language = {English}, urldate = {2021-05-22}, journal = {International Journal of Science and Research (IJSR)}, author = {Rugut, Eunice and Jesse, Role}, year = {2016}, note = {Publisher: International Journal of Science and Research (IJSR) KerkoCite.ItemAlsoKnownAs: 2339240:VSUACQ2E 2405685:HCBCP5Q7}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{rwanda_ministry_of_education_ict_2016, title = {{ICT} in {Education} {Policy}}, url = {https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Policy_ap proved.pdf}, author = {Rwanda Ministry of Education}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYDJ6TT7 2405685:7U2U9JTH}, } @techreport{rwanda_ministry_of_education_implementation_2016, title = {Implementation {Framework} for {ICT} in {Education}}, url = {https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Implementation_plan_April12016_approved.pdf}, author = {Rwanda Ministry of Education}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G8GXTWI6 2405685:2WZHZDW2}, } @techreport{sarpong_liberia_2016, title = {Liberia {ICT} {Policy} 2017-2021: {Initial} {Stakeholders} {Consultation}}, url = {https://1e8q3q16vyc81g8l3h3md6q5f5e-wpengine.netdna-ssl.com/wp-content/uploads/2017/02/Liberia-ICT-Plan-Final-Presentation-_112016.pdf}, urldate = {2020-05-08}, institution = {Alliance for Affordable Internet}, author = {Sarpong, Eleanor}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DRS892WA}, } @article{seid_does_2016, title = {Does learning in mother tongue matter? {Evidence} from a natural experiment in {Ethiopia}}, volume = {55}, issn = {02727757}, shorttitle = {Does learning in mother tongue matter?}, url = {https://linkinghub.elsevier.com/retrieve/pii/S027277571530282X}, doi = {10.1016/j.econedurev.2016.08.006}, language = {en}, urldate = {2022-06-08}, journal = {Economics of Education Review}, author = {Seid, Yared}, month = dec, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2016.08.006 2405685:4V2U38WZ 4042040:WIYKRWBE}, pages = {21--38}, } @book{selwyn_is_2016, address = {Cambridge}, title = {Is {Technology} {Good} for {Education}?}, isbn = {978-0-7456-9650-8}, abstract = {Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.}, language = {en}, publisher = {Polity Press}, author = {Selwyn, Neil}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8V492M8U 2339240:I3N8C2AF 2405685:7IFH6594 2405685:7KFUNTHW 2405685:83Q4T29I 2405685:98EGSRBG 2534378:CZN4UQJE}, keywords = {Social Science / Popular Culture, Social Science / Sociology / General, \_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{seppala_information_2016, title = {The information society and {ICT} sector development project in {Tanzania}}, language = {en}, institution = {TANZICT}, author = {Seppälä, Teemu}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JZEC9FWF 2405685:NLT5HWL6}, pages = {7}, } @techreport{snilstveit_impact_2016, title = {The impact of education programmes on learning and school participation in low- and middle-income countries}, url = {http://3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access}, language = {en}, urldate = {2020-05-19}, institution = {International Initiative for Impact Evaluation (3ie)}, author = {Snilstveit, Birte and Stevenson, Jennifer and {International Initiative for Impact Evaluation (3ie)} and Menon, Radhika and {International Initiative for Impact Evaluation (3ie)} and Phillips, Daniel and {International Initiative for Impact Evaluation (3ie)} and Gallagher, Emma and {International Initiative for Impact Evaluation (3ie)} and Geleen, Maisie and {Maxwell Stamp} and Jobse, Hannah and {Independent Consultant} and Schmidt, Tanja and {Independent Consultant} and Jimenez, Emmanuel and {International Initiative for Impact Evaluation (3ie)}}, month = sep, year = {2016}, doi = {10.23846/SRS007}, note = {Edition: 2016 shortDOI: 10/gfw2ms KerkoCite.ItemAlsoKnownAs: 10.23846/SRS007 10/gfw2ms 2339240:RTHHWHNM 2405685:3JIX5S35 2405685:ADCACG5E}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{society_for_the_advancement_of_education_sahe_learning_2016, title = {Learning {While} {You} {Teach} {Project} {Report}}, url = {http://www.sahe.org.pk/wp-content/uploads/2021/02/Learning-While-You-Teach-LWYT-Report.pdf}, author = {Society for the Advancement of Education (SAHE) and Institute of Development \& Economic Alternatives (IDEAS)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FLFLIANS 2405685:MJ7TDCW5}, } @inproceedings{soffel_what_2016, title = {What are the 21st-century skills every student needs}, volume = {10}, url = {http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf}, booktitle = {World {Economic} {Forum}}, author = {Soffel, Jenny}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9SZUAU2A 2405685:KPS8LRXA 2486141:DWUAZ7XC}, keywords = {⛔ No DOI found}, } @techreport{south_african_book_development_council_national_2016, title = {National survey into the reading and book reading behaviour of adult {South} {Africans}}, url = {https://sabookcouncil.co.za/wp-content/uploads/Final-Report-NRS-2016.pdf}, abstract = {This study was commissioned and managed bythe South African Book Development Council as part of the Growth and Development Strategy for the South African Book Sector.}, language = {EN}, urldate = {2020-07-08}, institution = {TNS; The DG Murray Trust}, author = {{South African Book Development Council}}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:4JBYQMKU}, pages = {104}, } @book{spencer_daughters_2016, title = {Daughters of the {Nile}: {Egyptian} women changing their world}, isbn = {978-1-4438-9457-9}, url = {https://books.google.co.uk/books?id=oOmbDAEACAAJ}, urldate = {2022-05-10}, publisher = {Cambridge Scholars Publishing}, author = {Spencer, S.I.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZR4EGXPQ 2405685:J2EGTGIH 8836279:4NUAEXU7 8836279:NHFYJUTP 8836279:QG95BB97 8836279:RWYRBVNY 8836279:YN2PEZKN}, } @book{sperling_what_2016, title = {What {Works} in {Girls}' {Education}: {Evidence} for the {World}'s {Best} {Investment}}, shorttitle = {What {Works} in {Girls}' {Education}}, url = {https://www.jstor.org/stable/10.7864/j.ctt17w8hh8}, abstract = {Hard-headed evidence on why the returns from investing in girls are so high that no nation or family can afford not to educate their girls. Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls' education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty, custom, the law, or terrorist threats is just wrong and unimaginable. More than 1,000 studies have provided evidence that high-quality girls' education around the world leads to wide-ranging returns: Better outcomes in economic areas of growth and incomes Reduced rates of infant and maternal mortality Reduced rates of child marriage Reduced rates of the incidence of HIV/AIDS and malaria Increased agricultural productivity Increased resilience to natural disasters Women's empowerment \textit{What Works in Girls' Education} is a compelling work for both concerned global citizens, and any academic, expert, nongovernmental organization (NGO) staff member, policymaker, or journalist seeking to dive into the evidence and policies on girls' education.}, urldate = {2021-05-24}, publisher = {Brookings Institution Press; JSTOR}, author = {Sperling, G. B. and Winthrop, Rebecca and Kwauk, Christina}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BL725JDJ 2534379:7N6L5FU4}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{sperling_what_2016, title = {What {Works} in {Girls}' {Education}: {Evidence} for the {World}'s {Best} {Investment}}, url = {https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/}, language = {en}, institution = {Brookings}, author = {Sperling, Gene B and Winthrop, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KUMJG28Y 2405685:CEY8QISY 2405685:R57EPJVH}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {338}, } @techreport{sperling_what_2016, title = {What {Works} in {Girls}' {Education}: {Evidence} for the {World}'s {Best} {Investment}}, url = {https://www.brookings.edu/wp-content/uploads/2016/07/whatworksingirlseducation1.pdf}, language = {en}, author = {Sperling, Gene B and Winthrop, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EC6FU7J3 2405685:GPHF8G9P}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {338}, } @techreport{sperling_what_2016, title = {What {Works} in {Girls}' {Education}: {Evidence} for the {World}'s {Best} {Investment}}, url = {https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/}, language = {en}, institution = {Brookings}, author = {Sperling, Gene B and Winthrop, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KUMJG28Y 2405685:CEY8QISY 2405685:R57EPJVH}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {338}, } @techreport{sperling_what_2016, title = {What {Works} in {Girls}' {Education}: {Evidence} for the {World}'s {Best} {Investment}}, url = {https://www.brookings.edu/wp-content/uploads/2016/07/whatworksingirlseducation1.pdf}, language = {en}, author = {Sperling, Gene B and Winthrop, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EC6FU7J3 2405685:GPHF8G9P}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {338}, } @article{stubbe_e-learning_2016, title = {E-{Learning} {Sudan}, {Formal} {Learning} for {Out}-of-{School} {Children}}, volume = {14}, url = {https://www.researchgate.net/publication/303789660_E-learning_Sudan_formal_learning_for_out-of-school_children}, abstract = {E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest–posttest control group quasi-experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education.. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received informal education in out-of-school centers. The results of the analysis on the pretest–posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of control group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest that the implementation of ELS can greatly benefit learning for out-of-school children like in Sudan.}, language = {en}, number = {2}, author = {Stubbé, Hester and Badri, Aiman and Telford, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UITLPRXD 2405685:HB5E9U2Q 4803016:M4K47HKG}, pages = {14}, } @article{sullivan_systematic_2016, title = {A {Systematic} {Review} of {School}-{Based} {Social}-{Emotional} {Interventions} for {Refugee} and {War}-{Traumatized} {Youth}}, volume = {86}, doi = {10.3102/0034654315609419}, abstract = {Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are refugees, asylum seekers, or immigrants with war trauma. Three types of school-based interventions were identified: cognitive behavioral therapy, creative expression, and multitiered or multimodal models. The review identified several interventions with positive effects, as well as multiple interventions that had null or negative effects. We address the implications of this body of intervention research for practice and research.}, number = {2}, journal = {Review of Educational Research}, author = {Sullivan, Amanda L and Simonson, Gregory R}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315609419 2405685:6RLK9Z2D 2405685:P8H8TNUJ}, keywords = {cognitive behavioral therapy, creative expression therapy, intervention, refugee, school}, pages = {503--530}, } @techreport{t-tel_professional_development_programme_oer_2016, title = {{OER} {Guidance} for {Colleges}}, copyright = {Creative Commons Attribution 4.0.}, url = {https://docs.opendeved.net/lib/3B42MMRX/download/BGTEPSML/Ha%C3%9Fler_2016_Open%20Educational%20Resources%20Guide%20for%20Colleges%20of%20Education.pdf}, urldate = {2020-08-19}, institution = {Ministry of Education (Ghana)}, author = {{T-TEL Professional Development Programme}}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:VCK4YCEW}, } @techreport{t-tel_professional_development_programme_open_2016, title = {Open {Educational} {Resources}: {Guidance} for {College} of {Education}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/3B42MMRX/download/BGTEPSML/Ha%C3%9Fler_2016_Open%20Educational%20Resources%20Guide%20for%20Colleges%20of%20Education.pdf}, language = {EN}, institution = {Ministry of Education (Ghana)}, author = {{T-TEL Professional Development Programme}}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:4G26UDAG}, } @article{tariq_mobile_2016, title = {A {Mobile} {Application} to {Improve} {Learning} {Performance} of {Dyslexic} {Children} with {Writing} {Difficulties}}, volume = {19}, issn = {1176-3647}, url = {http://www.jstor.org/stable/jeductechsoci.19.4.151}, abstract = {A neurological learning disability, termed as Dyslexia, is characterized by difficulties in various aspects of writing skills making the individuals unable to develop age-appropriate and ability-appropriate functional skills. In Pakistan, lack of dyslexia awareness and remedial education training restrains the remediation of dyslexic children at early stages. There also exist noticeable affordance and accessibility issues concerning the remedial help and assistive technology adoption. In this research, we have developed a mobile learning application for android-powered devices that targets developmental progression and usability requirements of dyslexic children with writing difficulties. Our center of interest was to improve introductory writing skills of dyslexic children along with consistent evaluation of their learning performance to highlight the weak areas of learning process. To achieve this objective, we have designed a Writers Learning Algorithm (WLA) based on computational model of learning. We assessed the effectiveness and usability of the developed application in collaboration with dyslexic students as well as remedial teachers at selected dyslexia institutions in Pakistan. The preliminary assessment results concluded that application has justified its role in terms of representation, evaluation and optimization of writing proficiency of young dyslexic writers.}, number = {4}, urldate = {2020-12-10}, journal = {Journal of Educational Technology \& Society}, author = {Tariq, Rabbia and Latif, Seemab}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:57XXB33D 2405685:P9XMQ9MX}, keywords = {⛔ No DOI found}, pages = {151--166}, } @article{tatar_conceptual_2016, title = {Conceptual understanding of definite integral with {GeoGebra}}, volume = {33}, issn = {07380569}, url = {https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra}, doi = {10.1080/07380569.2016.1177480}, abstract = {This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.}, language = {English}, number = {2}, journal = {Computers in the Schools}, author = {Tatar, Enver and Zengin, Yilmaz}, year = {2016}, note = {Place: New York Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1797266405?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2405685:BPKXJCAS 2534378:B2LVIZIL 2534378:HHXXSZS8 2534378:LCRTTW4I}, keywords = {Computer Assisted Instruction, Computer Software, Computer assisted instruction--CAI, Computer-assisted instruction (CAI), ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Educational Technology, Foreign Countries, GeoGebra, Mathematics, Mathematics Education, Mathematics teachers, Mixed Methods Research, Program Effectiveness, Questionnaires, Secondary Education, Secondary School Mathematics, Student Attitudes, Teacher Education Programs, Turkey, Wilcoxon Matched Pairs Signed Ranks Test, \_\_:import:01, \_\_:match:final, \_\_:study\_id:2098412, \_\_finaldtb, achievement, definite integral}, pages = {120--132}, } @article{tatar_conceptual_2016, title = {Conceptual understanding of definite integral with {GeoGebra}}, volume = {33}, issn = {07380569}, url = {https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra}, doi = {10.1080/07380569.2016.1177480}, abstract = {This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.}, language = {English}, number = {2}, journal = {Computers in the Schools}, author = {Tatar, Enver and Zengin, Yilmaz}, year = {2016}, note = {Place: New York Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1797266405?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2405685:BPKXJCAS 2534378:B2LVIZIL 2534378:HHXXSZS8 2534378:LCRTTW4I}, keywords = {Computer Assisted Instruction, Computer Software, Computer assisted instruction--CAI, Computer-assisted instruction (CAI), ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Educational Technology, Foreign Countries, GeoGebra, Mathematics, Mathematics Education, Mathematics teachers, Mixed Methods Research, Program Effectiveness, Questionnaires, Secondary Education, Secondary School Mathematics, Student Attitudes, Teacher Education Programs, Turkey, Wilcoxon Matched Pairs Signed Ranks Test, \_\_:import:01, \_\_:match:final, \_\_:study\_id:2098412, \_\_finaldtb, achievement, definite integral}, pages = {120--132}, } @techreport{the_international_commission_on_financing_global_education_opportunity_learning_2016, title = {The learning generation: {Investing} in education for a changing world}, url = {https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf}, institution = {Education Commission}, author = {The International Commission on Financing Global Education Opportunity}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RMV9AGAL 2405685:34BX9Z5G}, } @misc{the_massachusetts_institute_of_technology_framework_2016, title = {A {Framework} for {Evaluating} {Appropriateness} of {Educational} {Technology} use in {Global} {Development} {Programs}}, url = {https://www.google.com/search?q=A+FRAMEWORK+FOR+EVALUATING+APPROPRIATENESS+OF+EDUCATIONAL+TECHNOLOGY+USE+IN+GLOBAL+DEVELOPMENT+PROGRAMS+mit+usaid&oq=A+FRAMEWORK+FOR+EVALUATING+APPROPRIATENESS+OF+EDUCATIONAL+TECHNOLOGY+USE+IN+GLOBAL+DEVELOPMENT+PROGRAMS+mit+usaid&aqs=chrome..69i57j69i64l3j69i60.341j0j4&sourceid=chrome&ie=UTF-8}, urldate = {2020-12-15}, author = {The Massachusetts Institute of Technology and The Indian Institute of Management}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XWYLMJFY 2405685:2T64GBU3}, } @article{toepfer_management_2016, title = {Management of {Vehichle} {Architecture} {Parameters}}, language = {en}, author = {Toepfer, F and Naumann, T}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8SLGFT58 2405685:3PEZQSSD}, keywords = {⛔ No DOI found}, pages = {10}, } @article{tonui_investigation_2016, title = {An {Investigation} into {Implementation} of {ICT} in {Primary} {Schools}, in {Kenya}, in the {Light} of {Free} {Laptops} at {Primary} {One} {A} {Case} {Study} of {Teachers} {Implementing} {ICT} into {Their} {Teaching} {Practice}}, abstract = {Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley region of Kenya. It examines views in pertinent literature as well as teachers’ perceptions of the benefits of integrating ICT into teaching-learning, the success factors and obstacles encountered in their endeavours to do this. Conclusions are drawn and suggestions made to address the challenges and improve on the use of ICT for teaching-learning in teaching institutions.}, language = {en}, journal = {Journal of Education and Practice}, author = {Tonui, Betty and Kerich, E and Koross, R}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RL8BR95I 2405685:SWCURERR}, keywords = {⛔ No DOI found}, pages = {5}, } @techreport{torgerson_affordable_2016, title = {Affordable online maths tuition: {Evaluation} report and executive summary.}, shorttitle = {Affordable online maths tuition}, url = {https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Affordable_Maths.pdf}, institution = {Education Endowment Foundation}, author = {Torgerson, Carole and Ainsworth, Hannah and Buckley, Hannah and Hampden-Thompson, Gillen and Hewitt, Catherine and Humphry, Deborah and Jefferson, Laura and Mitchell, Natasha and Torgerson, David}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BEA4Y4D2 2405685:J3GWGJX9}, keywords = {⛔ No DOI found}, } @techreport{trucano_saber-ict_2016, address = {Washington D.C.}, title = {{SABER}-{ICT} {Framework} {Paper} for {Policy} {Analysis}: {Documenting} national educational technology policies around the world and their evolution over time}, copyright = {Creative Commons Attribution 3.0 IGO license}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y}, language = {en}, number = {1}, urldate = {2020-07-22}, institution = {World Bank}, author = {Trucano, Michael}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3PPF8KE9 2339240:AIGS72SB 2339240:JDMJCIUE 2339240:NAM93CI5 2339240:SL666BQC 2339240:T48NXYSZ 2339240:ZNW3YE69 2405685:2YKFUKI7 2405685:382A98KH 2405685:6Z2B93A4 2405685:76N9EBXB 2405685:FCIYXGTF 2405685:HWBZM4P8 2405685:IV8GLIXL}, keywords = {Systems Framework, \_\_\_working\_potential\_duplicate}, } @techreport{trucano_building_2016, address = {Washington, DC}, type = {Working {Paper}}, title = {Building and {Sustaining} {National} {ICT} {Education} {Agencies}: {Lessons} from {International} {Experiences}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Building and {Sustaining} {National} {ICT} {Education} {Agencies}}, url = {https://openknowledge.worldbank.org/handle/10986/26086}, abstract = {National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.}, language = {en\_US}, urldate = {2022-12-29}, institution = {World Bank}, author = {Trucano, Michael and Dykes, Gavin}, year = {2016}, doi = {10.1596/26086}, note = {Accepted: 2017-02-17T20:34:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/26086 2405685:PB3NAB8I}, keywords = {Education Agencies, Education Policy, ICT Education, Ict}, } @misc{us_embassy_in_kenya_tusome_2016, title = {Tusome and {USAID} {Improve} {Access} to {Education}}, url = {https://answers-embed.covid19.state.gov.pagescdn.com}, language = {en}, urldate = {2021-06-07}, author = {U.S. Embassy in Kenya}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YB98PRXU 2405685:D9UIV9GZ}, } @misc{unesco_education_2016, title = {Education 2030: {Incheon} {Declaration} and {Framework} for {Action} for the implementation of {Sustainable} {Development} {Goal} 4: {Ensure} inclusive and equitable quality education and promote lifelong learning}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245656}, urldate = {2019-10-23}, publisher = {UNESCO}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJCJGSAX 2339240:DAUTLPDE 2405685:PHY6NTZ3}, } @misc{unesco_if_2016, title = {If you don't understand, how can you learn?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243713}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z58YQUQS 2405685:A6SE7Z9X}, } @misc{unesco_if_2016, title = {If you don't understand, how can you learn?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243713}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z58YQUQS 2405685:A6SE7Z9X}, } @techreport{unesco_if_2016, address = {Paris}, title = {If you don't understand, how can you learn?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243713}, number = {Policy Paper 24}, institution = {UNESCO}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QK94J4GE 2405685:RN3HK9KQ}, } @misc{unesco_world_2016, title = {The world needs almsot 69 million new teachers tp reach the 2030 education goals ({UIS} {Fact} {Sheet} n. 39)}, url = {http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf}, publisher = {UNESCO}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y4UIYEHI 2405685:TC8PNFAI}, } @techreport{unesco_institute_for_statistics_ict_2016, title = {{ICT} in education statistics: shifting from regional reporting to global monitoring;progress made, challenges encountered, and the way forward}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245572}, urldate = {2020-05-08}, author = {UNESCO Institute for Statistics}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A4UYLKQ4 2405685:BGVXSVGS}, } @misc{unicef_day_2016, title = {Day of the {Girl} {Child} - 2016}, url = {https://weshare.unicef.org/CS.aspx?VP3=SearchResult&ALID=2AMZIFM2ONZ}, urldate = {2021-10-07}, author = {{UNICEF}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YPVKV9FR 2405685:ITLXFDVB}, } @misc{unicef_eastern_and_southern_africa_region_addressing_2016, title = {Addressing social norms and gender in support of equity in education}, url = {https://www.unicef.org/esa/media/1741/file/UNICEF-ESA-2016-Program-Brief-Education-Social-Norms.pdf}, urldate = {2021-10-07}, author = {{UNICEF Eastern and Southern Africa Region}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SG6H9W5B 2405685:DAVJ78NX}, } @techreport{unicef_esaro_social_2016, title = {A social and behaviour change agenda for inclusion and equity in education}, url = {https://www.unicef.org/esa/media/1756/file/UNICEF-ESA-2016-Program-Brief-Education-Inclusion.pdf}, urldate = {2022-02-23}, author = {UNICEF ESARO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RND853QN 2405685:6PBKDWDI}, } @techreport{unicef_monitoring_2016, address = {Geneva}, title = {Monitoring {Education} {Participation}: {Framework} for {Monitoring} {Children} and {Adolescents} who are {Out} of {School} or at {Risk} of {Dropping} {Out}}, url = {http://uis.unesco.org/sites/default/files/documents/monitoring-education-participation.pdf}, number = {Volume 1}, urldate = {2020-11-10}, institution = {UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States}, author = {{UNICEF} and {UNESCO Institute for Statistics}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EMDB5K4K}, } @techreport{usaid_education_2016, title = {Education {Data} for {Decision} {Making} ({EDDATA} {II}): {Key} achievements and lessons learned: {Final} report}, url = {https://www.globalreadingnetwork.net/sites/default/files/media/file/Core%20Final%20Report_16Dec2016_0.pdf}, urldate = {2022-06-06}, institution = {USAID}, author = {{USAID}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4SQ6VP6A 2405685:XN24ZV8L 4656463:XETCQ946}, } @misc{usaid_education_2016, title = {Education data for decision making ({EDDATA} {II}): key achievements and lessons learned; final report {\textbar} {Unesco} {IIEP} {Learning} {Portal}}, url = {https://learningportal.iiep.unesco.org/es/biblioteca/education-data-for-decision-making-eddata-ii-key-achievements-and-lessons-learned-final}, urldate = {2022-07-01}, author = {{USAID}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3G58VNBC 2486141:3DJREXE9}, } @misc{usaid_egra_2016, title = {{EGRA} {Toolkit}}, url = {https://static1.squarespace.com/static/55c4e56fe4b0852b09fa2f29/t/56e0633545bf213c2b5269e5/1457546040584/EGRA+Toolkit+Second+Edition_March_8_2016+.pdf}, author = {{USAID}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BJTZCDIF 2486141:MKPBRC7K}, } @techreport{uwezo_are_2016, address = {Nairobi}, type = {Uwezo {Kenya} {Sixth} {Learning} {Assessment} {Report}}, title = {Are {Our} {Children} {Learning}?}, copyright = {Copyright Twaweza East Africa 2016}, url = {https://learningportal.iiep.unesco.org/en/library/are-our-children-learning-2016-uwezo-kenya-sixth-learning-assessment-report}, institution = {Twaweza East Africa}, author = {{Uwezo}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8P9EDHXN 2405685:N3RG9SY9}, } @article{uygan_effects_2016, title = {Effects of teaching activities via {Google} {Sketchup} and concrete models on spatial skills of preservice mathematics teachers}, volume = {7}, issn = {1309-4653}, url = {https://www.researchgate.net/publication/311974589_Effects_of_Teaching_Activities_via_Google_Sketchup_and_Concrete_Models_on_Spatial_Skills_of_Preservice_Mathematics_Teachers}, doi = {10.16949/turkbilmat.273993}, abstract = {The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group.}, language = {English}, number = {3}, journal = {Turkish Journal of Computer and Mathematics Education}, author = {Uygan, Candaş and Kurtuluş, Aytaç}, year = {2016}, note = {Place: Trabzon Publisher: Karadeniz Technical University Distance Education Research and Application Center Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1939845232?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.16949/turkbilmat.273993 10.17762/turcomat.v7i3.137 2339240:FCLY6UI8 2405685:3B7VIPGE 2405685:GZBKA7TG 2534378:3DVEZFYW 2534378:Q95V6E5Z}, keywords = {Colleges \& universities, Concretes, Group dynamics, Mathematical analysis, Mathematical models, Mathematics, Skills, Studies, Teachers, Teaching, Three dimensional models, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098421, \_\_finaldtb, ⚠️ Invalid DOI}, pages = {510--535}, } @incollection{wagner_technology_2016, address = {London}, title = {Technology for education in low-income countries: {Assisting} the {UN} {Sustainable} {Development} {Goals}}, url = {https://www.researchgate.net/publication/312021203_TECHNOLOGY_FOR_EDUCATION_IN_LOW-INCOME_COUNTRIES_Assisting_the_UN_Sustainable_Development_Goals}, booktitle = {{ICT}-{Supported} {Innovations} in {Small} {Countries} and {Developing} {Regions}}, publisher = {Springer}, author = {Wagner, Daniel}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:77JY2FRU 2405685:73WHWAGC}, } @misc{walker_what_2016, title = {What we’re learning about how organisations select {ICT} tools}, url = {https://www.makingallvoicescount.org/blog/learning-organizations-select-ict-tools/}, abstract = {Engine room is working on a framework to help organisations select the appropriate information and technology tools (ICT) for their governance projects.}, language = {en-US}, urldate = {2022-11-18}, journal = {Making All Voices Count}, author = {Walker, Tim}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SWX93TFQ 2405685:GCQ25H4S 4656463:DKUGM8RH}, } @techreport{war_child_holland_research_2016, title = {Research {Report} for {Phases} {I} and {II} e-{Learning} {Sudan} (2012 – 2015)}, urldate = {2020-06-01}, author = {{War Child Holland} and {Afhad University for Women} and {TNO}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FTDWTUEY 2405685:5JEX4MB2 4803016:9ZSJUXBS}, pages = {41}, } @techreport{williams_great_2016, address = {Reading, Berkshire}, title = {Great expectations: aspiration, uncertainty and schooling in {Rwanda}}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3d/3d66b297-0149-4054-b073-0edae8461b69.pdf}, language = {EN}, urldate = {2020-08-24}, institution = {Education Development Trust}, author = {Williams, Timothy P.}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:LHE52G2C}, } @misc{wise_geekie_2016, title = {Geekie: {Personalized} {Learning} for {All}}, shorttitle = {Geekie}, url = {https://www.wise-qatar.org/project/geekie-personalized-learning-all-brazil/}, abstract = {About the Project This project is one of the 2016 WISE Awards winners. Geekie is an adaptive learning platform that constantly customizes students’ learning experiences instead of providing a single standardized solution to all. Over the last 18 months, the company’s solutions have already helped five million students throughout the country, from all states and […]}, language = {en-US}, urldate = {2022-06-06}, journal = {WISE}, author = {Wise}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q8X7SBD8 2405685:42T7EX4A}, } @techreport{wodon_systems_2016, address = {World Bank}, title = {Systems {Approach} for {Better} {Education} {Results} ({SABER}) - {Equity} and {Inclusion} in {Education} {Systems}}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/EAI/Framework_SABER_EAI.pdf}, language = {en}, author = {Wodon, Quentin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DXLHIC49 2405685:YWKA9XIH}, keywords = {⛔ No DOI found}, pages = {72}, } @techreport{wolf_assessing_2016, title = {Assessing the {Construct} {Validity} of {Save} the {Children}'s {International} {Development} and {Early} {Learning} {Assessment} ({IDELA})}, url = {https://resourcecentre.savethechildren.net/document/assessing-construct-validity-save-childrens-international-development-and-early-learning/}, language = {en}, institution = {Global TIES for Children, New York University, Save the Children}, author = {Wolf, Sharon and Halpin, Peter and Yoshikawa, Hirokazu and Pisani, Lauren and Dowd, Amy Jo and Borisova, Ivelina}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCP3HCVT 2405685:3YPENLPH}, } @techreport{world_bank_liberia_2016, title = {Liberia {Education} {Sector} {Analysis}}, url = {http://documents1.worldbank.org/curated/en/481011575583469840/pdf/Liberia-Education-Sector-Analysis.pdf}, urldate = {2020-06-25}, author = {World Bank}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5JH5HDGM}, } @techreport{world_bank_saber_2016, title = {{SABER} {Country} {Report} –{Senegal}: {Engaging} the {Private} {Sector} in {Education}}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/CountryReports/EPS/SABER_EPS_Senegal.pdf}, urldate = {2020-06-22}, author = {World Bank}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LIJPA522}, } @misc{world_bank_systems_2016, type = {Text/{HTML}}, title = {Systems {Approach} for {Better} {Education} {Results} ({SABER})}, url = {https://www.worldbank.org/en/topic/education/brief/systems-approach-for-better-education-results-saber}, abstract = {The Systems Approach for Better Education Results (SABER) was launched by the World Bank in 2011 to produce comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems and the ultimate goal of promoting Learning for All. It allows countries to conduct a thorough inventory of their education policies and institutions based on global best practices, as well as provides decisionmakers and stakeholders at all levels with tools for structured and effective policy dialogue.}, language = {en}, urldate = {2022-06-03}, journal = {World Bank}, author = {{World Bank}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H8DBDBC4 2405685:6XNXEQD5}, } @techreport{world_bank_world_2016, type = {Text/{HTML}}, title = {World {Development} {Report} 2016: {Digital} {Dividends}}, shorttitle = {World {Development} {Report} 2016}, url = {https://www.worldbank.org/en/publication/wdr2016}, abstract = {Information related to the World Development Report 2016: Digital Dividends}, language = {en}, urldate = {2022-11-14}, author = {{World Bank}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DXBL7RFT 2405685:AJ3M8HC2 4656463:BIINHUYK}, } @techreport{world_bank_world_2016, address = {Washington DC, USA}, title = {World {Development} {Report} 2016: {Digital} dividends}, copyright = {Creative Commons Attribution 3.0 IGO license}, shorttitle = {World {Development} {Report} 2016}, url = {https://www.worldbank.org/en/publication/wdr2016}, urldate = {2016-01-30}, institution = {World Bank}, author = {World Bank}, year = {2016}, note = {doi:10.1596/978-1-4648-0671-1 KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0671-1 2339240:CMWF55T4 2339240:WC37LKXM 2405685:P9M8F67G 2405685:XUR5Y48X}, keywords = {AWP2, AWP2-actual}, } @book{world_bank_group_bangladesh_2016, title = {Bangladesh {Engaging} the {Private} {Sector} in {Education}: {SABER} {Country} {Report} 2016}, shorttitle = {Bangladesh {Engaging} the {Private} {Sector} in {Education}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/26524}, language = {en}, urldate = {2020-10-01}, publisher = {World Bank}, author = {{World Bank Group}}, month = jan, year = {2016}, doi = {10.1596/26524}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/26524 2339240:YEQL3HEG 2405685:8L2579LA}, } @misc{world_health_organization_ebola_2016, title = {Ebola data and statistics}, url = {https://apps.who.int/gho/data/view.ebola-sitrep.ebola-country-SLE-new-conf-prob-districs-20160511-data?lang=en}, urldate = {2021-09-10}, journal = {WHO}, author = {World Health Organization}, year = {2016}, note = {Publisher: World Health Organization KerkoCite.ItemAlsoKnownAs: 2339240:7VE2AZNA 2405685:YRWRU7UA}, } @techreport{zubairi_raising_2016, address = {New York, NY}, type = {Background paper prepared for the {Education} {Commission}}, title = {Raising domestic resources for equitable education}, url = {http://report.educationcommission.org/wp-content/uploads/2017/01/Raising-Domestic-Resources-for-Equitable-Outcomes.pdf}, institution = {Education Commission}, author = {Zubairi, Asma and Rose, Pauline}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4SG7CPV3 2405685:VUVKH3YK}, } @article{mcdermott_successes_2015, title = {Successes and challenges of implementing a teacher education project in rural {Sierra} {Leone}}, volume = {71}, doi = {10.1016/j.ijer.2015.02.001}, journal = {International Journal of Educational Research}, author = {Mcdermott, Peter and Allen, Nancy}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2015.02.001 2405685:8F6MKJP5}, } @misc{razzaq_community-supported_2015, title = {Community-supported models for girls’ education in diverse contexts in {Pakistan}: {Key} issues for policy and practice}, shorttitle = {Community-supported models for girls’ education in diverse contexts in {Pakistan}}, url = {https://www.brookings.edu/research/community-supported-models-for-girls-education-in-diverse-contexts-in-pakistan-key-issues-for-policy-and-practice/}, abstract = {Jamila Razzaq explores three models of community-supported education—in a state of fragility, in a socially conservative area experiencing resistance to girls’ education, and in an urban slum area—to explain the diverse reality of girls' education in Pakistan. She presents a set of recommendations to the government to establish complementary frameworks for promoting girls’ education and recommends a process framework to NGOs that is suitable for establishing flexible and responsive education service models.}, language = {en-US}, urldate = {2022-01-02}, journal = {Brookings}, author = {Razzaq, Jamila}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IBNFYH5Z 2405685:DAQ5IBXP}, } @article{doebel_meta-analysis_2015, series = {Theories of development}, title = {A meta-analysis of the {Dimensional} {Change} {Card} {Sort}: {Implications} for developmental theories and the measurement of executive function in children}, volume = {38}, issn = {0273-2297}, shorttitle = {A meta-analysis of the {Dimensional} {Change} {Card} {Sort}}, url = {http://www.sciencedirect.com/science/article/pii/S0273229715000477}, doi = {10.1016/j.dr.2015.09.001}, abstract = {The Dimensional Change Card Sort (DCCS) is a widely used measure of executive function in children. In the standard version, children are shown cards depicting objects that vary on two dimensions (e.g., colored shapes such as red rabbits and blue boats), and are told to sort them first by one set of rules (e.g., shape) and then by another (e.g., color). Most 3-year-olds persist in sorting by the pre-switch rules, whereas 5-year-olds switch flexibly. We conducted a meta-analysis of standard and experimental versions of the task (N = 69 reports, 426 conditions) to examine the influence of diverse task variations on performance. Age, how the test stimuli were labeled for the child, emphasis on conflict in the verbal introduction of the post-switch rules, and the number of pre-switch trials each independently predicted switching on the standard DCCS, whereas pre-switch feedback, practice, and task modality did not. Increasing the relative salience of the post-switch dimension was associated with higher rates of switching, and, conversely, decreasing post-switch salience was associated with lower rates of switching, and under both kinds of manipulation performance continued to be associated with age. Spatially separating the dimensional values was associated with higher rates of switching, and it was confirmed that the degree of spatial separation matters, with children benefiting most when the dimensional values are fully spatially segregated.Switch rates tended to be higher in versions on which children were prompted to label the stimuli compared to when the experimenter provided labels, and lower when reversal instructions were used in conjunction with the standard task stimuli. Theoretical and practical implications for the study and measurement of executive function in early childhood are discussed.}, language = {en}, urldate = {2019-11-04}, journal = {Developmental Review}, author = {Doebel, Sabine and Zelazo, Philip David}, month = dec, year = {2015}, note = {shortDOI: 10/f74vt9 KerkoCite.ItemAlsoKnownAs: 10.1016/j.dr.2015.09.001 10/f74vt9 2339240:NRX2Z5F9 2405685:DPMQWU6D}, keywords = {Cognitive control, Cognitive flexibility, DCCS, Executive function, Meta-analysis, Set-shifting}, pages = {241--268}, } @article{jacob_potential_2015, title = {The {Potential} for {School}-{Based} {Interventions} {That} {Target} {Executive} {Function} to {Improve} {Academic} {Achievement}: {A} {Review}}, volume = {85}, issn = {0034-6543}, shorttitle = {The {Potential} for {School}-{Based} {Interventions} {That} {Target} {Executive} {Function} to {Improve} {Academic} {Achievement}}, url = {https://doi.org/10.3102/0034654314561338}, doi = {10.3102/0034654314561338}, abstract = {This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.}, language = {en}, number = {4}, urldate = {2019-11-04}, journal = {Review of Educational Research}, author = {Jacob, Robin and Parkinson, Julia}, month = dec, year = {2015}, note = {shortDOI: 10/gdtnhh KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314561338 10/gdtnhh 2339240:FBNZXN96 2405685:VYAVG9MW}, pages = {512--552}, } @phdthesis{akinyi_design_2015, type = {Thesis}, title = {Design and development of a {Web} {Based} {Learning} {System} in lower primary schools: {A} {Case} study of {Makini} {Primary} {School}, {Kenya}}, shorttitle = {Design and development of a {Web} {Based} {Learning} {System} in lower primary schools}, url = {http://ir.mu.ac.ke:8080/jspui/handle/123456789/1132}, abstract = {Web design technology arises from continued technological trend of computing. Globally the rise of application of information communication technology to the learning programme of primary schools is not much emphasized on. There is empirical evidence to prove that information communication technology is highly beneficial wherever it is applied. The study aimed at designing and developing a web based system of learning that can enhance the academic and social growth of lower primary school pupils. The objectives of the study were: to examine the correlation between the increased use of web based systems of learning and learner‟s academic performance; to identify the set of skills required for lower primary pupils to fully exploit the potential of web based systems of learning; to find out the specification and technical attributes of web based systems of learning that facilitate learning and lastly to design a web based learning system for lower primary school pupils. The study focused on Makini lower primary school in Nairobi County. The study employed case study method and qualitative approach. Rapid Application Development life cycle was used in software development process. Purposive sampling method was used to identify the respondents. Data was collected using interviews and focus group discussions. Findings of the study were: increased use of web based system that enhanced the learner‟s academic performance, the web based system of learning was able to identify games which exploit the pupils‟ skill in learning hence reducing monotony and lastly the web based system was able to identify some technical attributes such as use of graphics and access rights that facilitated learning and testing. The conclusion showed that developing of a web based learning system would reduce monotony in learning and enabled pupils to be in control and also increased the creativity and thinking level. The study recommends that: additions be made to the system such as a module to generate a feasible master timetable for each teacher; the web application of the system be further expanded to help attendance recording by the class teacher and for the parents to be able to view the status of their children performance using the Internet or Intranet of the school and lastly the system be made for every teacher to have some specific free periods or some part of days off and that will require an efficient search technique.}, language = {en}, urldate = {2021-06-03}, school = {Moi University}, author = {Akinyi, Beatrice Ochieng}, month = dec, year = {2015}, note = {Accepted: 2018-07-19T06:28:17Z KerkoCite.ItemAlsoKnownAs: 2339240:2NYT4UPN 2339240:9UIGBGDA 2405685:II4IEI4L 2405685:UZS2AQCD}, keywords = {\_\_\_working\_potential\_duplicate}, } @phdthesis{ngatia_preparedness_2015, type = {Thesis}, title = {Preparedness of {Public} {Secondary} {Schools} on the {Use} of {Information} {Communication} {Technology} in {Teaching} and {Learning} in {Mukurweini}, {Nyeri} {County}-{Kenya}}, url = {https://ir-library.ku.ac.ke/handle/123456789/14446}, abstract = {Globally the important role played by the use of Information and Communication Technology (ICT) in educational institutions has grown with states putting heavy investments in the purchase of ICT equipment and providing internet access for students and teachers. The Kenya government has been encouraging the adoption of ICT in schools. However, it is not clear to what extent this has been implemented. In Mukurwe-ini Sub County the implementation of ICT has not been effective as evidenced by Table 1.1. This study sought to assess the preparedness of public secondary schools on the Information Communication Technology (ICT) in Mukurwe-ini Sub County, Nyeri County. The study will assess the extent of use of ICT in secondary schools as well as investigate the school related and the teacher related preparedness to the use of ICT in their duties. The information obtained is helpful in assessing the implementation of government policy on ICT in schools. The study adopted descriptive survey design. The target population consisted; 31 public secondary school principals and 374 teachers in Mukurwe-ini Sub County. The researcher employed purposively, stratified random sampling techniques to select a sample of 15 schools, 15 principals and 120 teachers for the study. Data was collected using self-administered questionnaires. The questionnaires were assessed by experts in the field of educational technology to ensure validity while the reliability was tested using Cronbach’s alpha co-efficient calculated from the results of a pilot study and found to have a Cronbach’s Alpha Coefficient of 0.85. The study obtained both quantitative and qualitative data. Qualitative data were analysed thematically as per research objectives. Quantitative data were analysed by use of descriptive statistics in which measures of central tendencies such as mean, mode, and percentages were used for determination of extent of ICT, the level of school related and teacher related preparedness while inferential statistics specifically the independent sample t-test was used to test the relationship between variables using Statistical Package for Social Sciences (SPSS). It was found that teachers rarely used computers in teaching and learning. The school preparedness was poor with school environment and support being low while teachers had positive attitudes towards integration of ICT in teaching. However, teachers were found not to be well adequately trained and experienced in the use of ICT thus very low self confidence in use of ICT in teaching and learning. Conducive school environment that was supportive was found to have positive impact of integration of ICT, inadequate training and low self confidence hindered the adoption of ICT. The study recommended that the inclusion of ICT in curriculum in teacher training institutions, increased funding, provision up to date training of teachers and employment of technical support staff to improve ICT adoption in teaching and learning}, language = {en}, urldate = {2021-06-03}, school = {Kenyatta University}, author = {Ngatia, Paul Kamau}, month = dec, year = {2015}, note = {Accepted: 2016-03-15T08:07:29Z KerkoCite.ItemAlsoKnownAs: 2339240:4XE4DQNW 2405685:CBCG2PVR}, } @techreport{pritchett_research_2015, type = {working paper}, title = {Research on {Improving} {Systems} of {Education} ({RISE}): {Creating} {Education} {Systems} {Coherent} for {Learning} {Outcomes}: {Making} the {Transition} from {Schooling} to {Learning}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/RISE_WP-005_Pritchett_1.pdf}, number = {RISE-­WP-­15/005}, urldate = {2018-03-28}, author = {Pritchett, L.}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MYBSZSWU 2405685:9UFDN67Z 261495:XF7ZTBDH}, keywords = {IMPORT\_FROM\_DFID\_RITE}, } @techreport{pritchett_creating_2015, title = {Creating {Education} {Systems} {Coherent} for {Learning} {Outcomes}: {Making} the {Transition} from {Schooling} to {Learning}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/RISE_WP-005_Pritchett_1.pdf}, abstract = {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.}, language = {en}, institution = {Rise Programme}, author = {Pritchett, Lant}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2A6I8LQN 2339240:Y8SPCGYJ 2405685:2P79XJ32 2405685:5BZQCFZR 2405685:ANBB56PV}, keywords = {Systems Framework, ⛔ No DOI found}, pages = {47}, } @misc{unicef_state_2015, title = {The {State} of the {World}’s {Children} 2015}, url = {https://sowc2015.unicef.org/}, language = {en-US}, urldate = {2021-12-31}, journal = {The State of the World’s Children 2015: Reimagine the future}, author = {{UNICEF}}, month = nov, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IBR4DL2A 2405685:UPD2FIB9}, } @article{wolf_preliminary_2015, title = {Preliminary impacts of the “{Learning} to {Read} in a {Healing} {Classroom}” intervention on teacher well-being in the {Democratic} {Republic} of the {Congo}}, volume = {52}, issn = {0742-051X}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X1500116X}, doi = {10.1016/j.tate.2015.08.002}, abstract = {This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts.}, language = {en}, urldate = {2020-01-29}, journal = {Teaching and Teacher Education}, author = {Wolf, Sharon and Torrente, Catalina and Frisoli, Paul and Weisenhorn, Nina and Shivshanker, Anjuli and Annan, Jeannie and Aber, J. Lawrence}, month = nov, year = {2015}, note = {shortDOI: 10/f7zk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.08.002 10/f7zk3n 2339240:J5TZZGLX 2405685:FVVYBX4Y 2405685:JGP79B9M}, keywords = {Democratic Republic of the Congo, International education, Motivation, Teacher professional development}, pages = {24--36}, } @article{kolog_using_2015, title = {Using {Unified} {Theory} of {Acceptance} and {Use} of {Technology} {Model} to {Predict} {Students}' {Behavioral} {Intention} to {Adopt} and {Use} {E}-{Counseling} in {Ghana}}, volume = {7}, copyright = {Copyright Modern Education and Computer Science Press Nov 2015}, issn = {20750161}, url = {https://search.proquest.com/education1/docview/1770060321/abstract/732C4B0D367E49A3PQ/46}, doi = {10.5815/ijmecs.2015.11.01}, abstract = {The urge to progressively motivate e-counseling in schools is somewhat dependent on students' behavioral intention towards the use of counseling technologies. This paper presents an empirical approach of using Unified Theory of Acceptance and Use of Technology model to ascertain students' behavioral intention to adopt and use e-counseling in Ghana. Questionnaires were used to collect data from two hundred and fifty (N=250) randomly selected students from Ghana. Cronbach alpha (α) was first employed to validate and ascertain the reliability of the data. Subsequently, Multiple Linear Regression (MLR) was performed in analysing the data. After that, a follow-up interview was conducted to explore the variance in our findings from the collected data through the questionnaires. In the end, the reliability of the test items contained in the questionnaire yielded strongly at 87.6 \%. Also, whereas the outcome of the research suggests Performance Expectancy (PE) (B = .511 , p= .000) and Social Influence (SI) (B = .165 p = .001) as the influencing constructs (factors) towards students' behavioral intention to adopt and use e-counseling, Facilitation Condition (FC) (B= .014, p= .723) and Effort Expectancy (EE) (B= .086 p= .080) had no significant effect on the behavioral intention of students to adopt and use e-counseling in Ghana.}, language = {English}, number = {11}, urldate = {2021-01-15}, journal = {International Journal of Modern Education and Computer Science}, author = {Kolog, Emmanuel Awuni and Sutinen, Erkki and Vanhalakka-Ruoho, Marjatta and Suhonen, Jarkko and Anohah, Ebenezer}, month = nov, year = {2015}, note = {Num Pages: 1-11 Place: Hong Kong, Hong Kong Publisher: Modern Education and Computer Science Press KerkoCite.ItemAlsoKnownAs: 10.5815/ijmecs.2015.11.01 2339240:F58NXPW4 2405685:8HCZRK8Z}, keywords = {Counseling, E-Counseling, ICT, Unified Theory of Acceptance, Use of Technology (UTAUT)}, pages = {1--11}, } @article{rohs_moocs_2015, title = {{MOOCs} and the claim of education for all: {A} disillusion by empirical data}, volume = {16}, copyright = {Copyright International Review of Research in Open and Distance Learning Nov 2015}, issn = {14923831}, shorttitle = {{MOOCs} and the claim of education for all}, url = {http://search.proquest.com/docview/1770070648/abstract/28DB32F24ED7450FPQ/1}, doi = {10.19173/irrodl.v16i6.2033}, abstract = {MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.}, language = {English}, number = {6}, urldate = {2016-09-27}, journal = {International Review of Research in Open and Distance Learning}, author = {Rohs, Matthias and Ganz, Mario}, month = nov, year = {2015}, note = {shortDOI: 10/gdzzn3 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 10/gdzzn3 2129771:49G4433U 2405685:TEX35CCG}, keywords = {Access to education, C: International, Digital Divide, Distance learning, Education, MOOCs, Socioeconomic factors, \_\_\_working\_potential\_duplicate}, } @article{rohs_moocs_2015, title = {{MOOCs} and the claim of education for all: {A} disillusion by empirical data}, copyright = {Copyright International Review of Research in Open and Distance Learning Nov 2015}, shorttitle = {{MOOCs} and the claim of education for all}, url = {https://search.proquest.com/docview/1770070648/abstract/9C08F54AFB1A4C50PQ/1}, abstract = {MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.}, language = {English}, urldate = {2020-07-31}, author = {Rohs, Matthias and Ganz, Mario}, month = nov, year = {2015}, note = {Publisher: International Review of Research in Open and Distance Learning KerkoCite.ItemAlsoKnownAs: 2339240:HLQJXJFY 2405685:LKC8KJG6}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{rohs_moocs_2015, title = {{MOOCs} and the claim of education for all: {A} disillusion by empirical data}, copyright = {Copyright International Review of Research in Open and Distance Learning Nov 2015}, shorttitle = {{MOOCs} and the claim of education for all}, url = {https://search.proquest.com/docview/1770070648/abstract/9C08F54AFB1A4C50PQ/1}, abstract = {MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.}, language = {English}, urldate = {2020-07-31}, author = {Rohs, Matthias and Ganz, Mario}, month = nov, year = {2015}, note = {Publisher: International Review of Research in Open and Distance Learning KerkoCite.ItemAlsoKnownAs: 2339240:HLQJXJFY 2405685:LKC8KJG6}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @inproceedings{pouezevara_revisiting_2015, title = {Revisiting the ‘m’ in m-learning: {Making} the most of mobile environments for teaching and learning in developing countries}, shorttitle = {Revisiting the ‘m’ in m-learning}, url = {https://www.learntechlib.org/primary/p/152173/}, abstract = {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...}, language = {en}, urldate = {2021-08-13}, publisher = {Association for the Advancement of Computing in Education (AACE)}, author = {Pouezevara, Sarah}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RG9QU4C7 2405685:Z75LSJUL}, pages = {1350--1360}, } @article{ohemeng_use_2015, title = {The {Use} of {Information} and {Communication} {Technology} ({ICT}) for {Knowledge} {Management} in the {Second} {Cycle} {Educational} {Institutions} in {Ghana}}, volume = {128}, issn = {09758887}, url = {http://www.ijcaonline.org/research/volume128/number7/gyaase-2015-ijca-906600.pdf}, doi = {10.5120/ijca2015906600}, abstract = {Given its capabilities to widen access, improve the quality and reduce the cost of developing, accessing and maintaining information, Information and Communication Technology (ICT) offers increased possibilities for managing knowledge. This paper thus investigates the level of utilization of ICT in the knowledge management processes in the Ghanaian educational system. Being a descriptive study, a randomly selected sample of second cycle educational institutions was surveyed through questionnaire. Using descriptive data analysis, the study found a low level of Information and Communication Technologies usage in knowledge management processes in the second cycle educational system. Knowledge management practices were found to be inefficient due to, among other things, absence of strategic policies and nonutilization of ICT. The findings indicate that the Secondary Schools are not deriving the efficiency returns of the computers they have acquired due to the absence of a deliberate and effective strategy for knowledge management. Also students, teachers and administrators in the second cycle schools are not benefitting from the information revolution for knowledge management. It was recommended that capacity building in knowledge management and improvement of Internet speed should be given priority attention by educational authorities.}, language = {en}, number = {7}, urldate = {2021-01-14}, journal = {International Journal of Computer Applications}, author = {Ohemeng, Patrick and Twum, Edward and Nii, Isadore}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.5120/ijca2015906600 2339240:MY59MT5E 2405685:R9EMPF5Y}, pages = {7--13}, } @article{westbrook_beginning_2015, title = {Beginning to teach inclusively: {An} analysis of newly-qualified teacher pedagogy in lower primary classes in {Tanzania}}, volume = {51}, shorttitle = {Beginning to teach inclusively}, doi = {10.1016/j.tate.2015.05.003}, abstract = {Inclusive pedagogies to support children with disabilities in low-income countries have been neglected, and viewed as ‘specialised’ or optional within teacher education. In contrast, this paper presents details of practices of newly qualified teachers (NQTs) in Tanzania that aim to help all learners to learn even in poorly-resourced schools. It argues that NQTs' positive attitudes and responsibility towards their students can be located in Tanzania's history and their early professional experiences, resulting in an interactionist pedagogy that normalises ‘inclusive’ practices. ‘Learning difficulties’ are relocated from a medical model of disability to a concern with improving teaching and learning for all.}, journal = {Teaching and Teacher Education}, author = {Westbrook, Jo and Croft, Alison}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.05.003 2339240:4FE8DRIX 2405685:KIGAZYMT}, pages = {38--46}, } @techreport{aber_opportunities_2015, title = {Opportunities for {Equitable} {Access} to {Quality} {Basic} {Education} ({OPEQ}): {Final} {Report} on the {Impact} of the {OPEQ} {Intervention} in the {Democratic} {Republic} of {Congo}}, url = {https://www.rescue.org/sites/default/files/document/642/ed-opportunitiesforequitableaccesstoqualitybasiceducation.pdf}, urldate = {2021-06-23}, author = {Aber, J. Lawrence and Starkey, Leighann and Tubbs, Carly and Torrente, Catalina and Johnston, Brian and Wolf, Sharon and Shivshanker, Anjuli and Annan, Jeannie}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ABHT5QJ4 2405685:38QVMKG5}, } @article{basal_perceptions_2015, title = {Perceptions of {Pre}-{Service} {English} {Teachers} towards the {Integration} of an {LMS} into {English} {Language} {Teacher} {Education}}, volume = {23}, issn = {1059-7069, 1059-7069}, url = {https://www.researchgate.net/publication/285164371_Perceptions_of_Pre-service_English_Teachers_towards_the_Integration_of_an_LMS_into_English_Language_Teacher_Education}, abstract = {With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.}, language = {English}, number = {4}, journal = {Journal of Technology and Teacher Education}, author = {Basal, Ahmet}, month = oct, year = {2015}, note = {Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2339240:4T94IMY8 2339240:B9W5UL64 2405685:4IJ8J5M9 2405685:6R226P29 2405685:GJ6BUUDJ 2405685:KG76HLNZ 2534378:EJCE3JYX 2534378:NZ3ANACE 2534378:RIF73PHV}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Educational technology, English (Second Language), English teachers, Foreign Countries, Foreign language instruction, Higher Education, Language Teachers, Language teachers, Learning management systems, Likert Scales, Management Systems, Mixed Methods Research, Positive Attitudes, Postsecondary Education, Preservice Teachers, Questionnaires, Second Language Instruction, Second Language Learning, Semi Structured Interviews, Student Attitudes, Teacher Education, Teacher education, Technology Integration, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096949, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {485--507}, } @article{wolfenden_tess-india_2015, title = {{TESS}-{India} {OER}: {Collaborative} practices to improve teacher education}, volume = {01}, issn = {2349-6355}, shorttitle = {{TESS}-{India} {OER}}, url = {http://ncte-india.org/ncte_new/?page_id=1703}, abstract = {As the numbers of children attending school in India rises rapidly ensuring a productive learning experience for every student is a huge challenge. Quality is central to the Government of India’s education policy; major education goals recognise that changes in teachers’ classroom practice are critical to improving students’ learning in elementary and secondary schools across India. This paper describes the rationale and pedagogy of an innovative response to these challenges harnessing contemporary ideas on ‘open’, learning and the increasing availability of network technology in the form of a multilingual Open Educational Resources (OER) teacher education toolkit. The main section of the paper then describes the processes for multi-stakeholder participation in the development of the elements of the OER toolkit and the paper concludes with a discussion of the ‘open’ dimension of the project and how this enables ‘local’ authentication and mediation of use of the OER in each of the project states.}, language = {en}, number = {03}, urldate = {2022-05-30}, journal = {Indian Journal of Teacher Education}, author = {Wolfenden, Freda}, month = sep, year = {2015}, note = {Number: 03 KerkoCite.ItemAlsoKnownAs: 2339240:9TYRVKGE 2405685:RYGQCGSQ}, keywords = {⛔ No DOI found}, pages = {33--48}, } @misc{shapshak_this_2015, title = {This {BRCK} {Will} {Revolutionize} {Education} {In} {Africa}}, url = {https://www.forbes.com/sites/tobyshapshak/2015/09/22/this-brck-will-revolutionize-education-in-africa/}, abstract = {In a scene not unlike classrooms around the world, the faces of 40 children glow from the light of their tablets as their teacher leads them through the morning's lesson. Except this happened yesterday inside a converted shipping container in a low-income area of Kenya, in a country where the price [...]}, language = {en}, urldate = {2020-08-26}, journal = {Forbes}, author = {Shapshak, Toby}, month = sep, year = {2015}, note = {Section: Tech KerkoCite.ItemAlsoKnownAs: 2339240:C43YEZGM 2405685:F48ZHXRT}, } @article{jalbout_opportunities_2015, title = {Opportunities for {Accelerating} {Progress} on {Education} for {Syrian} {Children} and {Youth} in {Jordan}}, language = {en}, author = {Jalbout, Maysa}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:27U6PNJA 2405685:G4Z89U99 4803016:JLD9YZHH}, keywords = {⛔ No DOI found}, pages = {26}, } @article{hurwitz_supporting_2015, title = {Supporting {Head} {Start} parents: impact of a text message intervention on parent–child activity engagement}, volume = {185}, issn = {0300-4430}, shorttitle = {Supporting {Head} {Start} parents}, url = {https://doi.org/10.1080/03004430.2014.996217}, doi = {10.1080/03004430.2014.996217}, abstract = {Head Start emphasises parent engagement as a critical strategy in promoting children's long-term learning. Parents can support children's positive development by engaging them in stimulating activities. The following study assessed whether a service that delivered parenting tips via text message could prompt parents of children enrolled in Head Start programmes to engage in more learning activities with their children. Two hundred and fifty-six parents participated in the study with approximately half receiving text messages for six weeks. All participants completed a questionnaire about the types of learning activities in which they engaged their children. Parents who received the service engaged in more learning activities; this was particularly true of fathers and parents of boys. Parents reported high rates of satisfaction with service. These results suggest that text-based interventions as a supplement to other forms of family engagement may successfully communicate parenting information and support parental engagement with young children.}, number = {9}, urldate = {2022-01-11}, journal = {Early Child Development and Care}, author = {Hurwitz, Lisa B. and Lauricella, Alexis R. and Hanson, Ann and Raden, Anthony and Wartella, Ellen}, month = sep, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03004430.2014.996217 KerkoCite.ItemAlsoKnownAs: 10.1080/03004430.2014.996217 2339240:NJTXLNF5 2339240:TK28IPXS 2405685:F9LQR8ZG 2405685:Q6CYNMQT 2405685:UM843NTW 2534379:P9HM3PMZ}, keywords = {Head Start, \_\_\_working\_potential\_duplicate, activities, early childhood, intervention, parenting, text messaging}, pages = {1373--1389}, } @article{ikram_impact_2015, title = {The {Impact} of {Teachers} {Professional} {Development} in {Video} {Technology} on {Mathematics} and {English} {Learning} of {Preschoolers} in a {Rural} {Primary} {School} in {Pakistan}}, volume = {6}, issn = {20402570}, url = {http://infonomics-society.org/wp-content/uploads/ijds/published-papers/volume-6-2015/The-Impact-of-Teachers-Professional-Development-in-Video-Technology-on-Mathematics-and-English-Learning-of-Preschoolers-in-a-Rural-Primary-School-in-Pakistan.pdf}, doi = {10.20533/ijds.2040.2570.2015.0131}, abstract = {Learning media technologies are common and affordable tools in preschools for teaching and learning purposes. Unfortunately, many young children from low socio-economic communities do not have challenging and stimulating learning environment as compared to their advantaged peers.}, language = {en}, number = {3}, urldate = {2020-11-27}, journal = {International Journal for Digital Society}, author = {Ikram, Hamid}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.20533/ijds.2040.2570.2015.0131 2339240:UGARGA2L 2405685:Z3SIF5WJ}, pages = {1066--1072}, } @article{natia_promoting_2015, title = {Promoting teaching and learning in {Ghanaian} {Basic} {Schools} through {ICT}}, volume = {11}, issn = {1814-0556}, url = {https://www.learntechlib.org/p/151844/}, abstract = {The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in...}, language = {en}, number = {2}, urldate = {2021-11-02}, journal = {International Journal of Education and Development using ICT}, author = {Natia, James and Al-hassan, Seidu}, month = aug, year = {2015}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:ZCTZKAMM 2405685:3A3NQ4QY}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {113--125}, } @article{deluca_collaborative_2015, title = {Collaborative inquiry as a professional learning structure for educators: a scoping review}, volume = {41}, copyright = {Extra URL: http://www.tandfonline.com/doi/full/10.1080/19415257.2014.933120}, issn = {1941-5257, 1941-5265}, shorttitle = {Collaborative inquiry as a professional learning structure for educators}, url = {https://www.researchgate.net/publication/271874474_Collaborative_inquiry_as_a_professional_learning_structure_for_educators_a_scoping_review}, doi = {10.1080/19415257.2014.933120}, language = {en}, number = {4}, urldate = {2021-05-28}, journal = {Professional Development in Education}, author = {DeLuca, Christopher and Shulha, Jason and Luhanga, Ulemu and Shulha, Lyn M. and Christou, Theodore M. and Klinger, Don A.}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.933120 2339240:UZNSRZ87 2405685:P9ZIAF7Z 2405685:V5T5TF7R 2534378:UEDI3VF6}, pages = {640--670}, } @article{hardman_implementing_2015, title = {Implementing school-based teacher development in {Tanzania}}, volume = {41}, issn = {1941-5257}, url = {https://doi.org/10.1080/19415257.2015.1026453}, doi = {10.1080/19415257.2015.1026453}, abstract = {This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.}, number = {4}, urldate = {2020-09-18}, journal = {Professional Development in Education}, author = {Hardman, Frank and Hardman, Jan and Dachi, Hillary and Elliott, Louise and Ihebuzor, Noel and Ntekim, Maniza and Tibuhinda, Audax}, month = aug, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19415257.2015.1026453 shortDOI: 10/gfv5xx KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2015.1026453 10/gfv5xx 2129771:2ABESKPA 2405685:2A8AKS3Z 2405685:5228WPEN 2405685:N44VX4DB 2534378:2UNZYMXP 2534378:ZQIPTYJL}, keywords = {Tanzania, \_\_C:filed:1, capacity development, primary education, quality education, school-based teacher development, teacher education reform}, pages = {602--623}, } @article{lai_does_2015, title = {Does computer-assisted learning improve learning outcomes? {Evidence} from a randomized experiment in migrant schools in {Beijing}}, volume = {47}, issn = {0272-7757}, shorttitle = {Does computer-assisted learning improve learning outcomes?}, url = {http://www.sciencedirect.com/science/article/pii/S027277571500045X}, doi = {10.1016/j.econedurev.2015.03.005}, abstract = {The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.}, language = {en}, urldate = {2020-08-31}, journal = {Economics of Education Review}, author = {Lai, Fang and Luo, Renfu and Zhang, Linxiu and Huang, Xinzhe and Rozelle, Scott}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2015.03.005 2339240:4J6WADM5 2405685:3LTP3SLM}, keywords = {China, Computer-assisted learning, Development, Education, Migration, Random assignment, Test scores}, pages = {34--48}, } @incollection{read_teaching_2015, series = {Directions in {Development} - {Human} {Development}}, title = {Teaching and {Learning} {Materials} {Financing}}, isbn = {978-1-4648-0572-1}, url = {https://doi.org/10.1596/978-1-4648-0572-1_ch5}, abstract = {Suggests that no single universal cause behind the persistent under-financing of textbook provision in Sub-Saharan Africa (SSA) countries exists, but some common components include, (1) the pressure on teaching and learning materials (TLM) budgets caused by rapid enrollment growth; (2) the repeated tendency for curriculum designers to make decisions without taking into account the cost implications on the system as a whole; (3) the failure of development partner (DP) support to addressed affordability and sustainability issues; (4) the misunderstanding of ministries of education (MOEs) and DPs concerning manufacturing versus textbook cost as well as textbook versus system cost; (5) the lack of review and management of the nature and extent of fund diversion, fund misappropriation, piracy, and price mark-ups in undermining allocated TLM funding; and (6) the lack of monitoring, inspection, supervision, and financial audit systems necessary to ensure that all links in the financing and supply chain operate effectively.}, urldate = {2022-08-21}, booktitle = {Where {Have} {All} the {Textbooks} {Gone}?: {Toward} {Sustainable} {Provision} of {Teaching} and {Learning} {Materials} in {Sub}-{Saharan} {Africa}}, publisher = {The World Bank}, author = {Read, Tony}, month = jul, year = {2015}, doi = {10.1596/978-1-4648-0572-1_ch5}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0572-1\_ch5 2339240:KH9KW2WE 2405685:ZZ9HPXR7}, pages = {99--120}, } @article{kaneko-marques_reflective_2015, title = {Reflective {Teacher} {Supervision} {Through} {Videos} of {Classroom} {Teaching}}, volume = {17}, issn = {2256-5760, 1657-0790}, url = {http://www.revistas.unal.edu.co/index.php/profile/article/view/44393}, doi = {10.15446/profile.v17n2.44393}, abstract = {The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {PROFILE Issues in Teachers' Professional Development}, author = {Kaneko-Marques, Sandra Mari}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v17n2.44393 2339240:MHGIE5L4 2405685:INATDUP5}, } @inproceedings{pixel_comparative_2015, address = {Florence, Italy}, title = {A comparative study of blended learning versus traditional teaching in middle school science}, isbn = {978-88-6292-620-1}, url = {https://books.google.com.pk/books?hl=en&lr=&id=5-fVCgAAQBAJ&oi=fnd&pg=PA436&dq=blended+learning+Pakistan+school&ots=p0qAsr5udJ&sig=mHbqpwVXE27V5MhA9xBi05l4jpg&redir_esc=y#v=onepage&q=blended%20learning%20Pakistan%20school&f=false}, language = {en}, publisher = {libreriauniversitaria.it Edizioni}, author = {Pixel}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T8SG7GWJ 2405685:KNI5GMUJ}, keywords = {Education / Philosophy, Theory \& Social Aspects}, } @article{auvinen_increasing_2015, title = {Increasing {Students}’ {Awareness} of {Their} {Behavior} in {Online} {Learning} {Environments} with {Visualizations} and {Achievement} {Badges}}, volume = {8}, issn = {1939-1382}, doi = {10.1109/TLT.2015.2441718}, abstract = {In online learning environments where automatic assessment is used, students often resort to harmful study practices such as procrastination and trial-and-error. In this paper, we study two teaching interventions that were designed to address these issues in a university-level computer science course. In the first intervention, we used achievement badges, a form of gamification, to reward students for submitting early, solving exercises with few iterations, and completing the exercises with full points. In the second intervention, we used heatmap visualizations that show a prediction of the student's success if he or she continues to behave in the same way, based on data from earlier courses. The results from a controlled experiment show that the heatmap visualizations had an impact on how early the students submitted their exercises and how many points they earned from them. We also observed that performance approach goal orientation correlated with an interest towards the achievement badges whereas performance avoidance correlated with an interest towards the visualizations. The results indicate that increasing students' awareness of their behavior can have a positive impact on their study practices and results. However, the same type of feedback may not suit all students because of individual differences.}, number = {3}, journal = {IEEE Transactions on Learning Technologies}, author = {Auvinen, Tapio and Hakulinen, Lasse and Malmi, Lauri}, month = jul, year = {2015}, note = {Conference Name: IEEE Transactions on Learning Technologies shortDOI: 10/f7sgzz KerkoCite.ItemAlsoKnownAs: 10.1109/TLT.2015.2441718 10/f7sgzz 2405685:ILXJDYTP}, keywords = {Adaptation models, Context, Data visualization, Education, Heating, Monitoring, Visualization, achievement badges, automatic assessment, computer aided instruction, computer science education, data visualisation, distance learning, educational courses, exercise solving, exercise submission, further education, gamification, goal orientation, heatmap visualization, human factors, online learning environment, performance avoidance, student awareness, student behavior, student reward, student study practice, student success prediction, teaching, teaching intervention, university-level computer science course}, pages = {261--273}, } @techreport{saebones_towards_2015, address = {Oslo, Norway}, title = {Towards a {Disability} {Inclusive} {Education}}, url = {https://www.usaid.gov/sites/default/files/documents/1865/Oslo_Ed_Summit_DisabilityInclusive_Ed.pdf}, institution = {Oslo Summit on Education for Development}, author = {Sæbønes, Ann-Marit and Bieler, Rosangela Berman and Baboo, Nafisa and Banham, Louise and Singal, Nidhi and Howgego, Catherine and McClain-Nhlapo, Charlotte Vuyiswa and Riis-Hansen, Trine Cecilie and Dansie, Grant Angus}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JPKX5XBG 2339240:SSMZBC9V 2405685:3AIMPPZI 2405685:LDMG6PB8}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {21}, } @article{jonnalagadda_automating_2015, title = {Automating data extraction in systematic reviews: a systematic review}, volume = {4}, issn = {2046-4053}, shorttitle = {Automating data extraction in systematic reviews}, url = {https://doi.org/10.1186/s13643-015-0066-7}, doi = {10.1186/s13643-015-0066-7}, abstract = {Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.}, number = {1}, urldate = {2024-01-18}, journal = {Systematic Reviews}, author = {Jonnalagadda, Siddhartha R. and Goyal, Pawan and Huffman, Mark D.}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-015-0066-7 2405685:QJYZ8NIZ 2486141:GXAXBYC9 2486141:XDDV9J4H}, keywords = {Conditional Random Field, Data Element, PubMed Abstract, Support Vector Machine, Systematic Review Process, \_Added-ailr-2024}, pages = {78}, } @article{ojanen_graphogame_2015, title = {{GraphoGame} – a catalyst for multi-level promotion of literacy in diverse contexts}, volume = {6}, issn = {1664-1078}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4461812/}, doi = {10.3389/fpsyg.2015.00671}, abstract = {GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning.}, urldate = {2021-03-05}, journal = {Frontiers in Psychology}, author = {Ojanen, Emma and Ronimus, Miia and Ahonen, Timo and Chansa-Kabali, Tamara and February, Pamela and Jere-Folotiya, Jacqueline and Kauppinen, Karri-Pekka and Ketonen, Ritva and Ngorosho, Damaris and Pitkänen, Mikko and Puhakka, Suzanne and Sampa, Francis and Walubita, Gabriel and Yalukanda, Christopher and Pugh, Ken and Richardson, Ulla and Serpell, Robert and Lyytinen, Heikki}, month = jun, year = {2015}, pmid = {26113825}, pmcid = {PMC4461812}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00671 2339240:Q4965Q6E 2405685:FW2VAUDE}, } @article{kisirkoi_integration_2015, title = {Integration of {ICT} in {Education} in a {Secondary} {School} in {Kenya}: {A} {Case} {Study}}, volume = {6}, shorttitle = {Integration of {ICT} in {Education} in a {Secondary} {School} in {Kenya}}, doi = {10.20533/licej.2040.2589.2015.0253}, abstract = {Amidst reports that there was very little integration of Communication Information Technology (ICT) in curriculum delivery in many secondary schools in Kenya, it was reported that one secondary school was using ICT in instruction and practicing learner centered instructional approaches and there was improved learning outcomes. The school’s mean score in the Kenya Certificate of Secondary Education had improved from 6.2 to 8.4 between 2007 and 2013. This study teacher computer literacy levels, motivation for integration, perceived reason for the intervention and the impact on teaching and learning. A case study was conducted and observation and interview schedules were used to collect data. The study population was the 535 students and the 28 teachers in the school. Simple random sampling was used to sample 30 students and 18 teachers. It was established that the students and teachers were computer literate and were able to manage computer applications for teaching and learning. The Learning process was found to be practical with learner interactions and activities based learning. The motivation was desire to teach better coupled with visionary, supportive school leadership. The school was using ICT as teaching learning tool and there was improvement of learning environment and outcomes. Many schools ought to emulate the school.}, journal = {Literacy Information and Computer Education Journal}, author = {Kisirkoi, Florence}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.20533/licej.2040.2589.2015.0253 10/gj37fv 2339240:79CQYH29 2405685:BV3P33XH}, pages = {1904--1909}, } @article{farooq_learning_2015, title = {Learning through {Assistive} {Devices}: {A} {Case} of {Students} with {Hearing} {Impairment}}, volume = {37}, issn = {0555-7747}, shorttitle = {Learning through {Assistive} {Devices}}, url = {https://eric.ed.gov/?id=EJ1210345}, abstract = {Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Farooq, Muhammad Shahid and Aasma and Iftikhar, Umaira}, month = jun, year = {2015}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:BMZ8MTPR 2405685:GTZBXLQU}, keywords = {Assistive Technology, Costs, Elementary School Students, Foreign Countries, Grade 4, Hearing Impairments, Interpersonal Communication, Parent Attitudes, Program Effectiveness, Quality of Life, Student Needs, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {1--17}, } @techreport{gad_recruitment_2015, type = {Thesis}, title = {Recruitment and {Retention} of {Public} {Sector} {Teachers} in {Ghana}: {A} {Discrete} {Choice} {Experiment}}, copyright = {University of Ghana}, shorttitle = {Recruitment and {Retention} of {Public} {Sector} {Teachers} in {Ghana}}, url = {http://localhost:8080/handle/123456789/8207}, abstract = {The shortage of public sector teachers in rural areas is one of the main challenges facing policy makers in the education sector, in both developing and developed countries. This study sought to analyze the preferences of teachers, and how they would respond to alternative incentives associated with working in a rural location. Discrete Choice Experiment (DCE) which is rooted in Random Utility Theory (RUT) was used to capture the responses of 120 teacher trainees in Berekum College of Education. However, the full and the subgroup models were generated using the binary probit in STATA (Version 11.0). Marginal effect was also estimated. The magnitude of estimates from both the probit model and the marginal effects indicate that, for rural area posting, teachers in the public sector generally prefer and place higher priority on incentive packages such as granting of study leave with pay, provision of housing and promotion after three years of work. This was generally supported by the subgroup analysis. Also, the levels of salary will be traded off for non-financial incentive packages. It is recommended that in order to desist from force recruitment and the problem of mitigating geographical imbalances of public sector teachers, policy makers in the education sector should adopt a strategy by granting of study leave with pay, provision of housing and promotion after three years of teaching in rural areas}, language = {en}, urldate = {2022-08-22}, institution = {University of Ghana}, author = {Gad, B. K.}, month = jun, year = {2015}, note = {Accepted: 2016-04-20T09:46:19Z KerkoCite.ItemAlsoKnownAs: 2339240:WQNVPQ36 2405685:ZIH4NIXS}, } @phdthesis{gitome_evaluation_2015, type = {Thesis}, title = {Evaluation of the application of mobile phone technology in teaching and learning: {A} case study of {Kamwenja} {Teacher}' college, {Nyeri} {County}, {Kenya}.}, shorttitle = {Evaluation of the application of mobile phone technology in teaching and learning}, url = {http://repository.mkurwanda.ac.rw/handle/123456789/1825}, abstract = {This research was designed to investigate the application of mobile phone technology in teaching and learning among tutors and students of Kamwenja Teachers College in Nyeri County in Kenya. The problem this study addressed was to establish whether mobile phones in the hands of students and tutors were beneficial for teaching and learning or if they impede learning process in Teacher Training Colleges in Kenya. The variables under consideration were: quality teaching and learning as dependent variable and owning mobile phones, awareness of educational potential of mobile phones, acceptance of mobile phones, and mobile phones influence as alternative learning and instructional methods as independent variables. The data was collected from 71 tutors and 498 students. The sample size was worked out at 20\% to be 15 tutors and 100 second year teacher trainees in the college. Stratified random sampling was used to ensure the sample was a true representation of the whole population. Data was collected through questionnaires that were both quantitative and qualitative to ensure high quality of information for the study where 98.2\% response rate was achieved. To ensure Validity and Reliability of Research Instruments a pre-test of the questionnaire was conducted on tutors and students of Kagumo Teachers College. A reliability coefficient of 0.7 was adopted for the items while an expert, the supervisor, guided in validity of the items. The study was guided by the activity theory also known as Cultural Historical Activity Theory. Primary data was analysed with the aid of Statistical Package for Social Sciences (SPSS version 20) software to generate descriptive statistics, correlation and multiple regression analysis. The findings of the study revealed that ownership of mobile phone had a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly and even when regressed together with other factors. Further, the study revealed that awareness of the educational potential of mobile phone technology, acceptance of mobile phone technology and mobile phone technology as an alternative learning and instructional methods were found to have a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly, however when all the factors were regressed together they were found to have a positive and but insignificant effect on application of mobile phone technology in teaching and learning. In order to enhance use of mobile phone technology in teaching and learning students and teachers should be encouraged to acquire mobile phones with internet connectivity features. The general usage of mobile phone in teachers training colleges was found to be very high. However the rate at which mobile phones are used for exchanging learning information is low. The researcher recommends that policies be put in place on use of mobile phone technology in teaching and learning and train tutors on how to teach differently using mobile phone technology. Future researchers should try to establish hindrances of application of mobile phone technology in teaching and learning.}, language = {en}, urldate = {2021-04-02}, school = {Mount Kenya University}, author = {Gitome, Mwangi Joseph}, month = jun, year = {2015}, note = {Accepted: 2016-04-04T13:40:40Z KerkoCite.ItemAlsoKnownAs: 2339240:FXSLMRTK 2405685:6TXKF9WF}, } @techreport{plaut_bringing_2015, address = {Washington, D.C.}, title = {Bringing {Learning} to {Light}: {The} {Role} of {Citizen}-{Led} {Assessments} in {Shifting} the {Education} {Agenda}}, shorttitle = {Bringing {Learning} to {Light}}, url = {https://r4d.org/resources/bringing-learning-light-role-citizen-led-assessments-shifting-education-agenda/}, abstract = {"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained}, language = {en-US}, urldate = {2020-07-06}, institution = {Results for Development}, author = {Plaut, Daniel and Jamieson Eberhardt, Molly}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WNM4VGH5 2405685:8N72DLST 2405685:9ARZFX56}, } @incollection{colman_corsi_2015, title = {Corsi blocks}, isbn = {978-0-19-965768-1}, url = {https://www.oxfordreference.com/view/10.1093/acref/9780199657681.001.0001/acref-9780199657681-e-9316}, abstract = {A popular test of *short-term memory and *spatial ability based on a set of nine wooden blocks, arranged}, language = {en}, urldate = {2019-12-09}, booktitle = {A {Dictionary} of {Psychology}}, publisher = {Oxford University Press}, author = {Colman, Andrew M.}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KPHZ7NQ 2405685:GTXC8Z4A}, } @techreport{aker_call_2015, title = {Call {Me} {Educated}: {Evidence} from a {Mobile} {Monitoring} {Experiment} in {Niger}}, url = {https://sites.tufts.edu/jennyaker/files/2010/02/Call-Me-Educated_27aug2015.pdf}, author = {Aker, Jenny C and Ksoll, Christopher}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJKCLSXB 2405685:BINXNTZ6}, keywords = {C:Niger}, } @inproceedings{ojanen_mobile_2015, title = {Mobile solution for better reading instruction in rural {Africa}}, doi = {10.1109/istafrica.2015.7190559}, abstract = {GraphoGame Teacher Training Service is a mobile-based solution for providing teachers with scientifically validated pedagogical training in literacy instruction. In many African countries teachers currently have insufficient knowledge to teach literacy in local languages and learning materials are scarce, especially for children with learning difficulties. As part of the GraphoWorld network, CAPOLSA/University of Zambia is developing new mobile-based method for providing in-service training for teachers in literacy instruction and assisting children with learning difficulties. GraphoGame Teacher Training Service was piloted in October 2014 in rural Zambia. An orientative workshop was given to 24 teachers who learned about literacy instruction methodology and then organized a GraphoGame intervention to randomly selected 2nd grade children either at home or in a school environment. Parents of the children in the home intervention group were also encouraged to play GraphoGame. GraphoGame learning analytics shows that both the children and their parents improved their word reading skills. Children who played GraphoGame performed better than their non-playing classmates in the EGRA letter-sound knowledge test at the end of the intervention. Teachers, parents and children were all motivated to use ICT-based literacy learning tools and their literacy skills levels show high demand for support services for literacy instruction.}, booktitle = {2015 {IST}-{Africa} {Conference}}, author = {Ojanen, Emma and Jere-Folotiya, Jacqueline and Yalukanda, Christopher and Sampa, Francis and Nshimbi, Chomba and Katongo, Maggie and Choopa, Mapenzi and Lyytinen, Heikki}, month = may, year = {2015}, note = {ISSN: null shortDOI: 10/gf62qw KerkoCite.ItemAlsoKnownAs: 10.1109/istafrica.2015.7190559 10/gf62qw 2339240:FYCG4SIF 2405685:HTPQU2DR}, keywords = {Africa, African country teachers, CAPOLSA/University of Zambia, Conferences, EGRA letter-sound knowledge test, Electronic learning, Games, GraphoGame, GraphoGame learning analytics, GraphoGame teacher training service, GraphoWorld network, ICT-based literacy learning tools, Mobile handsets, Training, Zambia, computer games, educational institutions, home environment, home intervention group, in-service teacher training, information science education, learning materials, literacy, literacy instruction, literacy skills levels, local languages, mobile learning, mobile-based method, orientative workshop, professional aspects, reading instruction, rural Africa, rural Zambia, rural areas, school environment, scientifically validated pedagogical training, teacher training, word reading skills}, pages = {1--13}, } @techreport{robillard_no_2015, address = {Cambridge, MA}, title = {Do {No} {Harm} teaching case study: {Cité} {Soleil}. {Reference} for workshop participants}, url = {https://www.cdacollaborative.org/wp-content/uploads/2016/01/Do-No-Harm-Teaching-Case-Study-Cite%CC%81-Soleil-Reference-for-Workshop-Participants.pdf}, language = {en}, institution = {CDA Collaborative Learning Projects}, author = {Robillard, Sabina Carlson}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CBIIBYQ8 2405685:WFMXANTK}, keywords = {⛔ No DOI found}, } @inproceedings{siegmund_views_2015, title = {Views on {Internal} and {External} {Validity} in {Empirical} {Software} {Engineering}}, volume = {1}, doi = {10.1109/ICSE.2015.24}, abstract = {Empirical methods have grown common in software engineering, but there is no consensus on how to apply them properly. Is practical relevance key? Do internally valid studies have any value? Should we replicate more to address the tradeoff between internal and external validity? We asked the community how empirical research should take place in software engineering, with a focus on the tradeoff between internal and external validity and replication, complemented with a literature review about the status of empirical research in software engineering. We found that the opinions differ considerably, and that there is no consensus in the community when to focus on internal or external validity and how to conduct and review replications.}, booktitle = {2015 {IEEE}/{ACM} 37th {IEEE} {International} {Conference} on {Software} {Engineering}}, author = {Siegmund, Janet and Siegmund, Norbert and Apel, Sven}, month = may, year = {2015}, note = {ISSN: 1558-1225 KerkoCite.ItemAlsoKnownAs: 10.1109/ICSE.2015.24 2405685:ZMSHI8HJ}, keywords = {Bibliographies, Computer languages, Context, Guidelines, History, Software engineering, Standards}, pages = {9--19}, } @article{hirsh-pasek_putting_2015, title = {Putting {Education} in “{Educational}” {Apps}: {Lessons} {From} the {Science} of {Learning}}, volume = {16}, issn = {1529-1006}, url = {https://doi.org/10.1177/1529100615569721}, doi = {10.1177/1529100615569721}, abstract = {Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications (?apps?) for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, ?educational? apps?the number of which, as of January 2015, stood at 80,000 in Apple?s App Store (Apple, 2015)?are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children?s apps. In short, we will show how the design and use of educational apps aligns with known processes of children?s learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning?four ?pillars? of learning?within the context of a supported learning goal are considered educational.}, number = {1}, urldate = {2020-08-31}, journal = {Psychological Science in the Public Interest}, author = {Hirsh-Pasek, Kathy and Zosh, Jennifer M. and Golinkoff, Roberta Michnick and Gray, James H. and Robb, Michael B. and Kaufman, Jordy}, month = apr, year = {2015}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/1529100615569721 2339240:K25MMW72 2405685:I73DRP3M}, pages = {3--34}, } @article{ilgaz_snapshot_2015, title = {A snapshot of online learners: e-{Readiness}, e-{Satisfaction} and expectations}, volume = {16}, issn = {1492-3831}, shorttitle = {A snapshot of online learners}, url = {http://www.irrodl.org/index.php/irrodl/article/view/2117}, doi = {10.19173/irrodl.v16i2.2117}, abstract = {The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An ereadiness scale and an e-satisfaction scale was administered as quantitative measures, with openended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.}, language = {en}, number = {2}, urldate = {2022-09-21}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Ilgaz, Hale and Gülbahar, Yasemin}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i2.2117 2339240:VWS426GB 2405685:DG5SS63P}, } @article{donkor_basic_2015, title = {Basic school leaders in {Ghana}: how equipped are they?}, volume = {18}, issn = {1360-3124, 1464-5092}, shorttitle = {Basic school leaders in {Ghana}}, url = {http://www.tandfonline.com/doi/full/10.1080/13603124.2013.817610}, doi = {10.1080/13603124.2013.817610}, language = {en}, number = {2}, urldate = {2020-03-10}, journal = {International Journal of Leadership in Education}, author = {Donkor, Anthony Kudjo}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13603124.2013.817610 2339240:P72HNBED 2405685:CFS6T8VW}, pages = {225--238}, } @article{perry_increasing_2015, title = {Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: do {iPads} help?}, volume = {32}, issn = {0738-0569}, shorttitle = {Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom}, url = {https://doi.org/10.1080/07380569.2015.1036650}, doi = {10.1080/07380569.2015.1036650}, abstract = {Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower levels of geometry proficiency scores, higher levels of off-task behaviors, and similar levels of self-efficacy and meta-cognitive self-regulation compared to the non-iPad group. However, the results may have been affected by several latent variables that can be controlled for in future research.}, number = {2}, urldate = {2021-11-09}, journal = {Computers in the Schools}, author = {Perry, David R. and Steck, Andy K.}, month = apr, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/07380569.2015.1036650 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2015.1036650 2339240:ETEX73PV 2405685:VGP5L86E}, keywords = {geometry, iPad, meta-cognitive self-regulation, mobile technology, self-efficacy}, pages = {122--143}, } @article{muborakshoevaa_impediments_2015, title = {Impediments to {Enhancing} {Research} within {Universities} in {Developing} {Context}: {The} {Case} of {Pakistani} {Universities}}, volume = {4}, shorttitle = {Impediments to {Enhancing} {Research} within {Universities} in {Developing} {Context}}, doi = {10.14425/00.76.05}, abstract = {Universities in some developing countries are undergoing reforms over the recent decades so that they become research-based institutions. It has been stressed that research is of paramount importance for enhancing the economy of a country and for societies to become knowledge-based. However some of these concepts and challenges faced by these universities are hardly explored. Relying on the analysis of qualitative interviews and document analysis, this paper examines how the Higher Education Commission (HEC) has taken numerous initiatives to boost the research capacity of universities in Pakistan. Even then, numerous challenge remains in the attempt to enhance research quality. Funding and its effective use, academic freedom, and value of research in the society emerged as major impediments to research development at the universities. Critical voices from the university faculty are rarely taken into account by those responsible for higher education bodies, therefore many of such challenges persist till date. The article proposes solutions for overcoming some of these challenges and situates the experience of Pakistani universities within the broader experiences of universities world-wide.}, journal = {Journal of International and Comparative Education}, author = {Muborakshoevaa, Marodsilton}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.14425/00.76.05 2339240:RL3MMSTI 2405685:FWY7ZU3R}, pages = {1--13}, } @book{lee_review_2015, title = {Review of international research on factors underlying teacher absenteeism}, url = {https://eric.ed.gov/?id=ED555740}, abstract = {Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.}, language = {en}, urldate = {2022-01-06}, publisher = {Regional Educational Laboratory Pacific}, author = {Lee, Mary and Goodman, Crystal and Dandapani, Nitara and Kekahio, Wendy}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z9V9R7T9 4042040:VY5IMADZ 4556019:D8JJI88Z 4556019:IDEEUGZN}, keywords = {Academic Rank (Professional), Accountability, C:LMIC, Case Studies, Community Characteristics, Correlation, Cross Cultural Studies, Cultural Context, Cultural Influences, Elementary School Teachers, Family Work Relationship, Foreign Countries, LMICs, School Administration, School Culture, School Location, Social Influences, Teacher Attendance, Teacher Salaries, Teaching Conditions, Work Environment, ⛔ No DOI found}, } @article{piper_teacher_2015, title = {Teacher coaching in {Kenya}: {Examining} instructional support in public and nonformal schools}, volume = {47}, issn = {0742-051X}, shorttitle = {Teacher coaching in {Kenya}}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X15000025}, doi = {10.1016/j.tate.2015.01.001}, abstract = {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.}, urldate = {2015-03-19}, journal = {Teaching and Teacher Education}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons}, month = apr, year = {2015}, note = {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}, pages = {173--183}, } @techreport{uneca_final_2015, type = {Conference {Paper}}, title = {Final {Version} adopted by the {High} {Level} {Conference} on {Data} {Revolution} – {A} side event of the 8th {AU}-{ECA} {Conference} of {Ministers}}, url = {https://www.cgdev.org/sites/default/files/Africa-Data-Consensus.pdf}, language = {English}, urldate = {2022-04-01}, institution = {United Nations Economic Commission for Africa}, author = {UNECA}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:476PRYPF 2405685:T842KJLB}, } @article{pedersen_school-cooperation_2015, title = {School-cooperation {Kenya} - {Norway}: friendship and learning through social media?}, shorttitle = {School-cooperation {Kenya} - {Norway}}, url = {https://hiof.brage.unit.no/hiof-xmlui/handle/11250/278514}, language = {eng}, urldate = {2021-05-22}, journal = {86 s.}, author = {Pedersen, Hege}, month = mar, year = {2015}, note = {Accepted: 2015-03-05T11:59:13Z KerkoCite.ItemAlsoKnownAs: 2339240:PRIMQ47B 2405685:P6RCUCY9}, keywords = {⛔ No DOI found}, } @article{hsia_web-based_2015, title = {A web-based peer-assessment approach to improving junior high school students' performance, self-efficacy and motivation in performing arts courses: {Peer} assessment for performing art courses}, volume = {47}, shorttitle = {A web-based peer-assessment approach to improving junior high school students' performance, self-efficacy and motivation in performing arts courses}, doi = {10.1111/bjet.12248}, abstract = {In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a control group. The students in the experimental group learned with the web-based peer-assessment approach, whereas those in the control group learned with a web-based streaming video-supported environment. The experimental results showed that, in comparison with the web-based streaming video-supported learning approach, the web-based peer assessment approach could significantly improve the students' performance, self-efficacy and motivation in the performing arts course. In the meantime, it was found that the peer assessment ratings were highly correlated with the teachers' ratings in every performance item; moreover, the performance ratings were highly related to the students' self-efficacy in evaluating peers' work and improving their own work based on peers' comments as well as their intrinsic motivation, showing the effectiveness of the performance scoring rubrics and the peer assessment approach. The satisfaction questionnaire results also revealed that the students who learned with the peer assessment approach were significantly more satisfied with the learning activity than those who learned with the web-based learning approach.}, journal = {British Journal of Educational Technology}, author = {Hsia, Lu‐Ho and Huang, Iwen and Hwang, Gwo-Jen}, month = mar, year = {2015}, note = {shortDOI: 10/f84xvq KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12248 10/f84xvq 2405685:YWGGD5I8}, } @techreport{world_bank_mozambique_2015, address = {Washington D.C.}, type = {Working {Paper}}, title = {Mozambique - {Service} delivery indicators: {Mozambique} service delivery indicators ({English})}, url = {http://documents.worldbank.org/curated/en/287341468181503193/Mozambique-service-delivery-indicators}, abstract = {Mozambique service delivery indicators brief;education}, language = {en}, number = {95999}, urldate = {2020-09-17}, institution = {World Bank Group}, author = {{World Bank}}, month = mar, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:IWFGA7SA}, } @article{dubeck_designing_2015, title = {Designing a program of teacher professional development to support beginning reading acquisition in coastal {Kenya}}, volume = {41}, issn = {07380593}, url = {https://www.poverty-action.org/sites/default/files/publications/designing%20a%20program%20of%20teacher%20pd%20to%20support%20beg%20read%20acquisition%20in%20coa..._0.pdf}, doi = {10.1016/j.ijedudev.2014.11.022}, abstract = {What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]}, journal = {International Journal of Educational Development}, author = {Dubeck, Margaret M. and Jukes, Matthew C.H. and Brooker, Simon J. and Drake, Tom L. and Inyega, Hellen N.}, month = mar, year = {2015}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=108296506\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 2339240:B8GCJR9U 2405685:7W777384 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP}, keywords = {ADULTS, BEST practices, EDUCATION, EDUCATIONAL innovations, EDUCATIONAL intervention, ELEMENTARY education, KENYA, Kenya, LITERACY, Literacy, Perception, Reading instruction, TEACHER development, TEACHING methods, Teacher education, Text messages, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099920, \_\_finaldtb}, } @article{eisenach_economics_2015, title = {The {Economics} of {Zero} {Rating}}, url = {https://www.nera.com/content/dam/nera/publications/2015/EconomicsofZeroRating.pdf}, language = {EN}, journal = {Insights in Economics}, author = {Eisenach, Jeffrey}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JNMEL2Q8}, keywords = {⛔ No DOI found}, pages = {16}, } @article{borzekowski_sesame_2015, title = {Sesame street in the tea estates: {A} multi-media intervention to improve sanitation and hygiene among {Bangladesh}'s most vulnerable youth}, volume = {81}, doi = {10.1016/j.aogh.2015.02.748}, journal = {Annals of Global Health}, author = {Borzekowski, Dina}, month = feb, year = {2015}, note = {shortDOI: 10/gg26fp KerkoCite.ItemAlsoKnownAs: 10.1016/j.aogh.2015.02.748 10/gg26fp 2339240:8Q2HKU7I 2405685:8RY3PYAF 4803016:Y5CF7KER}, pages = {107--108}, } @misc{trucano_universal_2015, title = {Universal {Service} {Funds} \& connecting schools to the {Internet} around the world}, url = {https://blogs.worldbank.org/edutech/universal-service-funds-connecting-schools-internet-around-world}, language = {en}, urldate = {2020-04-28}, author = {Trucano, Michael}, month = feb, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:NSLD39FX}, } @misc{trucano_will_2015, title = {Will technology replace teachers? {No}, but ...}, shorttitle = {Will technology replace teachers?}, url = {https://blogs.worldbank.org/edutech/tech-and-teachers}, abstract = {In the future, will a machine replace me and smash other machines on my behalf? I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on ...}, language = {en}, urldate = {2022-05-27}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = feb, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PYU7LYHD 2405685:YBKF26IA}, } @article{sandefur_political_2015, title = {The political economy of bad data: {Evidence} from {African} survey and administrative statistics}, volume = {51}, issn = {0022-0388}, shorttitle = {The {Political} {Economy} of {Bad} {Data}}, url = {https://doi.org/10.1080/00220388.2014.968138}, doi = {10.1080/00220388.2014.968138}, abstract = {Across multiple African countries, discrepancies between administrative data and independent household surveys suggest official statistics systematically exaggerate development progress. We provide evidence for two distinct explanations of these discrepancies. First, governments misreport to foreign donors, as in the case of a results-based aid programme rewarding reported vaccination rates. Second, national governments are themselves misled by frontline service providers, as in the case of primary education, where official enrolment numbers diverged from survey estimates after funding shifted from user fees to per pupil government grants. Both syndromes highlight the need for incentive compatibility between data systems and funding rules.}, number = {2}, urldate = {2022-04-07}, journal = {The Journal of Development Studies}, author = {Sandefur, Justin and Glassman, Amanda}, month = feb, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00220388.2014.968138 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2014.968138 2339240:ATP89MMQ 2405685:EHZXJTYM 4656463:NTFGA7D5}, pages = {116--132}, } @article{spector_editorial_2015, title = {An editorial on replication studies and scaling up efforts}, volume = {63}, issn = {1556-6501}, url = {https://doi.org/10.1007/s11423-014-9364-3}, doi = {10.1007/s11423-014-9364-3}, abstract = {This editorial calls for the submission of replication studies, meta-analyses, and reports of large-scale impact studies to any section of ETR\&D.}, language = {en}, number = {1}, urldate = {2021-02-24}, journal = {Educational Technology Research and Development}, author = {Spector, J. Michael and Johnson, Tristan E. and Young, Patricia A.}, month = feb, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-014-9364-3 2339240:IALYW5HK 2405685:FW79IDCD}, pages = {1--4}, } @book{mccowan_education_2015, title = {Education and {International} {Development}: {An} {Introduction}}, isbn = {978-1-4725-1068-6}, shorttitle = {Education and {International} {Development}}, abstract = {'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.}, language = {en}, publisher = {Bloomsbury Publishing}, author = {McCowan, Tristan and Unterhalter, Elaine}, month = jan, year = {2015}, note = {zotzenLib.CopiedFrom: 2339240:QIPYJY2A KerkoCite.ItemAlsoKnownAs: 2339240:QIPYJY2A 2405685:7BCHIHFK}, keywords = {Education / Comparative, Education / Multicultural Education}, } @incollection{steiner-khamsi_teachers_2015, title = {Teachers and {Teacher} {Education} {Policies}}, isbn = {978-1-4725-1068-6}, abstract = {'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.}, language = {en}, booktitle = {Education and {International} {Development}: {An} {Introduction}}, publisher = {Bloomsbury Publishing}, author = {Steiner-Khamsi, Gita}, editor = {McCowan, Tristan and Unterhalter, Elaine}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:62ZBHJUB 2405685:4KKLPE26}, keywords = {Education / Comparative, Education / Multicultural Education}, } @article{cahit_internal_2015, title = {Internal {Validity}: {A} {Must} in {Research} {Designs}}, volume = {10}, issn = {1990-3839}, shorttitle = {Internal {Validity}}, abstract = {In experimental research, internal validity refers to what extent researchers can conclude that changes in dependent variable (i.e. outcome) are caused by manipulations in independent variable. The causal inference permits researchers to meaningfully interpret research results. This article discusses (a) internal validity threats in social and educational research using examples from the contemporary literature, and (b) research designs in terms of their ability to control various internal validity threats. An Eric and psychinfo search was performed to retrieve articles regarding this internal validity review. In conclusion, an appropriate research design that control possible extraneous variables is needed to be able meaningfully interpret research results. Although pretest-posttest experimental-control group design controls most of internal validity threats, the most appropriate research design would vary based on the research questions or goals.}, language = {en}, number = {2}, urldate = {2021-05-03}, journal = {Educational Research and Reviews}, author = {Cahit, Kaya}, month = jan, year = {2015}, note = {Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 2405685:IQ577IVL}, keywords = {Control Groups, Educational Research, Literature Reviews, Predictor Variables, Pretests Posttests, Quasiexperimental Design, Research Design, Research Methodology, Research Problems, Social Science Research, Time Perspective, Validity, ⛔ No DOI found}, pages = {111--118}, } @article{omara-eves_using_2015, title = {Using text mining for study identification in systematic reviews: a systematic review of current approaches}, volume = {4}, issn = {2046-4053}, shorttitle = {Using text mining for study identification in systematic reviews}, url = {https://doi.org/10.1186/2046-4053-4-5}, doi = {10.1186/2046-4053-4-5}, abstract = {The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.}, number = {1}, urldate = {2024-01-19}, journal = {Systematic Reviews}, author = {O’Mara-Eves, Alison and Thomas, James and McNaught, John and Miwa, Makoto and Ananiadou, Sophia}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-5 2405685:RYWDKMDX 2486141:5YIWPZYG 2486141:MZ34R4K8}, keywords = {Automation, Review efficiency, Screening, Study selection, Text mining}, pages = {5}, } @article{daryai-hansen_pluralistic_2015, title = {Pluralistic approaches to languages in the curriculum: {The} case of {French}-speaking {Switzerland}, {Spain} and {Austria}}, volume = {12}, issn = {1479-0718}, shorttitle = {Pluralistic approaches to languages in the curriculum}, url = {https://doi.org/10.1080/14790718.2014.948877}, doi = {10.1080/14790718.2014.948877}, abstract = {While the idea of plurilingual competence is widely established theoretically and promoted in European language policies, it is not implemented in educational practice, where separate plurilingualism is still dominant. The idea of languages as autonomous entities is e.g. reflected in the Common European Framework of Reference for Languages (CEFR) scales. The paper introduces to the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA). Pluralistic approaches use teaching and learning activities involving several (i.e. more than one) varieties of language, e.g. the language(s) of schooling, foreign languages, regional, minority and migration languages. FREPA thereby offers tools to put the theoretical insights and language policies into practice. The article illustrates how pluralistic approaches, in recent years, have been used in the process of large-scale national and regional curriculum renewals in Austria, French-speaking Switzerland and Spain. By promoting plurilingual education on the macro-level and including languages that are still neglected in most European curricula, these countries make a key contribution to diminishing discrepancy between theory and practice. The three cases manifest the context specificity of language-planning decisions and support supra-level comparisons by defining the specific aims and contents of plurilingual education. Furthermore, the curricular implementations offer the possibility to discuss the implementation in actual classroom practice.}, number = {1}, urldate = {2023-02-10}, journal = {International Journal of Multilingualism}, author = {Daryai-Hansen, Petra and Gerber, Brigitte and Lörincz, Ildikó and Haller, Michaela and Ivanova, Olga and Krumm, Hans-Jürgen and Reich, Hans H.}, month = jan, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/14790718.2014.948877 KerkoCite.ItemAlsoKnownAs: 10.1080/14790718.2014.948877 2405685:FYFIP28B 4042040:6Z5W4CRL}, keywords = {language learning, language status, linguistic landscape, multilingualism, plurilingualism}, pages = {109--127}, } @article{castillo_moocs_2015, title = {{MOOCs} for {Development}: {Trends}, {Challenges}, and {Opportunities}}, volume = {11}, shorttitle = {{MOOCs} for {Development}}, url = {https://repository.upenn.edu/literacyorg_articles/6}, abstract = {The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.}, language = {en}, number = {2}, journal = {International Technologies \& International Development}, author = {Castillo, Nathan and Lee, Jinsol and Zahra, Fatima and Wagner, Daniel}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8AU49IM2 2339240:WGQB94SX 2405685:5JCJIPT7 2405685:82EBLYPU 2405685:BN8SW2CU 2405685:DW9WW7W3 2405685:Z42A7H6F 2534378:HTZ6UWB7}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {35--42}, } @article{maitland_social_2015, title = {A {Social} {Informatics} {Analysis} of {Refugee} {Mobile} {Phone} {Use}: {A} {Case} {Study} of {Zaaatari} {Syrian} {Refugee} {Camp}}, doi = {10.2139/ssrn.2588300}, journal = {SSRN Electronic Journal}, author = {Maitland, Carleen and Xu, Ying}, month = jan, year = {2015}, note = {shortDOI: 10/ghgn4p KerkoCite.ItemAlsoKnownAs: 10/ghgn4p 2405685:EEWN2MQD}, } @article{moher_preferred_2015, title = {Preferred reporting items for systematic review and meta-analysis protocols ({PRISMA}-{P}) 2015 statement}, volume = {4}, issn = {2046-4053}, url = {https://doi.org/10.1186/2046-4053-4-1}, doi = {10.1186/2046-4053-4-1}, abstract = {Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.}, number = {1}, urldate = {2021-06-08}, journal = {Systematic Reviews}, author = {Moher, David and Shamseer, Larissa and Clarke, Mike and Ghersi, Davina and Liberati, Alessandro and Petticrew, Mark and Shekelle, Paul and Stewart, Lesley A. and {PRISMA-P Group}}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-1 2339240:GZ9BP9K3 2405685:J9LFRERT}, keywords = {Checklist Item, Knowledge Translation, Reporting Guideline, Systematic Review, Systematic Review Protocol, \_\_\_working\_potential\_duplicate}, pages = {1}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: {Towards} a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {http://www.sciencedirect.com/science/article/pii/S0738059314001084}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2020-09-06}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {shortDOI: 10/f65t73 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 10/f65t73 2129771:P3WMASAB 2339240:7FAWYW8S 2339240:IWUNNNQV 2405685:44GP3DG6 2405685:57MFW2KZ 2534378:ENK8YVXP}, keywords = {Learner-centred education, Pedagogy, Post-2015, \_\_\_working\_potential\_duplicate}, pages = {259--266}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {https://daneshyari.com/article/preview/6841325.pdf}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2020-09-06}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {Extra URL (?): https://www.sciencedirect.com/science/article/abs/pii/S0738059314001084?via\%3Dihub KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:7FAWYW8S 2405685:ISKC55X6 2534378:ENK8YVXP}, keywords = {Learner-centred education, Pedagogy, Post-2015, \_\_\_working\_potential\_duplicate}, pages = {259--266}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: {Towards} a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {https://www.sciencedirect.com/science/article/pii/S0738059314001084}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2022-05-27}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:9ITNETF8 2405685:BX2PV4ZZ}, keywords = {Learner-centred education, Pedagogy, Post-2015}, pages = {259--266}, } @article{walsh_potential_2015, title = {The {Potential} of {Mobile} {Phones} to {Transform} {Teacher} {Professional} {Development} to {Build} {Sustainable} {Educational} {Futures} in {Bangladesh}}, volume = {10}, issn = {1858-3431}, url = {https://doi.org/10.1108/AAOUJ-10-01-2015-B005}, doi = {10.1108/AAOUJ-10-01-2015-B005}, abstract = {Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world's largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project's greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile-phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result, EIA is currently using a mobile-phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kit — known as the 'trainer in your pocket' — to foster a 'quiet revolution' in the provision of professional development for teachers at scale to an additional 67,500 teachers and nearly 10 million students.}, number = {1}, urldate = {2020-05-19}, journal = {Asian Association of Open Universities Journal}, author = {Walsh, Christopher S and Woodward, Clare and Solly, Mike and Shrestha, Prithvi}, month = jan, year = {2015}, note = {Publisher: Emerald Group Publishing Limited shortDOI: 10/ggx3rj KerkoCite.ItemAlsoKnownAs: 10.1108/AAOUJ-10-01-2015-B005 10/ggx3rj 2405685:6AFZ29KK}, pages = {37--52}, } @article{zengin_teaching_2015, title = {The teaching of polar coordinates with dynamic mathematics software}, volume = {46}, issn = {0020739X}, url = {https://www.researchgate.net/publication/271622991_The_teaching_of_polar_coordinates_with_dynamic_mathematics_software}, doi = {10.1080/0020739X.2014.904529}, abstract = {The purpose of this study was to determine the effects of dynamic mathematics software on the achievement of pre-service mathematics teachers in the topic of polar coordinates and to solicit their opinions about computer-assisted instruction. The study was conducted for 11 weeks with 33 pre-service teachers in the Department of Mathematics Education Program of a state university in Turkey. Data collection tools comprised a knowledge test of polar coordinates and administration of a semi-structured interview form developed by the researchers who conducted the study using an embedded design as part of a mixed-method research. The results of data analysis showed that the computer-assisted instruction method in which dynamic mathematics software was used positively contributed to the success of pre-service teachers in understanding the subject of polar coordinates. Furthermore, it was found that pre-service teachers supported the use of this method in lessons as it provides visualization, increases retention, concretization of abstract mathematical structures, better understanding and learning, and creates an interesting and interactive learning environment.}, language = {English}, number = {1}, journal = {International Journal of Mathematical Education in Science and Technology}, author = {Zengin, Yilmaz and Tatar, Enver}, month = jan, year = {2015}, note = {Place: London Publisher: Taylor \& Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2014.904529 2339240:ZX8C4R7A 2405685:BZA3JJCK 2534378:M4HRMT6F 2534378:NGUDH5NZ 2534378:RLEEVC39 2534378:TBWXLVMH}, keywords = {ADULTS, COMPUTER assisted instruction, Computer Assisted Instruction, Computer Software, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Foreign Countries, Higher Education, Knowledge Level, MATHEMATICS education (Secondary), MATHEMATICS education -- Aids \& devices, MATHEMATICS software, Mathematical Concepts, Mathematics, Mathematics Instruction, Mathematics Skills, Mixed Methods Research, POLAR coordinates (Mathematics), Postsecondary Education, Preservice Teachers, Pretests Posttests, SECONDARY education, STUDENT teachers, Scores, Semi Structured Interviews, Software, Student Teacher Attitudes, Student teachers, TEACHING methods -- Evaluation, TEENAGERS, Teaching, Teaching Methods, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099919, \_\_finaldtb, computer-assisted instruction method, dynamic mathematics software, polar coordinates, pre-service teachers}, } @misc{noauthor_back_2015, type = {Text/{HTML}}, title = {Back to {School} {After} the {Ebola} {Outbreak}}, url = {https://www.worldbank.org/en/news/feature/2015/05/01/back-to-school-after-ebola-outbreak}, abstract = {Back to School After the Ebola Outbreak}, language = {en}, urldate = {2020-08-18}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B8CKZFM9 2405685:Y6CXW2FZ}, } @techreport{acer_centre_for_global_education_monitoring_report_2015, address = {Washington, D.C., USA}, title = {Report on the concurrent validity and inter-rater reliability studies of {Uwezo}}, url = {https://research.acer.edu.au/monitoring_learning/22}, institution = {Results for Development Institute (R4D)}, author = {ACER Centre for Global Education Monitoring}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C5QU9WWP 2405685:2UY3CJGX}, } @incollection{adams_conducting_2015, title = {Conducting {Semi}-{Structured} {Interviews}}, abstract = {Conducted conversationally with one respondent at a time, the semi-structured interview (SSI) employs a blend of closed- and open-ended questions, often accompanied by follow-up why or how questions. About one hour is considered a reasonable maximum length for SSIs in order to minimize fatigue for both interviewer and respondent. This chapter begins with a discussion on the disadvantages and advantages of SSIs. Despite the disadvantages and costs of SSIs, they offer some extraordinary benefits as well. Semi-structured interviews are superbly suited for a number of valuable tasks, particularly when more than a few of the open-ended questions require follow-up queries. The chapter presents some recommendations that can be considered when constructing an SSI guide. All in all, effectively conducted semi-structured interviews, even though labor intensive, should be worth the effort in terms of the insights and information gained.}, urldate = {2021-05-06}, booktitle = {Handbook of {Practical} {Program} {Evaluation}}, publisher = {John Wiley \& Sons, Ltd}, author = {Adams, William C.}, year = {2015}, doi = {10.1002/9781119171386.ch19}, note = {Section: 19 \_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119171386.ch19 KerkoCite.ItemAlsoKnownAs: 10.1002/9781119171386.ch19 2339240:69ZTFIC2 2405685:VQD9I55K}, keywords = {SSI guide, open-ended questions, semi-structured interviews}, pages = {492--505}, } @article{agyei_evaluating_2015, title = {Evaluating {Teachers}' {Professional} {Development} {For} {ICT} {Use}: {Towards} {Innovative} {Classroom} {Practices}}, volume = {3}, url = {https://www.researchgate.net/profile/Douglas-Agyei/publication/289670497_Evaluating_Teachers%27_Professional_Development_For_ICT_Use_Towards_Innovative_Classroom_Practices/links/5690e7d108aec14fa55a5945/Evaluating-Teachers-Professional-Development-For-ICT-Use-Towards-Innovative-Classroom-Practices.pdf}, abstract = {This paper describes an evaluation study designed to investigate the impact of an ICT-Instructional digital innovation in teaching Mathematics, English and Integrated Science subjects from the teacher capacity building professional development programme to classroom implementation at senior high school levels in Ghana. Interviews and survey data were used for data collection following a week professional development programme on the instructional digital learning training. The study demonstrated that the teachers increased in ICT proficiencies but this was limited to their own professional development and not so much of classroom implementation of ICT which results when transfer of learning takes place from training to practice. The study reported that teachers faced a complex mix of factors that when combined, contributed to challenges in transferring the ideas gained in the training programme to the classroom situation. It was evident from the findings that more systematic efforts are needed at the school levels and at the level of stakeholders who implement in-service teachers’ professional development programmes to move the goal of transforming teaching and learning through ICT-based innovations. Based on the outcomes, the study discussed recommendations to help smoothen the transition from teacher professional development programmes to actual classroom implementations in Ghanaian senior high schools and such similar contexts.}, language = {en}, number = {9}, journal = {International Journal of Education}, author = {Agyei, D. D}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E5S9DU9K 2405685:RHW2CXQ7}, keywords = {⛔ No DOI found}, pages = {28--45}, } @inproceedings{ahmad_design_2015, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Design and {Evaluation} of {Mobile} {Learning} {Applications} for {Autistic} {Children} in {Pakistan}}, isbn = {978-3-319-22701-6}, doi = {10.1007/978-3-319-22701-6_32}, abstract = {In this paper, we present the design and evaluation of culturally specific mobile learning applications, designed as a tool to encourage social interaction in autistic children. These applications were designed for Pakistani children keep their cultural context in mind. We performed longitudinal evaluation (around eight weeks) of these applications at an autistic school in Pakistan. Our initial results, based on pre and post evaluation questionnaires and video analysis of social interactions, showed that the applications had a positive effect on the development of socio-emotional skills of children and were appreciated not only by children but also by the teachers.}, language = {en}, booktitle = {Human-{Computer} {Interaction} – {INTERACT} 2015}, publisher = {Springer International Publishing}, author = {Ahmad, Muneeb Imtiaz and Shahid, Suleman}, editor = {Abascal, Julio and Barbosa, Simone and Fetter, Mirko and Gross, Tom and Palanque, Philippe and Winckler, Marco}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-22701-6\_32 2339240:Z35DS3UQ 2405685:FA9V4SCD}, keywords = {App, Autism, Culture, Social skills, Tablet}, pages = {436--444}, } @article{ahmadi_design_2015, title = {Design and {Implementation} of a {Software} for {Teaching} {Health} {Related} {Topics} to {Deaf} {Students}: the {First} {Experience} in {Iran}}, volume = {23}, issn = {0353-8109}, shorttitle = {Design and {Implementation} of a {Software} for {Teaching} {Health} {Related} {Topics} to {Deaf} {Students}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4430007/}, doi = {10.5455/aim.2015.23.76-80}, abstract = {Introduction: Deaf are not able to communicate with other community members due to hearing impaired. Providing health care for deaf is more complex because of their communication problems. Multimedia tools can provide multiple tangible concepts (movie, subtitles, and sign language) for the deaf and hard of hearing. In this study, identify the priority health needs of deaf students in primary schools and health education software has been created. Method: Priority health needs and software requirements were identified through interviews with teachers in primary schools in Tehran. After training videos recorded, videos edited and the required software has been created in stages. Results: As a result, health care needs, including: health, dental, ear, nails, and hair care aids, washing hands and face, the corners of the bathroom. Expected Features of the software was including the use of sign language, lip reading, pictures, animations and simple and short subtitles. Discussion: Based on the results of interviews and interest of educators and students to using of educational software for deaf health problems, we can use this software to help Teachers and student’s families to education and promotion the health of deaf students for learn effectively.}, number = {2}, urldate = {2020-12-10}, journal = {Acta Informatica Medica}, author = {Ahmadi, Maryam and Abbasi, Masoomeh and Bahaadinbeigy, Kambiz}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.5455/aim.2015.23.76-80 2339240:VTT3R5G4 2405685:6APQM7RL}, pages = {76--80}, } @article{ajuwon_survey_2015, title = {Survey of the {Use} of {Assistive} {Technology} in {Schools} in {Nigeria}}, volume = {16}, issn = {1555-6913}, abstract = {In this study, the researchers explored the state of the use of assistive technology (AT) in Nigeria through a survey of 165 special educators. The underlying structure of the respondents' perceptions, and their challenges and barriers to the use of AT, were examined. Among other findings, the largest proportion of students using AT are those with deafness or hearing impairment (53.3\%), followed by those with a learning disability (40\%). Training in the use of AT lags behind, with most professionals having received little or no training in the use of AT. The lack of appropriate AT devices and services in classrooms, and irregular electricity to operate available devices, were frequently cited as the biggest challenges regarding AT. Correlations between students' conditions and factors of teachers' perceptions suggested the need to make AT available for students with certain conditions, as well as the need for effective training for teachers.}, language = {en}, number = {1}, urldate = {2020-12-10}, journal = {Journal of the International Association of Special Education}, author = {Ajuwon, Paul M. and Chitiyo, George}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2B5LKGDA 2405685:XS664IV7}, keywords = {Access to Computers, Assistive Technology, Barriers, Computer Uses in Education, Deafness, Disabilities, Educational Technology, Energy, Faculty Development, Foreign Countries, Hearing Impairments, Learning Disabilities, Likert Scales, Special Education Teachers, Statistical Analysis, Teacher Competencies, Teacher Surveys, Technological Literacy, Training, ⛔ No DOI found}, pages = {4--13}, } @article{akayuure_examining_2015, title = {Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers}, volume = {1}, url = {https://files.eric.ed.gov/fulltext/EJ1105197.pdf}, doi = {10.21890/ijres.69649}, abstract = {The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8\% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6\%, 58\% and 36\% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.}, language = {English}, number = {2}, journal = {International Journal of Research in Education and Science}, author = {Akayuure, Peter and Apawu, Jones}, year = {2015}, note = {Publisher: International Journal of Research in Education and Science, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538267?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.69649 2339240:EBQPPBT7 2405685:V4AZF6WX 2405685:VJBB9Z59 2534378:EXMDSLHE 2534378:VPVZ2W39}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, Foreign Countries, Ghana, Higher Education, Instructional Material Evaluation, Learning Modules, Mathematics Activities, Postsecondary Education, Preservice Teachers, Rating Scales, Scoring Rubrics, Statistical Analysis, Student Developed Materials, Usability, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098955, \_\_finaldtb}, pages = {101--110}, } @article{akram_special_2015, title = {Special {Education} and {Deaf} {Children} in {Pakistan}}, volume = {22}, url = {https://www.humanitarianlibrary.org/sites/default/files/2014/02/Article%20No.%203_V22_2_12.pdf}, number = {2}, journal = {Journal of Elementary Education}, author = {Akram, Bushra and Bashir, Rukhsana}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9TKMBGYE 2405685:NQQMGAXE}, keywords = {⛔ No DOI found}, pages = {33--44}, } @article{albion_teachers_2015, title = {Teachers’ professional development for {ICT} integration: {Towards} a reciprocal relationship between research and practice}, volume = {20}, shorttitle = {Teachers’ professional development for {ICT} integration}, doi = {10.1007/s10639-015-9401-9}, number = {4}, journal = {Education and Information Technologies}, author = {Albion, Peter R. and Tondeur, Jo and Forkosh-Baruch, Alona and Peeraer, Jef}, year = {2015}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9401-9 2339240:U649AIAT 2405685:2YQNCPBE}, pages = {655--673}, } @techreport{alcott_how_2015, address = {University of Cambridge}, title = {How can education systems become equitable by 2020: {DfID} think pieces - {Learning} and equity}, url = {http://uis.unesco.org/sites/default/files/documents/how-can-education-systems-become-equitable-by-2030-learning-and-equity_pauline-rose_benjamin-alcott_heart_2015-en.pdf}, author = {Alcott, Ben and Rose, Pauline}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U33W427H 2405685:2A7H96IE}, } @article{ali_ict_2015, title = {{ICT} {Using} {Situation} in {Rural} and {Urban} {Primary} {Schools} of {Bangladesh}: {A} {Comparative} {Study}}, journal = {Prime University Journal}, author = {Ali, M}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E6NMCEBE 2405685:XHR99KDS}, keywords = {⛔ No DOI found}, } @techreport{alif_ailaan_alif_2015, title = {Alif {Ailaan} {Pakistan} {District} {Education} {Rankings} 2015}, url = {https://d3n8a8pro7vhmx.cloudfront.net/alifailaan/pages/537/attachments/original/1430979597/DIstrict_Ranking_Report_2015.pdf?1430979597}, author = {Alif Ailaan and SDPI}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:THETL6HZ 2405685:CUGQAVWT}, } @article{amuko_opportunities_2015, title = {Opportunities and {Challenges}: {Integration} of {ICT} in {Teaching} and {Learning} {Mathematics} in {Secondary} {Schools}, {Nairobi}, {Kenya}}, volume = {6}, issn = {2222-1735}, shorttitle = {Opportunities and {Challenges}}, url = {https://eric.ed.gov/?id=EJ1078869}, abstract = {This presentation is based on a larger study whose purpose was to explore the various opportunities and challenges influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County. The study, adopted a descriptive survey design. Three instruments questionnaires’, a structured interview schedule and an observation checklist were used to collect data. The study was carried out in twelve public secondary schools in Nairobi County. Data was analysed using descriptive statistics. Findings from the study indicated that, teachers face major challenges such as developing their own technological skills and knowledge as well as self-training in the use ICTs in their teaching. This lack of capacity building support was found by the study to contribute to teacher lax in integrating technology in their teaching inspite of the enthusiasm. This study recommends that new frontiers on technology integration be made accessible to both teachers and students for learning purpose to increase access to information and that, capacity building in technology integration be increased for teachers and awareness be built among pre-service teachers trainees integrating ICT in teaching and learning Mathematics.}, language = {en}, number = {24}, journal = {Journal of Education and Practice}, author = {Amuko, Sheila and Miheso, Marguerite and Ndeuthi, Sophie}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7W48235D 2339240:8DMEMD5P 2339240:SIDJRTGQ 2405685:VGHI2VJJ 2405685:WP5KHL7M 2405685:XBZN4W7Q}, keywords = {Barriers, Check Lists, Foreign Countries, Knowledge Level, Mathematics Instruction, Observation, Public Schools, Questionnaires, Secondary School Mathematics, Secondary School Teachers, Statistical Analysis, Structured Interviews, Surveys, Teacher Attitudes, Teacher Competencies, Teacher Education, Teaching Methods, Technological Literacy, Technology Integration, Technology Uses in Education, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {7}, } @incollection{andrews_building_2015, title = {Building capability by delivering results: {Putting} {Problem}-{Driven} {Iterative} {Adaptation} ({PDIA}) principles into practice}, url = {https://www.oecd.org/dac/accountable-effective-institutions/Governance%20Notebook%202.3%20Andrews%20et%20al.pdf}, language = {en}, booktitle = {A governance practitioner's notebook: alternative ideas and approaches}, publisher = {OECD}, author = {Andrews, Matt and Pritchett, Lant and Samji, Salimah and Woolcock, Michael}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PS9EJFFG 2405685:JLFVP35G}, pages = {11}, } @article{arnold_definition_2015, title = {A definition of systems thinking: {A} systems approach}, volume = {44}, shorttitle = {A definition of systems thinking}, doi = {10.1016/j.procs.2015.03.050}, number = {2015}, journal = {Procedia computer science}, author = {Arnold, Ross D. and Wade, Jon P.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.procs.2015.03.050 2339240:D59T2YTU 2405685:PAG4BEA2}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Canada CAN, \_C:Germany DEU, \_C:Greece GRC, \_C:Norway NOR, \_\_C:scheme:1}, pages = {669--678}, } @article{asante_one_2015, title = {One {Laptop} {Per} {Child} {Policy} in {Ghana}: {Any} {Impact} on {Teaching} and {Learning}?}, volume = {1290}, shorttitle = {One {Laptop} {Per} {Child} {Policy} in {Ghana}}, url = {https://digitalcommons.unl.edu/libphilprac/1290}, journal = {Library Philosophy and Practice (e-journal)}, author = {Asante, Edward and Owusu-Ansah, Samuel}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LKY2HNFC 2405685:3UVAETBU}, keywords = {⛔ No DOI found}, pages = {1--20}, } @inproceedings{assidmi_education_2015, address = {Manama, Bahrain}, title = {Education {Dynamics}: {A} {Systems} {Thinking} {Perspective}}, isbn = {978-1-4673-9431-4}, shorttitle = {Education {Dynamics}}, url = {http://ieeexplore.ieee.org/document/7478229/}, doi = {10.1109/ECONF.2015.29}, urldate = {2021-02-28}, booktitle = {2015 {Fifth} {International} {Conference} on e-{Learning} (econf)}, publisher = {IEEE}, author = {Assidmi, Luay}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ECONF.2015.29 2405685:YLBB2IU9}, pages = {188--194}, } @misc{bangay_researchers_2015, title = {Researchers ask questions and policymakers want answers: {How} can both do better?}, shorttitle = {Researchers ask questions and policymakers want answers}, url = {https://www.heart-resources.org/blog/researchers-asboth-do-better/}, abstract = {In a recent meeting between DFID advisers and Young Lives researchers, we asked the question: ‘Who is this research for?’ Although there was collective agreement on the value of evidence that can drive change and make a difference to children’s lives, it was also clear there were tensions between the drivers and approaches of the... Read more}, language = {en-US}, urldate = {2022-09-09}, journal = {HEART}, author = {Bangay, Colin and Little, Angela}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X83WNVCL 2405685:3URFSMBL}, } @misc{berry_ebola_2015, title = {Ebola, {Education} {And} {Innovation} {In} {Sierra} {Leone}}, url = {https://dfid.blog.gov.uk/2015/09/11/ebola-education-and-innovation-in-sierra-leone/}, urldate = {2020-08-18}, journal = {DFID bloggers}, author = {Berry, Chris}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y4SENBBT 2405685:CYLG6GK7 2405685:DD7BMIBU}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{beuermann_one_2015, title = {One {Laptop} per {Child} at home: {Short}-term impacts from a randomized experiment in {Peru}}, volume = {7}, copyright = {Copyright American Economic Association Apr 2015}, issn = {19457782}, shorttitle = {One {Laptop} per {Child} at {Home}}, url = {http://search.proquest.com/docview/1666803887/abstract/C105196B854C43EFPQ/1}, doi = {10.1257/app.20130267}, abstract = {This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15)}, language = {English}, number = {2}, urldate = {2020-05-21}, journal = {American Economic Journal. Applied Economics}, author = {Beuermann, Diether W. and Cristia, Julian and Cueto, Santiago and Malamud, Ofer and Cruz-Aguayo, Yyannu}, year = {2015}, note = {Num Pages: 28 Place: Nashville, United States Publisher: American Economic Association Section: Articles KerkoCite.ItemAlsoKnownAs: 10.1257/APP.20130267 10.1257/app.20130267 10/gd853r 2339240:27SMHV3H 2339240:CPRGCBM2 2339240:TELXF9WP 2405685:9EXLABVP 2405685:9FMQU6XN 2405685:XXVAITEK}, keywords = {ACCESS TO LAPTOPS, Academic achievement, Achievement tests, Business And Economics, EXCLUSION CRITERIA APPLIED, Elementary school students, Portable computers, Quality: H, Relevance: M, Statistical analysis, \_\_\_working\_potential\_duplicate, publishPDF}, pages = {53--80}, } @techreport{booth_thinking_2015, address = {GSDRC}, title = {Thinking and {Working} {Politically}}, url = {https://cdn.odi.org/media/documents/10106.pdf}, institution = {University of Birmingham}, author = {Booth, David}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GD66V3AN 2405685:2Q6Q9SGI}, } @techreport{british_council_technology_2015, address = {New Delhi}, title = {Technology for professional development: access, interest and opportunity for teachers of {English} in {South} {Asia}}, url = {https://www.britishcouncil.in/sites/default/files/digital_teachers_report_final_low_res.pdf}, urldate = {2020-05-21}, institution = {British Council}, author = {British Council}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UE23QGKH}, } @article{brocke_standing_2015, title = {Standing on the shoulders of giants: challenges and recommendations of literature search in information systems research}, volume = {37}, language = {en}, number = {9}, journal = {Communications of the Association for Information Systems}, author = {Brocke, J and Simons, A and Riemer, K}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q5G3VE6D 2486141:3WXVUKHH}, keywords = {⛔ No DOI found}, pages = {205--224}, } @techreport{building_evidence_in_education_assessing_2015, title = {Assessing the {Strength} of {Evidence} in the {Education} {Sector}}, url = {https://www.usaid.gov/sites/default/files/documents/1865/BE2_Guidance_Note_ASE.pdf}, language = {en}, author = {Building Evidence in Education}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NWPUN86B 2405685:XQR2NCPT}, pages = {52}, } @techreport{building_evidence_in_education_assessing_2015, title = {Assessing the {Strength} of {Evidence} in the {Education} {Sector} ({DRAFT})}, institution = {Building Evidence in Education}, author = {{Building Evidence in Education}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZNW6RPS2 2405685:5DGY6G7J}, } @book{bulfin_critical_2015, address = {Basingstoke and St. Martins, New York}, series = {Digital {Education} and {Learning}}, title = {Critical {Perspectives} on {Technology} and {Education}}, isbn = {978-1-137-38544-4}, url = {https://www.palgrave.com/gp/book/9781137385444}, abstract = {This book offers critical readings of issues in education and technology and demonstrates how researchers can use critical perspectives from sociology, digital media, cultural studies, and other fields to broaden the "ed-tech" research imagination, open up new topics, ask new questions, develop theory, and articulate an agenda for informed action.}, language = {en}, urldate = {2019-12-20}, publisher = {Palgrave Macmillan US}, author = {Bulfin, Scott and Johnson, Nicola F. and Rowan, Leonie}, year = {2015}, doi = {10.1057/9781137385451}, note = {shortDOI: 10/ghgk6w KerkoCite.ItemAlsoKnownAs: 10.1057/9781137385451 10/ghgk6w 2339240:AHVAPHQK 2405685:VZPWUIH7}, } @techreport{burns_where_2015, address = {New York}, title = {Where it's needed the most: {Quality} professional development for all teachers}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, language = {en}, institution = {Inter-Agency Network for Education in Emergencies}, author = {Burns, M. and Lawrie, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4SP3RKS 2405685:GXPBN6L8 2405685:WZCNCBLM 2405685:XJ326CKU}, } @techreport{carpio_tv_2015, title = {{TV} {White} {Space} for {Development} {Programs} in the {Philippines}: {Implications} and {Challenges}}, url = {https://papers.iafor.org/wp-content/uploads/papers/acset2015/ACSET2015_18915.pdf}, urldate = {2020-09-08}, author = {Carpio, Marife}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FWBITVZM 2405685:WNRSRB6Q}, } @article{castillo_moocs_2015, title = {{MOOCs} for development: trends, challenges, and opportunities}, volume = {11}, shorttitle = {{MOOCs} for development}, url = {https://repository.upenn.edu/literacyorg_articles/6}, language = {en}, number = {2}, journal = {Information Technologies \& International Development}, author = {Castillo, Nathan M. and Lee, Jinsol and Zahra, Fatima T. and Wagner, Daniel A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BSHFENDC 2405685:J3GZQZR9}, keywords = {⛔ No DOI found}, } @article{castillo_moocs_2015, title = {{MOOCs} for development: trends, challenges, and opportunities}, volume = {11}, shorttitle = {{MOOCs} for development}, url = {https://repository.upenn.edu/literacyorg_articles/6}, language = {en}, number = {2}, journal = {Information Technologies \& International Development}, author = {Castillo, Nathan M. and Lee, Jinsol and Zahra, Fatima T. and Wagner, Daniel A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BSHFENDC 2405685:J3GZQZR9}, keywords = {⛔ No DOI found}, } @techreport{christina_expanding_2015, address = {Washington, DC}, title = {Expanding access to early childhood development using interactive audio instruction: {A} toolkit and guidelines for program design and implementation.}, url = {http://documents.worldbank.org/curated/en/743571468204574547/pdf/940100REVISED000ELP0WB0EDC0Feb02015.pdf}, urldate = {2020-01-31}, institution = {World Bank}, author = {Christina, Rachel and Louge, Nathalie}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YFQMYA4M 2405685:X5FH7F6E}, } @article{chua_managing_2015, title = {Managing {School} {Internal} {Mechanisms} for {Performance} {Improvement} in {Secondary} {Education}: {Case} of {Six} {Secondary} {Schools} in {Eastern} {Zone} in {Tanzania}}, volume = {5}, shorttitle = {Managing {School} {Internal} {Mechanisms} for {Performance} {Improvement} in {Secondary} {Education}}, url = {https://cyberleninka.org/article/n/1360574}, doi = {10.1177/2158244015610172}, number = {4}, urldate = {2023-02-28}, journal = {SAGE Open}, author = {Chua, C. L. and Mosha, H. J.}, year = {2015}, note = {Number: 4 Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/2158244015610172 2339240:VUQAIBPJ 2405685:5YIWKPDK}, } @article{clark-wilson_scaling_2015, title = {Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices}, volume = {47}, shorttitle = {Scaling a technology-based innovation}, doi = {10.1007/s11858-014-0635-6}, number = {1}, journal = {ZDM}, author = {Clark-Wilson, Alison and Hoyles, Celia and Noss, Richard and Vahey, Phil and Roschelle, Jeremy}, year = {2015}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-014-0635-6 2339240:9PSESTIX 2405685:4QKXAEPX}, pages = {79--92}, } @incollection{conole_7cs_2015, title = {The {7Cs} of learning design}, booktitle = {Learning {Design}}, publisher = {Routledge}, author = {Conole, Gráinne}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2NSI7HAR}, pages = {129--157}, } @techreport{cordingley_developing_2015, title = {Developing great teaching: lessons from the international reviews into effective professional development}, url = {https://tdtrust.org/wp-content/uploads/2015/10/DGT-Full-report.pdf}, institution = {Teacher Development Trust}, author = {Cordingley, P and Higgins, S and Greany, T and Buckler, N and Coles-Jordan, D and Crisp, B and Saunders, L and Coe, R}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VRGQHSQ6 2405685:P7V7CHIN}, } @techreport{cordingley_developing_2015, title = {Developing {Great} {Teaching}: {Lessons} from the international reviews into effective professional development}, url = {https://tdtrust.org/wp-content/uploads/2015/10/DGT-Full-report.pdf}, institution = {Teacher Development Trust}, author = {Cordingley, Philippa and Higgins, Steve and Coe, Rob and Greany, Toby and Buckler, N. and Coles-Jordan, D. and Crisp, B. and Saunders, L.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UQJ8GNC7 2405685:4CD9B9MI 2405685:LLH3AAD5 2534378:BF6I8W9B}, keywords = {C:England / International, \_\_\_working\_potential\_duplicate}, } @techreport{donnelly_empowering_2015, title = {Empowering {Teachers} to {Promote} {Inclusive} {Education}. {A} case study of approaches to training and support for inclusive teacher practice}, url = {https://www.european-agency.org/sites/default/files/Empowering%20Teachers%20to%20Promote%20Inclusive%20Education.%20A%20case%20study.pdf}, language = {en}, institution = {European Agency for Special Needs and Inclusive Education}, author = {Donnelly, Verity}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WMMVHIHD 2405685:ERPJWFQ4}, pages = {63}, } @article{dubeck_designing_2015, title = {Designing a program of teacher professional development to support beginning reading acquisition in coastal {Kenya}}, volume = {41}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059314001473}, doi = {10.1016/j.ijedudev.2014.11.022}, abstract = {What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge.}, language = {en}, urldate = {2020-05-16}, journal = {International Journal of Educational Development}, author = {Dubeck, Margaret M. and Jukes, Matthew C.H. and Brooker, Simon J. and Drake, Tom L. and Inyega, Hellen N.}, month = mar, year = {2015}, note = {shortDOI: 10/f7fghr KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 10/f7fghr 2405685:4WTUAF8V 2405685:USCCYKCK 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP}, keywords = {ADULTS, BEST practices, EDUCATION, EDUCATIONAL innovations, EDUCATIONAL intervention, ELEMENTARY education, KENYA, Kenya, LITERACY, Literacy, Perception, Reading instruction, TEACHER development, TEACHING methods, Teacher education, Text messages, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099920, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {88--96}, } @article{duflo_school_2015, title = {School governance, teacher incentives, and pupil–teacher ratios: {Experimental} evidence from {Kenyan} primary schools}, volume = {123}, issn = {00472727}, shorttitle = {School governance, teacher incentives, and pupil–teacher ratios}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0047272714002412}, doi = {10.1016/j.jpubeco.2014.11.008}, abstract = {Some education policymakers focus on bringing down pupil–teacher ratios. Others argue that resources will have limited impact without systematic reforms to education governance, teacher incentives, and pedagogy. We examine a program under which school committees at randomly selected Kenyan schools were funded to hire an additional teacher on an annual contract renewable conditional on performance, outside normal Ministry of Education civil-service channels, at one-quarter normal compensation levels. For students randomly assigned to stay with existing classes, test scores did not increase significantly, despite a reduction in class size from 82 to 44 on average. In contrast, scores increased for students assigned to be taught by locally-hired contract teachers. One reason may be that contract teachers had low absence rates, while centrally-hired civil-service teachers in schools randomly assigned contract teachers endogenously reduced their effort. Civil-service teachers also captured rents for their families, with approximately 1/3 of contract teacher positions going to relatives of existing teachers. A governance program that empowered parents within school committees reduced both forms of capture. The best contract teachers obtained civil service jobs over time, and we estimate large potential dynamic benefits from supplementing a civil service system with locally-hired contract teachers brought in on a probationary basis and granted tenure conditional on performance.}, language = {en}, urldate = {2020-05-25}, journal = {Journal of Public Economics}, author = {Duflo, Esther and Dupas, Pascaline and Kremer, Michael}, month = mar, year = {2015}, note = {shortDOI: 10/f68tj3 KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2014.11.008 10/f68tj3 2405685:MC4383YQ}, pages = {92--110}, } @article{durkin_autism_2015, title = {Autism screening and diagnosis in low resource settings: {Challenges} and opportunities to enhance research and services worldwide}, volume = {8}, issn = {1939-3806}, shorttitle = {Autism screening and diagnosis in low resource settings}, doi = {10.1002/aur.1575}, abstract = {Most research into the epidemiology, etiology, clinical manifestations, diagnosis and treatment of autism is based on studies in high income countries. Moreover, within high income countries, individuals of high socioeconomic status are disproportionately represented among participants in autism research. Corresponding disparities in access to autism screening, diagnosis, and treatment exist globally. One of the barriers perpetuating this imbalance is the high cost of proprietary tools for diagnosing autism and for delivering evidence-based therapies. Another barrier is the high cost of training of professionals and para-professionals to use the tools. Open-source and open access models provide a way to facilitate global collaboration and training. Using these models and technologies, the autism scientific community and clinicians worldwide should be able to work more effectively and efficiently than they have to date to address the global imbalance in autism knowledge and at the same time advance our understanding of autism and our ability to deliver cost-effective services to everyone in need.}, language = {eng}, number = {5}, journal = {Autism Research: Official Journal of the International Society for Autism Research}, author = {Durkin, Maureen S. and Elsabbagh, Mayada and Barbaro, Josephine and Gladstone, Melissa and Happe, Francesca and Hoekstra, Rosa A. and Lee, Li-Ching and Rattazzi, Alexia and Stapel-Wax, Jennifer and Stone, Wendy L. and Tager-Flusberg, Helen and Thurm, Audrey and Tomlinson, Mark and Shih, Andy}, year = {2015}, pmid = {26437907}, pmcid = {PMC4901137}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/aur.1575 2339240:VPT8E92I 2405685:ZJU7T2BU}, keywords = {Autistic Disorder, Developing Countries, Global Health, Health Services Accessibility, Humans, Internationality, Research, diagnosis, early detection, epidemiology, intervention}, pages = {473--476}, } @techreport{education_development_center_radio_2015, title = {Radio {Instruction} to {Strengthen} {Education} and {Zanzibar} {Teacher} {Upgrading} by {Radio}: {Post} {Project} {Evaluation}}, url = {https://www.edc.org/sites/default/files/uploads/RISE-ZTUR-evaluation.pdf}, language = {EN}, author = {{Education Development Center}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JURP6FM4 2405685:L5ZIDJJB}, pages = {63}, } @misc{educational_publications_department_text_2015, title = {Text {Books} {Download}}, url = {http://www.edupub.gov.lk/BooksDownload.php}, urldate = {2020-08-18}, author = {Educational Publications Department}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YA95HWR7 2405685:P7QN9TUZ}, } @misc{european_commission_towards_2015, title = {Towards a new digital ethics: {Data}, {Dignity} and {Technology}}, url = {https://edps.europa.eu/data-protection/our-work/publications/opinions/towards-new-digital-ethics-data-dignity-and_en}, urldate = {2022-06-14}, author = {European Commission}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BLEX4UJX 2405685:TNLSBWZQ}, } @techreport{evans_what_2015, address = {Washington, D.C.}, title = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}? {An} {Analysis} of {Divergent} {Findings} in {Systematic} {Reviews}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/21642/WPS7203.pdf?sequence=1&isAllowed=y}, abstract = {In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.}, language = {en}, number = {7203}, institution = {World Bank Group}, author = {Evans, David K and Popova, Anna}, year = {2015}, doi = {10.1596/1813-9450-7203}, note = {shortDOI: 10/ggc47g KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7203 10/ggc47g 2339240:3QGANTA4 2339240:DCJR436S 2339240:E9MNPGT5 2339240:RYKHDQR3 2339240:ZCQAUZ6U 2405685:CP9T27XU 2405685:G3595KWV 2405685:UHYRM2R9}, keywords = {*Topic:Curriculum and resources, \_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Education management, \_THEME: Learning assessments, \_THEME: Teacher Professional Development, \_\_\_working\_potential\_duplicate, \_proposed-for: Scoping review, ❓ Multiple DOI}, pages = {43}, } @book{fadel_four-dimensional_2015, title = {Four-{Dimensional} {Education}: {The} {Competencies} {Learners} {Need} to {Succeed}}, isbn = {ISBN-13: 978-1518642562}, url = {https://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/}, publisher = {Center for Curriculum Redesign}, author = {Fadel, C and Bialik, M and Trilling, B}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3H548KCJ 2405685:LLXK8YUD}, } @incollection{faguet_is_2015, title = {Is {Decentralization} {Good} for {Development}?}, abstract = {Decentralization research has become more quantitative and formal over the past two decades. But as technical rigor has increased, the focus of research has narrowed to decentralization’s effects on particular policy variables, leaving aside larger, more nuanced and complex questions of crucial importance to policymakers contemplating reform. This book seeks to return attention to issues like this that rank among policymakers’ first concerns, but are methodologically difficult to answer. We do this by marrying the insights and experience of senior policymakers involved in driving decentralization forward at the highest levels, with academics working at the forefront of the field in economics, politics, and development and policy studies. This chapter introduces the book by analyzing the following questions: Why do politicians decentralize in the first place? How can reform be made politically feasible? How can decentralization lead to improved development outcomes? Do municipalities compete amongst themselves, and what effects might this have on public policy and services? Will decentralization promote clientelism or broad-based development? And finally, will decentralization strengthen or weaken developing states? The evidence presented in the book provides a firm basis for concrete answers to all of these questions, allied to specific policy advice for aspiring reformers.}, language = {en}, booktitle = {. {Is} {Decentralization} {Good} for {Development}}, author = {Faguet, Jean-Paul and Pöschl, Caroline}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PZE7EEHV 2405685:IML2PFMW 4656463:PKKG5BHR}, pages = {25}, } @article{farooq_learning_2015, title = {Learning through {Assistive} {Devices}: {A} {Case} of {Students} with {Hearing} {Impairment}}, volume = {37}, issn = {0555-7747}, shorttitle = {Learning through {Assistive} {Devices}}, url = {https://eric.ed.gov/?id=EJ1210345}, abstract = {Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment.}, language = {en}, number = {1}, urldate = {2020-12-10}, journal = {Bulletin of Education and Research}, author = {Farooq, Muhammad Shahid and {Aasma} and Iftikhar, Umaira}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z7WED3QU 2405685:L6EEZ9LR}, keywords = {Assistive Technology, Costs, Elementary School Students, Foreign Countries, Grade 4, Hearing Impairments, Interpersonal Communication, Parent Attitudes, Program Effectiveness, Quality of Life, Student Needs, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {1--17}, } @techreport{federal_ministry_of_education_nigeria_nigeria_2015, title = {Nigeria: {Education} for {All} 2015 {National} {Review}}, author = {Federal Ministry of Education (Nigeria)}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YTNNVWZU}, } @misc{ferlazzo_strategies_2015, title = {Strategies for helping students motivate themselves}, url = {https://www.edutopia.org/blog/strategies-helping-students-motivate-themselves-larry-ferlazzo}, abstract = {To inspire intrinsic motivation in students, schools should focus on nurturing their sense of autonomy, competence, relatedness, and relevance.}, language = {en}, urldate = {2021-11-09}, journal = {Edutopia}, author = {Ferlazzo, Larry}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QEZXQXFE 2405685:B6FJ8RGV}, } @article{fredin_working_2015, title = {Working toward more engaged and successful accounting students: a balanced scorecard approach}, volume = {8}, copyright = {Copyright (c)}, issn = {1942-2512}, shorttitle = {Working toward more engaged and successful accounting students}, url = {https://www.clutejournals.com}, doi = {10.19030/ajbe.v8i1.9016}, abstract = {Prior research indicates that student engagement is the key to student success, as measured by college grades, degree completion, and graduate school enrollment.  We propose a set of goals and objectives for accounting students, in particular, to help them become engaged not only in the educational process, but also in the accounting profession.  Utilizing a balanced scorecard framework, we categorize these goals into three main perspectives: Learning and Growth, Student Professional Development, and Employer/Graduate School.  The proposed goals are related to each other, suggesting that accounting students recognize the wide reach of their experiences.  If students are able to see that their successful completion of coursework can lead to successful interactions with business professionals (i.e. potential employers), they will be more likely to work hard in their endeavors – in other words, they will be more engaged in the broader educational experience.  If they are more engaged in their educational experiences, they will be more likely to succeed.}, language = {en}, number = {1}, urldate = {2021-11-11}, journal = {American Journal of Business Education (AJBE)}, author = {Fredin, Amy and Fuchsteiner, Peter and Portz, Kris}, year = {2015}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.19030/ajbe.v8i1.9016 2339240:J96DJNCT 2405685:2TNPTBMD}, pages = {49--62}, } @article{gambari_effects_2015, title = {Effects of {Computer}-{Assisted} {STAD}, {LTM} and {ICI} {Cooperative} {Learning} {Strategies} on {Nigerian} {Secondary} {School} {Students}' {Achievement}, {Gender} and {Motivation} in {Physics}.}, volume = {6}, number = {19}, journal = {Journal of Education and Practice}, author = {Gambari, Isiaka Amosa and Yusuf, Mudasiru Olalere and Thomas, David Akpa}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3Y2F895S 2405685:26UT4TRL}, keywords = {⛔ No DOI found}, pages = {16--28}, } @techreport{garcia-jaramillo_effectiveness_2015, address = {Paris, France}, type = {Background paper prepared for the {Education} for {All} {Global} {Monitoring} {Report} 2015 {Education} for {All} 2000-2015 achievements and challenges}, title = {Effectiveness of targeting in social protection aimed to children: lessons for a post-2015 agenda}, url = {https://www.eccnetwork.net/sites/default/files/media/file/232421eng.pdf}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {Garcia-Jaramillo, Sandra and Miranti, Riyana}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B5QJZIR4 2405685:KBCSWZR3}, } @phdthesis{girgis_case_2015, type = {{MPhil} {Dissertation}}, title = {A case study of the {One} {Laptop} per {Child} {Project} in {Rwanda}: {Exploring} the socio-cultural dimensions of delivery and implementation.}, school = {University of Cambridge, Cambridge, UK.}, author = {Girgis, R.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LRYTMBME 2405685:NRTNZLBJ}, } @book{giz_cooperation_2015, title = {Cooperation {Management} for {Practitioners} {Managing} {Social} {Change} {With} {Capacity} {Works}.}, isbn = {978-3-658-07904-8}, language = {en}, publisher = {Gabler}, author = {GIZ}, year = {2015}, note = {OCLC: 893897509 KerkoCite.ItemAlsoKnownAs: 2281034:96YVCMD4 2339240:G2IY97SJ 2405685:KPJ7AUXJ 2447227:X7L5UCIQ}, } @techreport{glewwe_improving_2015, address = {Oxford, England}, title = {Improving {School} {Education} {Outcomes} in {Developing} {Countries}: {Evidence}, {Knowledge} {Gaps}, and {Policy} {Implications}}, url = {https://riseprogramme.org/sites/default/files/2020-11/RISE_WP-001_GlewweMuralidharan.pdf}, number = {Working Paper 15/001}, institution = {Oxford Policy Management}, author = {Glewwe, Paul and Muralidharan, Karthik}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D9N4M5M3 2405685:EX5TJALL}, } @techreport{government_of_rwanda_national_2015, title = {National {ICT} {Strategy} and {Plan} {NICI} - 2015}, url = {https://www.itu.int/en/ITU-D/Cybersecurity/Documents/National_Strategies_Repository/Rwanda%20NCSS%20NICI_III.pdf}, author = {Government of Rwanda}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z7UNCKNZ 2405685:8HCP38PR}, } @techreport{gpe_guidelines_2015, title = {Guidelines for {Education} {Sector} {Plan} {Preparation}}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.globalpartnership.org/sites/default/files/document/file/2020-GPE-guidelines-preparation-EN.pdf}, urldate = {2021-10-08}, institution = {UNESCO}, author = {{GPE} and {IIEP-UNESCO}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CWTV3PW6 2339240:NAIGI842 2405685:LPT3UV3S 2405685:RV7S3GC7}, } @article{graham_towards_2015, title = {Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: {Towards} a study of information geographies}, volume = {2}, issn = {20544049}, shorttitle = {Towards a study of information geographies}, url = {http://doi.wiley.com/10.1002/geo2.8}, doi = {10.1002/geo2.8}, language = {en}, number = {1}, urldate = {2016-01-21}, journal = {Geo: Geography and Environment}, author = {Graham, Mark and De Sabbata, Stefano and Zook, Matthew A.}, month = jun, year = {2015}, note = {shortDOI: 10/ggsp4d KerkoCite.ItemAlsoKnownAs: 10/ggsp4d 2405685:6MNK7SAW}, keywords = {Digital Divide, Geoweb, augmented realities, immutable mobiles, information geography}, pages = {88--105}, } @book{grandvoinnet_opening_2015, series = {New {Frontiers} of {Social} {Policy}}, title = {Opening the {Black} {Box}: {The} contextual drivers of social accountability}, isbn = {978-1-4648-0481-6}, shorttitle = {Opening the {Black} {Box}}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-0481-6}, urldate = {2020-12-10}, publisher = {The World Bank}, author = {Grandvoinnet, Helene and Aslam, Ghazia and Raha, Shomikho}, year = {2015}, doi = {10.1596/978-1-4648-0481-6}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0481-6 2339240:J8RUNV3U 2405685:5ECFJ4UA}, } @article{grenier_value_2015, title = {The value of language skills}, issn = {20549571}, url = {http://wol.iza.org/articles/economic-value-of-language-skills}, doi = {10.15185/izawol.205}, language = {en}, urldate = {2020-06-16}, journal = {IZA World of Labor}, author = {Grenier, Gilles}, year = {2015}, note = {shortDOI: 10/ghgn52 KerkoCite.ItemAlsoKnownAs: 10/ghgn52 2405685:2S696UER}, } @article{grimus_learning_2015, title = {Learning and {Teaching} {With} {Mobile} {Devices}: {An} {Approach} in {Higher} {Secondary} {Education} in {Ghana}}, volume = {7}, issn = {1941-8647, 1941-8655}, shorttitle = {Learning and {Teaching} {With} {Mobile} {Devices}}, url = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijmbl.2015040102}, doi = {10.4018/ijmbl.2015040102}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.}, language = {en}, number = {2}, urldate = {2020-03-17}, journal = {International Journal of Mobile and Blended Learning}, author = {Grimus, Margarete and Ebner, Martin}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 10/ggn3xd 2339240:MHJH5AZV 2405685:NCJ8I8FF}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {17--32}, } @article{grimus_learning_2015, title = {Learning and teaching with mobile devices: an approach in higher secondary education in {Ghana}}, volume = {7}, issn = {1941-8647, 1941-8647}, url = {https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana}, doi = {10.4018/ijmbl.2015040102}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.}, language = {English}, number = {2}, journal = {International Journal of Mobile and Blended Learning}, author = {Grimus, Margarete and Ebner, Martin}, year = {2015}, note = {Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2405685:XK46R6XU 2534378:5KLKWTMM 2534378:KZNNQLJ5}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Faculty Development, Feedback (Response), Foreign Countries, Ghana, Handheld Devices, Online Surveys, Secondary Education, Semi Structured Interviews, Student Attitudes, Teacher Attitudes, Technical Education, Technology Uses in Education, Telecommunications, Workshops, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096257, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {17--32}, } @article{grimus_learning_2015, title = {Learning and teaching with mobile devices: an approach in higher secondary education in {Ghana}}, volume = {7}, issn = {1941-8647, 1941-8647}, url = {https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana}, doi = {10.4018/ijmbl.2015040102}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.}, language = {English}, number = {2}, journal = {International Journal of Mobile and Blended Learning}, author = {Grimus, Margarete and Ebner, Martin}, year = {2015}, note = {Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2405685:XK46R6XU 2534378:5KLKWTMM 2534378:KZNNQLJ5}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Faculty Development, Feedback (Response), Foreign Countries, Ghana, Handheld Devices, Online Surveys, Secondary Education, Semi Structured Interviews, Student Attitudes, Teacher Attitudes, Technical Education, Technology Uses in Education, Telecommunications, Workshops, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096257, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {17--32}, } @techreport{halverson_personalization_2015, address = {University of Wisconsin-Madison}, type = {{WCER} {Working} {Paper}}, title = {Personalization in practice: observations from the field}, url = {https://files.eric.ed.gov/fulltext/ED577057.pdf}, language = {en}, number = {2015‐8}, institution = {Wisconsin Center for Education Research}, author = {Halverson, Rich and Barnicle, Al and Hackett, Sarah and Rawat, Tanushree and Rutledge, Julia and Kallio, Julie and Mould, Curt and Mertes, Janice}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D8QPMN7Q 2405685:S553ICMH}, keywords = {⛔ No DOI found}, } @book{hattie_what_2015, title = {What works best in education: {The} politics of collaborative expertise}, shorttitle = {What works best in education}, publisher = {British Columbia Teachers' Federation}, author = {Hattie, John}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs:2405685:J6IMU5KZ}, } @article{hennessy_challenges_2015, title = {Challenges and opportunities for teacher professional development in interactive use of technology in {African} schools}, volume = {24}, issn = {1475939X}, url = {https://www.researchgate.net/publication/303388174_Challenges_and_opportunities_for_teacher_professional_development_in_interactive_use_of_technology_in_African_schools}, doi = {10.1080/1475939X.2015.1092466}, abstract = {This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (‘OER4Schools’) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers. [ABSTRACT FROM PUBLISHER]}, language = {en}, number = {5}, journal = {Technology, Pedagogy and Education}, author = {Hennessy, Sara and Haßler, Bjoern and Hofmann, Riikka}, year = {2015}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=111289127\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10/gfv5xz 2129771:L2HUHYLN 2339240:24LHAF5C 2339240:K9R22K2F 2339240:WV3XY5NW 2405685:6ZLKKKH7 2405685:8V49PM4G 2405685:KILQYYBU 2405685:SXKPQUJ5 2534378:6TMRG3EP 2534378:BF6PBW3F 2534378:QQ6BVI89}, keywords = {ADULTS, AFRICA, Article, CAREER development, Digital Technology, EDUCATION, EDUCATIONAL technology research, Interactive Pedagogy, Open Educational Resources, PRIMARY school teachers, Sub-Saharan Africa, Zambia, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099892, \_\_finaldtb, digital technology, interactive pedagogy, open educational resources, sub-Saharan Africa, teacher professional development}, pages = {1--28}, } @article{henrie_measuring_2015, title = {Measuring student engagement in technology-mediated learning: a review}, volume = {90}, issn = {03601315}, shorttitle = {Measuring student engagement in technology-mediated learning}, url = {https://blendedtoolkit.wisc.edu/wp-content/uploads/2018/06/MEASURING-STUDENT-ENGAGEMENT.pdf}, doi = {10.1016/j.compedu.2015.09.005}, abstract = {Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify strengths and limitations of existing measures and outline potential approaches to improve the measurement of student engagement. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in technology-mediated learning.}, language = {en}, urldate = {2021-11-09}, journal = {Computers \& Education}, author = {Henrie, Curtis R. and Halverson, Lisa R. and Graham, Charles R.}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2015.09.005 2339240:HL9U2TRE 2405685:IV4JC5GW}, pages = {36--53}, } @techreport{hinton_assessing_2015, title = {Assessing the {Strength} of {Evidence} in the {Education} {Sector}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/BE2_Guidance_Note_ASE_final_2015-30-06f_.pdf}, language = {en}, author = {Hinton, Dr Rachel and Robinson, Mark}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZAKNKGZH 2405685:A2PWYDJD 2405685:EAT6TR3I 2405685:N9U3UVYE 2405685:SBS9IZU4 2405685:UNKK86NW 2534378:TNJW2UAA}, keywords = {⛔ No DOI found}, pages = {52}, } @article{hirshleifer_incentives_2015, title = {Incentives for effort or outputs? {A} field experiment to improve student performance}, shorttitle = {Incentives for effort or outputs?}, journal = {Unpublished manuscript. Cambridge, MA: Abdul Latif Jameel Poverty Action Lab (J-PAL)}, author = {Hirshleifer, Sarojini}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E8S99ZXJ 2405685:FB2HA35I}, keywords = {⛔ No DOI found}, } @techreport{hong_kong_education_bureau_realising_2015, type = {Report on the {Fourth} {Strategy} on {Information} {Technology} in {Education}}, title = {Realising {IT} potential, unleashing learning power: {A} holistic approach}, url = {https://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/ITE4_report_ENG.pdf}, urldate = {2021-08-05}, author = {{Hong Kong Education Bureau}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XLDY2W3L 2405685:MF4PVKEJ}, } @misc{hoque_how_2015, title = {How civil society influences education policy in {Bangladesh}}, url = {https://www.globalpartnership.org/blog/how-civil-society-influences-education-policy-bangladesh}, author = {Hoque, E}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VK5AVDHJ 2405685:5RZ7G7TC}, } @techreport{hynsjo_and_damon_bilingual_2015, title = {Bilingual {Education} in {Latin} {America}: {Does} {Quechua}-{Medium} {Education} {Improve} {Peruvian} {Indigenous} {Children}'s {Academic} {Achievement}?}, shorttitle = {Bilingual {Education} in {Latin} {America}}, url = {https://nls.ldls.org.uk/welcome.html?ark:/81055/vdc_100052309670.0x000001}, language = {en}, urldate = {2022-05-17}, author = {Hynsjö {and} Damon}, year = {2015}, note = {OCLC: 1016921971 KerkoCite.ItemAlsoKnownAs: 2405685:QWK84EIC 4042040:7B7XC8N7}, } @misc{ideoorg_design_2015, title = {Design {Kit}}, url = {https://www.designkit.org/methods}, abstract = {Human-centered design is a practical, repeatable approach to arriving at innovative solutions. Think of these Methods as a step-by-step guide to unleashing your creativity, putting the people you serve at the center of your design process to come up with new answers to difficult problems.}, urldate = {2021-07-23}, journal = {Design Kit Methods for Human Centered Design}, author = {IDEO.org}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K6Q474LC 2405685:6Y4NPGWH}, } @misc{interagency_collaboration_on_ebola_situation_2015, title = {Situation {Report} {No}. 11}, url = {https://www.humanitarianresponse.info/en/node/114079}, urldate = {2020-08-18}, author = {Interagency Collaboration on Ebola}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZZDED9AA 2405685:S2HE368H}, } @misc{internet_society_hamara_2015, title = {Hamara {Internet}}, url = {https://www.internetsociety.org/beyond-the-net/grants/2015/hamara-internet/}, abstract = {Project Organizer: Nighat Dad, Pakistan Islamabad Chapter}, language = {en-US}, urldate = {2021-04-29}, journal = {Internet Society}, author = {Internet Society}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4HPVKUL8 2405685:D3SVLKBQ}, } @article{iyalla-amadi_scientificite_2015, title = {La {Scientificite} {En} {Langues} {Africaines}: {L}’exemple {Du} {Kalabari} {Et} {De} {L}’ikwerre}, volume = {4}, shorttitle = {La {Scientificite} {En} {Langues} {Africaines}}, doi = {10.4314/ijah.v4i3.16}, number = {3}, journal = {AFRREV IJAH: An International Journal of Arts and Humanities}, author = {Iyalla-Amadi, Priye and Odungweru, U. S.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M6HPZKFX 4042040:JEDTST39}, pages = {185--199}, } @techreport{junaid_service_2015, address = {London}, title = {In {Service} {Teacher} {Education} in {Sub}-{Saharan} {Africa}: {A} {Synthesis} {Report}}, url = {http://www.iicba.unesco.org/sites/default/files/In-Service%20booklet%201.pdf}, urldate = {2020-01-14}, institution = {Commonwealth Secretariat}, author = {Junaid, Muhammad Ibn and Maka, Francois}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DJW6U9BM 2405685:VR6P6AX4}, } @incollection{kafyulilo_challenges_2015, title = {Challenges and opportunities for e-learning in education: {A} case study}, copyright = {Access limited to members}, isbn = {978-1-4666-8363-1}, shorttitle = {Challenges and {Opportunities} for {E}-{Learning} in {Education}}, url = {www.igi-global.com/chapter/challenges-and-opportunities-for-e-learning-in-education/128052}, abstract = {This chapter presents a review of literature on the existing opportunities and challenges of adopting e-learning in education in Tanzania and the possible measures to overcome some challenges. The study also assessed the primary factors contributing to the slow and limited use and integration of tec...}, language = {en}, urldate = {2020-11-18}, booktitle = {Handbook of {Research} on {Educational} {Technology} {Integration} and {Active} {Learning}}, publisher = {IGI Global}, author = {Kafyulilo, Ayoub C.}, year = {2015}, doi = {10.4018/978-1-4666-8363-1.ch015}, note = {Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-8363-1.ch015 2339240:LU5HVRJJ 2405685:JKIRKBQJ}, pages = {317--328}, } @article{kafyulilo_supporting_2015, title = {Supporting teachers learning through the collaborative design of technology-enhanced science lessons}, volume = {26}, issn = {1046-560X}, url = {https://doi.org/10.1007/s10972-015-9444-1}, doi = {10.1007/s10972-015-9444-1}, abstract = {This study used the Interconnected Model of Professional Growth (Clarke \& Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.}, number = {8}, urldate = {2020-11-18}, journal = {Journal of Science Teacher Education}, author = {Kafyulilo, Ayoub C. and Fisser, Petra and Voogt, Joke}, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1007/s10972-015-9444-1 KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-015-9444-1 2339240:G8S6AKP2 2405685:3EYMBZ8B}, keywords = {Design teams, Interconnected model of professional growth, Professional development, Support, TPACK, Teachers, Technology}, pages = {673--694}, } @article{kafyulilo_supporting_2015, title = {Supporting teachers learning through the collaborative design of technology-enhanced science lessons}, volume = {26}, issn = {1046-560X}, url = {https://doi.org/10.1007/s10972-015-9444-1}, doi = {10.1007/s10972-015-9444-1}, abstract = {This study used the Interconnected Model of Professional Growth (Clarke \& Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.}, number = {8}, urldate = {2020-11-18}, journal = {Journal of Science Teacher Education}, author = {Kafyulilo, Ayoub C. and Fisser, Petra and Voogt, Joke}, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1007/s10972-015-9444-1 KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-015-9444-1 2339240:G8S6AKP2 2405685:3EYMBZ8B}, keywords = {Design teams, Interconnected model of professional growth, Professional development, Support, TPACK, Teachers, Technology}, pages = {673--694}, } @article{kafyulilo_supporting_2015, title = {Supporting teachers learning through the collaborative design of technology-enhanced science lessons}, volume = {26}, issn = {1046-560X}, url = {https://www.researchgate.net/publication/288905073_Supporting_Teachers_Learning_Through_the_Collaborative_Design_of_Technology-Enhanced_Science_Lessons}, doi = {10.1007/s10972-015-9444-1}, abstract = {This study used the Interconnected Model of Professional Growth (Clarke \& Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.}, number = {8}, urldate = {2020-09-28}, journal = {Journal of Science Teacher Education}, author = {Kafyulilo, Ayoub C. and Fisser, Petra and Voogt, Joke}, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1007/s10972-015-9444-1 KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-015-9444-1 10/gf7gx7 2339240:BKA45HWC 2339240:F3ZCM7SP 2405685:RNWUSFG4 2534378:325RP7HZ 2534378:8BHL2SZV 2534378:DDGZAF8Q 2534378:U7WD44V7 2534378:UWU5LPCD}, keywords = {Design teams, Interconnected model of professional growth, Professional development, Support, TPACK, Teachers, Technology, \_Source:Intuitive, \_THEME: Open systems, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425910, \_\_finaldtb}, } @article{kafyulilo_ict_2015, title = {{ICT} use in science and mathematics teacher education in {Tanzania}: {Developing} {Technological} {Pedagogical} {Content} {Knowledge}}, volume = {31}, copyright = {Copyright (c)}, issn = {1449-5554}, shorttitle = {{ICT} {Use} in {Science} and {Mathematics} {Teacher} {Education} in {Tanzania}}, url = {https://ajet.org.au/index.php/AJET/article/view/1240}, doi = {10.14742/ajet.1240}, abstract = {Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Pre- and post-assessment results of the pre-service teachers’ perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and re-design, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching.}, language = {en}, number = {4}, urldate = {2020-11-18}, journal = {Australasian Journal of Educational Technology}, author = {Kafyulilo, Ayoub and Fisser, Petra and Pieters, Jules and Voogt, Joke}, year = {2015}, note = {Number: 4 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.1240 2339240:7KWSVKXS 2405685:7XN4YDQE}, keywords = {TPACK, lesson design, microteaching, reflection, technology integration, training}, } @article{kaneko-marques_reflective_2015, title = {Reflective teacher supervision through videos of classroom teaching (supervisión colaborativa docente a través de clases grabadas en video)}, volume = {17}, issn = {1657-0790, 1657-0790}, url = {http://www.scielo.org.co/pdf/prf/v17n2/v17n2a04.pdf}, doi = {10.15446/profile.v17n2.44393}, abstract = {The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.}, language = {English}, number = {2}, journal = {PROFILE: Issues in Teachers' Professional Development}, author = {Kaneko-Marques, Sandra Mari}, year = {2015}, note = {Publisher: Universidad Nacional de Colombia, Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720057575?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v17n2.44393 2405685:E3Q476XV 2534378:8NSF3BMX 2534378:VXGS7DTC}, keywords = {Brazil, Cooperation, ERIC, Current Index to Journals in Education (CIJE), English (Second Language), English Teachers, Foreign Countries, Higher Education, Observation, Postsecondary Education, Preservice Teacher Education, Qualitative Research, Questionnaires, Reflective Teaching, Second Language Instruction, Self Evaluation (Individuals), Student Teachers, Teacher Supervision, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098468, \_\_finaldtb}, pages = {63--79}, } @article{karal_effects_2015, title = {The effects of a technology-aided learning environment on the improvement of a primary special education school}, volume = {10}, issn = {1990-3839}, url = {https://academicjournals.org/journal/ERR/article-abstract/B5BD0FA56628}, doi = {10.5897/ERR2015.2523}, abstract = {The changes demanded by technology are reshaping people\’s expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming \‘learning\’ or \‘effective\’ schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA\©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers\’ functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed. Key words: School development, technology, innovation, hearing impaired.}, language = {english, English}, number = {24}, urldate = {2020-12-10}, journal = {Educational Research and Reviews}, author = {Karal, Hasan}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.5897/ERR2015.2523 2339240:9SHHNJCH 2405685:WQ7ZLZVW}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {2908--2918}, } @article{karal_effects_2015, title = {The {Effects} of a {Technology}-{Aided} {Learning} {Environment} on the {Improvement} of a {Primary} {Special} {Education} {School}}, volume = {10}, issn = {1990-3839}, url = {https://eric.ed.gov/?id=EJ1157855}, doi = {10.5897/err2015.2523}, abstract = {The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming '"learning" or "effective" schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers' functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed.}, language = {en}, number = {24}, urldate = {2021-03-04}, journal = {Educational Research and Reviews}, author = {Karal, Hasan}, year = {2015}, note = {Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 10.5897/ERR2015.2523 10.5897/err2015.2523 10/gjj9dr 2339240:ZXNUGEXT 2405685:SHM89EW9}, keywords = {Academic Achievement, Assistant Principals, Attitude Measures, Case Studies, Cooperation, Educational Innovation, Educational Technology, Elementary Education, Elementary School Teachers, Foreign Countries, Observation, Parents, Principals, Qualitative Research, School Personnel, Semi Structured Interviews, Special Education, Statistical Analysis, Teaching Methods, Technology Uses in Education, \_\_\_working\_potential\_duplicate}, pages = {2908--2918}, } @article{karal_effects_2015, title = {The {Effects} of a {Technology}-{Aided} {Learning} {Environment} on the {Improvement} of a {Primary} {Special} {Education} {School}}, volume = {10}, issn = {1990-3839}, url = {https://eric.ed.gov/?id=EJ1157855}, doi = {10.5897/err2015.2523}, abstract = {The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming '"learning" or "effective" schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers' functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed.}, language = {en}, number = {24}, urldate = {2021-03-04}, journal = {Educational Research and Reviews}, author = {Karal, Hasan}, year = {2015}, note = {Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 10.5897/ERR2015.2523 10.5897/err2015.2523 10/gjj9dr 2339240:ZXNUGEXT 2405685:SHM89EW9}, keywords = {Academic Achievement, Assistant Principals, Attitude Measures, Case Studies, Cooperation, Educational Innovation, Educational Technology, Elementary Education, Elementary School Teachers, Foreign Countries, Observation, Parents, Principals, Qualitative Research, School Personnel, Semi Structured Interviews, Special Education, Statistical Analysis, Teaching Methods, Technology Uses in Education, \_\_\_working\_potential\_duplicate}, pages = {2908--2918}, } @techreport{kastelic_socio-economic_2015, address = {Washington D.C.}, title = {The socio-economic impacts of {Ebola} in {Liberia} : results from a high frequency cell phone survey round five}, url = {http://documents1.worldbank.org/curated/en/162381468179333776/pdf/96196-WP-P152547-PUBLIC-Box391443B-Liberia-Apr-13.pdf}, urldate = {2020-08-03}, institution = {World Bank Group}, author = {Kastelic, Kristen Himelein and Kastelic, Jonathan}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8Y4MRZH 2405685:2SXN3JHI}, } @article{kimmons_oer_2015, title = {{OER} quality and adaptation in {K}–12: {Comparing} teacher evaluations of copyrightrestricted, open, and open/adapted textbooks}, volume = {16}, doi = {10.19173/irrodl.v16i5.2341}, number = {5}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Kimmons, R}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i5.2341 2405685:HTDHIMNP}, pages = {39--57}, } @techreport{kingori_influence_2015, title = {Influence {Of} {Hidden} {Costs} {In} {Education} {On} {Students}’ {Participation} {In} {Public} {Secondary} {Schools} {In} {Kikuyu} {Sub} {County}, {Kenya}}, language = {en}, institution = {School of Education Department of Educational Administration and Planning of Nairobi University}, author = {Kingori, Joseph Ndirangu}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VJRWLGGE}, keywords = {⛔ No DOI found}, pages = {90}, } @techreport{kingori_influence_2015, title = {Influence {Of} {Hidden} {Costs} {In} {Education} {On} {Students}’ {Participation} {In} {Public} {Secondary} {Schools} {In} {Kikuyu} {Sub} {County}, {Kenya}}, language = {en}, institution = {School of Education Department of Educational Administration and Planning of Nairobi University}, author = {Kingori, Joseph Ndirangu}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:233GFMV3 2405685:QR4WZLL3}, pages = {90}, } @article{kovanovic_what_2015, title = {What public media reveals about {MOOCs}: {A} systematic analysis of news reports}, volume = {46}, copyright = {© 2015 British Educational Research Association}, issn = {1467-8535}, shorttitle = {What public media reveals about {MOOCs}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12277}, doi = {10.1111/bjet.12277}, abstract = {One of the striking differences between massive open online courses (MOOCs) and previous innovations in the education technology field is the unprecedented interest and involvement of the general public. As MOOCs address pressing problems in higher education and the broader educational practice, awareness of the general public debate around MOOCs is essential. Understanding the public discourse around MOOCs can provide insights into important social and public problems, thus enabling the MOOC research community to better focus their research endeavors. While there have been some reports looking at the state of the MOOC-related research, the analysis of the public debate surrounding MOOCs is still largely missing. In this paper, we present the results of a study that looked at the content of the public discourse related to MOOCs. We identified the most important themes and topics in MOOC-related mainstream news reports. Our results indicate that coverage of MOOCs in public media is rapidly decreasing: by the middle of 2014, it decreased by almost 50\% from the highest activity during 2013. In addition, the focus of those discussions is also changing. While the majority of discussions during 2012 and 2013 were focused on MOOC providers, the announcements of their partnerships, and million dollar investments, the current focus of MOOC discourse seems to be moving toward more productive topics focused on the overall position of MOOCs in the global educational landscape. Among different topics that this study discovered, government-related issues and the use of data and analytics are some of the topics that seem to be growing in popularity during the first half of 2014.}, language = {en}, number = {3}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Kovanović, Vitomir and Joksimović, Srećko and Gašević, Dragan and Siemens, George and Hatala, Marek}, year = {2015}, note = {shortDOI: 10/f7d7r2 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12277 10/f7d7r2 2339240:4ZXLTE27 2339240:KG6GUHWW 2405685:LXEQ2JCJ}, keywords = {Reviewed}, pages = {510--527}, } @incollection{krueger_focus_2015, title = {Focus {Group} {Interviewing}}, copyright = {Copyright © 2015 by Kathryn E. Newcomer and Harry P. Hatry, and Joseph S. Wholey}, isbn = {978-1-119-17138-6}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119171386.ch20}, abstract = {This chapter discusses using focus groups as a component of an evaluation strategy. It focuses on both the benefits and the limitations of using this method and also offers suggestions for the effective use of focus group interviewing in an evaluation. Focus groups are a wonderful method for gathering information for formative and summative evaluations. A key role is the study team leader, sometimes called the principal investigator (PI), who takes on the overall leadership of the study. Team members work together to complete the study, but individuals take primary responsibility for certain tasks. The chapter describes these tasks and roles. Successful focus group studies are grounded on five key steps: planning, developing questions, recruiting, moderating, and analyzing. Each of these steps is critical to success. Those who seek to have successful focus groups should be attentive to performing each step with care, thought, and skill.}, language = {en}, urldate = {2021-05-06}, booktitle = {Handbook of {Practical} {Program} {Evaluation}}, publisher = {John Wiley \& Sons, Ltd}, author = {Krueger, Richard A. and Casey, Mary Anne}, year = {2015}, doi = {10.1002/9781119171386.ch20}, note = {Section: 20 \_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119171386.ch20 KerkoCite.ItemAlsoKnownAs: 10.1002/9781119171386.ch20 2339240:8GHGGSG3 2405685:CYKMJX8Q}, keywords = {classic analysis strategy, focus group interviewing, focus group recruitment, formative evaluations, study team leader, summative evaluations}, pages = {506--534}, } @techreport{lachal_ideas_2015, title = {{IDEAS} {BOX}: {AN} {INNOVATING} {PSYCHOSOCIAL} {TOOL} {FOR} {EMERGENCY} {SITUATIONS} {IMPACT} {STUDY} {IN} {THE} {KAVUMU} {AND} {BWAGIRISA} {CAMPS} - {BURUNDI}}, author = {Lachal, C}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V9XTARAH 2405685:3VM5KNHM}, } @incollection{lawrie_use_2015, address = {New York, NY}, title = {Use {ICT} to provide access to content, professional development and professional learning communities ({Recommendation} 7)}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, booktitle = {Where it's needed most: quality professional development for all teachers}, publisher = {Inter-Agency Network for Education in Emergencies (INEE)}, author = {Lawrie, J. and Hennessy, S. and Haßler, Björn and {Phalachandra}}, editor = {Burns, M. and Lawrie, J.}, year = {2015}, note = {EdTechHub.Source: 2129771:KQGAREE9 EdTechHub.Source: 2129771:KQGAREE9 Book DOI: 10.13140/RG.2.1.2044.3761 KerkoCite.ItemAlsoKnownAs: 2129771:KQGAREE9 2339240:CBYR6TWI 2405685:8Q6BDGWE 2405685:PKLI25VA 2405685:ZIXCZS28 2534378:DMKTGVXQ}, keywords = {C:Fragile contexts, docs.opendeved.net}, pages = {131--143}, } @incollection{lawrie_recommendation_2015, address = {New York, NY}, title = {Recommendation 7: {Use} {ICT} to provide access to content, professional development and professional learning communities}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, booktitle = {Where it's needed most: {Quality} professional development for all teachers}, publisher = {Inter-agency network for education in emergencies}, author = {Lawrie, J. and Hennessy, Sara and Haßler, Björn and {Phalachandra} and Lawrie, J.}, year = {2015}, note = {EdTechHub.Source: 2129771:KQGAREE9 EdTechHub.Source: 2129771:KQGAREE9 KerkoCite.ItemAlsoKnownAs: 2129771:KQGAREE9 2405685:PKLI25VA}, keywords = {C:Fragile contexts, dode\_eth-src-dode, dode\_eth-trf2-dode}, pages = {131--143}, } @techreport{lee_review_2015, title = {Review of {International} {Research} on {Factors} {Underlying} {Teacher} {Absenteeism}.}, abstract = {Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.}, language = {en}, urldate = {2022-08-22}, institution = {Regional Educational Laboratory Pacific}, author = {Lee, Mary and Goodman, Crystal and Dandapani, Nitara and Kekahio, Wendy}, year = {2015}, note = {Publication Title: Regional Educational Laboratory Pacific KerkoCite.ItemAlsoKnownAs: 2339240:QK98HZNR 2405685:B77I7YF6}, keywords = {Academic Rank (Professional), Accountability, Case Studies, Community Characteristics, Correlation, Cross Cultural Studies, Cultural Context, Cultural Influences, Elementary School Teachers, Family Work Relationship, Foreign Countries, Institutional Characteristics, Predictor Variables, Proximity, Sanctions, School Administration, School Culture, School Location, Social Influences, Teacher Attendance, Teacher Salaries, Teaching Conditions, Work Environment}, } @article{levine_teaching_2015, title = {Teaching {Writing} with {Radio}}, url = {https://srlevine.people.stanford.edu/sites/g/files/sbiybj4286/f/ncte_2015_levine.pdf}, number = {104}, urldate = {2020-07-14}, journal = {English Journal}, author = {Levine, Sarah and Franzel, Johanna}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PTDACQYM}, keywords = {⛔ No DOI found}, } @misc{lewis_is_2015, title = {Is civil society in trouble in {Bangladesh}?}, url = {https://blogs.lse.ac.uk/southasia/2015/07/13/is-civil-society-in-trouble-in-bangladesh/}, author = {Lewis, D}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ESCEXEUH 2405685:IJQ2EZ6Y}, } @article{liang_live_2015, title = {Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development}, volume = {41}, issn = {0260-7476, 0260-7476}, url = {https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development}, doi = {10.1080/02607476.2015.1045314}, abstract = {This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.}, language = {English}, number = {3}, journal = {Journal of Education for Teaching: International Research and Pedagogy}, author = {Liang, Jiwen}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2405685:XGZM5SEC 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586}, keywords = {Administrator Attitudes, Case Studies, Case studies, China, Classroom Observation Techniques, Classroom observation, ERIC, Current Index to Journals in Education (CIJE), Education, Effectiveness, Faculty Development, Feedback, Feedback (Response), Foreign Countries, Interviews, Principals, Professional development, Qualitative Research, Secondary Education, Secondary School Teachers, Secondary schools, Teacher Attitudes, Teacher education, Teaching, Teaching Methods, Teaching methods, Video, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096967, \_\_finaldtb}, pages = {235--253}, } @article{liang_live_2015, title = {Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development}, volume = {41}, issn = {0260-7476, 0260-7476}, url = {https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development}, doi = {10.1080/02607476.2015.1045314}, abstract = {This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.}, language = {English}, number = {3}, journal = {Journal of Education for Teaching: International Research and Pedagogy}, author = {Liang, Jiwen}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2339240:VQ7H8WUD 2405685:63X8MEP4 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586}, keywords = {Administrator Attitudes, Case Studies, Case studies, China, Classroom Observation Techniques, Classroom observation, ERIC, Current Index to Journals in Education (CIJE), Education, Effectiveness, Faculty Development, Feedback, Feedback (Response), Foreign Countries, Interviews, Principals, Professional development, Qualitative Research, Secondary Education, Secondary School Teachers, Secondary schools, Teacher Attitudes, Teacher education, Teaching, Teaching Methods, Teaching methods, Video, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096967, \_\_finaldtb}, } @article{liang_live_2015, title = {Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development}, volume = {41}, issn = {0260-7476, 0260-7476}, url = {https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development}, doi = {10.1080/02607476.2015.1045314}, abstract = {This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.}, language = {English}, number = {3}, journal = {Journal of Education for Teaching: International Research and Pedagogy}, author = {Liang, Jiwen}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2339240:VQ7H8WUD 2405685:63X8MEP4 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586}, keywords = {Administrator Attitudes, Case Studies, Case studies, China, Classroom Observation Techniques, Classroom observation, ERIC, Current Index to Journals in Education (CIJE), Education, Effectiveness, Faculty Development, Feedback, Feedback (Response), Foreign Countries, Interviews, Principals, Professional development, Qualitative Research, Secondary Education, Secondary School Teachers, Secondary schools, Teacher Attitudes, Teacher education, Teaching, Teaching Methods, Teaching methods, Video, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096967, \_\_finaldtb}, } @article{liu__2015, title = {基于 {iPad} 的民汉双语电子教材开发与应用研究 [{Research} on the development and application of bilingual electronic textbooks based on {iPad}]}, number = {7}, journal = {中小学电教 [Primary and Middle School Educational Technology]}, author = {Liu, Junling and Zhang, Yawei}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FE44MKVM 4042040:YCQ2YEGF}, keywords = {⛔ No DOI found}, pages = {119--122}, } @article{marshall_robotreviewer_2015, title = {{RobotReviewer}: evaluation of a system for automatically assessing bias in clinical trials}, volume = {23}, doi = {10.1093/jamia/ocv044}, language = {en}, number = {1}, journal = {Journal of the American Medical Informatics Association}, author = {Marshall, I.J. and Kuiper, J and Wallace, B.C.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jamia/ocv044 2405685:TC54HZAF 2486141:BS2JKIXZ}, keywords = {\_Added-ailr-2024}, pages = {193--201}, } @techreport{mayer_using_2015, address = {Cambridge, MA}, title = {Using {Behavioral} {Insights} to {Increase} {Parental} {Engagement}: {The} {Parents} and {Children} {Together} ({PACT}) {Intervention}}, shorttitle = {Using {Behavioral} {Insights} to {Increase} {Parental} {Engagement}}, url = {http://www.nber.org/papers/w21602.pdf}, abstract = {Parent engagement with their children plays an important role in children’s eventual economic success and numerous studies have documented large gaps in parent engagement between low- and higher-income families. While we know remarkably little about what motivates parents to engage in their children’s development, recent research suggests that ignoring or discounting the future may inhibit parental investment, while certain behavioral tools may help offset this tendency. This paper reports results from a randomized field experiment designed to increase the time that parents of children in subsidized preschool programs spend reading to their children using an electronic reading application that audio and video records parents as they read. The treatment included three behavioral tools (text reminders, goal-setting, and social rewards) as well as information about the importance of reading to children. The treatment increased usage of the reading application by one standard deviation after the six-week intervention. Our evidence suggests that the large effect size is not accounted for by the information component of the intervention and that the treatment impact was much greater for parents who are more present-oriented than for parents who are less present-oriented.}, language = {en}, number = {w21602}, urldate = {2022-01-16}, institution = {National Bureau of Economic Research}, author = {Mayer, Susan and Kalil, Ariel and Oreopoulos, Philip and Gallegos, Sebastian}, month = oct, year = {2015}, doi = {10.3386/w21602}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w21602 2339240:EL2K2P22 2405685:YMUAPKYZ}, pages = {w21602}, } @article{mcewan_improving_2015, title = {Improving learning in primary schools of developing countries: {A} meta-analysis of randomized experiments}, volume = {85}, copyright = {© 2014 AERA}, shorttitle = {Improving {Learning} in {Primary} {Schools} of {Developing} {Countries}}, url = {https://journals.sagepub.com/doi/10.3102/0034654314553127}, doi = {10.3102/0034654314553127}, abstract = {I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primar...}, language = {en}, number = {3}, journal = {Review of Educational Research}, author = {McEwan, Patrick J}, year = {2015}, note = {shortDOI: 10/gffcft KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314553127 10/gffcft 2339240:4CYWD7HQ 2339240:5TEM84GR 2339240:FPJMURKN 2405685:4MDDDTT3 2405685:JJTJ9ZU4 2405685:LVFMRKVH 2405685:LX62SZBQ 2405685:R3FHIKE5 2405685:RPZUGZZT 2405685:RXJPQTEE 2534378:GY58MBF5}, keywords = {\_Source:Intuitive}, pages = {353--394}, } @techreport{mdg_gap_task_force_taking_2015, address = {New York}, title = {Taking {Stock} of the {Global} {Partnership} for {Development} ({MDG} 8)}, url = {https://www.un.org/millenniumgoals/pdf/MDG_Gap_2015_E_web.pdf}, urldate = {2020-01-27}, institution = {UN}, author = {MDG Gap Task Force}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CYGTZC2F 2405685:Z5UC38NR}, } @article{meador_experimental_2015, title = {Experimental {Evaluation} of the {Tools} of the {Mind} {Pre}-{K} {Curriculum}. {Fidelity} of {Implementation} {Technical} {Report}. {Working} {Paper}.}, journal = {Peabody Research Institute}, author = {Meador, Deanna and Nesbitt, Kimberly and Farran, Dale}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L4A7AVPJ 2405685:XUU75HEM}, keywords = {⛔ No DOI found}, } @techreport{miller_potential_2015, title = {Potential benefits from sub-700 {MHz} spectrum in {Pakistan}}, language = {en}, institution = {GSMA}, author = {Miller, Tim and Jervis, Val and Burns, John and Wongsaroj, Sarongrat and Hogg, Tim}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JCMK2Q9D}, } @techreport{ministry_of_education_and_vocational_training_ict_2015, type = {Programme and meeting document}, title = {{ICT} competency standards for teachers in {Tanzania}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000234822?posInSet=1&queryId=e6c0a829-ce7c-4cb4-b4f9-dfc59668f9c4}, language = {EN}, number = {ED/2014/TLC/LTR/29}, urldate = {2021-01-15}, institution = {United Republic of Tanzania}, author = {{Ministry of Education and Vocational Training} and {UNESCO Office Dar es Salaam}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L5MM9267 2405685:Q4N43P4R}, pages = {37}, } @techreport{ministry_of_education_ghana_education_2015, address = {Ghana}, title = {Education {Sector} {Performance} {Report}}, url = {https://new-ndpc-static1.s3.amazonaws.com/CACHES/PUBLICATIONS/2016/03/22/Education+Sector+Performance+Report+(ESPR)+2015_Final.pdf}, language = {EN}, urldate = {2020-10-12}, institution = {Ministry of Education (Ghana)}, author = {{Ministry of Education, Ghana}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZFMSGZN 2405685:CIRCX7R6}, pages = {1--77}, } @techreport{ministry_of_education_ghana_ict_2015, title = {{ICT} in {Education} {Policy}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_ict_in_education_policy_august_2015.pdf}, urldate = {2020-06-23}, author = {Ministry of Education, Ghana}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:7ERX5YSD}, } @article{mo_computer_2015, title = {Computer technology in education: evidence from a pooled study of computer assisted learning programs among rural students in {China}}, volume = {36}, issn = {1043951X}, shorttitle = {C omputer technology in education}, url = {https://linkinghub.elsevier.com/retrieve/pii/S1043951X15001133}, doi = {10.1016/j.chieco.2015.09.001}, abstract = {There is a great degree of heterogeneity among the studies that investigate whether computer technologies improve education and how students benefit from them – if at all. The overall goal of this study is to assess the effectiveness of computing technologies to raise educational performance and non-cognitive outcomes and identify what program components are most effective in doing so. To achieve this aim we pool the data sets of five separate studies about computer technology programs that include observations of 16,856 students from 171 primary schools across three provinces in China. We find that overall computing technologies have positive and significant impacts on student academic achievement in both math and in Chinese. The programs are found to be more effective if they are implemented out-of-school, avoiding what appear to be substitution effects when programs are run during school. The programs also have heterogeneous effects by gender. Specifically, boys gain more than girls in Chinese. We did not find heterogeneous effects by student initial achievement levels. We also found that the programs that help students learn math—but not Chinese—have positive impacts on student self-efficacy.}, language = {en}, urldate = {2020-08-20}, journal = {China Economic Review}, author = {Mo, Di and Huang, Weiming and Shi, Yaojiang and Zhang, Linxiu and Boswell, Matthew and Rozelle, Scott}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.chieco.2015.09.001 2339240:A5M4MBX2 2405685:8HEWT634}, pages = {131--145}, } @article{moher_preferred_2015, title = {Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement}, volume = {4}, number = {1}, journal = {Systematic Reviews}, author = {Moher, D. and Shamseer, L. and Clarke, M. and Ghersi, D. and Liberati, A. and Petticrew, M. and Shekelle, P. and Stewart, L.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5CND5AP6}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged, ❓ Multiple DOI}, pages = {1--9}, } @article{moher_preferred_2015, title = {Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement}, volume = {4}, number = {1}, journal = {Systematic Reviews}, author = {Moher, D. and Shamseer, L. and Clarke, M. and Ghersi, D. and Liberati, A. and Petticrew, M. and Shekelle, P. and Stewart, L.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5CND5AP6}, keywords = {\_\_\_working\_potential\_duplicate, ❓ Multiple DOI}, pages = {1--9}, } @article{msoka_developing_2015, title = {Developing and piloting interactive physics experiments for secondary schools in {Tanzania}}, volume = {2}, abstract = {Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and more efficient, and, therefore, can be used as an alternative to physical experiments.}, language = {en}, number = {1}, journal = {Journal of Learning for Development}, author = {Msoka, Vidate C and Mtebe, Joel S and Kissaka, Mussa M and Kalinga, Ellen C}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHD7QLC5 2405685:MHEIT7PV}, keywords = {⛔ No DOI found}, } @article{msuya_using_2015, title = {Using mobile phones in teaching and learning in secondary schools in {Tanzania}}, volume = {3}, url = {http://repository.udom.ac.tz/handle/20.500.12661/2390}, abstract = {This paper discusses some of the findings from a recent cross-sectional survey that examined how secondary schools’ teachers use their mobile phones in teaching and learning. The participants were drawn from Mwanga and Chamwino districts in Kilimanjaro and Dodoma regions respectively in Tanzania. A large area of the study location enjoys are liable mobile phones’ coverage network, many mobile phones’ service providers and reliable wireless internet. This study involved 100 teachers from public and private secondary schools obtained using purposive sampling.These teachers were only those who owned smart phones.The study used likerty-type questionnaires and semi-structured interview to collect data for understanding the contribution of teachers’ mobile phones in teaching and learning process in secondary schools. The 90(90\%) questionnaires were filled and returned,while 10 (10\%) questionnaires were not returned. The study found that most of the teachers had little knowledge on the use of mobile phones as a tool for ICT pedagogical uses. It was also revealed that the teachers were competent in the basic uses of mobile phones,but were not able to create upload, download and share academic resources through their smart phones;while others were not aware of the capacity of their mobile phones. It was revealed that mobile phones were relevant in teaching and learning in secondary schools. Moreover, majority of the secondary school teachers were not using their smart phones for educational purposes;instead,they used them for other non-educational activities. It was furthermore revealed that teachers were very bitter for allowing their students to carry mobile phones in the classroom.}, language = {en}, number = {5}, urldate = {2020-11-18}, journal = {International Journal of Education and Research}, author = {Msuya, Ombeni}, year = {2015}, note = {Accepted: 2020-08-24T09:24:45Z Publisher: Contemporary Research Center KerkoCite.ItemAlsoKnownAs: 2339240:C9REPJXL 2405685:A7ERTQV9}, keywords = {⛔ No DOI found}, pages = {207--218}, } @misc{murray_peter_promise_2015, title = {The {Promise} of {Lean} {Experimentation}}, url = {https://ssir.org/articles/entry/the_promise_of_lean_experimentation}, abstract = {By adopting a model from business, nonprofit organizations can launch, test, and implement new programs and services more efficiently. Includes magazine extras.}, language = {en-us}, urldate = {2021-07-22}, journal = {Stanford Social Innovation Review (SSIR)}, author = {{Murray, Peter} and {Ma, Steve}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G9EPMHW8 2405685:TJEMHIKP}, } @book{murthy_toolkit_2015, address = {New Delhi}, series = {Series in feminist evaluation}, title = {Toolkit on gender-sensitive participatory evaluation methods}, isbn = {978-81-905012-1-7}, number = {1}, publisher = {Institute of Social Studies Trust}, author = {Murthy, Ranjani K.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D6V2D4T7}, keywords = {Feminism, Feminist theory, India, Research, Sex discrimination against women, Women's studies}, } @phdthesis{muyungu_towards_2015, type = {Master of {Philosophy}}, title = {Towards inclusive education in {Tanzania}: {A} study of pre-service student teachers training and percieved needs to practice inclusive education}, shorttitle = {Towards {Inclusive} {Education} in {Tanzania}}, school = {University of Oslo}, author = {Muyungu, Emmanuel Geofrey}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I8RCFHUS 2405685:2WZT9RMJ}, keywords = {⛔ No DOI found}, } @article{nahar_design_2015, title = {Design of a {Braille} {Learning} {Application} for {Visually} {Impaired} {Students} in {Bangladesh}}, volume = {27}, issn = {1040-0435}, url = {https://doi.org/10.1080/10400435.2015.1011758}, doi = {10.1080/10400435.2015.1011758}, abstract = {Visually impaired students (VIS) are unable to get visual information, which has made their learning process complicated. This paper discusses the overall situation of VIS in Bangladesh and identifies major challenges that they are facing in getting education. The Braille system is followed to educate blind students in Bangladesh. However, lack of Braille based educational resources and technological solutions have made the learning process lengthy and complicated for VIS. As a developing country, Bangladesh cannot afford for the costly Braille related technological tools for VIS. Therefore, a mobile phone based Braille application, “mBRAILLE”, for Android platform is designed to provide an easy Braille learning technology for VIS in Bangladesh. The proposed design is evaluated by experts in assistive technology for students with disabilities, and advanced learners of Braille. The application aims to provide a Bangla and English Braille learning platform for VIS. In this paper, we depict iterative (participatory) design of the application along with a preliminary evaluation with 5 blind subjects, and 1 sighted and 2 blind experts. The results show that the design scored an overall satisfaction level of 4.53 out of 5 by all respondents, indicating that our design is ready for the next step of development.}, language = {en}, number = {3}, urldate = {2020-12-10}, journal = {Assistive Technology}, author = {Nahar, Lutfun and Jaafar, Azizah and Ahamed, Eistiak and Kaish, A. B. M. A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2015.1011758 10/f7svv7 2339240:PQ9MDIRA 2339240:S5PHSEX4 2405685:3JTWSRAR 2405685:V6F47JQW}, keywords = {Visually Impaired Students (VIS), \_\_\_working\_potential\_duplicate, android platform, braille, education for VIS, mobile application}, pages = {172--182}, } @article{natia_promoting_2015, title = {Promoting teaching and learning in {Ghanaian} {Basic} {Schools} through {ICT}}, volume = {11}, number = {2}, journal = {International Journal of Education and Development using ICT}, author = {Natia, James and Al-hassan, Seidu}, year = {2015}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:58A7W9JA 2339240:YVRRGJRL 2405685:KMGX6DRI 2405685:UX7FDZ8M}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{naveed_making_2015, title = {Making ‘{Impact} {Factor}’ {Impactful}: {Universities}, {Think} {Tanks} and {Policy} {Research} in {Pakistan}}, shorttitle = {Making ‘{Impact} {Factor}’ {Impactful}}, url = {https://researchportal.bath.ac.uk/en/publications/making-impact-factor-impactful-universities-think-tanks-and-polic}, language = {English}, urldate = {2021-02-03}, institution = {Think Tank Initiative}, author = {Naveed, Arif and Suleri, Abid Q.}, year = {2015}, note = {Publisher: Think Tank Initiative KerkoCite.ItemAlsoKnownAs: 2339240:5Z6JYT8R 2405685:QKLMBUHE}, keywords = {⛔ No DOI found}, } @misc{ndaiga_kids_2015, title = {Kids hacker camps in {Kenya} {\textbar} {Proceedings} of the {Seventh} {International} {Conference} on {Information} and {Communication} {Technologies} and {Development}}, url = {https://dl.acm.org/doi/10.1145/2737856.2737873}, urldate = {2021-05-22}, author = {Ndaiga, Wachira and Salim, Anne}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L64R4AUI 2405685:CZD5X8NE}, } @phdthesis{ndiaye_ways_2015, title = {Ways in {Which} {Community} {Involvement} {May} {Influence} {Girls}’ {Education} in {Senegal}}, language = {en}, author = {Ndiaye, Babou}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YAC6J27P 2405685:8X7PUSCP}, } @techreport{neilson_impact_2015, title = {The impact of information provision on human capital accumulation and child labor in {Peru}}, url = {https://www.poverty-action.org/printpdf/21321}, urldate = {2021-02-02}, institution = {Innovations for Poverty Action}, author = {Neilson, Christopher and Gallego, Francisco and Molina, Oswaldo}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TG68IFJ2 2405685:NT9P8V57}, } @article{ngatia_preparedness_2015, title = {Preparedness of {Public} {Secondary} {Schools} on the {Use} of {Information} {Communication} {Technology} {In} {Teaching} and {Learning} in {Mukurweini}, {Nyeri} {County}}, language = {en}, author = {Ngatia, Paul Kamau}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8PFMJAQ3 2405685:8W4AQBVE}, keywords = {⛔ No DOI found}, pages = {109}, } @article{nguyen_ipads_2015, title = {{iPads} in higher education—{Hype} and hope}, volume = {46}, url = {http://onlinelibrary.wiley.com/doi/10.1111/bjet.12137/pdf}, doi = {10.1111/bjet.12137}, number = {1}, urldate = {2014-05-10}, journal = {British Journal of Educational Technology}, author = {Nguyen, Lemai and Barton, Siew Mee and Nguyen, Linh Thuy}, year = {2015}, note = {00000 shortDOI: 10/f6z68d KerkoCite.ItemAlsoKnownAs: 10/f6z68d 2129771:KRM7NNM2 2405685:5EVR73U5}, pages = {190--203}, } @article{niyibizi_abigisha_2015, title = {Abigisha n'abiga mu {Rwanda} babonye ubumenyi bwo kuvuga haba muri {Kinyarwanda} n'{Icyongereza} nyuma ya 2008-2011 bikurikiranye na politiki-y'indimi-mu burezi}, volume = {3}, url = {https://www.ajol.info/index.php/rje/article/view/128016}, number = {1}, journal = {Rwanda Journal of Education}, author = {Niyibizi, Epimaque}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X8JG72M9 4042040:IFUVAG58}, keywords = {⛔ No DOI found}, } @article{niyomugabo_ururimi_2015, title = {Ururimi rwa {Kinyarwanda} mu burezi ibihe: umugani cyangwa ukuri?}, volume = {3}, url = {https://www.sciencewebpublishing.net/jerr/archive/2015/September/pdf/Niyomugabo.pdf}, number = {6}, journal = {Journal of Educational Research and Review}, author = {Niyomugabo, Cyprien}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UFWTLTLY 4042040:ET6PL2GZ}, keywords = {⛔ No DOI found}, } @techreport{nwoko_financing_2015, title = {Financing {Education} in {Nigeria}: {Opportunities} for {Action}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/Nigeria_nett.pdf}, urldate = {2020-07-07}, author = {Nwoko, Chinedum}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z6UCWWTA}, } @techreport{oecd_pisa_2015, title = {Pisa for {Development}: {Capacity} needs analysis: {Tanzania}}, url = {http://www.oecd.org/pisa/aboutpisa/NEW_Tanzania%20CNA%20reportFINAL2.pdf}, language = {EN}, urldate = {2020-11-19}, institution = {OECD; World Bank}, author = {{OECD}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QZHGJQJ7 2405685:VHFALL7R}, pages = {72}, } @book{oecd_students_2015, title = {Students, {Computers} and {Learning}: {Making} the {Connection}}, url = {https://www.oecd-ilibrary.org/education/students-computers-and-learning_9789264239555-en}, abstract = {Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.}, language = {en}, publisher = {OECD Publishing}, author = {OECD}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GJFNXQDL 2405685:PW38U9JQ}, } @misc{oer4schools_oer4schools_2015, title = {{OER4Schools} {\textbar} {Home}}, url = {http://oer.educ.cam.ac.uk/wiki/OER4Schools}, urldate = {2020-07-03}, author = {OER4Schools}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JKN3CVK9}, } @techreport{osama_pakistan_2015, title = {Pakistan {EdTech} {Landscape}: {Using} {Technology} as a {Force} {Multiplier} to address the {Educational} {Emergency}}, url = {https://vdocuments.mx/pakistan-edtech-landscape-report-2015.html}, author = {Osama, Athar and Imran, Zia and Jamshan, Walia}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GHDLY5WX 2405685:CKMEWC8Q}, } @article{osmanoglu_prospective_2015, title = {Prospective teachers' teaching experience: teacher learning through the use of video}, volume = {58}, issn = {0013-1881, 0013-1881}, url = {https://www.researchgate.net/publication/291102877_Prospective_teachers'_teaching_experience_Teacher_learning_through_the_use_of_video}, doi = {10.1080/00131881.2015.1117321}, abstract = {Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers' professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers' reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers' reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.}, language = {English}, number = {1}, journal = {Educational Research}, author = {Osmanoglu, Aslihan}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826519864?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2015.1117321 2339240:IDCYSM7U 2339240:JN6DATHN 2405685:8R9AMXSP 2405685:UXX82Q2E 2534378:2ENRXCPY 2534378:6ZC4QF9U 2534378:CZGC7EHH}, keywords = {Case Method (Teaching Technique), Case Studies, Case-based pedagogy, Content Analysis, Data Analysis, Discussion (Teaching Technique), EDUCATION of student teachers, EFFECTIVE teaching, ELEMENTARY school teachers, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Electronic Learning, Elementary Education, Elementary School Teachers, Foreign Countries, Higher Education, Knowledge Base for Teaching, Learning Activities, Mathematics Teachers, Methods Courses, Microteaching, Outcomes of Education, PROFESSIONAL education, Postsecondary Education, Preservice Teacher Education, Preservice Teachers, Reflective Teaching, Student Teacher Attitudes, Student Teachers, TEACHER education, TEACHING methods, TRAINING of student teachers, Teacher Effectiveness, Teaching Experience, Theory Practice Relationship, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096187, \_\_finaldtb, class discussions, prospective teacher education, reflection, video case study}, pages = {39--55}, } @article{palalas_design_2015, title = {A design based research framework for implementing a transnational mobile and blended learning solution}, volume = {7}, doi = {10.4018/ijmbl.2015100104}, abstract = {The article proposes a modified Design-Based Research (DBR) framework which accommodates the various socio-cultural factors that emerged in the longitudinal PA-HELP research study at Central University College (CUC) in Ghana, Africa. A transnational team of stakeholders from Ghana, Canada, and the USA collaborated on the development, implementation, and subsequent modification of the DBR framework. The recommended framework is a result of lessons learned during this project in Ghana and as such, it is shaped by the need to be responsive to the local cultural and contextual contingencies. The article offers practical recommendations on the implementation of a mobile learning project in a cross-cultural setting, and provides a discussion of the salient cultural factors and the corresponding culturally-sensitive adaptations needed in the design research process. The Cross-Culture Design-Based Research (CC-DBR) framework is proposed to inform future transcultural m-learning studies.}, number = {4}, journal = {International Journal of Mobile and Blended Learning (IJMBL)}, author = {Palalas, Agnieszka and Berezin, Nicole and Gunawardena, Charlotte and Kramer, Gretchen}, year = {2015}, note = {Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015100104 10/ggn3w3 2339240:UURH3JJF 2405685:SR6TDQ4M}, pages = {57--74}, } @techreport{pane_continued_2015, title = {Continued progress: promising evidence on personalized learning}, shorttitle = {Continued progress}, url = {https://www.rand.org/pubs/research_reports/RR1365.html}, abstract = {Students at schools that offer personalized ways to learn (e.g., competency-based progression, flexible learning environments) made significant gains in mathematics and reading. Also, the lowest-performing students made substantial gains relative to their peers.}, language = {en}, urldate = {2020-05-13}, institution = {RAND Corporation}, author = {Pane, John F. and Steiner, Elizabeth D. and Baird, Matthew D. and Hamilton, Laura S.}, year = {2015}, note = {Publisher: RAND Corporation KerkoCite.ItemAlsoKnownAs: 2339240:ERGVRY23 2405685:KI6SCG6B}, keywords = {Potential Usefulness: M}, } @article{parvin_effectiveness_2015, title = {The {Effectiveness} of {Using} {Technology} in {English} {Language} {Classrooms} in {Government} {Primary} {Schools} in {Bangladesh}}, volume = {2}, issn = {2326-3873}, url = {https://preserve.lehigh.edu/fire/vol2/iss1/5}, doi = {10/gkm64q}, abstract = {Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools. The pre-intervention survey indicated that the teachers do not have the language competence to confidently facilitate English classes using the Communicative Language Teaching (CLT) approach. The results of the project showed that the use of audio-visual content has strong potential for enhancing and promoting interactive language classes. However, the success of the program depends on how the technology is designed and implemented and how the teachers are trained to use it.}, language = {en}, number = {1}, urldate = {2021-06-10}, journal = {FIRE: Forum for International Research in Education}, author = {Parvin, Ruxana Hossain and Salam, Shaikh Flint}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10/gkm64q 2339240:5MMI3MEV 2405685:B5DM3N9I}, } @article{piper_reading_2015, title = {Reading {Skill} {Transfer} across {Languages}: {Outcomes} from {Longitudinal} {Bilingual} {Randomized} {Control} {Trials} in {Kenya} and {Haiti}.}, shorttitle = {Reading {Skill} {Transfer} across {Languages}}, journal = {Society for Research on Educational Effectiveness}, author = {Piper, Benjamin and Bulat, Jennae and Johnston, Andrew}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VTSTD8ZH 2405685:N8H5282W}, keywords = {⛔ No DOI found}, } @article{piper_pro-poor_2015, title = {Pro-{Poor} {PRIMR}: {Improving} {Early} {Literacy} {Skills} for {Children} from {Low}-{Income} {Families} in {Kenya}}, volume = {12}, issn = {1814-6627}, shorttitle = {Pro-{Poor} {PRIMR}}, doi = {10.1080/18146627.2015.1036566}, abstract = {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.}, language = {en}, number = {1}, urldate = {2021-09-06}, journal = {Africa Education Review}, author = {Piper, Benjamin and Jepkemei, Evelyn and Kibukho, Kennedy}, year = {2015}, note = {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}, pages = {67--87}, } @article{piper_kenyas_2015, title = {Kenya’s {ICT} policy in practice: {The} effectiveness of tablets and e-readers in improving student outcomes}, volume = {2}, issn = {2326-3873}, shorttitle = {Kenya’s {ICT} policy in practice}, url = {https://preserve.lehigh.edu/fire/vol2/iss1/2/}, doi = {10.18275/fire201502011025}, abstract = {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.}, language = {en}, number = {1/2}, journal = {FIRE: Forum for International Research in Education}, author = {Piper, Benjamin and Jepkemei, Evelyn and Kwayumba, Dunston and Kibukho, Kennedy}, year = {2015}, note = {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}, pages = {3--18}, } @article{pitchford_development_2015, title = {Development of early mathematical skills with a tablet intervention: a randomized control trial in {Malawi}}, volume = {6}, issn = {1664-1078}, shorttitle = {Development of early mathematical skills with a tablet intervention}, url = {http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00485/abstract}, doi = {10.3389/fpsyg.2015.00485}, abstract = {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.}, language = {English}, urldate = {2015-04-28}, journal = {Frontiers in Psychology}, author = {Pitchford, Nicola J.}, year = {2015}, note = {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}, pages = {485}, } @techreport{plan_international_ebola_2015, title = {Ebola: beyond the health emergency}, url = {https://www.plan.ie/wp-content/uploads/2015/03/GLO-Ebola-Final-IO-Eng-Feb15.pdf}, language = {EN}, institution = {Plan International}, author = {Plan International}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F57ZHP2V 2339240:WVDVNVSN 2405685:EFDBLXYH 2405685:GKT9E9YG}, } @book{plano_clark_mixed_2015, title = {Mixed methods research: {A} guide to the field}, volume = {3}, isbn = {1-4833-4713-3}, url = {https://us.sagepub.com/en-us/nam/mixed-methods-research/book241462}, publisher = {Sage Publications}, author = {Plano Clark, Vicki L. and Ivankova, Nataliya V.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2INJ8RSM 2405685:VBAN9UA4}, } @inproceedings{quaicoe_factors_2015, address = {Lilongwe, Malawi}, title = {Factors determining digital divide in {Ghana}'s basic schools}, isbn = {978-1-905824-51-9}, url = {http://ieeexplore.ieee.org/document/7190518/}, doi = {10.1109/istafrica.2015.7190518}, abstract = {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.}, language = {en}, urldate = {2020-03-17}, booktitle = {2015 {IST}-{Africa} {Conference}}, publisher = {IEEE}, author = {Quaicoe, James Sunney and Pata, Kai}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/istafrica.2015.7190518 10/ggn3wz 2339240:H83HTANQ 2405685:XZBJRR36}, pages = {1--8}, } @techreport{ragatz_use_2015, address = {Jakarta}, title = {The {Use} of {Video} in {Teacher} {Professional} {Development} {Design}, {Implementation} and {Impact} {Evaluation} of an {Innovative} {In}-service {Course} for {Mathematics} {Teachers} in {Indonesia}}, url = {https://documents1.worldbank.org/curated/en/694951467993733305/pdf/106210-WP-P102259-PUBLIC.pdf}, urldate = {2022-08-23}, institution = {World Bank}, author = {Ragatz, Andrew B. and Sugiarti, Susie and Iskandar, Susiana}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YYLBDFVL 2405685:8WVE9V2U}, } @incollection{read_potential_2015, series = {Directions in {Development} - {Human} {Development}}, title = {The potential impact of {Information} and {Communication} {Technology} solutions on textbook provision}, isbn = {978-1-4648-0572-1}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-0572-1_ch12}, urldate = {2020-11-18}, booktitle = {Where {Have} {All} the {Textbooks} {Gone}?: {Toward} {Sustainable} {Provision} of {Teaching} and {Learning} {Materials} in {Sub}-{Saharan} {Africa}}, publisher = {The World Bank}, author = {Read, Tony}, year = {2015}, doi = {10.1596/978-1-4648-0572-1_ch12}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0572-1\_ch12 2339240:5GHMGUU3 2405685:K6XTVJXB}, pages = {187--206}, } @incollection{roberts-lewis_e-learning_2015, title = {E-{Learning} as a {Vehicle} for the {Development} of {Rural} {Girls} in {Ghana}, {West} {Africa}}, url = {https://books.google.co.uk/books?hl=en&lr=&id=f_rbBgAAQBAJ&oi=fnd&pg=PA47&dq=E-Learning+as+a+Vehicle+for+the+Development+of+Rural+Girls+in+Ghana,+West+Africa&ots=telpKl3F5M&sig=liMg3MPx4Vo16-7Jzb4V_O8_QYs#v=onepage&q=E-Learning%20as%20a%20Vehicle%20for%20the%20Development%20of%20Rural%20Girls%20in%20Ghana%2C%20West%20Africa&f=false}, booktitle = {Information {Communication} {Technology} ({ICT}) {Integration} to {Educational} {Curricula}: {A} {New} {Direction} for {Africa}}, publisher = {University Press of America}, author = {Roberts-Lewis, Kristie and Orok, Michael E.}, editor = {Nwokeafor, Cosmas Uchenna}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y7JA2LUJ 2405685:N239WAEJ}, keywords = {Equity through Access, ⛔ No DOI found}, pages = {47--65}, } @inproceedings{roberts_connecting_2015, address = {Beijing, China}, title = {Connecting africa using the {TV} white spaces: from research to real world deployments}, isbn = {978-1-4673-6762-2}, shorttitle = {Connecting africa using the {TV} white spaces}, url = {http://ieeexplore.ieee.org/document/7114729/}, doi = {10.1109/LANMAN.2015.7114729}, abstract = {More than 4 billion people are not connected to the Internet. This is either because there is no infrastructure or because Internet access is not affordable. This digital divide is extreme in Africa. At Microsoft, we have been investigating various technologies to bridge this divide. In this paper we describe our research around the TV White Spaces, and how we have leveraged it, and worked with our partners to connect communities in Kenya, Tanzania, Ghana, Botswana, Namibia and South Africa.}, language = {en}, urldate = {2020-09-25}, booktitle = {The 21st {IEEE} {International} {Workshop} on {Local} and {Metropolitan} {Area} {Networks}}, publisher = {IEEE}, author = {Roberts, Sidney and Garnett, Paul and Chandra, Ranveer}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/LANMAN.2015.7114729 2339240:CEDDLEIY 2405685:5QX7YZNE}, pages = {1--6}, } @techreport{rwanda_ministry_of_ict_and_innovation_smart_2015, title = {Smart {Rwanda} 2020 {Master} {Plan}}, url = {https://minict.gov.rw/fileadmin/Documents/Strategy/SMART_RWANDA_MASTER_PLA N_FINAL.pdf}, author = {Rwanda Ministry of ICT {and} Innovation}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FF43PZDS 2405685:BVP9XRQF}, } @article{sabourin_student_2015, title = {Student {Privacy} and {Educational} {Data} {Mining}: {Perspectives} from {Industry}.}, shorttitle = {Student {Privacy} and {Educational} {Data} {Mining}}, journal = {International Educational Data Mining Society}, author = {Sabourin, Jennifer and Kosturko, Lucy and FitzGerald, Clare and McQuiggan, Scott}, year = {2015}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:5WBXKK7D 2405685:9G4Y3W7D}, keywords = {⛔ No DOI found}, } @article{salam_effect_2015, title = {The effect of using {Teams} {Games} {Tournaments} ({TGT}) cooperative technique for learning mathematics in secondary schools of {Bangladesh}}, volume = {4}, doi = {10.17583/redimat.2015.1519}, number = {3}, journal = {Journal of Research in Mathematics Education}, author = {Salam, Abdus and Hossain, Anwar and Rahman, Shahidur}, year = {2015}, note = {shortDOI: 10/ggjhr6 KerkoCite.ItemAlsoKnownAs: 10.17583/redimat.2015.1519 10/ggjhr6 2339240:IT93WMC2 2405685:G7CDSHGB}, pages = {271--287}, } @book{saldana_coding_2015, title = {The coding manual for qualitative researchers}, publisher = {Sage}, author = {Saldana, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q7PLZS6Q}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @book{saldana_coding_2015, title = {The coding manual for qualitative researchers}, publisher = {Sage}, author = {Saldana, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q7PLZS6Q}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{santana_cbm_2015, title = {{CBM} {Position} {Paper} {Audiology}}, language = {en}, author = {Santana, Diego and Castellanos, Patricia and Tesni, Siân}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DACEMLMD 2405685:E8WXE7W4}, keywords = {⛔ No DOI found}, pages = {18}, } @article{scherer_why_2015, title = {Why people use and don’t use technologies: {Introduction} to the special issue on assistive technologies for cognition/cognitive support technologies}, volume = {37}, issn = {1878-6448}, doi = {10.3233/NRE-151264}, abstract = {This special issue focuses on assistive technologies for cognition/cognitive support technologies as well as the ways in which individuals are assessed and trained in their use. We provide eleven diverse articles that give information on products, why they are used and not used, and best professional practices in service provision. Our goal is to highlight a broad topic that has received limited research investigation and offer an insight into how different countries and programs are promoting access to and use of assistive technologies for cognition/cognitive support technologies}, number = {3}, journal = {NeuroRehabilitation}, author = {Scherer, Marcia J. and Federici, Stefano}, year = {2015}, note = {Publisher: IOS Press KerkoCite.ItemAlsoKnownAs: 10.3233/NRE-151264 2339240:RXAAUBQE 2405685:AKMUZPJ4}, keywords = {Assistive technology devices, Matching Person and Technology Model, abandonment, assistive technology services, brain injury, cognitive support technologies, nonuse}, pages = {315--319}, } @incollection{selwyn_technology_2015, address = {Basingstoke and St. Martins, New York}, title = {Technology and education – {Why} it's crucial to be critical}, url = {https://www.academia.edu/7771394/Technology_and_education_-_why_its_crucial_to_be_critical}, booktitle = {Critical {Perspectives} on {Technology} and {Education}}, publisher = {Palgrave Macmillan}, author = {Selwyn, Neil}, editor = {Bulfin, S. and Johnson, N.F. and Rowan, L.}, year = {2015}, note = {EdTechHub.Copy: 2129771:U9469F98 KerkoCite.ItemAlsoKnownAs: 2129771:U9469F98 2339240:95AXL9DA 2339240:ZM8NHUYV 2405685:5I386Z22 2405685:N27GWJBG}, pages = {245--255}, } @article{simpson_creating_2015, title = {Creating a {Data} {Analysis} {Plan}: {What} to {Consider} {When} {Choosing} {Statistics} for a {Study}}, volume = {68}, issn = {0008-4123}, shorttitle = {Creating a {Data} {Analysis} {Plan}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4552232/}, number = {4}, urldate = {2022-01-05}, journal = {The Canadian Journal of Hospital Pharmacy}, author = {Simpson, Scot H}, year = {2015}, pmid = {26327705}, pmcid = {PMC4552232}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQR5JM4P 2405685:8E9Y8CL3}, pages = {311--317}, } @techreport{snilstveit_interventions_2015, type = {Education}, title = {Interventions for improving learning outcomes and access to education in low- and middleincome countries: {A} systematic review}, url = {https://www.3ieimpact.org/sites/default/files/2019-01/SR24-education-review_2.pdf}, number = {Systematic Review 24}, urldate = {2022-08-26}, institution = {International Initiative for Impact Evaluation}, author = {Snilstveit, Birte and Stevenson, Jennifer and Phillips, Daniel and Vojtkova, Martina and Gallagher, Emma and Schmidt, Tanja and Jobse, Hannah and Geelen, Maisie and Grazia Pastorello, Maria}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9EA7KUXQ 2405685:FKHIT7B6}, } @techreport{snilstveit_interventions_2015, title = {Interventions for improving learning outcomes and access to education in low- and middle- income countries: a systematic review {\textbar} 3ie}, url = {https://www.3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access}, urldate = {2019-11-05}, author = {Snilstveit, Birte and Stevenson, Jennifer and Phillips, Daniel and Vojtkova, Martina and Gallagher, Emma and Schmidt, Tanja and Jobse, Hannah and Geelen, Maisie and Pastorello, Maria Grazia and Eyers, John}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GW2FC6EG 2405685:R68ITM25}, } @phdthesis{stewart_cultivating_2015, type = {Ph.{D}.}, title = {Cultivating a personal learning network that leads to professional change}, url = {https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change}, abstract = {Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.}, language = {English}, school = {Northcentral University}, author = {Stewart, Benjamin L.}, year = {2015}, note = {ISBN: 978-1-339-39148-9 Publication Title: ProQuest Dissertations and Theses 3746019 Loc in Archive 1758252241 KerkoCite.ItemAlsoKnownAs: 2405685:TCB3AT84 2534378:8ZJEL8UE 2534378:HG5HYUVR}, keywords = {0444:Foreign language education, 0449:Educational leadership, 0710:Educational technology, Actor-network theory, Complexity, Content analysis, Education, Educational leadership, Educational technology, English, Foreign Language, Learning, Personal learning network, Polls \& surveys, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096277, \_\_finaldtb}, } @article{stewart_cultivating_2015, title = {Cultivating a {Personal} {Learning} {Network} that {Leads} to {Professional} {Change}}, url = {https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change}, abstract = {Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about}, urldate = {2022-08-22}, author = {Stewart, Benjamin L}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LTYD65AU 2405685:N45ZAWC5}, keywords = {⛔ No DOI found}, } @article{stewart_cultivating_2015, title = {Cultivating a {Personal} {Learning} {Network} that {Leads} to {Professional} {Change}}, url = {https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change}, abstract = {Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about}, urldate = {2022-08-22}, author = {Stewart, Benjamin L}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LTYD65AU 2405685:N45ZAWC5}, keywords = {⛔ No DOI found}, } @book{stroh_systems_2015, address = {White River Junction, VT}, title = {Systems thinking for social change}, publisher = {Chelsea Green Publishing}, author = {Stroh, David Peter}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BPMQULJ 2405685:6FCQS7KJ}, } @book{stroh_systems_2015, title = {Systems thinking for social change: {A} practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results}, shorttitle = {Systems thinking for social change}, publisher = {Chelsea Green Publishing}, author = {Stroh, David Peter}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FWDQ65WJ 2405685:XJUQJL7M}, } @book{suleiman_will_2015, title = {Will the '2014 {Education} and {Training} {Policy}' prepare {Tanzanian} children to face challenges of the 21st century?: {HakiElimu} position paper on the education and training policy 2014}, isbn = {978-9987-18-047-9}, shorttitle = {Will the '2014 {Education} and {Training} {Policy}' prepare {Tanzanian} children to face challenges of the 21st century?}, language = {English}, publisher = {HakiElimu}, author = {Suleiman, Sumra and Boniventura, Godfrey and Kalage, John and Mihayo, Robert and {HakiElimu (Tanzania)}}, year = {2015}, note = {OCLC: 979565177 KerkoCite.ItemAlsoKnownAs: 2339240:2HPG6P28 2405685:MLVVXIJ4}, } @inproceedings{saebones_towards_2015, title = {Towards a disability inclusive education}, url = {https://inee.org/system/files/resources/Towards%20A%20Disability%20Inclusive%20Education.pdf}, booktitle = {Proceedings of the {Background} paper for the {Oslo} {Summit} on {Education} for {Development}, {Oslo}, {Norway}}, author = {Sæbønes, Ann-Marit and Bieler, Rosangela Berman and Baboo, Nafisa and Banham, Louise and Singal, Nidhi and Howgego, Catherine and McClain-Nhlapo, Charlotte Vuyiswa and Riis-Hansen, Trine Cecilie and Dansie, Grant Angus}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5WJ5WXQ2 2405685:T8QSH6TA}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {6--7}, } @article{talukder_teacher_2015, title = {Teacher {Training} {Program} through {Distance} {Education} in {Bangladesh} {Open} {University}: {The} {Challenges} of {Using} {ICT}}, volume = {1}, abstract = {Bangladesh Open University is the only public university in the country that imparts education in an open and distance mode. Since the establishment of this university in 1992, it has been providing teacher education and training throughout Bangladesh. Teaching is one of the most challenging professions today in Bangladesh where knowledge is expanding rapidly and modern technologies are attracting teachers to learn how to use these technologies in their teaching. Hence, the demand of teacher training is increasing day by day. Since teacher training program is an important issue in Bangladesh, it could be done through distance education using Information and Communication Technology (ICT). The present study attempts to find out the challenges of using ICT in teacher training program and provides a possible solution to it. A mixed-method approach was adopted by using a questionnaire, observation and semi-structured interviews with the faculty members of BOU. The findings show that, when teacher training program integrates ICT, it encounters a challenging operational environment – curriculum, skilled people, and infrastructures of the university, limitation of time and cost of the program.}, number = {2}, journal = {St. Theresa Journal of Humanities and Social Sciences}, author = {Talukder, M}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8UTGMBWB 2405685:INU9GQQU}, keywords = {⛔ No DOI found}, } @techreport{tarawallie_sierra_2015, title = {Sierra {Leone} research and knowledge systems: a rapid literature review}, url = {https://www.inasp.info/sites/default/files/2018-04/Country%20profile%20%E2%80%93%20Sierra%20Leone.pdf}, institution = {INASP}, author = {Tarawallie, Mamoud Idriss}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:83QNDI62 2405685:8PAQ6CIE}, } @techreport{tobin_using_2015, title = {Using large-scale assessments of students' learning to inform education policy: insights from the {Asia}-{Pacific} region}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000235469}, urldate = {2021-05-05}, institution = {UNESCO}, author = {Tobin, Mollie and Lietz, Petra and Nugroho, Dita and Vivekanandan, Ramya and Nyamkhuu, Tserennadmid}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SY5CA68X 2405685:E7VTYLJL}, } @techreport{tobin_using_2015, title = {Using large-scale assessments of students' learning to inform education policy: insights from the {Asia}-{Pacific} region}, shorttitle = {Using large-scale assessments of students' learning to inform education policy}, institution = {UNESCO}, author = {Tobin, Mollie and Lietz, Petra and Nugroho, Dita and Vivekanandan, Ramya and Nyamkhuu, Tserennadmid}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LE5RI5V9 2486141:XFLQF2AP}, } @misc{twaweza_uwezo_2015, title = {Uwezo data - {Household} data}, url = {https://twaweza.org/go/uwezodatasets}, author = {{Twaweza}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3AC639LX 2405685:Y3M7U3JA}, } @misc{twaweza_east_africa_uwezo_2015, title = {Uwezo participating countries - {Uwezo} {Learning} {Assessment} - {Overview}}, url = {http://nada.uis.unesco.org/nada/en/index.php/catalogue/179}, urldate = {2022-07-09}, author = {{Twaweza East Africa}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E4JUA2XG 2486141:G495CXFK}, } @article{us_department_of_education_data_2015, title = {Data {Governance} and {Stewardship}}, abstract = {Successful data management requires a proactive approach to addressing stakeholders’ needs for high-quality data, while protecting the privacy of individual respondents. To accomplish this, organizations are advised to develop and implement a comprehensive data governance program. A sound governance program will help organizations to improve their decisionmaking and improve efficiency of operations through establishing a coordinated response to common issues, such as data access controls and staff training; standardizing data definitions and processes; and implementing a holistic approach to mitigating data security risks.}, language = {en}, author = {U.S. Department of Education}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JD3JVUN2 2405685:YP2J6X8N}, keywords = {⛔ No DOI found}, pages = {7}, } @misc{unesco_education_2015, title = {Education {For} {All} national review: {Bangladesh}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000230507}, urldate = {2021-04-26}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y6BD7X9X 2405685:MGHEJJ7F}, } @techreport{unesco_fixing_2015, title = {Fixing the {Broken} {Promise} of {Education} for {All}: {Findings} from the {Global} {Initiative} on {Out}-of-{School} {Children}}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W7YWANUA}, } @techreport{unesco_incheon_2015, title = {Incheon {Declaration} and {Framework} for {Action} for the implementation of {Sustainable} {Development} {Goal} 4: {Ensure} inclusive and equitable quality education and promote lifelong learning opportunities for all}, url = {http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I73N2HK2 2405685:HAUSH5C6}, } @misc{unesco_pricing_2015, title = {Pricing the right to education: the cost of reaching new targets by 2030 ({Education} for {All} {Global} {Monitoring} {Report}. {Policy} {Paper} 18; {July} 2015 update).}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000232197}, urldate = {2019-10-18}, author = {UNESCO}, year = {2015}, note = {UNESCO (2015) Pricing the right to education: The cost of reaching new targets by 2030. Education for All Global Monitoring Report, Policy Paper, no. 18. KerkoCite.ItemAlsoKnownAs: 2339240:ED2EZSXD 2405685:ZTNCL6FI}, } @book{unesco_institute_for_statistics_information_2015, title = {Information and {Communication} {Technology} ({ICT}) in {Education} in sub-{Saharan} {Africa}: {A} comparative analysis of basic e-readiness in schools. {Information} {Paper} {No}. 25}, isbn = {978-92-9189-178-8}, shorttitle = {Information and {Communication} {Technology} ({ICT}) in {Education} in sub-{Saharan} {Africa}}, url = {http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-sub-saharan-africa-2015-en.pdf}, language = {en}, urldate = {2020-05-17}, publisher = {UNESCO Institute for Statistics}, author = {{UNESCO Institute for Statistics}}, month = aug, year = {2015}, doi = {10.15220/978-92-9189-178-8-en}, note = {shortDOI: 10/ghgnfg KerkoCite.ItemAlsoKnownAs: 10.15220/978-92-9189-178-8-en 10/ghgnfg 2405685:39HQ5W36 2405685:C49GKVD7}, } @misc{unicef_assistive_2015, title = {Assistive {Technology} for {Children} with {Disabilities}: {Creating} {Opportunities} for {Education}, {Inclusion} and {Participation} {A} discussion paper}, url = {https://www.unicef.org/disabilities/files/Assistive-Tech-Web.pdf}, urldate = {2020-01-23}, publisher = {WHO}, author = {UNICEF and WHO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9UTPS624 2405685:DPLSVVT4}, } @misc{university_of_cambridge_oer4schools_2015, title = {The {OER4Schools} {Professional} {Learning} {Resource}}, url = {https://oer.educ.cam.ac.uk/wiki/OER4Schools}, author = {University of Cambridge}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8ZWGJ8CR 2405685:TTUA28K9}, } @misc{usaid_nigeria_2015, title = {Nigeria: {Malaria} {Indicator} {Survey} ({MIS})}, url = {https://dhsprogram.com/pubs/pdf/MIS20/MIS20.pdf}, urldate = {2020-07-07}, author = {USAID}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TEP64F2B}, } @techreport{usaid_tanzania_2015, address = {Washington DC, USA}, title = {Tanzania {TZ21} 2015 endline reading fluency progress brief - {Kiswahili}}, url = {https://pdf.usaid.gov/pdf_docs/PBAAK230.pdf}, urldate = {2021-03-08}, institution = {USAID}, author = {USAID}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJYBBRS7 2405685:N8ZCBCKQ}, } @article{van_geert_dynamic_2015, title = {Dynamic systems theory: a tool for understanding development and education}, shorttitle = {Dynamic systems theory}, journal = {URL: https://www. gse. harvard. edu/usableknowledge/(дата обращения 15.01. 2015)}, author = {Van Geert, Paul and Steenbeek, Henderien}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AVEXK8NE 2405685:QV5Q42XF}, keywords = {⛔ No DOI found}, } @misc{van_soest_sector_2015, title = {Sector learning and adaptive management}, shorttitle = {Briefing notes series - {Building} blocks for sustainability}, url = {https://www.ircwash.org/resources/sector-learning-and-adaptive-management}, abstract = {Sector learning refers to the processes and mechanisms in place at sector level to ensure that actors are capable of jointly reflecting on current service delivery and identifying problems, developing solutions, and spreading successes. Sector learning goes hand in hand with adaptive management, a structured process of translating learning into action.}, language = {English}, publisher = {IRC}, author = {van Soest, A and Carriger, S and Casella, D and Wells, C and Silva, D}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7NY6X2F6 2405685:GB3SUSAS}, } @article{venkat_what_2015, title = {What do we know about primary teachers’ mathematical content knowledge in {South} {Africa}? {An} analysis of {SACMEQ} 2007}, volume = {41}, issn = {07380593}, shorttitle = {What do we know about primary teachers’ mathematical content knowledge in {South} {Africa}?}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059315000152}, doi = {10.1016/j.ijedudev.2015.02.002}, abstract = {There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 mathematics teachers from a nationally representative sample of primary schools. With items matched to curriculum grade bands, findings indicate that 79\% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed.}, language = {en}, urldate = {2020-05-15}, journal = {International Journal of Educational Development}, author = {Venkat, Hamsa and Spaull, Nic}, month = mar, year = {2015}, note = {shortDOI: 10/gfw2sk KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.02.002 10/gfw2sk 2405685:6HJTTDI9}, pages = {121--130}, } @article{voogt_towards_2015, title = {Towards design-based approaches for {ICT} integration in {African} education}, volume = {24}, url = {https://www.researchgate.net/publication/282849117_Towards_design-based_approaches_for_ICT_integration_in_African_education}, doi = {10.1080/1475939X.2015.1099564}, number = {5}, urldate = {2020-10-27}, journal = {Technology, Pedagogy and Education}, author = {Voogt, J and Tondeur, J}, year = {2015}, note = {Extra URL: https://www.tandfonline.com/doi/full/10.1080/1475939X.2015.1099564 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1099564 2339240:KWKRIKHB 2405685:4A93QIU2}, } @article{voogt_collaborative_2015, title = {Collaborative design as a form of professional development}, volume = {43}, doi = {10.1007/s11251-014-9340-7}, number = {2}, journal = {Instructional science}, author = {Voogt, Joke and Laferriere, Therese and Breuleux, Alain and Itow, Rebecca C. and Hickey, Daniel T. and McKenney, Susan}, year = {2015}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11251-014-9340-7 2339240:T29XMDGU 2405685:YLC97CYN}, pages = {259--282}, } @article{winthrop_why_2015, title = {Why wait 100 {Years}? {Bridging} the gap in global education}, url = {https://www.brookings.edu/wp-content/uploads/2015/06/global_20161128_100-year-gap.pdf}, urldate = {2022-08-21}, journal = {The Brookings Institution}, author = {Winthrop, Rebecca and McGiveney, Eileen}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QT7J4YGC 2405685:VHKBJ973}, keywords = {⛔ No DOI found}, } @misc{wodon_supporting_2015, title = {Supporting education in {Nepal}: technology that improves teaching and student learning}, url = {https://blog.rotary.org/2015/08/25/supporting-education-in-nepal/}, language = {en}, urldate = {2020-06-11}, journal = {Rotary International}, author = {Wodon, Quentin}, year = {2015}, note = {Library Catalog: blog.rotary.org KerkoCite.ItemAlsoKnownAs: 2405685:KQGJS773}, } @misc{wodon_technology_2015, title = {Technology in the classroom: {Learning} from {OLE} {Nepal}}, url = {https://www.globalpartnership.org/blog/technology-classroom-learning-ole-nepal}, abstract = {A young software engineer returned to his native Nepal to support the introduction of technologies in the classroom. Working with the ministry of education, he learns that it takes time to introduce meaningful change, and that support to teachers in the use of the technology is key.}, language = {en}, journal = {Global Partnership for Education}, author = {Wodon, Quentin}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7GNDXWP6}, } @article{wolf_cumulative_2015, title = {Cumulative {Risk} and {Teacher} {Well}-{Being} in the {Democratic} {Republic} of the {Congo}}, volume = {59}, doi = {10.1086/682902}, number = {4}, journal = {Comparative Education Review}, author = {Wolf, Sharon and Torrente, Catalina and McCoy, Marissa and Rasheed, Damira and Aber, J. Lawrence}, year = {2015}, note = {shortDOI: 10/gftr57 KerkoCite.ItemAlsoKnownAs: 10.1086/682902 10/gftr57 2405685:CW48D6C7}, keywords = {C:DRC}, } @misc{world_bank_implementation_2015, title = {Implementation {Completion} and {Results} {Report} for a {Project} to {Improve} {Education} {Quality} in {Malawi}}, url = {https://documents1.worldbank.org/curated/en/841471468185935278/pdf/ICR3612-ICR-P114847-PUBLIC-disclosed-12-23-2015-at-11-30pm-Box394829B.pdf}, urldate = {2022-11-01}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K85DTG8S 2405685:FCZDMWUH}, } @misc{world_bank_information_2015, type = {Text/{HTML}}, title = {Information and {Communications} {Infrastructure} {Development} {Project}}, url = {https://projects.worldbank.org/en/projects-operations/project-detail/P092965}, abstract = {Information and Communications Infrastructure Development Project}, language = {en}, urldate = {2020-08-31}, journal = {World Bank}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:963ATQFC 2405685:Z3QFYK4N}, } @techreport{world_bank_open_2015, title = {Open {Data} {Readiness} {Assessment}: {Sierra} {Leone}}, url = {https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GHD8WBJM 2405685:5GLY6KEA}, } @misc{world_bank_project_2015, title = {Project {Appraisal} document on a {Global} {Partnership} for {Education} {Fund} grant in the amount of {US}\$88.4 million to the {Republic} of {Kenya} for a primary education development project}, url = {https://www.globalpartnership.org/sites/default/files/kenya_-_wb_-_pad_-_2015.pdf}, urldate = {2021-04-14}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P64JSJCL 2405685:P2NM7XXB}, } @article{yoshikawa_experimental_2015, title = {Experimental {Impacts} of a {Teacher} {Professional} {Development} {Program} in {Chile} on {Preschool} {Classroom} {Quality} and {Child} {Outcomes}}, volume = {51}, doi = {10.1037/a0038785}, abstract = {We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children.}, number = {5}, journal = {Developmental Psychology}, author = {Yoshikawa, Hirokazu and Snow, Catherine and Barata, Clara and Gomez, Celia and Leyva, Diana and Treviño, Ernesto and Weiland, Christina and Moreno, Lorenzo}, year = {2015}, note = {shortDOI: 10/f632xg KerkoCite.ItemAlsoKnownAs: 10.1037/a0038785 10/f632xg 2405685:J52Y2D26}, pages = {309--322}, } @article{zacharis_multivariate_2015, title = {A multivariate approach to predicting student outcomes in web-enabled blended learning courses}, volume = {27}, url = {https://reader.elsevier.com/reader/sd/pii/S1096751615000391?token=71A6604BF627F83417980F59CCB99968219D2671632EED31E91640D838959C19B09944D83A096DE313AE9F47523E1D0D}, doi = {10.1016/j.iheduc.2015.05.002}, language = {en}, urldate = {2020-07-18}, journal = {Internet and Higher Education}, author = {Zacharis, Nick. Z.}, year = {2015}, doi = {10.1016/j.iheduc.2015.05.002}, note = {shortDOI: 10/f7s7t8 KerkoCite.ItemAlsoKnownAs: 10/f7s7t8 2405685:MRE7B8YM}, pages = {44--53}, } @article{zhang_argentina_2015, title = {Argentina {Has} {More} {Women} in {Science}—{But} {It} {Hasn}'t {Fixed} {Sexism}}, issn = {1059-1028}, url = {https://www.wired.com/2015/11/argentina-many-female-astronomers/}, abstract = {The numbers of women in astronomy are dismal, but Argentina is an exception. Does the country have something to teach about equality in academia?}, language = {en-US}, urldate = {2022-01-17}, journal = {Wired}, author = {Zhang, Sarah}, year = {2015}, note = {Section: tags KerkoCite.ItemAlsoKnownAs: 2339240:EK8YS74X 2405685:W83F5RIH}, keywords = {argentina, astronomy, gender}, } @incollection{zimmerman_self-regulated_2015, title = {Self-regulated learning: theories, measures, and outcomes}, isbn = {978-0-08-097087-5}, shorttitle = {Self-regulated learning}, url = {https://linkinghub.elsevier.com/retrieve/pii/B9780080970868260601}, abstract = {Self-regulated learning refers to how students become masters of their own learning processes. Neither a mental ability nor a performance skill, self-regulation is instead the self-directive process through which learners transform their mental abilities into task-related skills in diverse areas of functioning, such as academia, sports, music, and health. This article will define self-regulated learning and describe the intellectual context in which the construct emerged, changes in researchers’ emphasis over time as well as current emphases, methodological issues related to the construct, and directions for future research.}, language = {en}, urldate = {2021-08-05}, booktitle = {International {Encyclopedia} of the {Social} \& {Behavioral} {Sciences}}, publisher = {Elsevier}, author = {Zimmerman, Barry J.}, year = {2015}, doi = {10.1016/B978-0-08-097086-8.26060-1}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-08-097086-8.26060-1 2339240:SFN4Q5BF 2405685:GHLKD3PP}, pages = {541--546}, } @article{zlotnikova_community_2015, title = {Community outreach projects as a sustainable way of introducing information technology in developing countries}, volume = {11}, abstract = {The paper describes an approach to the sustainable introduction of IT in developing countries based on international collaboration between students taking the form of a knowledge bridge. The authors consider the challenges for introducing information technologies in developing countries; one of these is lack of reading materials ultimately leading to lack of reading skills in pupils and poor overall performance. A theoretical framework for the sustainable introduction of IT is proposed. It comprises the following components: (1) the model of a knowledge bridge, (2) the managerial model of the interactions between key stakeholders, and (3) the model of impact of a Community Outreach Project (COP) on target schools. The proposed models have been mapped to the widely adopted DPSIR framework used in sustainable development studies. As a case study, the authors discuss the E-readers Project run in two primary schools in Northern Tanzania. The paper also demonstrates how interaction and collaboration between Tanzanian and Dutch students was organized during preparatory stage and project implementation. The paper concludes with general recommendations on how to run a sustainable IT-based COP. These recommendations have been drawn from the analysis of the COP experience in the developing country, namely Tanzania.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Zlotnikova, Irina and van der Weide, Theo}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5ZZ2V4QY 2405685:PJTVSTPT}, keywords = {⛔ No DOI found}, pages = {55--79}, } @article{kibukho_kenyas_2014, title = {Kenya’s {ICT} policy in practice: {The} effectiveness of tablets and e-readers in improving student outcomes}, shorttitle = {Kenya’s {ICT} policy in practice}, url = {https://www.rti.org/publication/kenya%E2%80%99s-ict-policy-practice-effectiveness-tablets-and-e-readers-improving-student}, abstract = {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.}, language = {en}, urldate = {2020-08-31}, author = {Kibukho, K. and Kwayumba, Dunston and Jepkemei, Evelyn and Piper, Benjamin}, month = dec, year = {2014}, note = {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:WXEI8ABZ 2405685:MJ9ENT2D}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{khalid_factors_2014, title = {Factors influencing teachers’ level of participation in online communities}, volume = {7}, issn = {1913-9039, 1913-9020}, url = {https://www.researchgate.net/publication/275640649_Factors_Influencing_Teachers'_Level_of_Participation_in_Online_Communities}, doi = {10.5539/ies.v7n13p23}, abstract = {The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community.}, language = {en}, number = {13}, urldate = {2020-09-09}, journal = {International Education Studies}, author = {Khalid, Fariza and Joyes, Gordon and Ellison, Linda and Daud, Md Yusoff}, month = dec, year = {2014}, note = {Original URL: http://www.ccsenet.org/journal/index.php/ies/article/view/43598 KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v7n13p23 2339240:CV52XQZG 2405685:2FFJVPVH 2405685:VMFM6CSP 2534378:EDAZA3Z4 2534378:ZN92H5YX}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096356, \_\_finaldtb}, pages = {23--32}, } @article{hankivsky_intersectionality-based_2014, title = {An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity}, volume = {13}, issn = {1475-9276}, shorttitle = {An intersectionality-based policy analysis framework}, url = {https://doi.org/10.1186/s12939-014-0119-x}, doi = {10.1186/s12939-014-0119-x}, abstract = {In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.}, number = {1}, urldate = {2021-02-27}, journal = {International Journal for Equity in Health}, author = {Hankivsky, Olena and Grace, Daniel and Hunting, Gemma and Giesbrecht, Melissa and Fridkin, Alycia and Rudrum, Sarah and Ferlatte, Olivier and Clark, Natalie}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12939-014-0119-x 2129771:2SJPGWSG 2405685:YC55WA3X}, keywords = {Equity, Health, Intersectionality, Policy analysis, Reflexivity, \_C:Australia AUS, \_C:Canada CAN, \_C:Finland FIN, \_C:India IND, \_C:New Zealand NZL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1}, pages = {119}, } @article{arroyo_multimedia_2014, title = {A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect}, volume = {24}, issn = {1560-4306}, url = {https://doi.org/10.1007/s40593-014-0023-y}, doi = {10.1007/s40593-014-0023-y}, abstract = {This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students’ mathematics performance. We define progress in three areas: improved student cognition, engagement, and affect, and we attribute this improvement to specific components and interventions that are inherently affective, cognitive, and metacognitive in nature. For instance, improved student cognitive outcomes have been measured with pre-post tests and state standardized tests, and achieved due to personalization of content and math fluency training. Improved student engagement was achieved by supporting students’ metacognition and motivation via affective learning companions and progress reports, measured via records of student gaming of the system. Student affect within the tutor was measured through sensors and student self-reports, and supported through affective learning companions and progress reports. Collectively, these studies elucidate a suite of effective strategies to support advanced personalized learning via an intelligent adaptive tutor that can be tailored to the individual needs, emotions, cognitive states, and metacognitive skills of learners.}, language = {en}, number = {4}, urldate = {2020-07-27}, journal = {International Journal of Artificial Intelligence in Education}, author = {Arroyo, Ivon and Woolf, Beverly Park and Burelson, Winslow and Muldner, Kasia and Rai, Dovan and Tai, Minghui}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s40593-014-0023-y 2339240:PWE2978I 2405685:3KPMSS66}, pages = {387--426}, } @misc{watson_understanding_2014, title = {Understanding changing social norms and practices around girls’ education and marriage}, url = {https://cdn.odi.org/media/documents/9572.pdf}, language = {en}, publisher = {ODI}, author = {Watson, Carol}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M8MUQBAI 2405685:4R4VDDM2}, keywords = {⛔ No DOI found}, } @misc{stommel_critical_2014, title = {Critical {Digital} {Pedagogy}: a {Definition}}, shorttitle = {Critical {Digital} {Pedagogy}}, url = {https://hybridpedagogy.org/critical-digital-pedagogy-definition/}, abstract = {We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use).}, language = {en}, urldate = {2020-09-10}, journal = {Hybrid Pedagogy}, author = {Stommel, Jesse}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3QHFMD2Y 2405685:YH4DACU8 2486141:CJVXDLLV}, } @article{boadu_examination_2014, title = {An examination of the use of technology in the teaching of history. {A} study of selected senior high schools in the cape coast metropolis, {Ghana}.}, volume = {8}, copyright = {Copyright (c)}, issn = {1694-2116}, url = {https://www.ijlter.org/index.php/ijlter/article/view/155}, abstract = {This study examined the use of technology in the teaching of History in three (3) selected Senior High Schools in the Cape Coast metropolis. The study was modelled on the descriptive survey design with a sample size of 159 respondents, made up of 153 History students and 6 History teachers from three selected schools. The instruments used to collect data were the questionnaire and the interview guide. The study found that technologies such as computers, projectors, internet, and audio-visuals, could be used to teach History. Again, it was found that teachers have positive perceptions of the use of technology in teaching History, and students were also found to portray positive attitudes in class when technology is used to teach. Finally, the study revealed that teachers face the challenge of unavailability of technology resources, lack of enough time, and lack of motivation, in their attempt to use technology in class. It is recommended that seminars should be organized for teachers to expose them to the types of technologies and how to use them. Again, Ministry of Education should make technology resources available in schools, and also teachers should innovative and creative by using a variety of technologies in their lessons.}, language = {en}, number = {1}, urldate = {2021-01-22}, journal = {International Journal of Learning, Teaching and Educational Research}, author = {Boadu, Gideon}, month = nov, year = {2014}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:I44YNVA2 2405685:BTZJESKM}, keywords = {Attitude, History, Perception, Teaching, Technology, ⛔ No DOI found}, pages = {187--214}, } @misc{inveneo_key_2014, title = {Key {ICT} {Features} in {UNICEF}’{S} {Response} to {Fighting} {Ebola}}, url = {http://www.inveneo.org/2014/11/key-ict-features-in-unicefs-response-to-fighting-ebola/}, abstract = {International organizations like UNICEF are no stranger to dealing with devastating medical outbreaks like the ongoing Ebola crisis happening in West Africa, which has already claimed almost 5,000 lives. To engage local supporters, UNICEF recently hosted a speaker luncheon in San Francisco to explain the powerful work they have been doing on the ground throughout ...}, language = {en-US}, urldate = {2020-08-18}, journal = {Inveneo}, author = {Inveneo}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FWSBTY4I 2405685:NLRZBRPD}, } @article{tao_using_2014, title = {Using the {Capability} {Approach} to improve female teacher deployment to rural schools in {Nigeria}}, volume = {39}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059314000911}, doi = {10.1016/j.ijedudev.2014.08.011}, abstract = {This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.}, language = {en}, urldate = {2022-07-04}, journal = {International Journal of Educational Development}, author = {Tao, Sharon}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2339240:SMUG3D2K 2405685:CP2Y8GYI}, pages = {92--99}, } @inproceedings{koopman_step-by-step_2014, title = {Step-by-step approach: {The} integration of {ICT} in the classroom in rural {African} schools}, url = {https://ieeexplore.ieee.org/document/7058144}, abstract = {This paper will focus on how ICT in the classroom could really work to provide the children the education they need in this 21st century. Learning for children with the use of ICT in the classroom can work if teachers have the ability and skills to integrate ICT in their classroom. This is where the headmasters play a crucial role, if the teachers are supported by the surrounding education system. Simply placing hardware in schools will NOT improve the quality of teaching and learning. The work of IICD has demonstrated that for ICT to become real instruments of learning, the teachers are the important key to achieve results. The IICD approach will be illustrated in relation to the “ICT enabled school program” in Ghana.}, language = {en}, author = {Koopman, Martine}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XC43U3AA 2405685:2T3DT9FU}, keywords = {⛔ No DOI found}, pages = {8}, } @techreport{tilley_local_2014, title = {Local {Government} {Authority} ({LGA}) fiscal inequities and the challenges of 'disadvantaged' {LGAs} in {Tanzania}}, url = {https://odi.org/en/publications/local-government-authority-lga-fiscal-inequities-and-the-challenges-of-disadvantaged-lgas-in-tanzania/}, abstract = {It has for some time been widely recognised that some fiscal transfers to Local Government Authorities (LGAs) are very unevenly distributed – in particular government recurrent transfers, most notably those for the payment of salaries, Personal Emoluments (PE). The objective of this study is to analyse progress, achievements and challenges of the current strategies for addressing inequalities of recurrent grant allocations across LGAs.}, language = {en-gb}, urldate = {2022-04-07}, author = {Tilley, Helen and Williamson, Tim and Long, Cathal and Sola, Nazar and Maziku, Alloyce and Tobias, Julia}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TIUT9N6X 2405685:KQX49VNY 4656463:BJN37HZX}, } @article{almaiah_investigating_2014, title = {Investigating students' perceptions on mobile learning services}, volume = {8}, issn = {1865-7923}, url = {https://online-journals.org/index.php/i-jim/article/view/3965}, doi = {10.3991/ijim.v8i4.3965}, abstract = {M-learning is a form of learning, which has similarities and differences with the electronic learning (elearning). It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT) to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services.}, language = {en}, number = {4}, urldate = {2021-08-05}, journal = {International Journal of Interactive Mobile Technologies (iJIM)}, author = {Almaiah, Mohammed Amin and Jalil, Masita Abdul}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijim.v8i4.3965 10/gjvp54 2339240:DT6TCMRL 2405685:RT5KQENL}, pages = {31--36}, } @article{hsin_influence_2014, title = {The {Influence} of {Young} {Children}'s {Use} of {Technology} on {Their} {Learning}: {A} {Review}}, volume = {17}, journal = {Educational Technology and Society}, author = {Hsin, C.-T and Li, Ming-Chaun and Tsai, Chin-Chung}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CW4NPEFU 2405685:FXTVP56R}, keywords = {⛔ No DOI found}, pages = {85--99}, } @article{li_understanding_2014, title = {Understanding language teachers' practice with educational technology: {A} case from {China}}, volume = {46}, issn = {0346-251X}, shorttitle = {Understanding language teachers' practice with educational technology}, url = {https://www.sciencedirect.com/science/article/pii/S0346251X14001304}, doi = {10.1016/j.system.2014.07.016}, abstract = {This article explores how eight secondary school teachers integrated educational technology into English language teaching in Beijing, China and considers their views of the factors influencing technology use. Analysing data from classroom recordings and follow-up interviews, this study revealed that PowerPoint was the most frequently used technological application in the classroom, while the internet and other technological tools were also used by the teachers. They employed educational technology for different pedagogical purposes, including addressing professional needs in improving teaching, designing materials and conducting professional development. Teachers also claimed that they used technology to address learners' needs, such as improving engagement, enhancing language acquisition, facilitating understanding and establishing a context for language use. The study identified four important factors in influencing teachers' use of technology, including sociocultural contexts, teachers' beliefs, access to resources, and technology competence and confidence. This study suggests that a critical reflective approach is useful in assisting teachers to understand their needs and pedagogical beliefs concerning technology use. Ongoing professional development is also valuable in promoting teachers' technology competence and confidence, thereby improving the use of technology in their teaching.}, language = {en}, urldate = {2022-07-01}, journal = {System}, author = {Li, Li}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2014.07.016 2339240:CXH3G6AE 2405685:SMJ8CD63}, keywords = {Case study, China, Socio-cultural context, Teachers' perceptions, Technology use}, } @book{levy_working_2014, address = {Oxfod ; New York}, edition = {Illustrated edition}, title = {Working with the {Grain}: {Integrating} {Governance} {And} {Growth} {In} {Development} {Strategies}}, isbn = {978-0-19-936381-0}, shorttitle = {Working with the {Grain}}, language = {English}, publisher = {Oxford University Press}, author = {Levy, Brian}, month = sep, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VLTSKIWJ 2405685:KKIS954H 4656463:YD2QJFAF}, } @misc{trucano_education_2014, title = {Education \& {Technology} in an {Age} of {Pandemics} (revisited)}, url = {https://blogs.worldbank.org/edutech/education-technology-age-pandemics-revisited}, language = {en}, urldate = {2020-08-14}, journal = {World Bank Blogs - EduTech: Exploring the use of new technologies in education}, author = {Trucano, Michael}, month = sep, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IKZIIVK9}, } @article{lundvall_growth_2014, title = {Growth and structural change in {Africa}: development strategies for the learning economy}, volume = {6}, issn = {2042-1338, 2042-1346}, shorttitle = {Growth and structural change in {Africa}}, url = {http://www.tandfonline.com/doi/abs/10.1080/20421338.2014.979660}, doi = {10.1080/20421338.2014.979660}, language = {en}, number = {5}, urldate = {2017-10-25}, journal = {African Journal of Science, Technology, Innovation and Development}, author = {Lundvall, Bengt-Åke and Lema, Rasmus}, month = sep, year = {2014}, note = {shortDOI: 10/gf5knj KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2014.979660 10/gf5knj 2405685:P6JSYUS9 261495:ZII5UIMH}, keywords = {DIAL-RDO}, pages = {455--466}, } @techreport{de_melo_impact_2014, title = {The {Impact} of a {One} {Laptop} per {Child} {Program} on {Learning}: {Evidence} from {Uruguay}}, shorttitle = {The {Impact} of a {One} {Laptop} per {Child} {Program} on {Learning}}, url = {https://ideas.repec.org/p/iza/izadps/dp8489.html}, abstract = {We present evidence on the impact on students' math and reading scores of one of the largest deployments of an OLPC program and the only one implemented at a national scale: Plan Ceibal in Uruguay. Unlike previous work in the field, we have unique data that allow us to know the exact date of laptop delivery for every student in the sample. This gives us the ability to use a continuous treatment, where days of exposure are used as a treatment intensity measure. We use a panel data framework including fixed effects at the individual level. Given that there is some variation in the date of laptop delivery across individuals within the same school, we can identify the effect of the program net of potential heterogeneity in the rate schools gain improvements on student's achievement over time in the absence of the OLPC program across the country (i.e. we allow each school to follow a different learning growth curve over time due to unobservable time-varying heterogeneity). We also run an alternative specification where we allow for different learning growth curves over time between schools located in Montevideo and the rest of Uruguay. Our results suggest that in the first two years of its implementation the program had no effects on math and reading scores. The zero effect could be explained by the fact that laptops in class are mainly used to search for information on the internet.}, language = {en}, number = {8489}, urldate = {2020-01-08}, institution = {Institute of Labor Economics (IZA)}, author = {De Melo, Gioia and Machado, Alina and Miranda, Alfonso}, month = sep, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FCSWAZ8X 2339240:KPQERMHS 2405685:NKJMEWZ2}, keywords = {education, impact evaluation, technology, ⛔ No DOI found}, pages = {17}, } @article{ullah_impacts_2014, title = {The impacts of electronic media on academic performance of female student}, volume = {2}, issn = {2348 0386}, url = {http://ijecm.co.uk/wp-content/uploads/2014/09/2922.pdf}, abstract = {This study investigates the impacts of electronic media on academic performance of female students in university of agriculture Peshawar Pakistan using questionnaire as a tool for obtaining data while Frequencies distribution of data was conducted to know comprehensively about data layout. It targeted 152 female students between 20 to 25 years age. The study recorded the respondent’s consumption patterns, level of viewing, preferred channels, favorite watching time, respondents residents pattern and marital status. Two third of the sample size opined that electronic media help in cognitive development of students. Furthermore majority of the respondents 105(59.0\%) believed that electronic media help in solving academic problems of the students. Apart from these positive effects negative impacts of electronic media outweigh the positive impacts; like 80.2\% of the respondents argued that electronic media negatively affect female academic performance. Similarly a sizable sample size were of the view that electronic media leads young female towards delinquencies. 120 (78/9\%) disclosed that excessive use of electronic media cause low academic grades. This study recommended that female viewers are required to be alert regarding the use of electronic media. Efforts should be made for the enhancement of media literacy at mass level. There is need for improving the quality of programs contents for student’s especially female viewers. Keywords: Electronic media, performance, literacy, academic performance}, number = {9}, journal = {International Journal of Economics, Commerce and Management}, author = {Ullah, Shakir and Ali, Madad and Nisar, Muhammad and Farid, Tahir and Ali, Iqtidar and Alam, Sadiq}, month = sep, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3QJJBBMD 2405685:4AC8WZQC}, keywords = {⛔ No DOI found}, } @article{nyagowa_influence_2014, title = {The influence of infrastructure, training, content and communication on the success of {NEPAD}’{S} pilot e-{Schools} in {Kenya}}, volume = {30}, issn = {0266-6669}, url = {https://doi.org/10.1177/0266666913489698}, doi = {10.1177/0266666913489698}, abstract = {This study was conducted to evaluate the contribution of four of the seven e-School dimensions to the success of the pilot phase of the New Partnership for Africa’s Development (NEPAD) e-School project in Kenya. The study employed survey research methodology. All six of the NEPAD e-Schools in Kenya were included and the teachers and students in those schools formed the study population. Of the 5,186 students and teachers, a representative sample of 1,508 was selected using probabilistic techniques. Data was collected using observations and a survey questionnaire. It was established that all six of the e-Schools had installed the basic computing facilities required for integrating information and communication technologies (ICT) in teaching and learning; all the e-Schools were observed to have the Very Small Aperture Terminal (VSAT) for Internet access in computer laboratories where a variable number of computers were installed. The ICT infrastructure provided modest communication capabilities. But while teachers received technical (ICT) training, they did not receive training on pedagogies for ICT integration in teaching and learning. We conducted hypothesis testing and confirmed that the four dimensions of E-School Success Model, investigated in the current study, positively contribute towards the success of the e-School. We therefore concluded that ICT infrastructure quality, content and communication quality, training effectiveness and use make considerable contributions to the success of the pilot phase of the NEPAD e-School project in Kenya. We recommend that stakeholders should continue investing in the NEPAD e-School project. Further studies on the impact of the other three dimensions of the e-Schools are recommended.}, language = {en}, number = {3}, urldate = {2020-01-23}, journal = {Information Development}, author = {Nyagowa, Hesbon O and Ocholla, Dennis N and Mutula, Stephen M}, month = aug, year = {2014}, note = {Sage UK: London, England shortDOI: 10/f6jwcp KerkoCite.ItemAlsoKnownAs: 10.1177/0266666913489698 10/f6jwcp 2339240:92BVGHM8 2405685:E6WWI998 2405685:NHIH8TRB}, keywords = {Kenya, New Partnership for Africa’s Development, e-schools}, pages = {235--246}, } @book{valters_theories_2014, title = {Theories of {Change} in {International} {Development}: {Communication}, {Learning}, or {Accountability}?}, shorttitle = {Theories of {Change} in {International} {Development}}, abstract = {Critically analysing assumptions is a much needed endeavour in international development policy and practice: existing management tools rarely encourage critical thinking and there are considerable political, organisational and bureaucratic constraints to the promotion of learning throughout the sector. The Theory of Change approach – an increasingly popular management tool and discourse in development – hopes to change some of that. This approach explicitly aims to challenge and change implicit assumptions in world views and programme interventions in the lives of others, yet little is known about the extent to which it really does so. This paper provides a much needed analysis of how Theories of Change are used in the day-to-day practice of an international development organisation, The Asia Foundation. They use the approach in three ways: to communicate, to learn and to be held accountable, which each exist in some tension with each other. Creating Theories of Change was often found to be a helpful process by programme staff, since it provided a greater freedom to explain and analyse programme interventions. However, the introduction of the approach also had some troubling effects, for example, by creating top-down accounts of change which spoke more to donor interests than to the ground realities of people affected by these interventions. Ultimately, this paper argues that while a Theory of Change approach can create space for critical reflection, this requires a much broader commitment to learning from individuals, organisations, and the development sector itself.}, author = {Valters, Craig}, month = aug, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PV2LFWGU 2405685:M3EQF58T}, } @techreport{craig_valters_theories_2014, title = {Theories of {Change} in {International} {Development}: {Communication}, {Learning}, or {Accountability}?}, url = {http://www.lse.ac.uk/internationalDevelopment/research/JSRP/downloads/JSRP17.Valters.pdf}, urldate = {2019-04-03}, author = {{Craig Valters}}, month = aug, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2281034:IQABMJRF 2405685:PZ42WCEB 2447227:3JH8VATA}, } @techreport{ghana_statistical_service_ghana_2014, type = {Main {Report}}, title = {Ghana {Living} {Standards} {Survey}: {Round} 6 ({GLSS6})}, url = {https://statsghana.gov.gh/gssmain/fileUpload/Living%20conditions/GLSS6_Main%20Report.pdf}, urldate = {2020-10-27}, author = {{Ghana Statistical Service}}, month = aug, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:YI5IIQT5}, } @article{kolog_e-counselling_2014, title = {E-counselling implementation: {Students}' life stories and counselling technologies in perspective}, volume = {10}, copyright = {Copyright University of the West Indies Aug 2014}, shorttitle = {E-counselling implementation}, url = {https://search.proquest.com/education1/docview/1561441902/abstract/29B1F840F44D4E53PQ/125}, abstract = {Given the current global trend of mimicking real life situations into digital counselling games and its related digital counselling platforms, we decided to contextually understand from the Ghanaian senior high school students, their life challenges arising from their life stories. The study also explores the extent to which ICT is currently being used to provide counselling services to students. Questionnaires and interviews were used to collect data from selected students and a school counsellor. The selected students were made to write about their life stories subjectively. The content of the data was analyzed. After that, students' financial status was identified as the main challenge to their academic pursuit, though several other difficulties were revealed in the study. The study also showed that students had little knowledge about the use of ICT in counselling and only used email as the only digital tool for counselling delivery. The purpose of the study is to use the findings as a basis to develop a digital counselling game in our next study. Again, the study is intended to serve as a guide for researchers when designing a digital counselling platforms for senior high schools.}, language = {English}, number = {3}, urldate = {2021-01-15}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Kolog, Emmanuel Awuni and Sutinen, Erkki and Vanhalakka-Ruoho, Marjatta}, month = aug, year = {2014}, note = {Num Pages: 17 Place: Bridgetown, Jamaica Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:437XN5ZS 2405685:9IA65AMC}, keywords = {Addictive behaviors, Behavior, Careers, Computers, Counseling, Design, Drug abuse, Education, Internet, Problems, Schools, Secondary schools, Society, Students, ⛔ No DOI found}, pages = {32--48}, } @article{marsh_role_2014, title = {The role of video in teacher professional development}, volume = {18}, issn = {1366-4530, 1747-5120}, url = {http://www.tandfonline.com/doi/abs/10.1080/13664530.2014.938106}, doi = {10.1080/13664530.2014.938106}, language = {en}, number = {3}, urldate = {2020-05-15}, journal = {Teacher Development}, author = {Marsh, Brian and Mitchell, Nick}, month = jul, year = {2014}, note = {shortDOI: 10/gf7grh KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2014.938106 10/gf7grh 2339240:6U4RC34H 2339240:NUKR7Z5G 2405685:AT5BDZWD 2405685:PUT3TV3R 2405685:QX23PU84}, pages = {403--417}, } @article{mo_integrating_2014, title = {Integrating computer-assisted learning into a regular curriculum: evidence from a randomised experiment in rural schools in {Shaanxi}}, volume = {6}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2014.911770}, doi = {10.1080/19439342.2014.911770}, number = {3}, journal = {Journal of Development Effectiveness}, author = {Mo, Di and Zhang, Linxiu and Luo, Renfu and Qu, Qinghe and Huang, Weiming and Wang, Jiafu and Qiao, Yajie and Boswell, Matthew and Rozelle, Scott}, month = jul, year = {2014}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2014.911770 2339240:9LAWGBFE 2405685:9KDS7H4F}, pages = {300--323}, } @techreport{young_roma_2014, title = {{ROMA}: a guide to policy engagement and influence}, shorttitle = {{ROMA}}, url = {https://www.betterevaluation.org/en/resources/guide/roma_a_guide_to_policy_engagement_and_influence}, abstract = {Excerpt "It is worth noting that ROMA draws heavily on the concepts underpinning Outcome Mapping (OM). Developed in the early 2000s, OM is an approach to fostering change that centres on understanding how different actors behave and how changing the behaviour of one actor fosters change in another (see Box 1). The context within which policy change happens is a complex one, happening with a range of different actors at different levels, as Chapter 1 outlines.}, language = {en}, urldate = {2020-09-24}, institution = {Overseas Development Institute}, author = {Young, John and Shaxson, Louise and Jones, Harry and Hearn, Simon and Datta, Ajoy and Cassidy, Caroline}, month = jun, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WD5Q5VRS 2405685:X2NU57T9}, } @article{ntelioglou_multilingual_2014, title = {A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school}, volume = {5}, issn = {1664-1078}, shorttitle = {A multilingual and multimodal approach to literacy teaching and learning in urban education}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4062072/}, doi = {10.3389/fpsyg.2014.00533}, abstract = {This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality, and multiliteracies in classrooms with high numbers of English language learners (ELLs). The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students’ academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students’ lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies, and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning.}, urldate = {2023-02-10}, journal = {Frontiers in Psychology}, author = {Ntelioglou, Burcu Yaman and Fannin, Jennifer and Montanera, Mike and Cummins, Jim}, month = jun, year = {2014}, pmid = {24994986}, pmcid = {PMC4062072}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2014.00533 2405685:VZ8AMWYU 4042040:UM57LWWF}, pages = {533}, } @article{mcclelland_predictors_2014, title = {Predictors of early growth in academic achievement: the head-toes-knees-shoulders task}, volume = {5}, issn = {1664-1078}, shorttitle = {Predictors of early growth in academic achievement}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4060410/}, doi = {10.3389/fpsyg.2014.00599}, abstract = {Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51\% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics.}, urldate = {2019-12-09}, journal = {Frontiers in Psychology}, author = {McClelland, Megan M. and Cameron, Claire E. and Duncan, Robert and Bowles, Ryan P. and Acock, Alan C. and Miao, Alicia and Pratt, Megan E.}, month = jun, year = {2014}, pmid = {25071619}, pmcid = {PMC4060410}, note = {shortDOI: 10/f59djz KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2014.00599 10/f59djz 2339240:H5LHFBW5 2405685:BGPZCLT5}, } @article{sanner_paying_2014, title = {Paying {Per} {Diems} for {ICT4D} {Project} {Participation}: {A} {Sustainability} {Challenge}}, volume = {10}, issn = {1544-7529}, shorttitle = {Paying {Per} {Diems} for {ICT4D} {Project} {Participation}}, url = {https://itidjournal.org/index.php/itid/article/view/1215}, abstract = {The article highlights the contradictory role per diem payments play in swiftly attracting local participation in ICT for Development (ICT4D) projects, while undermining long-term capacity building and sustainability with such efforts. We discuss sustainability challenges endemic to ICT4D projects in light of our case study findings from a mobile phone–based intervention in a public health management information system (HMIS) in Malawi. We explore these challenges at multiple levels of analysis by drawing on the neo-institutional notion of “institutional logics.” For practitioners and policy makers, the article offers suggestions on how to counter some of the pitfalls associated with the use of per diems to incentivize ICT4D project participants. The study contributes to the institutional logics perspective by exploring empirically the intricate interdependence between two mutually reinforcing, yet seemingly incongruent institutional logics of development project impact and aid entitlement.}, number = {2}, urldate = {2023-05-25}, journal = {Information Technologies \& International Development}, author = {Sanner, Terje Aksel and Sæbø, Johan Ivar}, month = jun, year = {2014}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2405685:E495PJBF}, keywords = {⛔ No DOI found}, pages = {pp. 33--47}, } @article{ahmad_critical_2014, title = {Critical analysis of the problems of education in {Pakistan}: possible solutions}, volume = {3}, issn = {2252-8822}, shorttitle = {Critical analysis of the problems of education in pakistan}, url = {http://www.iaesjournal.com/online/index.php/IJERE/article/view/1805}, doi = {10.11591/ijere.v3i2.1805}, abstract = {Education lays the foundation for political, social and economic development of any country. A viable education system enables the nation to achieve its national goals. Pakistan as a developing country has faced critical problems of education since its inception and therefore, the system of education has failed to deliver according to the aspirations of the nation. There are various factors responsible for this situation. This paper explores some of the critical problems that have so far plagued the education system of Pakistan. On the basis of critical review of available literature, the paper presents solutions to the existing problems of the education system of Pakistan.}, language = {en}, number = {2}, urldate = {2020-08-13}, journal = {International Journal of Evaluation and Research in Education (IJERE)}, author = {Ahmad, Iqbal and Ur Rehman, Kahil and Ali, Asghar and Khan, Itbar and Khan, Fazal Akber}, month = jun, year = {2014}, note = {shortDOI: 10/ghgn44 KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v3i2.1805 10/ghgn44 2339240:CS2TT3KG 2405685:7JLBTCBP 2405685:RZNKC7HN}, pages = {79--84}, } @article{porter_blended_2014, title = {Blended learning in higher education: {Institutional} adoption and implementation}, volume = {75}, issn = {0360-1315}, shorttitle = {Blended learning in higher education}, url = {http://www.sciencedirect.com/science/article/pii/S0360131514000451}, doi = {10.1016/j.compedu.2014.02.011}, abstract = {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.}, language = {en}, urldate = {2020-07-20}, journal = {Computers \& Education}, author = {Porter, Wendy W. and Graham, Charles R. and Spring, Kristian A. and Welch, Kyle R.}, month = jun, year = {2014}, note = {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}, pages = {185--195}, } @inproceedings{kiboro_providing_2014, title = {Providing access to education in {Sub}-{Saharan} countries through {Content}-{Oriented} technology}, doi = {10.1109/ihtc.2014.7147542}, abstract = {Access to education has been a growing concern for children in developing economies, namely lack of access to quality customized online content in the classroom and at home; lack of tools that make learning fun and effective in key subject areas; and lack of state resources to meet educational demands. The Rumie Initiative was founded to tackle these concerns. It is a non-profit organization bringing educational content to the world's underprivileged children through low-cost technology. The Rumie Initiative's vision is to redefine the way education is provided, and through this, significantly reduce poverty and drive economic development. The primary advantage of The Rumie Initiative over all other educational technology solutions is that its content is specifically tailored to meet the local educational needs and curriculum standards. Utilizing the vast reserves of free online updated educational content available today; these android driven tablets are an affordable and intuitive way to deliver pre-loaded content without the requirement of internet access. Through mass global volunteerism, The Rumie Initiative collaborates with educators in choosing appropriate educational content and distributes content-loaded tablets through local Non-Governmental Organizations, communities and government entities. The Rumie Initiative has started a program of trials around the world and recently received a positive response at a Computer - Based Math Education Summit in New York hosted by UNICEF from November 21st to 22nd 2013. The initiative was first launched in Haiti on 25th October 2013 and has since, been gaining momentum, currently exploring opportunities in Sub-Saharan countries such as Ghana, Kenya, Uganda, Rwanda, Burundi, South Africa and Nigeria. This paper focuses on The Rumie Initiative's unique business model to reach the masses, emphasizing issues relating to the power of volunteer ism, the forging of strategic development partners, and content-oriented technologies in increasing access to education.}, booktitle = {2014 {IEEE} {Canada} {International} {Humanitarian} {Technology} {Conference} - ({IHTC})}, author = {Kiboro, Angelica and Bailey, Sheena and Nair, Mrinay and Salam, Tomisin and Dwhytie, Alex}, month = jun, year = {2014}, note = {ISSN: null KerkoCite.ItemAlsoKnownAs: 10.1109/ihtc.2014.7147542 10/ggn3tg 2339240:5H77UWY6 2405685:XF5UPDR7}, keywords = {Blogs, Communities, Education, Internet, Internet access, Monitoring, Organizations, Rumie initiative, Servers, Terminology, authorisation, computer aided instruction, content management, content-oriented technology, curriculum standards, economics, economies, educational content, educational demands, government entities, non-governmental organizations, online content, standards, sub-Saharan countries}, pages = {1--4}, } @article{kassile_pass_2014, title = {Pass rates in primary school leaving examination in {Tanzania}: implication for efficient allocation of resources}, volume = {34}, issn = {02560100, 20763433}, shorttitle = {Pass rates in primary school leaving examination in {Tanzania}}, url = {http://www.sajournalofeducation.co.za/index.php/saje/article/view/820/419}, doi = {10.15700/201412071127}, language = {en}, number = {2}, urldate = {2022-02-03}, journal = {South African Journal of Education}, author = {Kassile, Telemu and Kassile, Telemu}, month = may, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.15700/201412071127 2339240:PAT7FZ8J 2405685:YY6AKG5X}, pages = {1--21}, } @article{calhoun_using_2014, title = {Using {Technology} to {Shift} {Education} {Paradigms} in {Low}-{Resource} {Environments}}, volume = {3}, copyright = {Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access ). All third-party images reproduced on this journal are shared under Educational Fair Use. For more information on Educational Fair Use , please see this useful checklist prepared by Columbia University Libraries . All copyright of third-party content posted here for research purposes belongs to its original owners. Unless otherwise stated all references to characters and comic art presented on this journal are ©, ® or ™ of their respective owners. No challenge to any owner’s rights is intended or should be inferred.}, issn = {2165-2627}, url = {http://www.stabilityjournal.org/articles/10.5334/sta.ds/}, doi = {10.5334/sta.ds}, abstract = {Article: Using Technology to Shift Education Paradigms in Low-Resource Environments}, language = {en}, number = {1}, urldate = {2020-01-31}, journal = {Stability: International Journal of Security and Development}, author = {Calhoun, Elizabeth and Calhoun, Nathaniel}, month = may, year = {2014}, note = {secondary school students using e-learning technologies in government schools in sub-Saharan Africa shortDOI: 10/ggdb2b KerkoCite.ItemAlsoKnownAs: 10.5334/sta.ds 10/ggdb2b 2339240:3KQK6H9H 2405685:5W73FW4P}, pages = {Art. 21}, } @book{metcalf_systemsthinking_2014, title = {{SystemsThinking}: {New} {Directions} in {Theory}, {Practice} and {Application}. {Proceedings} of the {Seventeenth} {IFSR} {Conversation} 2014. {St}. {Magdalena}, {Linz}, {Austria} {International} {Federation} for {Systems} {Research} {Impressum}}, isbn = {978-3-902457-41-7}, shorttitle = {{SystemsThinking}}, abstract = {SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria}, author = {Metcalf, Gary and Chroust, Gerhard and Edson, Mary and Nguyen, Nam}, month = may, year = {2014}, note = {zotzenLib.CopiedFrom: 2339240:NGFEMAF8 KerkoCite.ItemAlsoKnownAs: 2339240:NGFEMAF8 2405685:P868UHI5}, } @article{bernard_meta-analysis_2014, title = {A meta-analysis of blended learning and technology use in higher education: from the general to the applied}, volume = {26}, issn = {1867-1233}, shorttitle = {A meta-analysis of blended learning and technology use in higher education}, url = {https://doi.org/10.1007/s12528-013-9077-3}, doi = {10.1007/s12528-013-9077-3}, abstract = {This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271–291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379–439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student–student, student–teacher, student–content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1–6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9–14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how meta-analyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice—in other words, not just answers to the “big questions.” In this instance, we know that technology has an overall positive impact on learning (g+ = +0.35, p {\textless} .01, Tamim et al. in Rev Educ Res 81(3):4–28, 2011), but the sub-questions addressed here concern BL interacting with technology in higher education. The results indicate that, in terms of achievement outcomes, BL conditions exceed CI conditions by about one-third of a standard deviation (g+ = 0.334, k = 117, p {\textless} .001) and that the kind of computer support used (i.e., cognitive support vs. content/presentational support) and the presence of one or more interaction treatments (e.g., student–student/–teacher/–content interaction) serve to enhance student achievement. We examine the empirical studies that yielded these outcomes, work through the methodology that enables evidence-based decision-making, and explore how this line of research can improve pedagogy and student achievement.}, language = {en}, number = {1}, urldate = {2020-07-18}, journal = {Journal of Computing in Higher Education}, author = {Bernard, Robert M. and Borokhovski, Eugene and Schmid, Richard F. and Tamim, Rana M. and Abrami, Philip C.}, month = apr, year = {2014}, note = {shortDOI: 10/gcsf95 KerkoCite.ItemAlsoKnownAs: 10.1007/s12528-013-9077-3 10/gcsf95 2405685:PTIFABKG}, pages = {87--122}, } @article{kaindio_integrating_2014, title = {Integrating {Information} {Communication} {Technology} {Skills} in {Preschool} {Education} in {Kenya}}, volume = {5}, doi = {10.5901/mjss.2014.v5n5p89}, abstract = {The study aimed at investigating the preparedness and attitude of ECDE teachers in preschools, and find out the current situation as far as ICT is concerned. The researchers adopted descriptive design. To obtain information on the current status of the ICT on whether there was any significant difference in preschool teachers’ preparedness in terms of age, qualifications, and experience on ICT. 52 preschool teachers were randomly selected and a questionnaire administered to them. The data was analyzed using SPSS computer software. It was clear from the finding that Kenya is not ready to integrate ICT in preschool curriculum, since the physical facilities, electricity, poverty, trained personnel and teachers’ attitudes towards ICT need to be addresses first. DOI: 10.5901/mjss.2014.v5n5p89}, journal = {Mediterranean Journal of Social Sciences}, author = {Kaindio, Mauta and Wagithunu, Margaret}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p89 10/gj37hc 2339240:IKPDXNHI 2405685:ZHP6QFFE}, } @article{mbogo_evaluation_2014, title = {An {Evaluation} of the {Implementation} of {Information} {Technology} in {Secondary} {Schools} in {Kenya}}, volume = {5}, doi = {10.5901/mjss.2014.v5n5p215}, abstract = {Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation depends on the quality of education of such a nation. While ICT continues to advance in western Asia countries, African countries still experience a lag in its implementation and continues to widen the digital and knowledge divides. In a recent study by Kiptalam et .al (2010), observed that access to ICT facilities is against the ratio of 1:15 students in developed countries. This study was carried out to investigate the extent to which Information Technology has been implemented in secondary schools in Kenya. 30 teachers were sampled out from various counties. A questionnaire was administered to the sample. Descriptive statistics were used to analyze the data. The fidings indicated that most teachers appreciated the need to implement ICT in schools to enhance their effectiveness during the instructional processes. However, most of the teachers had limited ICT skills and rarely used ICT during their teaching. DOI: 10.5901/mjss.2014.v5n5p215}, journal = {Mediterranean Journal of Social Sciences}, author = {Mbogo, Gracemary and Anne, Onunga and Kirathi, Miriam}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p215 10/gj37f2 2339240:4AHCXZ5X 2405685:7TLXRA2N}, } @phdthesis{zaman_dropout_2014, address = {Dhaka, Bangladesh}, title = {Dropout at primary and secondary level: a challenge to ensure rights to education for the {Government} of {Bangladesh}}, url = {https://core.ac.uk/download/pdf/61807281.pdf}, urldate = {2021-10-25}, school = {Institute of Governance Studies (IGS), BRAC University}, author = {Zaman, Md. Mostafa}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9C2DZWV7 2405685:MWALFWUF}, } @article{zimmerman_comparing_2014, title = {Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement}, volume = {39}, issn = {0361-476X}, url = {https://www.sciencedirect.com/science/article/pii/S0361476X14000162}, doi = {10.1016/j.cedpsych.2014.03.004}, abstract = {Using a multi-source, multi-measure research design involving 507 high school students and their teachers, we compared prediction of these students’ academic achievement by a composite of students’ and teachers’ measures of students’ self-regulation (SR) with a composite of students’ and teachers’ measures of students’ self-discipline (SD). Hierarchical regression analyses revealed that the SR composite was more predictive of students’ grade point average and performance on a state-wide achievement test than the SD composite. Confirmatory factor analyses showed that, although SD and SR latent factors correlated significantly, a two-factor solution provided an acceptable fit for the results. Structural Equation Modeling analyses indicated that the SR latent factor predicted both measures of students’ achievement significantly, but the SD factor did not predict either achievement measure significantly. No significant gender differences were found with students’ SD, SR, or achievement measures. These results suggest a path for integrating two relatively separate streams in self-regulation research on the basis of a well-established distinction between learning and performance processes.}, language = {en}, number = {2}, urldate = {2022-05-18}, journal = {Contemporary Educational Psychology}, author = {Zimmerman, Barry J. and Kitsantas, Anastasia}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2014.03.004 2339240:I8SVNEQF 2405685:PKX284WX}, keywords = {Academic achievement, Self-discipline, Self-regulation}, pages = {145--155}, } @misc{gilpin_white_2014, title = {White {Space}, the next internet disruption: 10 things to know}, shorttitle = {White {Space}, the next internet disruption}, url = {https://www.techrepublic.com/article/white-space-the-next-internet-disruption-10-things-to-know/}, language = {en}, urldate = {2020-06-04}, journal = {TechRepublic}, author = {Gilpin, Lyndsey}, month = mar, year = {2014}, note = {Library Catalog: www.techrepublic.com KerkoCite.ItemAlsoKnownAs: 2405685:BRHSZUJB}, } @article{khorsan_external_2014, title = {External {Validity} and {Model} {Validity}: {A} {Conceptual} {Approach} for {Systematic} {Review} {Methodology}}, volume = {2014}, issn = {1741-427X}, shorttitle = {External {Validity} and {Model} {Validity}}, url = {https://www.hindawi.com/journals/ecam/2014/694804/}, doi = {10.1155/2014/694804}, abstract = {Background. Evidence rankings do not consider equally internal (IV), external (EV), and model validity (MV) for clinical studies including complementary and alternative medicine/integrative health care (CAM/IHC) research. This paper describe this model and offers an EV assessment tool (EVAT©) for weighing studies according to EV and MV in addition to IV. Methods. An abbreviated systematic review methodology was employed to search, assemble, and evaluate the literature that has been published on EV/MV criteria. Standard databases were searched for keywords relating to EV, MV, and bias-scoring from inception to Jan 2013. Tools identified and concepts described were pooled to assemble a robust tool for evaluating these quality criteria. Results. This study assembled a streamlined, objective tool to incorporate for the evaluation of quality of EV/MV research that is more sensitive to CAM/IHC research. Conclusion. Improved reporting on EV can help produce and provide information that will help guide policy makers, public health researchers, and other scientists in their selection, development, and improvement in their research-tested intervention. Overall, clinical studies with high EV have the potential to provide the most useful information about “real-world” consequences of health interventions. It is hoped that this novel tool which considers IV, EV, and MV on equal footing will better guide clinical decision making.}, language = {en}, urldate = {2021-05-03}, journal = {Evidence-Based Complementary and Alternative Medicine}, author = {Khorsan, Raheleh and Crawford, Cindy}, month = mar, year = {2014}, note = {Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2014/694804 2405685:TVUEHGS4}, pages = {e694804}, } @techreport{uwezo_uwezo_2014, title = {Uwezo: {Annual} {Plan} 2014}, url = {http://www.uwezo.net/wp-content/uploads/2012/08/Uwezo-Annual-Plan-2014.pdf}, urldate = {2020-09-16}, institution = {Twaweza}, author = {{Uwezo}}, month = mar, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:V2GLZ83W}, } @misc{nesta_uk_development_2014, title = {Development {Impact} and {You} ({DIY}) {Toolkit}}, url = {https://diytoolkit.org/}, abstract = {Practical tools to trigger \& support social innovation}, language = {en}, urldate = {2021-07-22}, author = {NESTA UK}, month = feb, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GEFQTUQZ 2405685:7VCMN4PG}, } @article{engel_new_2014, title = {New {Evidence} on {Teacher} {Labor} {Supply}}, volume = {51}, issn = {0002-8312}, url = {https://doi.org/10.3102/0002831213503031}, doi = {10.3102/0002831213503031}, abstract = {Recent evidence on the large variance in teacher effectiveness has spurred interest in teacher labor markets. Research documents that better qualified teachers typically work in more advantaged schools but cannot determine the relative importance of supply versus demand. To isolate teacher preferences, we document which schools prospective teachers interviewed at during job fairs in Chicago. We find substantial variation in the number of applicants per school, ranging from under five to over 300. Schools serving more advantaged students have more applicants per vacancy, on average, and teacher preferences vary systematically by their own demographic characteristics. School geographic location is highly predictive of applications, even after controlling for distance from applicants’ home addresses and a host of school and neighborhood characteristics.}, language = {en}, number = {1}, urldate = {2022-05-16}, journal = {American Educational Research Journal}, author = {Engel, Mimi and Jacob, Brian A. and Curran, F. Chris}, month = feb, year = {2014}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0002831213503031 2339240:7I5NUIYN 2405685:23KLYEAG}, keywords = {distribution of teachers across schools, teacher labor markets, teacher labor supply, teacher preferences, urban schools}, pages = {36--72}, } @article{niehaus_hlm_2014, title = {{HLM} behind the curtain: {Unveiling} decisions behind the use and interpretation of {HLM} in higher education research}, volume = {55}, issn = {1573-188X}, shorttitle = {{HLM} {Behind} the {Curtain}}, url = {https://doi.org/10.1007/s11162-013-9306-7}, doi = {10.1007/s11162-013-9306-7}, abstract = {Hierarchical linear modeling (HLM) has become increasingly popular in the higher education literature, but there is significant variability in the current approaches to the conducting and reporting of HLM. The field currently lacks a general consensus around important issues such as the number of levels of analysis that are important to include and how much variance should be accounted for at each level in order for the HLM analysis to have practical significance (Dedrick et al., Rev Educ Res 79:69–102, 2009). The purpose of this research is to explore the use of a 3-level HLM model, appropriate contextualizing of results of HLM, and the interpretation of HLM results that resonates with practice. We used an example of a 3-level model from the National Study of Living Learning Programs to highlight the practical issues that arise in the interpretation of HLM within a higher education context.}, language = {en}, number = {1}, urldate = {2023-10-06}, journal = {Research in Higher Education}, author = {Niehaus, Elizabeth and Campbell, Corbin M. and Inkelas, Karen Kurotsuchi}, month = feb, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11162-013-9306-7 2339240:T3IAMTEX 2405685:XUPUQT78}, keywords = {Hierarchical linear modeling (HLM), Higher education research, Statistical methods}, pages = {101--122}, } @article{schmidt_ngos_2014, title = {{NGOs} as a framework for an education in and through music: is the third sector viable?}, volume = {32}, issn = {0255-7614}, shorttitle = {{NGOs} as a framework for an education in and through music}, url = {https://doi.org/10.1177/0255761413488707}, doi = {10.1177/0255761413488707}, abstract = {This article presents a selected view of a research project developed in Brazil. The focus of the project was to investigate the modus operandi of 18 NGOs (Non-Governmental Organizations) and their relationship to the development of educational curricula and practices in music. Further, it provides an analysis of NGOs as an opportunity to learn alternative pathways for teaching and learning in music education. A methodology based upon notions of “place-centered education” (Gruenewald \& Smith, 2008) was used as a tool to “sense making” as well as to address the interaction with the drastically different propositions observed in three major cities in the country; namely Salvador, Rio de Janeiro and Porto Alegre. Interviews, observations, and audio-video documentation helped form a picture of how initiatives to educate in and through music can be powerfully divergent in their modes of production, but interestingly connected in their emphasis upon 1) self-generated knowledge; 2) intersections between local musical-cultural practices and global aesthetic needs; and 3) politically conscious music education leadership; 4) pedagogical practices situated inside a larger social framework. The article concludes by offering a conceptual model that places the possibilities encountered in this “third-sector.”}, language = {en}, number = {1}, urldate = {2021-10-25}, journal = {International Journal of Music Education}, author = {Schmidt, Patrick}, month = feb, year = {2014}, note = {Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/0255761413488707 2339240:BBKIJKZV 2405685:GDJETS23}, keywords = {alternative models, complex critical pedagogy, non-governmental organizations, place-based education}, pages = {31--52}, } @article{gelvanovska_broadband_2014, title = {Broadband {Networks} in the {Middle} {East} and {North} {Africa}: {Accelerating} {High}-{Speed} {Internet} {Access}}, shorttitle = {Broadband {Networks} in the {Middle} {East} and {North} {Africa}}, url = {https://elibrary.worldbank.org/doi/pdf/10.1596/978-1-4648-0112-9}, doi = {10.1596/978-1-4648-0112-9}, language = {en}, urldate = {2020-09-17}, journal = {Directions in Development - Information and Communication Technologies}, author = {Gelvanovska, Natalija and Rogy, Michel and Rossotto, Carlo Maria}, month = feb, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0112-9 2339240:83N2BEGY 2405685:8YWUEN9R}, } @techreport{pitchford_unlocking_2014, title = {Unlocking {Talent}: {Evaluation} of a tablet-based {Masamu} intervention in a {Malawian} {Primary} {School}}, url = {https://onebillion.org.uk/downloads/unlocking-talent-final-report.pdf}, urldate = {2014-09-03}, author = {Pitchford, Nicola}, month = feb, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:LHCZDTV2 2405685:PASJQ9GL}, } @techreport{the_william__flora_hewlett_foundation_learning_2014, title = {{LEARNING} to improve {LEARNING}: {Lessons} from {Early} {Primary} {Interventions} and {Evaluations} in {India} and {Sub}-{Saharan} {Africa}}, url = {https://www.globalreadingnetwork.net/sites/default/files/media/file/2014-02-14_Learning%20to%20Improve%20Learning%20Synthesis%20for%20Publishing_Edited_0.pdf}, urldate = {2020-07-07}, author = {{The William \& Flora Hewlett Foundation}}, month = feb, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:4QKUVYQV}, pages = {14}, } @misc{noauthor_education_2014, title = {Education}, url = {https://asksource.info/topics/education}, abstract = {Inclusive Education is a process for increasing participation and reducing exclusion, in a way that effectively responds to the diverse needs of all learners. This means adapting the educational system to meet the needs of individuals, rather than changing the individual to fit the system. This section of Source places a focus on disability-inclusive education and is organised to reflect the concept that education is something much broader than school for children.}, language = {en}, urldate = {2020-08-17}, journal = {Source- International online resource centre on disability and inclusion}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7J2BAKKK}, } @article{baxter_roles_2014, title = {Roles and student identities in online large course forums: {Implications} for practice}, volume = {15}, issn = {1492-3831}, shorttitle = {Roles and student identities in online large course forums}, url = {http://www.irrodl.org/index.php/irrodl/article/view/1593}, doi = {10.19173/irrodl.v15i1.1593}, abstract = {The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.}, language = {en}, number = {1}, urldate = {2020-09-16}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Baxter, Jacqueline Aundree and Haycock, Jo}, month = jan, year = {2014}, note = {shortDOI: 10/ghgn5q KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v15i1.1593 10/ghgn5q 2405685:ZWM6856B}, keywords = {C: United Kingdom, e-learning, higher education, online forums, online identities, online learning}, } @misc{vyas_low_2014, title = {Low learning outcomes in primary schools in {India}}, url = {https://qrius.com/low-learning-outcomes-in-primary-schools-in-india/}, abstract = {By Ankit Vyas, declining quality of primary education is leading to low learning outcomes creating unskilled labour reflecting inefficiencies of the system.}, language = {en-GB}, urldate = {2021-11-10}, journal = {Qrius}, author = {Vyas, Ankit}, month = jan, year = {2014}, note = {Section: Policy KerkoCite.ItemAlsoKnownAs: 2339240:DEN5N7PW 2405685:S7M6GLV7}, } @article{zelezny-green_she_2014, title = {She called, she {Googled}, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in {Nairobi}}, volume = {22}, issn = {1355-2074}, shorttitle = {She called, she {Googled}, she knew}, url = {https://doi.org/10.1080/13552074.2014.889338}, doi = {10.1080/13552074.2014.889338}, abstract = {Girls in Kenya commonly face multiple barriers to school attendance. At the same time, mobile phone use is growing throughout the country, and particularly in urban centres including Nairobi. As this technology spreads, the possibility increases of people using mobile phones for their own development purposes, including for education and learning. This article examines mobile phone use by girls at one secondary school in Nairobi, and in particular their attempts to mediate interrupted school attendance using this technology.}, number = {1}, urldate = {2020-07-21}, journal = {Gender \& Development}, author = {Zelezny-Green, Ronda}, month = jan, year = {2014}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13552074.2014.889338 shortDOI: 10/ggtsmq KerkoCite.ItemAlsoKnownAs: 10.1080/13552074.2014.889338 10/ggtsmq 2405685:BB3X32QY}, keywords = {ICT4D, Kenya, \_\_\_working\_potential\_duplicate, gender, girls' education, international education and development, mobile learning, school attendance}, pages = {63--74}, } @article{zelezny-green_she_2014, title = {She called, she {Googled}, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in {Nairobi}}, volume = {22}, issn = {1355-2074}, shorttitle = {She called, she {Googled}, she knew}, doi = {10.1080/13552074.2014.889338}, number = {1}, journal = {Gender \& Development}, author = {Zelezny-Green, Ronda}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13552074.2014.889338 10/ggtsmq 2339240:7QV5Q9GX 2405685:R76HK9LA}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {63--74}, } @article{de_clercq_teacher_2014, title = {Teacher knowledge and employer-driven professional development: a critical analysis of the {Gauteng} {Department} of {Education} programmes}, volume = {20}, shorttitle = {Teacher knowledge and employer- driven professional development}, url = {https://www.researchgate.net/publication/266930833_Teacher_knowledge_and_employer-_driven_professional_development_A_critical_analysis_of_the_Gauteng_Department_of_Education_programmes}, abstract = {There is growing consensus in international and local literature that, to be effective, professional development activities (PDAs) should focus on ways of teaching that improve learners' learning, but there is no clear consensus on the teaching focus and the form in which teacher learning is organised. Drawing from literature on teacher knowledge, in particular Shulman's distinction between subject matter and pedagogical content knowledge (PCK), this article critically reviews the PDAs provided by the Gauteng Department of Education (GDE), South Africa. It identifies 2009 as a turning point in the GDE provision of PDAs. Until 2009, most PDAs were targeted at the improvement of a few discrete aspects of teacher practice, to comply with a new curriculum framework. Around 2009, the GDE turned towards scripted teaching in a form of standardised lesson plans, to engineer a whole new practice for teachers in order to improve learners' results. The argument of this article is that teacher knowledge of subject matter, consisting of knowledge of the substantive and syntactic aspects of the curriculum content and beyond, has not been imparted to teachers by employer-driven curriculum implementation workshops or short courses, and that only a limited number of teaching routines such as sequencing and pacing of the curriculum content can be imparted by scripted lesson plans. Although the idea of scripting a new practice is understandable in the light of the general agreement that PDAs in South Africa failed to make a difference to teachers' practice and to learners' performance, it is essential to understand its limitations., Y. (2014) Teacher knowledge and employer-driven professional development: A critical analysis of the Gauteng Department of Education programmes. Southern African Review of Education, 20(1): 129-147.}, number = {1}, journal = {Southern African Review of Education}, author = {de Clercq, Francine and Shalem, Yael}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:59VJE745 2405685:Z6VARPVH 2534378:7FDZ8B93}, keywords = {⛔ No DOI found}, } @article{kaindio_integrating_2014, title = {Integrating information communication technology skills in {Preschool} {Education} in {Kenya}}, volume = {5}, doi = {10.5901/mjss.2014.v5n5p}, abstract = {The study aimed at investigating the preparedness and attitude of ECDE teachers in preschools, and find out the current situation as far as ICT is concerned. The researchers adopted descriptive design. To obtain information on the current status of the ICT on whether there was any significant difference in preschool teachers' preparedness in terms of age, qualifications, and experience on ICT. 52 preschool teachers were randomly selected and a questionnaire administered to them. The data was analyzed using SPSS computer software. It was clear from the finding that Kenya is not ready to integrate ICT in preschool curriculum, since the physical facilities, electricity, poverty, trained personnel and teachers' attitudes towards ICT need to be addresses first.}, journal = {Mediterranean Journal of Social Sciences}, author = {Kaindio, M.P. and Wagithunu, M.N.}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p 2339240:XS6MU4U5 2405685:EEPP4SFL}, keywords = {⚠️ Invalid DOI}, pages = {89--102}, } @article{kirimi_impact_2014, title = {Impact of {Information} {Communication} {Technology} on {Education}-{Kenya}}, doi = {10.5901/jesr.2014.v4n1p435}, abstract = {Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435}, journal = {Journal of Educational and Social Research}, author = {Kirimi, Josephine}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/jesr.2014.v4n1p435 10/gkm64d 2339240:SVPSUGP3 2405685:FYWRXAAR}, } @incollection{mcknight_chapter_2014, address = {Boston}, title = {Chapter {Twelve} - {Graph} {Databases}: {When} {Relationships} are the {Data}}, isbn = {978-0-12-408056-0}, shorttitle = {Chapter {Twelve} - {Graph} {Databases}}, url = {https://doi.org/10.1016/B978-0-12-408056-0.00012-6}, abstract = {Over in a corner of the NoSQL world, hidden among the key-value stores, the document stores Couchbase, MongoDB, and the column stores like Cassandra, lies the Graph Databases. Before relational databases, there were network databases, which are actually quite similar in concept to graph databases. SQL and the relational world came along and was clearly a better fit for the modern workload, which was largely oriented to working with numbers. Now, what matters has expanded and graph databases make a strong value proposition for their intended workload. That workload is highly connected data and includes navigating social networks, configurations, and recommendations. With the high interest in those applications, it’s workload that is poised to expand tremendously. The structure does not accept SQL. For example, Cypher is the language used with Neo4j. It contains the commands necessary to get nodes, traverse nodes, and return values. It’s simpler than SQL for traversing relationships to find values or the existence of values. Gremlin is another project for accessing graph databases. One very cool feature is to limit the “degrees” that are searched in a query. Neo Technology, a Swedish company, is the commercial sponsor of Neo4j, a leading graph database. ACID-compatible Neo4j can hold up to tens of billions of nodes, tens of billions of relationships and tens of billions of properties. Andreas Kollegger, Product Experience Designer at Neo4j, noted there were 1000 people participating in the community with thousands of databases deployed at customers of all sizes. Other graph databases include STIG from Tagged and AllegroGraph from Franz. Objectivity’s Infinite Graph is an object-oriented graph database.}, language = {en}, urldate = {2021-06-09}, booktitle = {Information {Management}: {Strategies} for {Gaining} a {Competitive} {Advantage} with {Data}}, publisher = {Morgan Kaufmann}, author = {McKnight, William}, month = jan, year = {2014}, doi = {10.1016/B978-0-12-408056-0.00012-6}, note = {zotzenLib.CopiedFrom: 2534379:4LWYR66A KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-408056-0.00012-6 2405685:G6MKC2VA 2534379:4LWYR66A}, keywords = {AllegroGraph, Franz, Infinite Graph, Neo Technology, Neo4J, Objectivity, STIG, Tagged, analytic databases, analytics, database management, graph databases}, pages = {120--131}, } @article{ivala_digital_2014, title = {Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology}, volume = {2}, issn = {2324-805X, 2324-805X}, url = {https://core.ac.uk/download/pdf/235493876.pdf}, doi = {10.11114/jets.v2i1.286}, abstract = {Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.}, language = {English}, number = {1}, journal = {Journal of Education and Training Studies}, author = {Ivala, Eunice and Gachago, Daniela and Condy, Janet and Chigona, Agnes}, month = jan, year = {2014}, note = {Publisher: Redfame Publishing Inc, 9450 SW Gemini Drive \#99416, Beaverton, OR 97008 KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v2i1.286 2339240:5UUL3KML 2405685:ECTD3I55 2405685:IZMKPN8S 2534378:IEFUXYHR 2534378:KPXZTCDD}, keywords = {Case Studies, Cognitive Processes, College Faculty, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Focus Groups, Foreign Countries, Higher Education, Personal Narratives, Postsecondary Education, Preservice Teachers, Professional Development, Qualitative Research, Reflection, Skill Development, South Africa, Story Telling, Teaching Methods, Technology Uses in Education, Video Technology, \_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096367, \_\_finaldtb}, pages = {217--227}, } @techreport{noauthor_gem_2014, title = {{GEM} {Report} summary on disabilities in education}, url = {https://en.unesco.org/gem-report/sites/gem-report/files/GAW2014-Facts-Figures-gmr_0.pdf.pdf}, institution = {UNESCO}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EZR4PD6B 2405685:X2YJQT9S}, pages = {12}, } @techreport{abdul-hamid_what_2014, address = {Washington D.C.}, title = {What {Matters} {Most} for {Education} {Management} {Information} {Systems}: {A} {Framework} {Paper}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/21586/944490WP00PUBL0Framework0SABER0EMIS.pdf?sequence=1&isAllowed=y}, number = {7}, urldate = {2020-12-17}, institution = {World Bank Group}, author = {Abdul-Hamid, Husein}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2Y2DWADG 2339240:5LA79R5Z 2339240:F9REFA7S 2339240:M9MLNKW5 2339240:QWFNRS65 2339240:ULVY9AQR 2405685:9VTR62BA 2405685:CDIF7BWM 2405685:F2H3C785 2405685:KVCFX5IC 2405685:TIVM2VGM 2405685:Z29BM6ES 4656463:5T27DWL5}, keywords = {Academic Assessments, Access to Data, Access to Education, Access to Information, Adult Education, Annual School Census, Application Programming, Assessment Framework, Average Teacher Salaries, Basic Education, Basic Education Statistics, Best Practice, Business Intelligence, Care Providers, Class Sizes, Classroom, Classroom Learning, Classrooms, Client Countries, Communication Technology, Communications Technologies, Communications Technology, Completion Rates, Continuing Education, Curriculum, Data Analysis, Data Collection, Data Coverage, Data Gathering, Data Providers, Data Sharing, Data Sources, Data Systems, Data Warehouse, Decision Makers, Decision Making, Decision-Making, Demand for Education, Domain, Domains, Early Childhood, Early Childhood Development, Early Childhood Education, Educated Population, Education Budget, Education Data, Education Development, Education Institutions, Education Management, Education Management Systems, Education Outcomes, Education Planning, Education Policies, Education Policy, Education Providers, Education Services, Education Statistics, Education Strategy, Education System, Education Systems, Education Targets, Education Teachers, Education for All, Educational Development, Educational Expenditures, Educational Inputs, Educational Outcomes, Educational Planning, Educational Processes, Educational Quality, Educational Sciences, Educators, Enabling Environment, Enrollment Data, Enrollment Levels, Enrollment Rates, Enrollment Statistics, Equitable Education, Expert Opinion, Female Teachers, Financial Performance, Formal Education, Functionalities, Functionality, Gender Equality, Gender Equity, Gender Parity, Gender Parity Index, Girls, Global Education, Gross Enrollment, Gross Enrollment Ratio, High Quality Education, Human Resources, Improvement of Education, Information Gaps, Information System, Information Systems, Information Technology, Innovation, Instruction, Interface, International Best Practices, International Standard, Interoperability, Knowledge Base, Knowledge Products, Learning, Learning Achievement, Learning Environment, Learning Outcomes, Learning Processes, Legal Framework, Levels of Education, Literacy, Literacy Rate, Management System, Media, National Education, Net Enrollment, Net Enrollment Rate, New Technology, Number of Schools, Number of Teachers, Numeracy, Operational Efficiency, Performance Indicators, Phone Number, Policy Formulation, Primary Completion Rate, Primary School, Primary School Age, Primary Schools, Private Schools, Private Sector, Professional Development, Programming, Programs, Provincial Education, Public School, Public Schools, Pupil Cohort, Quality Education, Quality of Education, Raw Data, Reading, Reliability, Report Cards, Result, Results, School Administrators, School Aged Children, School Attendance, School Autonomy, School Censuses, School Data, School District, School Enrollment, School Feeding, School Finance, School Health, School Improvement, School Infrastructure, School Level, School Levels, School Management, School Operations, School Performance, School Policy, School Quality, School System, School Systems, School Year, Schooling, Schools, Secondary Education, Secondary Schools, Social Development, Software Applications, Software Development, Standardization, State Education, State Schools, Student Achievement, Student Assessment, Student Learning, Student Outcomes, Student Performance, Teacher, Teacher Effectiveness, Teacher Qualifications, Teacher Ratios, Teacher Training, Teaching, Teaching Methods, Telephone, Tertiary Education, Timely Access, Training of Teachers, Universal Access, Universal Coverage, Universal Education, Universal Primary Completion, Universal Primary Education, Usability, User, Users, Verification, \_\_\_working\_potential\_duplicate}, } @article{abu-shanab_e-learning_2014, title = {E-{Learning} {System}'s {Acceptance}: {A} {Comparative} {Study}}, volume = {9}, issn = {1548-1093, 1548-1093}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871581271?accountid=9851}, doi = {10.4018/ijwltt.2014100101}, abstract = {The major limitation for adopting e-learning systems is students and teachers perceptions of such applications. EduWave is a system implemented in Jordan, to be used by teachers, students and other stakeholders in public schools in the country. This study tried to contrast the perceptions of students and teachers and conclude to future agenda for improving the success chances of such systems. The research utilized results from two empirical studies, with 2 surveys applied to both teachers and students to probe their opinions regarding the obstacles facing EduWave utilization, the advantages and disadvantages of the system, the functionalities used, and the factors influencing the adoption. Results supported the original Technology Acceptance Model (TAM), with significant prediction of intentions to use EduWave through perceived usefulness and perceived ease of use for both teachers and students. Also, teachers and students results did not support the role of trust in the process. Conclusions and future work are stated at the end.}, language = {English}, number = {4}, journal = {International Journal of Web-Based Learning and Teaching Technologies}, author = {Abu-Shanab, Emad}, year = {2014}, note = {Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 KerkoCite.ItemAlsoKnownAs: 10.4018/ijwltt.2014100101 2405685:7S596AGN 2534378:7YPB5HR4}, keywords = {Comparative Analysis, ERIC, Current Index to Journals in Education (CIJE), Electronic Learning, Foreign Countries, Jordan, Public Schools, Stakeholders, Student Attitudes, Surveys, Teacher Attitudes}, pages = {1--13}, } @book{adoho_impact_2014, series = {Policy {Research} {Working} {Papers}}, title = {The {Impact} of an {Adolescent} {Girls} {Employment} {Program}: {The} {EPAG} {Project} in {Liberia}}, shorttitle = {The {Impact} of an {Adolescent} {Girls} {Employment} {Program}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-6832}, language = {en}, urldate = {2020-06-26}, publisher = {The World Bank}, author = {Adoho, Franck and Chakravarty, Shubha and Korkoyah, Dala T. and Lundberg, Mattias and Tasneem, Afia}, month = apr, year = {2014}, doi = {10.1596/1813-9450-6832}, note = {shortDOI: 10/ghgngs KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-6832 10/ghgngs 2405685:3FAZ5YR6}, } @article{agyei_examining_2014, title = {Examining factors affecting beginning teachers’ transfer of learning of {ICT}-enhanced learning activities in their teaching practice}, volume = {30}, copyright = {Copyright (c)}, issn = {1449-5554}, url = {https://ajet.org.au/index.php/AJET/article/view/499}, doi = {10.14742/ajet.499}, abstract = {This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.}, language = {en}, number = {1}, urldate = {2020-09-28}, journal = {Australasian Journal of Educational Technology}, author = {Agyei, Douglas D. and Voogt, Joke}, year = {2014}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.499 2339240:5D3VSVHR 2405685:EBNRF3XR 2405685:KB9RS4H4 2534378:L2FKFKGZ 2534378:SI3VKRQI}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425905, \_\_finaldtb}, pages = {92--105}, } @article{al-shabatat_giftedteachers_2014, title = {Gifted'{Teachers} {Stages} of {Concerns} for {Integrating} {E}-{Learning} in the {Gifted} {Schools} in {Jordan}.}, volume = {13}, number = {2}, journal = {Turkish Online Journal of Educational Technology-TOJET}, author = {Al-Shabatat, Ahmad Mohammad}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IGGUQN6G 2405685:DUTZULW4}, keywords = {⛔ No DOI found}, pages = {79--87}, } @techreport{andrews_this_2014, type = {{CID} {Working} {Paper}}, title = {This is {PFM}}, url = {https://www.hks.harvard.edu/centers/cid/publications/faculty-working-papers/pfm}, abstract = {The acronym PFM stands for Public Financial Management: But what is public financial management? This short note tries to demystify the concept, drawing on perspectives of specialists in the area who work in different contexts and bring different views (from academia, the multilateral and bilateral development agencies, think tanks, government, and civil society). The note is not meant to be prescriptive but rather offers an entry point to a fuller discussion on the constituent elements of PFM systems, how and why PFM reforms have emerged, and where the gaps are for future attention.}, language = {en}, number = {285}, institution = {Center for International Development}, author = {Andrews, Matt and Cangiano, Marco and Cole, Neil and Renzio, Paolo and Krause, Philipp and Seligmann, Renaud}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VT6LR8JW 2405685:3N3QBIWY 2405685:MKGM23GI 4656463:9VT4U9X5}, } @techreport{arauco_strengthening_2014, address = {London}, title = {Strengthening social justice to address intersecting inequalities post-2015}, url = {https://cdn.odi.org/media/documents/9213.pdf}, institution = {Overseas Development Institute}, author = {Arauco, Veronica Paz and Gazdar, Haris and Helvia-Pacheco, Paula and Kabeer, Naila and Lenhardt, Amanda and Masood, Syeda Quratulain and Naqvi, Haider and Nayak, Nandini and Norton, Andrew and Sabharwal, Nidhi Sadana and Scalise, Elise and Shepherd, Andrew and Thapa, Deepak and Thorat, Sukhadeo and Tran, D Hien and Vergara-Camus, Leandro and Woldehanna, Tassew and Mariotti, Chiara}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WN77A6QL 2405685:8Z5JIB3H}, } @article{attanasio_education_2014, title = {Education choices and returns to schooling: {Mothers}' and youths' subjective expectations and their role by gender}, volume = {109}, issn = {03043878}, shorttitle = {Education choices and returns to schooling}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0304387814000455}, doi = {10.1016/j.jdeveco.2014.04.003}, abstract = {In this paper we investigate the role of expected returns to schooling and of perceived risks (of unemployment and earnings) as determinants of schooling decisions. Moreover, our data also allow us to analyze whether youths' and/or mothers' expectations predict schooling decisions, and whether this depends on the age and gender of the youth. In particular, we use Mexican data that contain labor market expectations of mothers and youths. We find that expected returns and risk perceptions are important determinants of schooling decisions, the latter in particular from the perspective of the mother. Boys' expectations predict the decision to enter college, but not to enter high school. While girls' own expectations do not predict either of the two educational decisions, mothers' expectations are particularly strong predictors of their daughters' decisions.}, language = {en}, urldate = {2022-03-04}, journal = {Journal of Development Economics}, author = {Attanasio, Orazio P. and Kaufmann, Katja M.}, month = jul, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2014.04.003 2339240:3IT8XCA8 2405685:96BZIDCP}, pages = {203--216}, } @article{aurah_genetics_2014, title = {Genetics problem solving in high school testing in {Kenya}: {Effects} of metacognitive prompting during testing}, volume = {18}, shorttitle = {Genetics problem solving in high school testing in {Kenya}}, url = {https://ejse.southwestern.edu/article/view/13519}, abstract = {This study investigated the effectiveness of using metacognitive prompts during testing for improving results in a Genetics Problem Solving Test (GPST). The study, a pre-test post-test, control group quasi-experimental design involving 2x2x2 analysis of covariance (ANCOVA) also investigated the moderating effects of gender and school type. A total of 2,138 high school students purposively selected from seventeen high schools in Western province, Kenya, participated in the study using three validated instruments; Biology Ability Test (BAT), Genetics Problem Solving Test (GPST), and Metacognitive Prompting Questionnaire (MPQ). Findings showed that metacognitive prompting (MP) had a significant effect on students’ genetics problem solving ability, F(1, 2137) = 10.909, p {\textless} 0.001. The findings also revealed gender differences, with girls outperforming boys on the genetics problem solving test. Furthermore, a significant interaction between metacognitive prompting and school type showed that students in provincial schools benefited from MPs more than students from district schools. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.}, language = {en-US}, number = {8}, urldate = {2020-01-31}, journal = {Electronic Journal for Research in Science and Mathematics Education}, author = {Aurah, Catherine M and Cassady, Jerrell Craig and McConnell, Tom John}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G5AWLGH3 2405685:6QCF8TS7}, keywords = {⛔ No DOI found}, } @incollection{barab_design-based_2014, title = {Design-based research: a methodological toolkit for engineering change}, volume = {2}, url = {https://sashabarab.org/wp-content/uploads/2015/03/Ch-8-Cambridge-Handbook-of-the-Learning-Sciences.pdf}, booktitle = {Handbook of the {Learning} {Sciences}}, author = {Barab, S.}, year = {2014}, note = {EdTechHub.Copy: 2129771:N54R9A2V KerkoCite.ItemAlsoKnownAs: 2129771:N54R9A2V 2339240:HZYMHDPX 2405685:SB55YALH}, } @misc{bbc_millions_2014, title = {Millions of {Bangladeshis} learn {English} with {BBC} {Janala}}, url = {https://www.bbc.co.uk/mediaaction/where-we-work/asia/bangladesh/bbc.com/mediaaction/where-we-work/asia/bangladesh/bbc-janala/}, abstract = {From 2005-2014, BBC Janala ("window" in Bangla) was a unique service unlocking access to English language learning for millions of people in Bangladesh.}, language = {en}, urldate = {2022-06-25}, author = {BBC}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SEHN95DH 2405685:CW86V3PW}, } @article{borup_adolescent_2014, title = {The adolescent community of engagement framework: {A} lens for research on {K}-12 online learning}, volume = {22}, shorttitle = {The adolescent community of engagement framework}, url = {http://www.editlib.org/p/112371}, number = {1}, journal = {Journal of Technology and Teacher Education}, author = {Borup, Jered and West, Richard E. and Graham, Charles R. and Davies, Randall S.}, year = {2014}, note = {Publisher: Society for Information Technology \& Teacher Education zotzenLib.CopiedFrom: 2339240:JQVYBSNT KerkoCite.ItemAlsoKnownAs: 2339240:JQVYBSNT 2405685:39ZJTW8M}, keywords = {⛔ No DOI found}, pages = {107--129}, } @techreport{bruns_great_2014, address = {Washington D.C.}, title = {Great teachers: {How} to raise student learning in {Latin} {America} and the {Caribbean}}, url = {https://www.worldbank.org/content/dam/Worldbank/document/LAC/Great_Teachers-How_to_Raise_Student_Learning-Barbara-Bruns-Advance%20Edition.pdf}, urldate = {2020-01-30}, institution = {World Bank Group}, author = {Bruns, Barbara and Luque, Javier}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9}, keywords = {C:Latin America and the Carribeans}, } @techreport{chesterton_community_college_chesterton_2014, title = {Chesterton {Tablet} {Learning} {Scheme} - {Evaluation} {Report}}, url = {http://chestertoncc.net/tabletlearning/the-scheme/evaluation-report/}, urldate = {2014-08-11}, author = {Chesterton Community College}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:LYMXZP2D 2405685:4U9HY58F}, } @article{ciampa_learning_2014, title = {Learning in a mobile age: an investigation of student motivation: {Learning} in a mobile age}, volume = {30}, issn = {02664909}, shorttitle = {Learning in a mobile age}, url = {http://doi.wiley.com/10.1111/jcal.12036}, doi = {10.1111/jcal.12036}, language = {en}, number = {1}, urldate = {2014-04-08}, journal = {Journal of Computer Assisted Learning}, author = {Ciampa, K.}, year = {2014}, note = {shortDOI: 10/f5rf5t KerkoCite.ItemAlsoKnownAs: 10/f5rf5t 2129771:JTR4P68L 2405685:MRMCTDLX}, pages = {82--96}, } @article{courtois_student_2014, title = {Student acceptance of tablet devices in secondary education: {A} three-wave longitudinal cross-lagged case study}, volume = {35}, doi = {10.1016/j.chb.2014.03.017}, journal = {Computers in Human Behavior}, author = {Courtois, Cédric and Montrieux, Hannelore and De Grove, Frederik and Raes, Annelies and De Marez, Lieven and Schellens, Tammy}, year = {2014}, note = {00000 shortDOI: 10/f5528j KerkoCite.ItemAlsoKnownAs: 10/f5528j 2129771:7GI2HKMA 2405685:HALABZTM}, pages = {278--286}, } @book{creswell_concise_2014, title = {A concise introduction to mixed methods research}, url = {https://www.google.co.uk/books/edition/A_Concise_Introduction_to_Mixed_Methods/XQPbwAEACAAJ?hl=en}, language = {en}, urldate = {2021-11-09}, publisher = {SAGE Publications}, author = {Creswell, John W.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZJGY64YI 2405685:23B2BHKA}, } @incollection{crompton_diachronic_2014, title = {A diachronic overview of mobile learning: {A} shift toward student-centred pedagogies}, booktitle = {Increasing access mobile learning}, publisher = {Commonwealth of Learning}, author = {Crompton, Helen}, editor = {Ally, M. and Tsinakos, A.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YMPGU356}, } @article{cumming_ipads_2014, title = {{iPads} as instructional tools to enhance learning opportunities for students with developmental disabilities: {An} action research project}, volume = {12}, doi = {10.1177/1476750314525480}, number = {2}, journal = {Action Research}, author = {Cumming, Therese M and Strnadová, Iva and Singh, Sylvia}, year = {2014}, note = {00000 shortDOI: 10/f53pm5 KerkoCite.ItemAlsoKnownAs: 10/f53pm5 2129771:K97LMCWI 2405685:PD9RT3NZ}, pages = {151--176}, } @phdthesis{deliou_pratiques_2014, type = {{PhD} {Thesis}}, title = {Pratiques de l'enseignement des sciences expérimentales et de la technologie en cycle 3 dans un milieu multiculturel: cas de la {Guyane}}, shorttitle = {Pratiques de l'enseignement des sciences expérimentales et de la technologie en cycle 3 dans un milieu multiculturel}, school = {Université René Descartes-Paris V}, author = {Déliou, Henri-Pierre}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5R4QEM77 4042040:NN3PFDR9}, } @article{dfid_dfids_2014, title = {{DFID}'s evaluation framework for payment by results}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/436051/Evaluation-Framework-Payment-by-Results3.pdf}, language = {en}, author = {DFID}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AZ3RL342 2405685:KP6PIPQN}, keywords = {⛔ No DOI found}, pages = {25}, } @article{diaz_orchestrating_2014, title = {Orchestrating the {XO} computer with digital and conventional resources to teach mathematics}, doi = {10.1111/jcal.12081}, journal = {Journal of Computer Assisted Learning}, author = {Diaz, A and Nussbaum, M and Varela, I}, year = {2014}, note = {shortDOI: 10/f7fddg KerkoCite.ItemAlsoKnownAs: 10/f7fddg 2129771:AQVD8PJD 2405685:ESAFZKQQ}, } @article{dyrvig_checklists_2014, title = {Checklists for external validity: a systematic review}, volume = {20}, copyright = {© 2014 John Wiley \& Sons, Ltd.}, issn = {1365-2753}, shorttitle = {Checklists for external validity}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jep.12166}, doi = {10.1111/jep.12166}, abstract = {Rationale, aims and objectives The quality of the current literature on external validity varies considerably. An improved checklist with validated items on external validity would aid decision-makers in judging similarities among circumstances when transferring evidence from a study setting to an implementation setting. In this paper, currently available checklists on external validity are identified, assessed and used as a basis for proposing a new improved instrument. Method A systematic literature review was carried out in Pubmed, Embase and Cinahl on English-language papers without time restrictions. The retrieved checklist items were assessed for (i) the methodology used in primary literature, justifying inclusion of each item; and (ii) the number of times each item appeared in checklists. Results Fifteen papers were identified, presenting a total of 21 checklists for external validity, yielding a total of 38 checklist items. Empirical support was considered the most valid methodology for item inclusion. Assessment of methodological justification showed that none of the items were supported empirically. Other kinds of literature justified the inclusion of 22 of the items, and 17 items were included on the basis of consensus. On 36 occasions, the items were presented without methodological justification for inclusion. Assessment of frequency/occurrence showed that items were mentioned in one to at most 17 checklists. Conclusion This paper provides building blocks for the development of a new checklist for external validity. The next step is provision of empirical evidence for the checklist items to be selected, and finally, development and validation of a checklist on external validity.}, language = {en}, number = {6}, urldate = {2021-05-03}, journal = {Journal of Evaluation in Clinical Practice}, author = {Dyrvig, Anne-Kirstine and Kidholm, Kristian and Gerke, Oke and Vondeling, Hindrik}, year = {2014}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jep.12166 KerkoCite.ItemAlsoKnownAs: 10.1111/jep.12166 2405685:4LJI6ICN}, keywords = {checklist, evidence-based practice, external validity, methodology, quality assessment, transferability}, pages = {857--864}, } @misc{edc_learning_2014, title = {Learning in the {Time} of {Ebola}}, url = {https://www.edc.org/learning-time-ebola}, urldate = {2020-03-30}, author = {EDC}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AGQVB3I9 2405685:IMQ3NAEC IMQ3NAEC}, } @techreport{education_department_gilgit-baltistan_gilgit-balitstan_2014, title = {Gilgit-{Balitstan} {Education} {Strategy} 2015-2030}, url = {http://gbdoe.edu.pk/Downloads/Gilgit-Baltistan-Education-Strategy-2015-30.pdf}, author = {Education Department Gilgit-Baltistan}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YCSMH4HH 2405685:US3T2YSD}, } @misc{education_development_center_advancing_2014, title = {Advancing {Youth} {Project}: {Interactive} {Audio} {Instruction} {Program} in {Liberia}}, url = {https://www.edc.org/advancing-youth-project-interactive-audio-instruction-program-liberia}, urldate = {2020-05-08}, author = {Education Development Center}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A5DU5UUV 2405685:GP68D93N}, } @misc{education_development_center_learning_2014, title = {Learning in the {Time} of {Ebola}}, url = {https://www.edc.org/learning-time-ebola}, urldate = {2020-05-08}, author = {Education Development Center}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4XGCPT9M 2405685:5RLGRBT3}, } @article{ekanayake_mobile_2014, title = {Mobile phone images and video in science teaching and learning}, volume = {39}, url = {https://www.researchgate.net/publication/263764480_Mobile_phone_images_and_video_in_science_teaching_and_learning}, doi = {10.1080/17439884.2013.825628}, language = {en}, number = {2}, urldate = {2020-09-23}, journal = {Learning Media and Technology}, author = {Ekanayake, Sakunthala and Wishart, Jocelyn}, year = {2014}, note = {shortDOI: 10/ghgn5j KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2013.825628 10/ghgn5j 2405685:RFWQKYW5}, } @article{ekanayake_developing_2014, title = {Developing teachers’ pedagogical practice in teaching science lessons with mobile phones: {Vol} 23, {No} 2}, volume = {23}, url = {https://www.tandfonline.com/doi/abs/10.1080/1475939X.2013.810366}, doi = {10.1080/1475939X.2013.810366}, number = {2}, urldate = {2020-12-10}, journal = {Technology, Pedagogy and Education}, author = {Ekanayake, T.M.S.S.K.Y. and Wishart, J.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2013.810366 2339240:NWTPELED 2405685:VP65WCLY 2405685:Z4END5P3 2534378:2YL386AV 2534378:G66QFAAT 2534378:KSGTWZ38}, keywords = {CELL phones, Curriculum Implementation, ERIC, Current Index to Journals in Education (CIJE), Educational Practices, Foreign Countries, Handheld Devices, Higher Education, Instructional Development, LESSON planning, Lesson Plans, MOBILE learning, Observation, Pedagogical Content Knowledge, Postsecondary Education, Protocol Materials, SCIENCE teachers, Science Course Improvement Projects, Science Instruction, Sri Lanka, Student Evaluation, TEACHER development, TEACHING aids, Teacher Workshops, Teaching Methods, Teaching Skills, Technological Literacy, Technology Integration, Technology Uses in Education, Transcripts (Written Records), \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099925, \_\_\_working\_potential\_duplicate, \_\_finaldtb, mobile phones, pedagogy, science, teaching and learning}, pages = {131--150}, } @techreport{elletson_elearning_2014, address = {Germany}, title = {The {eLearning} {Africa} {Report} 2014}, institution = {ICWE}, author = {Elletson, H and MacKinnon,, A}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:QW73IAIF 2405685:I49WJ6N6}, } @book{evans_cost-effectiveness_2014, series = {Policy {Research} {Working} {Papers}}, title = {Cost-{Effectiveness} {Measurement} in {Development}: {Accounting} for {Local} {Costs} and {Noisy} {Impacts}}, shorttitle = {Cost-{Effectiveness} {Measurement} in {Development}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7027}, language = {en}, urldate = {2022-04-01}, publisher = {The World Bank}, author = {Evans, David K. and Popova, Anna}, month = sep, year = {2014}, doi = {10.1596/1813-9450-7027}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7027 2339240:9TRQJA7R 2405685:MNGE8QKW}, } @inproceedings{falloon_ipads_2014, address = {Adelaide}, title = {{iPads} in the {Primary} {School}: {Emerging} {Research}}, author = {Falloon, Garry}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PFTIL4RJ 2405685:ISGN3KBA}, keywords = {⛔ No DOI found}, } @article{falloon_exploring_2014, title = {Exploring young students’ talk in {iPad}-supported collaborative learning environments}, volume = {77}, issn = {0360-1315}, url = {http://www.sciencedirect.com/science/article/pii/S0360131514000931}, doi = {10.1016/j.compedu.2014.04.008}, journal = {Computers \& Education}, author = {Falloon, Garry and Khoo, Elaine}, year = {2014}, note = {00000 shortDOI: 10/f59djk KerkoCite.ItemAlsoKnownAs: 10/f59djk 2129771:RTLLXK27 2405685:HAAQ3EEM}, pages = {13--28}, } @misc{frei_gender_2014, title = {Gender {Mainstreaming} {Toolkit} for {Teachers} and {Teacher} {Educators}}, language = {en}, author = {Frei, Sibyl and Leowinata, Sevilla}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E9EBYQBX 2405685:5N9EL5L8}, } @book{fritz_problem-driven_2014, title = {Problem-{Driven} {Political} {Economy} {Analysis}}, url = {https://openknowledge.worldbank.org/handle/10986/16389}, language = {en}, publisher = {World Bank}, author = {Fritz, Verena and Levy, Brian and Ort, Rachel}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FSUU33LR 2405685:CDW5KW5K}, } @techreport{fritz_problem-driven_2014, address = {Washington D.C.}, title = {Problem-{Driven} {Political} {Economy} {Analysis}: {The} {World} {Bank}'s {Experience}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/16389/9781464801211.pdf?sequence=1&isAllowed=y}, institution = {World Bank Group}, author = {Fritz, Verena and Levy, Brian and Ort, Rachel}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E5VN56Y5 2405685:WIZSDXWT}, } @article{furio_mobile_2014, title = {Mobile learning vs. traditional classroom lessons: a comparative study}, doi = {10.1111/jcal.12071}, journal = {Journal of Computer Assisted Learning}, author = {Furió, D and Juan, M-C and Seguí, I and Vivó, R}, year = {2014}, note = {00000 shortDOI: 10/f7dqjb KerkoCite.ItemAlsoKnownAs: 10/f7dqjb 2129771:6H2BPCC9 2405685:4W8AK7IT}, } @techreport{ganimian_improving_2014, address = {Massachusetts}, title = {Improving educational outcomes in developing countries: {Lessons} from rigorous impact evaluations}, url = {https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2471177}, number = {Working Paper 20284}, author = {Ganimian, Alejandro J and Murnane, Richard J}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YZ6XLAEZ 2405685:SEVDD7JB}, } @incollection{garin_ceiling_2014, address = {Dordrecht}, title = {Ceiling {Effect}}, isbn = {978-94-007-0753-5}, url = {https://doi.org/10.1007/978-94-007-0753-5_296}, language = {en}, urldate = {2023-09-21}, booktitle = {Encyclopedia of {Quality} of {Life} and {Well}-{Being} {Research}}, publisher = {Springer Netherlands}, author = {Garin, Olatz}, editor = {Michalos, Alex C.}, year = {2014}, doi = {10.1007/978-94-007-0753-5_296}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-007-0753-5\_296 2339240:4RMUG5W8 2405685:55YRSBRK}, pages = {631--633}, } @techreport{global_business_coalition_for_education_ebola_2014, title = {Ebola {Emergency}: {Restoring} {Education}, {Creating} {Safe} {Schools} and {Preventing} a {Long}-term {Crisis}}, url = {https://gbc-education.org/wp-content/uploads/2014/12/EbolaandEducationReport122014.pdf}, author = {Global Business Coalition for Education}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HBG9FT6H 2405685:VQS75XIN}, } @misc{government_of_malawi_national_2014, title = {National {ICT} {Master} {Plan}}, url = {https://info.undp.org/docs/pdc/Documents/MWI/DRAFT%20MASTER%20ICT%20PLAN%20REPORT%203%20V3%2004022014.docx}, author = {Government of Malawi}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JKYMAPAN 2405685:DGG93AXT}, } @techreport{government_of_the_republic_of_malawi_education_2014, title = {Education {Sector} {Implementation} {Plan} {II} (2013/14 - 2017/18)}, url = {https://www.globalpartnership.org/sites/default/files/malawi_esip_ii.pdf}, urldate = {2022-10-31}, author = {{Government of the Republic of Malawi} and UNICEF Malawi}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HJJGG7CU 2405685:2IVEYH7J}, } @article{grimus_learning_2014, title = {{LEARNING} {AND} {TEACHING} {WITH} {MOBILE} {DEVICES} {AN} {APPROACH} {IN} {SECONDARY} {EDUCATION} {IN} {GHANA}}, language = {en}, author = {Grimus, Margarete and Ebner, Martin}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4INLKHHR 2405685:DSWX579I}, keywords = {⛔ No DOI found}, pages = {10}, } @techreport{grimus_learning_2014, address = {Austria}, title = {Learning and {Teaching} with {Mobile} {Devices}: {An} {Approach} in {Secondary} {Education} in {Ghana}}, url = {https://files.eric.ed.gov/fulltext/ED557242.pdf}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs (lack of technology as well as of accessibility), mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). This article examines the chances and challenges of the use of mobile devices to support improvement and transformation of education in a Senior High School in Ghana. It draws attention to the local situation in a field-study looking at infrastructure, development of material and support. A model for teacher training was designed to facilitate teachers’ attitudes and abilities for implementation of mobile learning. The article figures out how mobile devices can be integrated in learning and teaching on the specific background of a school in Ghana. Based on our results we conclude that teachers and students want to use mobile devices in learning. Their perceptions are positive and they developed courses for specific subjects available for eReaders and mobile phones. The results and feedback from two workshops encourage us to propose this model as an example for integration of mobile devices for learning in other regions of Sub Sahara Africa.}, language = {en}, institution = {Institute for Information Systems Computer Media, Graz University of Technology}, author = {Grimus, Margarete and Ebner, Martin}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KUYCFDLA 2405685:W83IEEJP}, } @techreport{gruen_open_2014, title = {Open for {Business}: {How} {Open} {Data} {Can} {Help} {Achieve} the {G20} {Growth} {Target}}, url = {https://lateraleconomics.com.au/wp-content/uploads/omidyar_open_business.pdf}, urldate = {2022-06-20}, institution = {Lateral Economics}, author = {Gruen, Nicholas and Houghton, John and Tooth, Richard}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N6CIMVHK 2405685:2YZPLTEL}, } @phdthesis{hammed_n_m_a_information_2014, title = {Information and communication technology in early childhood education: challenges for effective implementation and integration}, author = {{Hammed, N. M. A.}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:72DZJXGZ 2405685:3ZV69SBM}, } @article{hasler_school-based_2014, title = {School-based professional development in a developing context: {Lessons} learnt from a case study in {Zambia}}, volume = {41}, issn = {1941-5257}, shorttitle = {School-based professional development in a developing context}, url = {https://doi.org/10.1080/19415257.2014.938355}, doi = {10.1080/19415257.2014.938355}, abstract = {This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.}, number = {5}, journal = {Professional Development in Education}, author = {Haßler, Björn and Hennessy, S. and Cross,, A.}, collaborator = {Chileshe, E. and Machiko, B.}, year = {2014}, note = {00015 EdTechHub.Source: 2129771:7RVZCL3K shortDOI: 10/gfv5xw KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.938355 10/gfv5xw 2129771:7RVZCL3K 2339240:6HHB3GBE 2405685:3RWNJGGM 2405685:72I5EQTH 2405685:RUTXQFGV}, keywords = {Author:Haßler, Open Educational Resources, Zambia, digital technology, dode\_eth-src-dode, dode\_eth-trf2-dode, interactive pedagogy, reflective practice, school-based professional development, sub-Saharan Africa}, pages = {806--825}, } @incollection{hasler_open_2014, title = {Open {Content}}, copyright = {Copyright © 2015 John Wiley \& Sons, Ltd.}, isbn = {978-1-118-76777-1}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118767771.wbiedcs154}, abstract = {Open content is typically digital content that allows broader use than traditionally printed or copyrighted content. Open content is freed up content, for instance through permissive licensing, such as Creative Commons. Open content includes open educational resources (OER), OpenCourseWare (OCW), open video, open access publications, as well as open data. It shares some similarity with open source software. Open content can have different freedoms, such as legal freedom, technological freedom (including usability and accessibility), as well as freedom in terms of education and participation, related to inclusion and interactive pedagogy. More broadly open content is related to open education and open educational practices. Although open content can be traced back further, the movement developed particularly rapidly in the 2000s, with major education and research stakeholders publishing open content and adopting policies promoting open content and open research practices. This entry reviews the origins of open content, and discusses different aspects of “open.” Two specific areas are highlighted: first, open content in higher education, including open textbooks, massively open online courses, open video, and research on open content, pointing to cost savings; second, open educational resources in Africa through recent developments and success stories, particularly in the context of OER Africa.}, language = {en}, urldate = {2019-11-05}, booktitle = {The {International} {Encyclopedia} of {Digital} {Communication} and {Society}}, publisher = {Wiley-Blackwell}, author = {Haßler, Björn and Mays, Tony}, year = {2014}, doi = {10.1002/9781118767771.wbiedcs154}, note = {EdTechHub.Source: 2129771:FY5V62YE shortDOI: 10/ghgnfs KerkoCite.ItemAlsoKnownAs: 10.1002/9781118767771.wbiedcs154 10/ghgnfs 2129771:FY5V62YE 2339240:SH85QKLX 2339240:UQM5RELF 2405685:3SMZ333H 2405685:A8LVRMQR 2405685:L6CQTXAK 2405685:UP7P7L2D 2405685:Z2N7IQ6J 2405685:Z2W75XMJ}, keywords = {Author:Haßler, \_C:Canada CAN, \_C:France FRA, \_C:South Africa ZAF, \_C:Spain ESP, \_C:United Kingdom GBR, \_\_C:scheme:1, dode\_eth-src-dode, dode\_eth-trf2-dode, open access, open education, open educational resources}, pages = {1--11}, } @book{hennessy_bridging_2014, title = {Bridging between research and practice: {Supporting} professional development through collaborative studies of classroom teaching with technology}, isbn = {978-94-6209-434-5}, url = {https://www.springer.com/gp/book/9789462094345}, abstract = {This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory – through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially. The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “intermediate theory” – bridging educational theory and specific settings – framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique – not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources. The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes – springboarding teachers’ further critique and professional learning. “I cannot recommend this book too highly … it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it.” Prof. Barbara Jaworski, University of Loughborough}, publisher = {Sense Publishers}, author = {Hennessy, Sara}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TSJ3FNKZ 2534378:F6KIMYGG}, } @techreport{hennessy_oer4schools_2014, title = {{OER4Schools}: {Participants} {Book}}, url = {http://oer.educ.cam.ac.uk/w/images/6/61/OER4Schools_Participants_book.pdf}, urldate = {2020-08-04}, institution = {The Centre for Commonwealth Education}, author = {Hennessy, Sara and Haßler, Björn and Blair, Janet and Duggal, Nitu and Shin Leong, Wei and Makonga, Abel and Tembo, Agness}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:58TW376N 2405685:FBGNRJ43}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{iserbyt_learning_2014, title = {Learning basic life support ({BLS}) with tablet {PCs} in reciprocal learning at school: {Are} videos superior to pictures? {A} randomized controlled trial}, volume = {85}, doi = {10.1016/j.resuscitation.2014.01.018}, number = {6}, journal = {Resuscitation}, author = {Iserbyt, Peter and Charlier, Nathalie and Mols, Liesbet}, year = {2014}, note = {00001 shortDOI: 10/f562g7 KerkoCite.ItemAlsoKnownAs: 10/f562g7 2129771:PJ2YNAJP 2405685:KQWYTD4Z}, pages = {809--813}, } @book{ivankova_mixed_2014, title = {Mixed methods applications in action research}, isbn = {1-4522-2003-4}, url = {https://us.sagepub.com/en-us/nam/mixed-methods-applications-in-action-research/book237798}, publisher = {Sage}, author = {Ivankova, Nataliya V.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KWBAF332 2405685:8FC3BD9U}, } @misc{jesse_enhancement_2014, title = {Enhancement of {Science} {Performance} through {Computer} {Assisted} {Instruction} among {Selected} {Secondary} {School} {Learners} in {Kenya} {\textbar} {Dr}. {Samuel} {N} {Jesse} - {Academia}.edu}, url = {https://www.academia.edu/14284363/Enhancement_of_Science_Performance_through_Computer_Assisted_Instruction_among_Selected_Secondary_School_Learners_in_Kenya}, urldate = {2021-06-15}, author = {Jesse, Samuel}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PZPJ3Y73 2405685:SFD4AHGW}, } @phdthesis{johnson_implementing_2014, title = {Implementing a one-to-one {iPad} program in a secondary school}, school = {UNIVERSITY OF NEBRASKA AT OMAHA}, author = {Johnson, Donald P}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:D4DRDZCV 2405685:948MY8YX}, } @book{johnson_nmc_2014, title = {{NMC} {Horizon} {Report}: 2014 {Library} {Edition}}, shorttitle = {{NMC} {Horizon} {Report}}, url = {http://privacytools.seas.harvard.edu/files/privacytools/files/2014-nmc-horizon-report-library-en.pdf}, urldate = {2014-10-22}, publisher = {Austin, Texas: The New Media Consortium}, author = {Johnson, L. and Adams Becker, S. and Estrada, V. and Freeman, A.}, year = {2014}, note = {00000 EdTechHub.Source: 2129771:2YTC5G25 KerkoCite.ItemAlsoKnownAs: 2129771:2YTC5G25 2405685:P5B5CRCC}, keywords = {NOTdocs.opendeved.net}, } @article{jull_changing_2014, title = {Changing perceptions is one thing…: barriers to transforming leadership and learning in {Ghanaian} basic schools}, volume = {34}, issn = {1363-2434, 1364-2626}, shorttitle = {Changing perceptions is one thing…}, url = {http://www.tandfonline.com/doi/abs/10.1080/13632434.2013.849679}, doi = {10.1080/13632434.2013.849679}, language = {en}, number = {1}, urldate = {2020-03-10}, journal = {School Leadership \& Management}, author = {Jull, Stephen and Swaffield, Sue and MacBeath, John}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13632434.2013.849679 2339240:A95D5RJ5 2405685:T2ZTFXPD}, pages = {69--84}, } @article{kafyulilo_access_2014, title = {Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in {Tanzania}}, volume = {19}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-012-9207-y}, doi = {10.1007/s10639-012-9207-y}, abstract = {This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 \% of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning.}, language = {en}, number = {1}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Kafyulilo, Ayoub}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-012-9207-y 2339240:XSTQQSQK 2405685:SP36ZFFU}, pages = {115--127}, } @article{kafyulilo_teachers_2014, title = {Teachers’ perspectives on their use of {ICT} in teaching and learning: {A} case study}, volume = {19}, issn = {1573-7608}, shorttitle = {Teachers’ perspectives on their use of {ICT} in teaching and learning}, url = {https://doi.org/10.1007/s10639-013-9259-7}, doi = {10.1007/s10639-013-9259-7}, abstract = {This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.}, language = {en}, number = {4}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Kafyulilo, Ayoub and Keengwe, Jared}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:S7HE9LX3 2405685:NJSM4MCL}, pages = {913--923}, } @article{kafyulilo_teachers_2014, title = {Teachers’ perspectives on their use of {ICT} in teaching and learning: {A} case study}, volume = {19}, issn = {1573-7608}, shorttitle = {Teachers’ perspectives on their use of {ICT} in teaching and learning}, url = {https://doi.org/10.1007/s10639-013-9259-7}, doi = {10.1007/s10639-013-9259-7}, abstract = {This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.}, language = {en}, number = {4}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Kafyulilo, Ayoub and Keengwe, Jared}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:S7HE9LX3 2405685:NJSM4MCL}, pages = {913--923}, } @article{kafyulilo_teachers_2014, title = {Teachers’ perspectives on their use of {ICT} in teaching and learning: {A} case study}, volume = {19}, issn = {1360-2357}, shorttitle = {Teachers’ perspectives on their use of {ICT} in teaching and learning}, doi = {10.1007/s10639-013-9259-7}, abstract = {This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.}, language = {eng}, number = {4}, journal = {Education and information technologies}, author = {Kafyulilo, Ayoub and Keengwe, Jared}, year = {2014}, note = {Place: Boston Publisher: Springer US KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:XQK45BLL 2405685:TXMN39EY}, keywords = {Case studies, Communication, Computer Appl. in Social and Behavioral Sciences, Computer Science, Computers and Education, Education, Educational Technology, Information Systems Applications (incl.Internet), Information technology, Learning, Learning strategies, Mathematics, Pedagogy, Science, Student Learning, Study and teaching, Teacher attitudes, Teachers, Teaching, Technology Integration, Technology application, Training, User Interfaces and Human Computer Interaction}, pages = {913--923}, } @phdthesis{kamau_technology_2014, type = {{PhD} {Thesis}}, title = {Technology adoption in secondary mathematics teaching in {Kenya}: {An} explanatory mixed methods study}, shorttitle = {Technology adoption in secondary mathematics teaching in {Kenya}}, url = {https://surface.syr.edu/cgi/viewcontent.cgi?article=1122&context=etd}, school = {Syracuse University}, author = {Kamau, Leonard Mwathi}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:THKYV7MT 2405685:IAYQII5V}, keywords = {⛔ No DOI found}, } @article{kashem_usage_2014, title = {Usage level and {Attitude} of {The} {Secondary} {Level} {Teachers}' in {Bangladesh} {Towards} {ICT} at {Personal} and {Professional} {Arena}}, abstract = {Integration of information and communications technologies (ICTs) in education sectors is one of the prime objectives of Bangladesh from the last decade. This study is conducted to assess the level of using ICT and acceptance of new technology by secondary level teachers in Bangladesh in their professional and personal arena. The study revealed that in Bangladesh most of the secondary level teachers use computer and internet for their personal purpose and use computers 35 times in a day. It revealed that secondary level teachers are interested to spend for ICT purpose. It also revealed that there is a difference in ICT usage between male and female teachers but no difference of the same among the different level of the teachers. It was found that there is no difference in case of perception about ICT between male and female teachers but perception among different level of teachers about ICT is different. Unavailability of high speed and wireless connections, lack of computer knowledge, high cost at start-up and unwillingness of aged teachers are found as hindrance for use of ICT in secondary level teaching arena. The success of information and communications technology (ICT) applications in teaching is profoundly dependent on the level of computer use by secondary level teachers. Majority of the Secondary level teacher were interested to accept the new technology for their professional capability enhancement and serve the nation. This questionnaire-based study assessed the level of computer and internet use by Secondary level teacher in Bangladesh is not satisfactory but perception of secondary level teacher for accepting new technology is positive both in their personal and professional arena.}, language = {en}, author = {Kashem, Abul and Haque, Ziaul}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E889VQ5E 2405685:FN9HP3MF}, keywords = {⛔ No DOI found}, pages = {15}, } @techreport{kayabwe_use_2014, title = {The {Use} and {Usefulness} of {School} {Grants}: {Lessons} {From} {Uganda}}, shorttitle = {The {Use} and usefulness of school grants}, url = {https://www.iiep.unesco.org/en/publication/use-and-usefulness-school-grants-lessons-uganda}, abstract = {In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success.}, language = {en}, urldate = {2022-11-12}, institution = {UNESCO}, author = {Kayabwe, Samuel and Elior, Joseph}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:76KMJWC2 2405685:XNQ3E3DI 4656463:46AX7F65}, } @article{kazu_effect_2014, title = {Effect of blended learning environment model on high school students' academic achievement}, volume = {13}, url = {https://files.eric.ed.gov/fulltext/EJ1018177.pdf}, abstract = {This study analyzes the students’ academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students’ grades. The study has been carried out in Diyarbakir Anatolian High School in 2010-2011 academic year first semester biology courses. For the study, two quantitive courses sections have been selected among the classes formed by secondary school senior students. Cluster analysis has been conducted to provide the objectivity when forming the experiment and control groups. The study has been conducted with 54 participants, 19 males and 8 females for the experiment group and 18 males and 9 females for the control group. The experiment group continued its education in blended learning environment and the control group continued its education in traditional learning environment. The created learning environments have focused the genetics topic of the biology course and lasted for 6 weeks. During the study, pre-test and final-test have been used for the academic achievement analysis. According to the results acquired at the end of the study, a significant difference hasn’t been found between the two groups at the end of the pre-test applied to experiment and control groups. Besides, in accordance with the averages of the final test grades, the experiment group has been found more successful than the control group. In both of the learning environments, female students have turned out to be more successful than the male students.}, language = {en}, number = {1}, journal = {The Turkish Online Journal of Educational Technology}, author = {Kazu, Ibrahim Yasar and Demirkol, Mehmet}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HQKRX4VQ}, keywords = {⛔ No DOI found}, pages = {10}, } @techreport{kelil_use_2014, title = {The {Use} and usefulness of school grants: lessons from {Ethiopia}}, shorttitle = {The {Use} and usefulness of school grants}, url = {https://www.iiep.unesco.org/fr/publication/use-and-usefulness-school-grants-lessons-ethiopia}, abstract = {In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success.}, language = {fr}, urldate = {2022-11-12}, institution = {UNESCO}, author = {Kelil, Kedir and Jebena, Desalegn and Dufera, Derebssa and Abdi, Kasan and Wolde, Seife}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9KTBWP9D 2405685:TLDJM7DH 4656463:VYTFM4T6}, } @article{king_evaluating_2014, title = {Evaluating the impact of teacher professional development: an evidence-based framework}, volume = {40}, issn = {1941-5257, 1941-5265}, shorttitle = {Evaluating the impact of teacher professional development}, url = {http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.823099}, doi = {10.1080/19415257.2013.823099}, language = {en}, number = {1}, urldate = {2020-05-12}, journal = {Professional Development in Education}, author = {King, Fiona}, month = jan, year = {2014}, note = {shortDOI: 10/gfw2mh KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.823099 10/gfw2mh 2405685:EUPCICWT}, keywords = {C:Ireland}, pages = {89--111}, } @article{kingdon_rigorous_2014, title = {A rigorous review of the political economy of education systems in developing countries}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/305753/Political-economy-education-systems1.pdf}, language = {en}, author = {Kingdon, Geeta Gandhi and Little, Angela and Aslam, Monazza and Rawal, Shenila and Moe, Terry and Patrinos, Harry and Beteille, Tara and Banerji, Rukmini and Parton, Brent and Sharma, Shailendra K}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B7SJT5ZM 2339240:K6YEWENY 2405685:4MKGQTV3 2405685:U8A33CIY 4656463:PD8H53ZU}, keywords = {\_C:Afghanistan AFG, \_C:Argentina ARG, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Benin BEN, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Ecuador ECU, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Kyrgyzstan KGZ, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Nicaragua NIC, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:scheme:1, ⛔ No DOI found}, } @article{kok_snapshots_2014, title = {Snapshots of student-teachers' experiences of {DVDs} in a learner support programme in a developing {ODL} context}, volume = {11}, issn = {1814-6627, 1814-6627}, url = {https://www.researchgate.net/publication/271757630_Snapshots_of_student-teachers'_experiences_of_DVDs_in_a_learner_support_programme_in_a_developing_ODL_context}, doi = {10.1080/18146627.2014.935002}, abstract = {The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs.}, language = {English}, number = {4}, journal = {Africa Education Review}, author = {Kok, Illasha and Blignaut, A. Seugnet}, year = {2014}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826544130?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2014.935002 2339240:5PUHHPDZ 2405685:7KWLX3P2 2534378:AVMXYX5A 2534378:KFGYMKVR}, keywords = {Adult Education, Case Studies, College Students, Computer Uses in Education, Continuing Education, Developing Nations, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Electronic Learning, Focus Groups, Foreign Countries, Higher Education, Inservice Teacher Education, Namibia, Open Education, Postsecondary Education, Qualitative Research, Semi Structured Interviews, South Africa, Student Attitudes, Student Experience, Teachers, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096343, \_\_finaldtb}, pages = {526--543}, } @article{kok_snapshots_2014, title = {Snapshots of student-teachers' experiences of {DVDs} in a learner support programme in a developing {ODL} context}, volume = {11}, issn = {1814-6627, 1814-6627}, doi = {10.1080/18146627.2014.935002}, language = {English}, number = {4}, journal = {Africa Education Review}, author = {Kok, Illasha and Blignaut, A. Seugnet}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2014.935002 2339240:437MBQZJ 2405685:553CMDI7}, } @article{kok_snapshots_2014, title = {Snapshots of student-teachers' experiences of {DVDs} in a learner support programme in a developing {ODL} context}, volume = {11}, issn = {1814-6627, 1814-6627}, url = {https://www.researchgate.net/publication/271757630_Snapshots_of_student-teachers'_experiences_of_DVDs_in_a_learner_support_programme_in_a_developing_ODL_context}, doi = {10.1080/18146627.2014.935002}, abstract = {The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs.}, language = {English}, number = {4}, journal = {Africa Education Review}, author = {Kok, Illasha and Blignaut, A. Seugnet}, year = {2014}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826544130?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2014.935002 2339240:5PUHHPDZ 2405685:7KWLX3P2 2534378:AVMXYX5A 2534378:KFGYMKVR}, keywords = {Adult Education, Case Studies, College Students, Computer Uses in Education, Continuing Education, Developing Nations, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Electronic Learning, Focus Groups, Foreign Countries, Higher Education, Inservice Teacher Education, Namibia, Open Education, Postsecondary Education, Qualitative Research, Semi Structured Interviews, South Africa, Student Attitudes, Student Experience, Teachers, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096343, \_\_finaldtb}, pages = {526--543}, } @article{kok_snapshots_2014, title = {Snapshots of student-teachers' experiences of {DVDs} in a learner support programme in a developing {ODL} context}, volume = {11}, issn = {1814-6627, 1814-6627}, doi = {10.1080/18146627.2014.935002}, language = {English}, number = {4}, journal = {Africa Education Review}, author = {Kok, Illasha and Blignaut, A. Seugnet}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2014.935002 2339240:437MBQZJ 2405685:553CMDI7}, } @techreport{ksoll_learning_2014, type = {Working {Paper}}, title = {Learning without {Teachers}? {Evidence} from a {Randomized} {Experiment} of a {Mobile} {Phone}-{Based} {Adult} {Education} {Program} in {Los} {Angeles}}, url = {https://www.cgdev.org/sites/default/files/CellEd%20Paper_22july2014.pdf}, abstract = {Over 755 million adults worldwide are unable to read and write in any language. Yet the widespread introduction of information and communication technology offers new opportunities to provide standardized distance education to underserved illiterate populations in both developed and developing countries. Using data from a randomized experiment of an innovative mobile phone-based adult education program (Cell-Ed) in Los Angeles, we find that the Cell-Ed program significantly increased students’ basic and broad reading scores, equivalent to a 2-4 year increase in reading levels over a four-month period. The program also increased participants’ selfesteem by 7 percent as compared with the comparison group. These results are robust to correcting for non-random attrition using a variety of non-parametric methods, including using the phase-in design to tighten the Lee bounds. Our results suggest that there is great scope for using information technology as a means of improving educational skills for illiterate adults.}, language = {en}, number = {368}, author = {Ksoll, Christopher and Aker, Jenny C and Miller, Danielle and Perez, Karla and Smalley, Susan L}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VY6NYIBB 2405685:ETPJRUJ5}, pages = {46}, } @techreport{lansdown_10-step_2014, address = {London, UK}, title = {A 10-step guide to monitoring and evaluating children’s participation}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_4.pdf}, abstract = {Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.}, number = {4}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GSE2ME5Y 2405685:3KPMDTFE}, keywords = {CitedIn:eCubed, eCubed}, } @techreport{lansdown_toolkit_2014, address = {London, UK}, title = {A {Toolkit} for {Monitoring} and {Evaluating} {Children}’s {Participation} — {Introduction}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_toolkit_Booklet_1.pdf}, abstract = {Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation.}, number = {1}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RPDJGMRX 2405685:4NFM59GT}, keywords = {CitedIn:eCubed, eCubed}, } @techreport{lansdown_how_2014, address = {London, UK}, title = {How to measure the scope, quality and outcomes of children’s}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_3.pdf}, abstract = {Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.}, number = {3}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LK2EXKBB 2405685:Z76N7SQU}, keywords = {CitedIn:eCubed, eCubed}, } @techreport{lansdown_measuring_2014, address = {London, UK}, title = {Measuring the creation of a participatory and respectful environment for children provides}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_2.pdf}, abstract = {Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society.}, number = {2}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LSDA8XQ9 2405685:ARZE4W4U}, keywords = {CitedIn:eCubed, eCubed}, } @techreport{lansdown_tools_2014, address = {London, UK}, title = {Tools for monitoring and evaluating children’s participation}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_5.pdf}, abstract = {Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.}, number = {5}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IPQ43H99 2405685:3ZR6C6DY}, keywords = {CitedIn:eCubed, eCubed}, } @article{liu_effects_2014, title = {Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment}, volume = {72}, doi = {10.1016/j.compedu.2013.10.019}, journal = {Computers \& Education}, author = {Liu, Tzu-Chien and Lin, Yi-Chun and Paas, Fred}, year = {2014}, note = {00001 shortDOI: 10/f5rxgq KerkoCite.ItemAlsoKnownAs: 10/f5rxgq 2129771:CBG72EKD 2405685:Z2D4VWIP}, pages = {328--338}, } @techreport{lohr_partially_2014, title = {Partially {Nested} {Randomized} {Controlled} {Trials} in {Education} {Research}: {A} {Guide} to {Design} and {Analysis}}, url = {https://files.eric.ed.gov/fulltext/ED545532.pdf}, language = {en}, institution = {National Center for Education Research (NCER)}, author = {Lohr, Sharon and Schochet, Peter Z and Sanders, Elizabeth}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEBL4H69 2405685:AT59KTP8}, } @article{lucas_improving_2014, title = {Improving {Early}-{Grade} {Literacy} in {East} {Africa}: {Experimental} {Evidence} from {Kenya} and {Uganda}}, volume = {33}, issn = {1520-6688}, shorttitle = {Improving {Early}-{Grade} {Literacy} in {East} {Africa}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.21782}, doi = {10.1002/pam.21782}, abstract = {Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early-grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller effect (0.08) on a Swahili literacy test in Kenya. We find no evidence that differential effects are explained by baseline differences across countries in student test scores, classroom attributes, or implementation fidelity. A plausible explanation that cannot be directly tested is differential effective exposure to the literacy treatment in the tested languages. Students in Kenya were tested in Swahili, which is not necessarily the main language of instruction in primary schools, despite official policy.}, language = {en}, number = {4}, urldate = {2020-05-19}, journal = {Journal of Policy Analysis and Management}, author = {Lucas, Adrienne M. and McEwan, Patrick J. and Ngware, Moses and Oketch, Moses}, year = {2014}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pam.21782 shortDOI: 10/gf7gt2 KerkoCite.ItemAlsoKnownAs: 10.1002/pam.21782 10/gf7gt2 2405685:6XBY922E}, pages = {950--976}, } @article{lynch_identifying_2014, title = {Identifying strategies to enhance the educational inclusion of visually impaired children with albinism in {Malawi}}, volume = {39}, issn = {0738-0593}, url = {http://www.sciencedirect.com/science/article/pii/S0738059314000595}, doi = {10.1016/j.ijedudev.2014.07.002}, abstract = {Oculocutaneous albinism is an inherited condition with significant health and social impact on the lives of those affected throughout sub-Saharan, including in Malawi. Myths and superstitions surrounding the condition lead to stigmatisation, rejection and misconceptions. In a participatory study, consultations with educational professionals, children with albinism and their families documented the barriers to full educational access and revealed low-cost strategies that could be implemented in mainstream schools, to minimise the effect of the visual impairment associated with albinism. These were captured in two information booklets in English and vernacular, one for children and the other appropriate for teacher training.}, language = {en}, urldate = {2020-12-10}, journal = {International Journal of Educational Development}, author = {Lynch, Paul and Lund, Patricia and Massah, Bonface}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.07.002 2339240:MXTDK768 2405685:K9AQNHDY}, keywords = {Albinism, Resource centres, Special educational needs, Teacher training, Visual impairment}, pages = {216--224}, } @inproceedings{machuve_monitoring_2014, title = {Monitoring and evaluation of the e-readers project in rural {Tanzania}}, doi = {10.1109/SCAT.2014.7055138}, abstract = {This study provides recommendations on the monitoring and evaluation conducted for an ICT in Education project in two rural primary schools in Tanzania. The objective of the study was to evaluate the effectiveness of e-readers introduction at the schools. The e-readers introduction aimed at complementing the traditional print books. Print books are insufficient in primary schools in Tanzania; this ultimately leads to lack of reading skills in pupils and poor overall academic performance. As a conceptual framework the study adopted the InfoDev Monitoring and Evaluation framework for ICT in Education projects and adjusted it to local conditions. The study has shown that pupils at both schools considerably improved their reading skills as a result of the e-readers introduction. The introduction of e-readers also resulted in teachers and pupils being more motivated and engaged in learning. Survey results for parents demonstrate readiness on cost-sharing for acquiring the devices. This also indicates the feasibility of up-scaling the project to other schools in the country.}, booktitle = {Proceedings of the 2nd {Pan} {African} {International} {Conference} on {Science}, {Computing} and {Telecommunications} ({PACT} 2014)}, author = {Machuve, D. Z. and Zlotnikova, I. and Nyambo, D.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/SCAT.2014.7055138 2339240:DPBJTXNM 2405685:HU86I3P7}, keywords = {E-readers, Educational institutions, ICT, ICT in Education project, InfoDev Monitoring and Evaluation framework, Monitoring, Tanzania, academic performance, computer aided instruction, cost-sharing, digital e-books, e-readers project, electronic publishing, mobile computing, mobile electronic device, pupil engagement, pupil motivation, reading skills improvement, rural Tanzania, rural primary schools, teachers}, pages = {62--67}, } @article{magallanes_framework_2014, title = {A framework for an {ICT}-based development program for science teachers in state universities and colleges in region {VI}}, volume = {2}, issn = {2332-3205, 2332-3205}, url = {https://www.researchgate.net/publication/285646173_A_Framework_for_an_ICT-based_Development_Program_for_Science_Teachers_in_State_Universities_and_Colleges_in_Region_VI}, doi = {10.13189/ujer.2014.020909}, abstract = {Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.}, language = {English}, number = {9}, journal = {Universal Journal of Educational Research}, author = {Magallanes, Amel Lavezores and Lavezores, Amel}, year = {2014}, note = {Publisher: Horizon Research Publishing, 506 North Garfield Avenue \#210, Alhambra, CA 91801 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502673?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2014.020909 2405685:FXQZCGHG 2534378:CCZ6ZKIL}, keywords = {Barriers, College Faculty, College Science, Computer Literacy, Computer Uses in Education, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, Higher Education, Information Technology, Mixed Methods Research, Philippines, Postsecondary Education, Science Teachers, State Colleges, State Universities, Teacher Attitudes, Technology Integration, Training}, pages = {659--668}, } @article{mahenge_mobile-based_2014, title = {Mobile-based system for cost-effective e-learning contents delivery in resource and bandwidth constrained learning environments}, volume = {6}, copyright = {Copyright (c) 2018 Michael P. J. Mahenge, Joseph W. Mwangoka}, issn = {2073-7904}, url = {http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/262}, abstract = {The advancement in Information and Communication Technologies (ICTs) has brought opportunities for the development of Smart Cities. The Smart City uses ICT to enhance performance and wellbeing, to reduce costs and resource consumption, and to engage more effectively and actively with its citizens. In particular, the education sector is adopting new ways of learning in Higher Education Institutions (HEIs) through e-learning systems. While these opportunities exist, e-learning content delivery and accessibility in third world countries like Tanzania is still a challenge due to resource and network constrained environments. The challenges include: high cost of bandwidth connection and usage; high dependency on the Internet; limited mobility and portability features; inaccessibility during the offline period and shortage of ICT facilities. In this paper, we investigate the use of mobile technology to sustainably support education and skills development particularly in developing countries. Specifically, we propose a Cost-effective Mobile Based Learning Content Delivery system for resource and network constrained environments. This system can be applied to cost-effectively broaden and support education in many cities around the world, which are approaching the 'Smart City' concept in their own way, even with less available technology infrastructure. Therefore, the proposed solution has the potential to reduce the cost of the bandwidth usage, and cut down the server workload and the Internet usage overhead by synchronizing learning contents from some remote server to a local database in the user’s device for offline use. It will also improve the quality of experience and participation of learners as well as facilitate mobility and portability in learning activities, which also supports the all-compassing learning experience in a Smart City.https://doi.org/10.34105/j.kmel.2014.06.030}, language = {en}, number = {4}, urldate = {2020-11-18}, journal = {Knowledge Management \& E-Learning: An International Journal}, author = {Mahenge, Michael P. J. and Mwangoka, Joseph W.}, year = {2014}, note = {Number: 4 KerkoCite.ItemAlsoKnownAs: 2339240:PDQV4A7I 2405685:LCDRVZPJ}, keywords = {⛔ No DOI found}, pages = {449--463}, } @article{malakolunthu_improving_2014, title = {Improving the quality of teaching and learning through leadership for learning: {Changing} scenarios in basic schools of {Ghana}}, volume = {42}, shorttitle = {Improving the quality of teaching and learning through leadership for learning}, doi = {10.1177/1741143213510510}, number = {5}, journal = {Educational management administration \& leadership}, author = {Malakolunthu, Suseela and McBeath, John and Swaffield, Sue}, year = {2014}, note = {Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1741143213510510 10/f6g9vv 2339240:XKC33Y3W 2405685:2L8B954L}, pages = {701--717}, } @techreport{menocal_getting_2014, title = {Getting real about politics}, url = {https://www.odi.org/publications/8325-getting-real-about-politics-thinking-politically-working-differently}, language = {en}, institution = {Overseas Development Institute}, author = {Menocal, Alina Rocha}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G85S7MQH 2405685:UVY8DIPN}, pages = {16}, } @techreport{menocal_getting_2014, address = {London}, title = {"{Getting} real about politics: {From} thinking politically to working differently"}, url = {https://www.researchgate.net/publication/315051965_Getting_Real_about_Politics_From_Thinking_Politically_to_Working_Differently_ODI_Research_Paper_ODI_2014}, institution = {Overseas Development Institute}, author = {Menocal, Alina Rocha}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:64B3B9NH 2405685:UHF7RW2F}, } @techreport{ministry_of_education_isherig_2014, title = {{iSherig} {Education} {Master} {Plan} 2014–2018}, copyright = {Copyright © 2014 Ministry of Education, Kawajangsa, Thimphu www.education.gov.bt}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.education.gov.bt/wp-content/uploads/2021/09/isherig.pdf}, institution = {Royal Government of Bhutan}, author = {{Ministry of Education}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W6ZGNNVJ}, } @techreport{ministry_of_planning_development_and_reform_planning_commission_pakistan_2014, title = {Pakistan 2025: {One} {Nation} – {One} {Vision}}, url = {https://www.pc.gov.pk/uploads/vision2025/Pakistan-Vision-2025.pdf}, urldate = {2020-07-21}, institution = {Government of Pakistan}, author = {{Ministry of Planning, Development and Reform. Planning Commission}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7BG27HU7}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{ministry_of_planning_development_and_reform_planning_commission_pakistan_2014, title = {Pakistan 2025: {One} {Nation} – {One} {Vision}}, url = {https://www.pc.gov.pk/uploads/vision2025/Pakistan-Vision-2025.pdf}, urldate = {2020-07-21}, institution = {Government of Pakistan}, author = {{Ministry of Planning, Development and Reform. Planning Commission}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7BG27HU7}, keywords = {\_\_\_working\_potential\_duplicate}, } @inproceedings{muhoza_viewpoints_2014, title = {Viewpoints to {ICT} practices and hindrances from in {Tanzanian} secondary schools and teacher training colleges: {Focus} on classroom teachers}, shorttitle = {Viewpoints to {ICT} {Practices} and {Hindrances} from in {Tanzanian} {Secondary} {Schools} and {Teacher} {Training} {Colleges}}, doi = {10.1109/LaTiCE.2014.31}, abstract = {On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if there is no technological infrastructure to put quickly aging technical know-how into immediate use.}, booktitle = {2014 {International} {Conference} on {Teaching} and {Learning} in {Computing} and {Engineering}}, author = {Muhoza, O. U. and Tedre, M. and Aghaee, N. and Hansson, H.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/LaTiCE.2014.31 2339240:7MAT6RPX 2405685:VZVLXKLX}, keywords = {Classroom Activities, Computers, Culture, Educational Technology, Educational institutions, Government, ICT management, ICT supported education, Information and Communication Technology (ICT), Internet, Interviews, Tanzania, Tanzanian secondary schools, Teacher education, Teachers' expectations, Teachers' experiences, Training, blended learning, classroom teachers, computer aided instruction, cultural concerns, e-learning, educational courses, educational curricula, educational institutions, educational system development, government policies, information and communication technology, information technology, national policy documents, pedagogical readiness, teacher training, teacher training colleges}, pages = {133--140}, } @article{mukherjee_experimenting_2014, title = {Experimenting with {Automatic} {Text}-to-{Diagram} {Conversion}: {A} {Novel} {Teaching} {Aid} for the {Blind} {People}}, volume = {17}, issn = {1176-3647}, shorttitle = {Experimenting with {Automatic} {Text}-to-{Diagram} {Conversion}}, url = {https://www.jstor.org/stable/jeductechsoci.17.3.40}, abstract = {ABSTRACT Diagram describing texts are integral part of science and engineering subjects including geometry, physics, engineering drawing, etc. In order to understand such text, one, at first, tries to draw or perceive the underlying diagram. For perception of the blind students such diagrams need to be drawn in some non-visual accessible form like tactile graphics. Technologies for producing tactile graphics are available but they are too expensive to be afforded by the blind students or schools in developing countries like India. As a result, science education for a large population of blind students is severely compromised. This paper proposes a novel solution to this problem. A method for digital to Braille mapping of geometry diagrams on the low-cost traditional Braille text printer is reported here. Later on, this is integrated with a previously developed text-to-diagram conversion system. Using the integrated system, a blind student can input a geometry word problem and perceive the underlying diagram on a Braille printout. The major part of the study involves rigorous evaluation of the system at a Blind school. The enthusiasm and the ability shown by the subjects in using the system strongly attest its viability as an effective teaching/learning tool for the blind students.}, number = {3}, urldate = {2020-12-10}, journal = {Journal of Educational Technology \& Society}, author = {Mukherjee, Anirban and Garain, Utpal and Biswas, Arindam}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PALXABSW 2405685:QC4QNMYJ}, keywords = {⛔ No DOI found}, pages = {40--53}, } @techreport{mundy_evaluation_2014, title = {Evaluation study on the early learning {Child}-to-{Child} {Programme}}, url = {https://www.unicef.org/ethiopia/reports/evaluation-study-early-learning-child-child-programme}, abstract = {Child-to-Child Programme in Ethiopia}, language = {en}, urldate = {2020-03-30}, institution = {UNICEF}, author = {Mundy, Karen and Proulx, Kerrie and Janigan, Kara and Geva, Esther and Fraser, Christie}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I5YZI248 2405685:Q9W8T3II}, } @techreport{nag_literacy_2014, title = {Literacy, {Foundation} {Learning} and {Assessment} in {Developing} {Countries}: {Final} {Report}. {Education} {Rigorous} {Literature} {Review}.}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/305150/Literacy-foundation-learning-assessment.pdf}, language = {en}, institution = {Department for International Development}, author = {Nag, Sonali and Chiat, Shula and Torgerson, Carole and Snowling, Margaret J.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IKA83Z7J 2405685:IM87X7QQ}, } @article{naslund-hadley_fostering_2014, title = {Fostering {Early} {Math} {Comprehension}: {Experimental} {Evidence} from {Paraguay}}, volume = {1}, abstract = {Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math.}, language = {en}, number = {4}, journal = {Global Education Review}, author = {Naslund-Hadley, Emma and Parker, Susan W and Hernandez-Agramonte, Juan Manuel}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HRIPFXGZ}, keywords = {⛔ No DOI found}, } @misc{national_institute_of_statistics_of_rwanda_rphc4_2014, title = {{RPHC4} {Thematic} {Report}: {Characteristics} of {Households} and {Housing}}, url = {https://www.statistics.gov.rw/publication/rphc4-thematic-report-characteristics-households-and-housing}, urldate = {2020-08-17}, author = {National Institute of Statistics of Rwanda.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MWGCCUIB 2405685:YTI26JVP}, } @techreport{nayyar-stone_using_2014, address = {Washington D.C.}, title = {Using national {Education} {Management} {Information} {Systems} to make local service improvements: {The} case of {Pakistan}}, url = {https://openknowledge.worldbank.org/handle/10986/18416}, language = {en}, number = {30}, institution = {World Bank}, author = {Nayyar-Stone, Ritu}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UY6DUQL9 2405685:9KCJCPK7}, } @inproceedings{nedungadi_low_2014, address = {Chennai, Madras, India}, title = {Low cost tablet enhanced pedagogy for early grade reading: {Indian} context}, isbn = {978-1-4799-7606-5}, shorttitle = {Low cost tablet enhanced pedagogy for early grade reading}, url = {http://ieeexplore.ieee.org/document/7026322/}, doi = {10.1109/R10-HTC.2014.7026322}, abstract = {In our research we have designed pedagogy for Low Cost Tablets (LCT) to enhance early grade reading in multigrade classrooms in rural areas of India. The use of LCT helps meet the challenge of education in areas where there is a lack of qualified tutors and shortage of computing resources. The program has been implemented with (N=38) students in tribal areas of Kerala. Reading was the most common problem with the primary children, while mathematics and reading comprehension was a major challenge for children who were in middle school. Our pilot study students were able to learn faster on their own without requiring formal training due to the ease of use and the touch based interface of LCT, and they liked the idea of repeating lessons as many times as they wished. Teachers were trained in the use of LCT for assessment and early intervention and effective ways to bring up the reading skills of the students. Our findings confirm that LCT is powerful motivator in education and has a huge potential to address the issue of school dropouts. Our proposed pedagogy for LCT and findings will be of interest to educational policy makers who are looking at LCT options such as Aakash tablets to improve literacy levels among early grade learners.}, language = {en}, urldate = {2020-07-23}, booktitle = {2014 {IEEE} {Region} 10 {Humanitarian} {Technology} {Conference} ({R10} {HTC})}, publisher = {IEEE}, author = {Nedungadi, Prema and Jayakumar, Akshay and Raman, Raghu}, month = aug, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/R10-HTC.2014.7026322 2339240:52QRVY4T 2405685:A64MD23Q}, pages = {35--39}, } @techreport{nicolai_unbalanced_2014, address = {London, UK}, title = {Unbalanced progress: {What} political dynamics mean for education access and quality}, url = {http://www.developmentprogress.org/unbalanced-progress-what-political-dynamics-mean-education-access-and-quality}, institution = {Overseas Development Institute}, author = {Nicolai, Susan and Engel, Jakob and Wales, Joseph and Hine, Sebastien and Wild, Leni}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IJJGWSNS 2405685:T76UBPJR}, } @article{ocak_investigating_2014, title = {Investigating {Turkish} pre-service teachers' perceptions of blogs: implications for the {FATIH} project}, volume = {5}, url = {https://www.researchgate.net/publication/281592685_Investigating_Turkish_Pre-service_Teachers'_Perceptions_of_Blogs_Implications_for_the_FATIH_Project}, doi = {10.30935/cedtech/6113}, abstract = {This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.}, language = {English}, number = {1}, journal = {Contemporary Educational Technology}, author = {Ocak, Mehmet Akif and Gökçearslan, Sahin and Solmaz, Ebru}, year = {2014}, note = {Publisher: Contemporary Educational Technology, Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538580?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6113 2405685:NP6PFAAG 2534378:SAUID3JV 2534378:WI3PD3BP}, keywords = {Critical Thinking, Diaries, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Electronic Publishing, Factor Analysis, Foreign Countries, Group Activities, Higher Education, Online Surveys, Postsecondary Education, Preservice Teachers, Questionnaires, Student Attitudes, Student Motivation, Student Participation, Technology Integration, Technology Uses in Education, Turkey, Web Sites, Writing Skills, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098538, \_\_finaldtb}, pages = {22--38}, } @phdthesis{oliviera_students_2014, type = {{MPhil} {Dissertation}}, title = {Students’ and teachers’ attitudes and views on employing the use of {iPads} in science lessons}, urldate = {2014-04-08}, school = {University of Cambridge}, author = {Oliviera, Jose}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9SLGJ8KE 2405685:C4BAKFXY}, } @article{onguko_jifunzeni_2014, title = {{JiFUNzeni}: a blended learning approach for sustainable teachers' professional development}, volume = {12}, issn = {1479-4403}, url = {https://academic-publishing.org/index.php/ejel/article/view/1680/1643}, abstract = {JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was fieldtested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers’ professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, follow-up interviews were conducted with eight of the ten teachers and two professional development tutors (PDTs) who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho slum in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on some appropriate ways of applying technology thus, attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa.}, language = {en}, number = {1}, journal = {Electronic Journal of e-Learning}, author = {Onguko, Brown Bully}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5SCGRA3U 2339240:M7R5EIZL 2339240:TS6R3E24 2339240:VWE52LMG 2339240:YMBURAH4 2405685:AKXHE6HE 2405685:Q3Y6Z65Z 2405685:U5WZEBXT 2405685:UNATTHSB 2405685:XVE57FFE 2534378:7WCVV8XM 2534378:DW5I8PW4 2534378:T6RRJMGR}, keywords = {Blended Learning, Computer Software, Computers, Cooperative Learning, Cooperative learning, Course Content, Design, Disadvantaged Environment, Distance learning, Education--Computer Applications, Educational Technology, Elementary School Teachers, Faculty Development, Foreign Countries, Handheld Devices, Instructional Design, Internet, Interviews, Kenya, Learning Activities, Multimedia Materials, Open Source Technology, Program Development, Qualitative Research, Rural Areas, Self Evaluation (Individuals), Sustainability, Teacher Attitudes, Teaching Methods, Training, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096405, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {12}, } @article{osei-assibey_nature_2014, title = {Nature and dynamics of inequalities in {Ghana}}, volume = {57}, issn = {1011-6370, 1461-7072}, url = {http://ugspace.ug.edu.gh/bitstream/handle/123456789/24257/Nature%20and%20Dynamics%20of%20Inequalities%20in%20Ghana.pdf?sequence=2&isAllowed=y}, doi = {10.1057/dev.2015.25}, language = {en}, number = {3-4}, urldate = {2022-03-06}, journal = {Development}, author = {Osei-Assibey, Eric}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1057/dev.2015.25 2339240:TBRJJYZ2 2405685:5PVKISEY}, pages = {521--530}, } @article{owusu-bempah_commonalities_2014, title = {Commonalities and specificities of authentic leadership in {Ghana} and {New} {Zealand}}, volume = {42}, doi = {10.1177/1741143213502198}, number = {4}, journal = {Educational Management Administration \& Leadership}, author = {Owusu-Bempah, Justice and Addison, Ramzi and Fairweather, John}, year = {2014}, note = {Publisher: Sage Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1741143213502198 10/gfbx93 2339240:4Z3QIGA6 2405685:6RCTND8Z}, pages = {536--556}, } @book{parkay_curriculum_2014, edition = {10}, title = {Curriculum leadership: readings for developing quality educational programs}, shorttitle = {Curriculum leadership}, url = {https://books.google.co.uk/books?id=riugMAEACAAJ&newbks=0&hl=en&source=newbks_fb&redir_esc=y}, publisher = {Prentice Hall}, author = {Parkay, Forrest and Anctil, Eric and Hass, Glen}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6EV6RXZC 2405685:BM9L62CI}, keywords = {⛔ No DOI found}, } @article{patchan_effect_2014, title = {The effect of blended instruction on accelerated learning}, volume = {25}, issn = {1475-939X}, url = {https://www.academia.edu/19583322/The_effect_of_blended_instruction_on_accelerated_learning}, abstract = {The effect of blended instruction on accelerated learning}, language = {en}, number = {3}, urldate = {2020-07-22}, journal = {Technology, Pedagogy and Education}, author = {Patchan, Melissa M. and Schunn, Christian D. and Sieg, Wilfried and McLaughlin, Dawn}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4UL4WATW}, keywords = {⛔ No DOI found}, pages = {1--18}, } @techreport{piper_b_usaidkenya_2014, address = {USA}, title = {{USAID}/{Kenya} {Primary} {Math} and {Reading} ({PRIMR}) {Initiative}: {Kisumu} {Information} and {Communication} {Technology} ({ICT}) {Intervention}. {Endline} {Report}.}, url = {https://www.eddataglobal.org/countries/index.cfm?fuseaction=pubDetail&ID=664}, institution = {Research Triangle Institute (RTI)}, author = {{Piper, B.} and {Kwayumba, D.}}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:ILKMBDCW 2405685:7K6TGAXF}, } @misc{piper_primary_2014, title = {The {Primary} {Math} and {Reading} {Initiative} ({PRIMR})}, url = {https://pdf.usaid.gov/pdf_docs/pa00k285.pdf}, author = {Piper, Benjamin and Kwayumba, Dunston}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X6IDGLM6 2405685:IN2QIICJ}, } @techreport{polonetsky_student_2014, title = {Student data: {Trust}, transparency, and the role of consent}, shorttitle = {Student data}, institution = {Future of Privacy Forum (FPF)}, author = {Polonetsky, Jules and Jerome, Joseph}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FEQJ64GR 2405685:TDSJ46XQ}, keywords = {⛔ No DOI found}, } @techreport{power_educational_2014, title = {Educational {Technology} {Topic} {Guide}}, shorttitle = {{EdTech} {Topic} {Guide}}, url = {http://www.heart-resources.org/topic/educational-technology/}, urldate = {2014-10-20}, institution = {Health and Education Advice Resource Team}, author = {Power, Tom}, collaborator = {Gater, Rosalind and Grant, Catherine and Winters, Niall}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:U82KRZAA 2405685:2H3AHYUN 2405685:9CIM8GVA}, keywords = {CitedIn:OER4Schools-HHH3, Important, lit review}, } @misc{principles_for_digital_development_tangerine_2014, title = {Tangerine: {Mobile} {Assessments} {Made} {Easy}}, shorttitle = {Tangerine}, url = {https://digitalprinciples.org/es/resource/tangerine-mobile-assessments-made-easy/}, abstract = {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 […]}, language = {es-ES}, urldate = {2022-07-01}, journal = {Principles for Digital Development}, author = {{Principles for Digital Development}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QEIGLPYR 2486141:M9GDVCTE}, } @techreport{pritchett_risks_2014, address = {Helsinki}, title = {The risks to education systems from design mismatch and global isomorphism}, url = {https://www.wider.unu.edu/sites/default/files/wp2014-039.pdf}, number = {WIDER Working Paper 2014/039}, institution = {World Institute for Development Economics Research}, author = {Pritchett, Lant}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HX4SEQAP 2405685:NJSELUEX}, } @inproceedings{pulse_lab_jakarta_data_2014, title = {Data {Innovation} for {Policymaking}}, url = {https://www.unglobalpulse.org/wp-content/uploads/old_site/Proceedings%20Data%20Innovation%20Conference.pdf}, author = {Pulse Lab Jakarta}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZEBZVJHJ 2405685:56LPJUQ3}, keywords = {⛔ No DOI found}, } @inproceedings{richter_culture_2014, title = {Culture, {Gender} and {Technology} {Enhanced} {Learning}: {Female} and {Male} {Students}' {Perceptions} across three {Countries}}, abstract = {With the on-going “Learning Culture Survey”, we aim to foster the implementation of culture-sensitive education. The motivation of this study is based on the need of a better understanding of the reasons for intercultural conflicts in education. These issues are particularly pertinent to international learning scenarios, such as in urban education, or Internet-based e-Learning. The results of this research are geared towards a development of activities that prevent students from losing their initial learning motivation. With our standardized questionnaire, we collected and analysed data from Germany, Ghana, and South Korea. In such a comparative culture-related analysis, the population is usually considered as a whole, regardless of the respondents’ socio-cultural differences and assuming a single representative value per item. In this paper, we first analyse and discuss the results of our questionnaire' section “Gender Issues”. Afterwards, we analyse the overall questionnaire data to focus on the extent to which female and male students’ answers differed. Finally, we engage in a discussion to what degree these differences impact the design of e-Learning scenarios.}, language = {en}, booktitle = {International {Conference} e-{Learning}}, author = {Richter, Thomas and Zelenkauskaite, Asta}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:596DFMY8 2405685:628HTQMZ}, keywords = {⛔ No DOI found}, pages = {10}, } @techreport{roman_moving_2014, title = {Moving from the margins: {Mainstreaming} persons with disabilities in {Pakistan}}, url = {https://www.britishcouncil.org/sites/default/files/moving_from_the_margins_final.pdf}, author = {Roman, Stephan and Bartel-Ellis, Fiona and Upton, Peter}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3JIYWZTZ 2405685:7E968F8H}, } @article{roumell_erichsen_comparative_2014, title = {A comparative analysis of e-learning policy formulation in the {European} {Union} and the {United} {States}: discursive convergence and divergence}, volume = {58}, issn = {0010-4086, 1545-701X}, shorttitle = {A comparative analysis of e-learning policy formulation in the european union and the united states}, url = {https://www.journals.uchicago.edu/doi/10.1086/674095}, doi = {10.1086/674095}, language = {en}, number = {1}, urldate = {2021-08-12}, journal = {Comparative Education Review}, author = {Roumell Erichsen, Elizabeth and Salajan, Florin D.}, month = feb, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/674095 10/wgm 2339240:7GEPUMQR 2405685:JBM25S44}, pages = {135--165}, } @article{roy_promoting_2014, title = {Promoting proper education for sustainability: {An} exploratory study of {ICT} enhanced {Problem} {Based} {Learning} in a developing country}, volume = {10}, abstract = {One of the goals of education is to create responsible citizens who can adequately understand the problems faced by their societies and who can then act to help solve them. Such behaviour can be fostered through proper education that facilitates expert knowledge about social issues, nurtures the ability to think critically and learns the skills needed to pro-actively search for possible solutions. Through this study we aimed to develop an Information and Communication Technologies (ICT) supported pedagogical framework, Children as Agents of Social Change (CASC), as a possible vehicle to facilitate appropriate education about social issues. This article analyses the first implementation of the CASC framework carried out at schools in Tanzania. Forest fires in Tanzania are often caused by human activity and education about this pressing problem needs to be provisioned on a large scale. However, due to a lack of teachers and teacher expertise, this is not the reality. With help of the local community, we created a locally contextualised video supported by a Problem Based Learning (PBL) solution to connect local forest experts with school students. These students then creatively conducted PBL activities in order to help solve local environmental and conservation problems. Data was collected through pre- and post-tests of control-experimental groups and teacher interviews. Results suggest that the participants were enlightened as to a variety of active problem solving possibilities and that they ranked the CASC methodology as an effective approach to sustainability.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Roy, Amit and Kihoza, Patrick and Suhonen, Jarkko and Vesisenaho, Mikko and Tukiaianen, Markku}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GKMYQUW 2405685:Z66ECXW6}, keywords = {⛔ No DOI found}, pages = {70--90}, } @misc{rti_international_primary_2014, title = {The {Primary} {Math} and {Reading} {Initiative} ({PRIMR})}, url = {https://pdf.usaid.gov/pdf_docs/pa00k285.pdf}, author = {RTI International}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T6UNHNPW 2405685:QI3HHJQZ}, } @article{rudolph_establishing_2014, title = {Establishing a {Safe} {Container} for {Learning} in {Simulation}: {The} {Role} of the {Presimulation} {Briefing}}, volume = {9}, issn = {1559-2332}, shorttitle = {Establishing a {Safe} {Container} for {Learning} in {Simulation}}, url = {https://journals.lww.com/01266021-201412000-00002}, doi = {10.1097/SIH.0000000000000047}, abstract = {Summary Statement In the absence of theoretical or empirical agreement on how to establish and maintain engagement in instructor-led health care simulation debriefings, we organize a set of promising practices we have identified in closely related fields and our own work. We argue that certain practices create a psychologically safe context for learning, a so-called safe container. Establishing a safe container, in turn, allows learners to engage actively in simulation plus debriefings despite possible disruptions to that engagement such as unrealistic aspects of the simulation, potential threats to their professional identity, or frank discussion of mistakes. Establishing a psychologically safe context includes the practices of (1) clarifying expectations, (2) establishing a “fiction contract” with participants, (3) attending to logistic details, and (4) declaring and enacting a commitment to respecting learners and concern for their psychological safety. As instructors collaborate with learners to perform these practices, consistency between what instructors say and do may also impact learners’ engagement.}, language = {en}, number = {6}, urldate = {2023-04-28}, journal = {Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare}, author = {Rudolph, Jenny W. and Raemer, Daniel B. and Simon, Robert}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1097/SIH.0000000000000047 2339240:UFFPVQIC 2405685:EATC2IG8}, pages = {339--349}, } @book{sabarwal_permanent_2014, series = {Policy research working paper : {WPS}}, title = {The permanent input hypothesis : the case of textbooks and (no) student learning in {Sierra} {Leone}}, shorttitle = {The permanent input hypothesis}, language = {eng}, publisher = {Washington, DC : World Bank, Education Global Practice Group \& Africa Region, Office of the Chief Economist}, author = {Sabarwal, Shwetlena and Evans, David K. and Marshak, Anastasia}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QFBK2Z4L}, } @article{sailors_supporting_2014, title = {Supporting {Change} in {Literacy} {Instruction} in {Malawi}}, volume = {49}, issn = {1936-2722}, url = {https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.70}, doi = {10.1002/rrq.70}, abstract = {In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.}, language = {en}, number = {2}, urldate = {2020-05-10}, journal = {Reading Research Quarterly}, author = {Sailors, Misty and Hoffman, James V. and Pearson, P. David and McClung, Nicola and Shin, Jaran and Phiri, Liveness Mwale and Saka, Tionge}, year = {2014}, note = {shortDOI: 10/ggvk3t KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.70 10/ggvk3t 2339240:FPRQN6RV 2405685:IVTVDACJ}, keywords = {Adult, C:Malawi, Childhood, Coaching, Decoding, Discussion, Early childhood, English as a second language, English for speakers of other languages, English language learners, English learners, Experimental, Fairy tales, Family literacy, Home language, Home-school connections, In-service, Instructional models, Language learners, Literature, Literature-based instruction, Oral language, Parental involvement, Phonics, Program evaluation, Reading strategies, Research methodology, School based, Sight words, Sociocultural, Socioeconomic factors, Strategies, Supplementary resources, Teacher education, Textbooks, and materials, folk tales, methods, phonemic awareness, phonological awareness, professional development, quasi-experimental, word recognition}, pages = {209--231}, } @article{salami_inclusive_2014, title = {Inclusive early childhood education in {Nigeria}: the journey so far}, volume = {15}, shorttitle = {Inclusive early childhood education in {Nigeria}}, number = {2}, journal = {The Journal of International Association of Special Education}, author = {Salami, Ishola Akindele}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I8MLFP73 2405685:FVLMEIML}, keywords = {⛔ No DOI found}, pages = {118--126}, } @book{sen_politics_2014, address = {Oxford}, title = {The {Politics} of {Inclusive} {Development}}, url = {https://global.oup.com/academic/product/the-politics-of-inclusive-development-9780198722564?cc=gb&lang=en&}, urldate = {2022-10-03}, publisher = {Oxford University Press}, author = {Sen, Kunan and Bukenya, Badru and Hickey, Sam}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F8WVVV9B 2405685:R5IMFQZZ 4656463:2SJUSYNR}, } @techreport{steer_primary_2014, title = {Primary {Education} {Finance} for {Equity} and {Quality}}, language = {en}, institution = {Brookings}, author = {Steer, Liesbet and Rabbani, Fazle and Parker, Adam}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TEXB67QA 2405685:9CD9SC23 4656463:SMDP5B8R}, pages = {104}, } @article{suleman_effects_2014, title = {Effects of {Classroom} {Physical} {Environment} on the {Academic} {Achievement} {Scores} of {Secondary} {School} {Students} in {Kohat} {Division}, {Pakistan}}, volume = {Volume 4}, doi = {10.5296/ijld.v4i1.5174}, abstract = {The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division,Pakistanconstituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore “Pre-test-Post-test Equivalent Groups Design” was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated.}, number = {Number 1}, journal = {International Journal of Learning and Development}, author = {Suleman, Dr}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v4i1.5174 2339240:HDPJSP7U 2405685:45VD29E9}, } @misc{tas_when_2014, title = {When disadvantages don’t add up: {On} gender, ethnicity and education}, shorttitle = {When disadvantages don’t add up}, url = {https://blogs.worldbank.org/developmenttalk/when-disadvantages-don-t-add-gender-ethnicity-and-education}, abstract = {We often think that all women are in some way subjected to gender-based discrimination, and indeed, there is wealth of evidence to support this belief. The same can be said about ethnic minorities and other social groups—indigenous peoples, refugees, sexual minorities, the poor, immigrants, and people living with HIV/AIDS—who may ...}, language = {en}, urldate = {2020-06-03}, journal = {World Bank Blogs}, author = {Tas, Emcet O. and Reimao, Maria}, year = {2014}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:M88XD3FX}, } @misc{time_is_2014, title = {Is it possible to wire the world? {Meet} the guy who has a plan to make it happen.}, url = {https://time.com/130477/internet-human-right/}, journal = {Time}, author = {Time}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XPRZ7KC8 2405685:KR9XDJJZ}, } @book{trotter_seeking_2014, address = {Cape Town, South Africa}, title = {Seeking impact and visibility: {Scholarly} communication in {Southern} {Africa}}, publisher = {African Mind}, author = {Trotter, H. and Kell, C. and Willmers, M. and Gray, E. and King, T.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GZ7V8LL8 2405685:GKVWPVD8}, } @article{tsafnat_systematic_2014, title = {Systematic review automation technologies}, volume = {3}, doi = {10.1186/2046-4053-3-74}, language = {en}, journal = {Systematic Reviews}, author = {Tsafnat, G. and Glasziou, P. and Choong, M.K.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-3-74 2405685:A55PHVHK 2486141:NEQZBEG2}, keywords = {\_Added-ailr-2024}, pages = {1--15}, } @misc{uis_out_2014, title = {Out of school children}, url = {http://uis.unesco.org/apps/visualisations/oosci-data-tool/index-en.html#en/cover}, abstract = {Millions of children are excluded from school because of poverty, gender and where they live. Closing the gap is vital if we are to achieve Education for All. Data from the Initiative on Out-of-School Children explains: on.unesco.org/oosci-global}, language = {en}, urldate = {2020-01-27}, author = {UIS}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W3W568QG 2405685:REV73QTI REV73QTI}, } @book{unesco_teaching_2014, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Teaching and learning: achieving quality for all}, isbn = {978-92-3-104255-3 92-3-104255-6}, shorttitle = {Teaching and learning}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/}, language = {English}, publisher = {UNESCO Publishing}, author = {{UNESCO}}, editor = {Rose, Pauline}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DVL44GZ9 2405685:P42UPESW Global Monitoring Report}, keywords = {AWP2, AWP2-actual, CitedIn:AKFC, CitedIn:OER4S-TPE-HHH2, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, EfA, GMR, RPF-May-2016}, } @misc{unesco_worldreader_2014, title = {Worldreader - {Data} on {Mobile} {Reading} in {Africa} and {Asia}}, url = {https://www.worldreader.org/learnings/mobile-reading/}, abstract = {See pie charts, graphs, and more from UNESCO's report on Worldreader's users. Study conducted in partnership with Nokia.}, language = {en-US}, urldate = {2022-05-25}, journal = {Worldreader}, author = {UNESCO}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z3AW9RCX 2405685:FG7YCHIZ}, } @techreport{unesco-iiep_education_2014, title = {Education sector analysis methodological guidelines}, url = {https://www.globalpartnership.org/sites/default/files/uni-_esa_guide_en_vol1_batmd.pdf}, abstract = {The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in developing countries. Volume 1 of the guidelines discusses the context for the development of the education sector, enrollment, internal efficiency, out-of-school children, cost and financing, quality, system capacity and management, external efficiency and equity.}, language = {en}, number = {1}, urldate = {2021-06-23}, author = {{UNESCO-IIEP} and {World Bank} and {UNICEF} and {Global Partnership for Education}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JEZ8LW9X 2339240:R2HMFCUX 2405685:24DM6GFV 2405685:HCLG4ULQ}, } @techreport{unesco_institute_for_statistics_global_2014, title = {Global {Initiative} on {Out}-of-{School} {Children}: {Regional} {Report}, {West} and {Central} {Africa}}, url = {http://uis.unesco.org/sites/default/files/documents/out-of-school-children-west-central-africa-regional-report-education-2014-en.pdf}, urldate = {2020-06-22}, author = {UNESCO Institute for Statistics}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XBHKNRQL}, } @book{unicef_situation_2014, address = {Dhaka}, title = {Situation analysis on children with disabilities in {Bangladesh} 2014}, isbn = {978-984-8969-19-9}, language = {en}, publisher = {UNICEF Bangladesh}, editor = {UNICEF}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8PZV39B2 2405685:N5JYZLXV}, keywords = {Bangladesh, Children with disabilities}, } @techreport{unterhalter_interventions_2014, address = {London}, title = {Interventions to enhance girls' education and gender equality: {Education} rigorous literature review}, url = {https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Girls'%20education%202014%20Unterhalter%20report.pdf?ver=2015-12-08-165815-117}, institution = {Department for International Development}, author = {Unterhalter, Elaine and North, Amy and Arnot, Madeleine and Lloyd, Cynthia and Moletsane, Lebo and Murphy-Graham, Erin and Parkes, Jenny and Saito, Mioko}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GSN37EPX 2405685:MJFFTV6X}, } @article{vilakati_implementation_2014, title = {The implementation of {ICT} educational policy in selected schools in {Swaziland}}, volume = {27}, number = {4}, journal = {UNISWA Research Journal}, author = {Vilakati, Nokuthula}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RE7ETRJG 2339240:WJ2J7DT4 2405685:E2955IEW 2405685:WRGRM4VG}, keywords = {Equity of Access, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {86--99}, } @techreport{wagner_mobiles_2014, title = {Mobiles for reading: {A} landscape research review}, abstract = {This landscape review takes the broad domain of new information and communications technologies (ICTs) for education, and focuses on the fast-evolving sub-domain of mobiles for reading, or M4R. The 'mobiles' in this review primarily refer to mobile technologies— ICTs that are portable, typically battery powered, and may be connected to cellular networks and/or the Internet. The term 'reading' refers to the joint abilities of understanding and producing written language, for children, youth and adults. This review of M4R focuses primarily on the use of mobile ICTs designed to help children learn to read, practice reading (reading to learn), and acquire a broader range of learning skills that support a literate society.}, language = {en}, institution = {Working Papers (Literacy.org)}, author = {Wagner, Daniel A}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NJ29IR44 2405685:S8V95L6L}, pages = {154}, } @article{warschauer_balancing_2014, title = {Balancing the {One}-{To}-{One} {Equation}: {Equity} and {Access} in {Three} {Laptop} {Programs}}, volume = {47}, issn = {1066-5684, 1547-3457}, shorttitle = {Balancing the {One}-{To}-{One} {Equation}}, url = {http://www.tandfonline.com/doi/abs/10.1080/10665684.2014.866871}, doi = {10.1080/10665684.2014.866871}, language = {en}, number = {1}, urldate = {2021-02-16}, journal = {Equity \& Excellence in Education}, author = {Warschauer, Mark and Zheng, Binbin and Niiya, Melissa and Cotten, Shelia and Farkas, George}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10665684.2014.866871 2339240:VK4ZIU5N 2405685:JCWRED2L}, pages = {46--62}, } @techreport{west_reading_2014, title = {Reading in the mobile era}, institution = {UNESCO}, author = {West, Mark and Chew, H.E}, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:HL6QFD6K}, } @techreport{west_reading_2014, title = {Reading in the mobile era: a study of mobile reading in developing countries}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000227436}, urldate = {2020-08-11}, institution = {UNESCO}, author = {West, Mark and Chew, Han Ei}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L7AQ4XQK 2405685:UTCWZPFG}, } @article{wills_guidelines_2014, title = {Guidelines and good practices for evidence-informed policy-making in a government department}, url = {https://www.odi.org/publications/10604-guidelines-and-good-practices-evidence-informed-policy-making-government-department}, language = {en}, author = {Wills, Alf and Tshangela, Mapula and Shaxson, Louise and Datta, Ajoy and Matomela, Bongani}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IMAHKPPV 2405685:KINXGVFY}, keywords = {⛔ No DOI found}, pages = {19}, } @inproceedings{wolf_cluster_2014, title = {Cluster {Randomized} {Trial} of a {Large}-{Scale} {Education} {Initiative} in the {Democratic} {Republic} of {Congo}: {Pilot} {Year} {Impacts} on {Teacher} {Development}.}, shorttitle = {Cluster {Randomized} {Trial} of a {Large}-{Scale} {Education} {Initiative} in the {Democratic} {Republic} of {Congo}}, booktitle = {Society for {Research} on {Educational} {Effectiveness}}, author = {Wolf, Sharon and Aber, John Lawrence and Torrente, Catalina and Rasheed, Damira and McCoy, Marissa}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I4ZJ6JVU 2405685:CBAQWJRH}, keywords = {⛔ No DOI found}, } @techreport{wood_protecting_2014, title = {Protecting the {Space} for {Policy} {Research}: {Comparing} {Think} {Tanks} and {Universities} in {South} {Asia}}, shorttitle = {Protecting the {Space} for {Policy} {Research}}, url = {http://www.thinktankinitiative.org/content/protecting-space-policy-research-comparing-think-tanks-and-universities-south-asia}, language = {en}, urldate = {2021-02-10}, institution = {Think Tank Initiative}, author = {Wood, Geof}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AUTXX2T6 2405685:FYWY949N}, } @incollection{woodward_english_2014, address = {London}, title = {English in {Action}: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in {Bangladesh}}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925}, language = {en}, urldate = {2020-08-31}, booktitle = {Innovations {In} {The} {Continuing} {Professional} {Development} {Of} {English} {Language} {Teachers}}, publisher = {British Council}, author = {Woodward, Clare and Griffiths, Malcolm and Solly, Mike}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VLPHGQ5H}, keywords = {C:Bangladesh}, pages = {227--248}, } @techreport{world_bank_revitalizing_2014, title = {Revitalizing {Education} {Development} in {Sierra} {Leone} ({REDISL}) {Project}}, url = {http://documents1.worldbank.org/curated/en/909691468299196446/pdf/879000PAD0P1330018034002000with0MAP.pdf}, urldate = {2020-06-25}, author = {World Bank}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8ISYUKP9}, } @misc{world_bank_saber_2014, title = {{SABER} {EMIS} {Questionnaire}}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/EMIS/SABER_EMIS_Questionnaire_092414.pdf}, urldate = {2022-04-07}, publisher = {World Bank}, author = {{World Bank}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5UFDVI2T 2405685:CRSPBEB2}, } @techreport{world_vision_real-time_2014, title = {Real-{Time} {Evaluation} of {World} {Vision}'s {Response} to the {Syrian} {Crisis}}, language = {en}, author = {World Vision}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T26W5DXY 2405685:KKADCZCN}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Belgium BEL, \_C:Canada CAN, \_C:Finland FIN, \_C:Germany DEU, \_C:Iraq IRQ, \_C:Japan JPN, \_C:Jordan JOR, \_C:Korea XKOR, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Norway NOR, \_C:Singapore SGP, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:scheme:1}, pages = {26}, } @article{zelezny-green_she_2014, title = {She called, she {Googled}, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in {Nairobi}}, volume = {22}, url = {https://www.tandfonline.com/doi/abs/10.1080/13552074.2014.889338}, doi = {10.1080/13552074.2014.889338}, number = {1}, journal = {Gender \& Development}, author = {Zelezny-Green, Ronda}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13552074.2014.889338 2339240:NHF5SVHK 2405685:3QTVANNC}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {63--74}, } @phdthesis{zilimu_exploring_2014, type = {Unpublished doctoral dissertation}, title = {Exploring the gender gap in {Tanzanian} secondary school mathematics classrooms.}, school = {University of Illinois: Urbana-Champaign, Ill.}, author = {Zilimu, J.A}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HBZH3LM5}, } @techreport{snyder_simple_2013, type = {{OECD} {Education} {Working} {Papers}}, title = {The {Simple}, the {Complicated}, and the {Complex}: {Educational} {Reform} {Through} the {Lens} of {Complexity} {Theory}}, shorttitle = {The {Simple}, the {Complicated}, and the {Complex}}, url = {https://www.oecd-ilibrary.org/education/the-simple-the-complicated-and-the-complex-educational-reform-through-the-lens-of-complexity-theory_5k3txnpt1lnr-en}, abstract = {This paper explores the nature of complexity theory and its applications for educational reform. It briefly explains the history of complexity theory and identifies the key concepts of complex adaptive systems, and then moves on to define the differences between simple, complicated, and complex approaches to educational reform. Special attention is given to work currently underway in the fields of healthcare, emergency management and ecology that draws on complexity theory to build more resilient and robust response systems capable of adapting to changing needs and of identifying key pressure points in the system. Finally, this paper presents several examples of educational reform programmes undertaken worldwide that have implemented complexity theory principles to achieve positive results. It also recommends involving multiple stakeholders across the different levels of governance structure, increasing lateral knowledge-sharing between schools and districts, and transforming policy interventions to bring greater flexibility to the reform process. This move toward feedback-driven adaptive reform allows for better targeting of programmes to specific contexts and may prove a key way forward for educational policymakers.}, language = {en}, number = {96}, urldate = {2020-12-18}, author = {Snyder, Sean}, month = dec, year = {2013}, doi = {10.1787/5k3txnpt1lnr-en}, note = {Series: OECD Education Working Papers Volume: 96 zotzenLib.CopiedFrom: 2339240:4NV7VJ5R KerkoCite.ItemAlsoKnownAs: 10.1787/5k3txnpt1lnr-en 2339240:4NV7VJ5R 2405685:86KPU7TF}, } @inproceedings{dodson_minding_2013, address = {Cape Town, South Africa}, series = {{ICTD} '13}, title = {Minding the gaps: cultural, technical and gender-based barriers to mobile use in oral-language {Berber} communities in {Morocco}}, isbn = {978-1-4503-1906-5}, shorttitle = {Minding the gaps}, url = {https://doi.org/10.1145/2516604.2516626}, doi = {10.1145/2516604.2516626}, abstract = {The proliferation of text-based applications in the Mobiles for Development (M4D) domain tends to privilege the conventional wisdom that texting is a ubiquitous skill among mobile phone users. This view obscures many real and present barriers to using SMS and mobile features, most critically where low literate and/or oral language-dependent communities cannot rely on text as a viable communications system. This paper investigates mobile "utility gaps" -- the spaces between high rates of mobile phone ownership and low use of productive features on mobile phones. These gaps preclude the adoption of many text-based development initiatives, which in turn affects the potential impact of such initiatives. Working with low-literate Berber-Muslim women in a predominantly oral-language community in rural southwest Morocco, we have found that an overall lack of functional literacy and numeracy is a major contributor to a mobile utility gap in that community. Non-standard mobile phone interfaces, a complex language environment with both Arabic and Berber dialects and multiple alphabets and gender-specific cultural norms also present significant impediments to using mobile phones as a development strategy in the Berber communities studied. Furthermore, we explore the paradox of social networks where a reliance on others to assist with phone use is often coupled with surveillance and a loss of privacy. These results are potentially relevant to projects involving other indigenous communities in North Africa.}, urldate = {2020-08-06}, booktitle = {Proceedings of the {Sixth} {International} {Conference} on {Information} and {Communication} {Technologies} and {Development}: {Full} {Papers} - {Volume} 1}, publisher = {Association for Computing Machinery}, author = {Dodson, Leslie L. and Sterling, S. Revi and Bennett, John K.}, month = dec, year = {2013}, note = {shortDOI: 10/ggxwgh KerkoCite.ItemAlsoKnownAs: 10.1145/2516604.2516626 10/ggxwgh 2339240:JP29DDF6 2405685:KQDDN4RT}, keywords = {Berber, HCI, HCID, ICTD, M4D, Morocco, gender, mobile phones, mobiles for development}, pages = {79--88}, } @article{hill_professional_2013, title = {Professional {Development} {Research}: {Consensus}, {Crossroads}, and {Challenges}}, volume = {42}, issn = {0013-189X}, shorttitle = {Professional {Development} {Research}}, url = {https://doi.org/10.3102/0013189X13512674}, doi = {10.3102/0013189X13512674}, abstract = {Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.}, language = {en}, number = {9}, urldate = {2020-05-12}, journal = {Educational Researcher}, author = {Hill, Heather C. and Beisiegel, Mary and Jacob, Robin}, month = dec, year = {2013}, note = {Publisher: American Educational Research Association shortDOI: 10/gdqbjb KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X13512674 10/gdqbjb 2405685:638YT9CJ 2405685:X5HM4IVD 2534378:YPGSUAT2}, keywords = {C:International}, pages = {476--487}, } @article{penuel_negotiating_2013, title = {Negotiating problems of practice in research–practice design partnerships}, volume = {115}, issn = {0161-4681}, url = {https://doi.org/10.1177/016146811311501404}, doi = {10.1177/016146811311501404}, abstract = {This chapter focuses on how researchers and practitioners negotiate the focus of their joint work within design-based implementation research (DBIR). Studying and facilitating successful negotiation of the problems that become the focus of work and the search for solutions is important for developing DBIR, because of its commitment to focusing on persistent problems of practice from multiple stakeholders’ perspectives. Case studies of two different research–practice partnerships provide a context for exploring two different perspectives on negotiation. In one case study, the notion of partnerships as forms of cultural exchange across institutional boundaries that differ with respect to goals, norms, and practices is used to analyze a design partnership focused on repurposing curriculum units in elementary science. In the second case study, the concept of framing as developed in social movement theory is used to illuminate issues of status and authority within a partnership between a district and researchers. The chapter concludes by describing the contributions of each perspective to an understanding of how teams jointly negotiate the focus of their work and by providing some recommendations for how teams can do so successfully.}, language = {en}, number = {14}, urldate = {2023-10-12}, journal = {Teachers College Record}, author = {Penuel, William R. and Coburn, Cynthia E. and Gallagher, Daniel J.}, month = dec, year = {2013}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501404 2339240:SYWMCASG 2405685:TPCFE4PT}, pages = {237--255}, } @techreport{westbrook_pedagogy_2013, type = {Education {Rigorous} {Literature} {Review}}, title = {Pedagogy, {Curriculum}, {Teaching} {Practices} and {Teacher} {Education} in {Developing} {Countries}. {Final} {Report}. {Education} {Rigorous} {Literature} {Review}}, url = {https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%202013%20Westbrook%20report.pdf?ver=2014-04-24-121331-867}, language = {en}, institution = {Department for International Development}, author = {Westbrook, Jo and Durrani, Naureen and Brown, Rhona and Orr, David and Pryor, John and Boddy, Janet and Salvi, Francesca}, month = dec, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6S4SC63V 2339240:86HQML65 2339240:J3YYVSFV 2405685:5GXLKAP2 2405685:936ICI9F 2405685:C85ZIVDI 2405685:USD5JWDU 2534378:Q8X97V9X}, keywords = {C:Low- and middle-income countries, Read, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {151}, } @techreport{world_bank_project_2013, title = {Project {Information} {Document} ({PID}) {Concept} {Stage}: {Mongolia} {Education} {Quality} {Reform} {Project}}, url = {http://documents1.worldbank.org/curated/en/988611468060899890/pdf/PID-Print-P148110-12-02-2013-1386030628093.pdf}, number = {PIDC2293}, urldate = {2020-08-31}, institution = {The World Bank}, author = {World Bank}, month = dec, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5SFZINHK 2405685:WRQSXS89}, } @book{dornyei_teaching_2013, title = {Teaching and {Researching}: {Motivation}}, isbn = {978-1-317-86282-6}, shorttitle = {Teaching and {Researching}}, abstract = {Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material:· A brand new chapter on current socio-dynamic and complex systems perspectives · New approaches to motivating students based on the L2 Motivational Self System· Illustrative summaries of qualitative and mixed methods studies· Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.}, language = {en}, publisher = {Routledge}, author = {Dörnyei, Zoltán and Ushioda, Ema}, month = nov, year = {2013}, note = {Google-Books-ID: EaIuAgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:I6SLCXLL 2405685:9FLIF94V}, keywords = {Language Arts \& Disciplines / General, Language Arts \& Disciplines / Linguistics / General}, } @article{swaffield_using_2013, series = {13th {International} {Educational} {Technology} {Conference}}, title = {Using {Mobile} {Phone} {Texting} to {Support} the {Capacity} of {School} {Leaders} in {Ghana} to {Practise} {Leadership} for {Learning}}, volume = {103}, issn = {1877-0428}, url = {http://www.sciencedirect.com/science/article/pii/S1877042813039049}, doi = {10.1016/j.sbspro.2013.10.459}, abstract = {Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.}, language = {en}, urldate = {2020-05-19}, journal = {Procedia - Social and Behavioral Sciences}, author = {Swaffield, Sue and Jull, Stephen and Ampah-Mensah, Alfred}, month = nov, year = {2013}, note = {shortDOI: 10/gf7gsh KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2013.10.459 10/gf7gsh 2339240:6QNXM9T9 2339240:C993QBLL 2405685:38U7QI2P 2405685:V3PRBKSK 2405685:XNAPWJG9 2405685:XNBYZ9E9}, keywords = {Ghana, Leadership for Learning, SMS, headteachers, mobile phone, professional development, school leaders, text messages}, pages = {1295--1302}, } @techreport{christensen_mooc_2013, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {The {MOOC} {Phenomenon}: {Who} {Takes} {Massive} {Open} {Online} {Courses} and {Why}?}, shorttitle = {The {MOOC} {Phenomenon}}, url = {https://papers.ssrn.com/abstract=2350964}, abstract = {Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.}, language = {en}, number = {ID 2350964}, urldate = {2020-09-15}, institution = {Social Science Research Network}, author = {Christensen, Gayle and Steinmetz, Andrew and Alcorn, Brandon and Bennett, Amy and Woods, Deirdre and Emanuel, Ezekiel}, month = nov, year = {2013}, doi = {10.2139/ssrn.2350964}, note = {shortDOI: 10/ghgngt KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2350964 10/ghgngt 2405685:52M7RSDL 2405685:UCFGTJGC}, keywords = {C: International, Distance Education, MOOCs, Massive Open Online Courses, Online Education}, } @article{bjorkman-nyqvist_income_2013, title = {Income shocks and gender gaps in education: {Evidence} from {Uganda}}, volume = {105}, issn = {0304-3878}, shorttitle = {Income shocks and gender gaps in education}, url = {https://www.sciencedirect.com/science/article/pii/S0304387813001120}, doi = {10.1016/j.jdeveco.2013.07.013}, abstract = {This paper uses exogenous variation in rainfall across districts in Uganda to estimate the causal effects of household income shocks on children's enrollment and academic performance conditional on gender. I find negative deviations in rainfall from the long-term mean to have negative and highly significant effects on female enrollment in primary schools and the effect grows stronger for older girls. I find no effect of rainfall variation on the enrollment of boys and young girls. Moreover, I find that when schooling is free of charge and both marginal boys and girls are enrolled, a negative income shock has an adverse effect on the test scores of female students while boys are not affected. The results imply that households respond to income shocks by varying the amount of schooling and resources provided to girls while boys are to a large extent sheltered — a finding consistent with a model where parents' values of child labor differ across sexes.}, language = {en}, urldate = {2022-03-04}, journal = {Journal of Development Economics}, author = {Björkman-Nyqvist, Martina}, month = nov, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2013.07.013 2339240:3MWRAZHD 2405685:PTXH2C5H}, keywords = {Education, Gender, Rainfall, Test scores}, pages = {237--253}, } @article{jobe_kenyan_2013, title = {A {Kenyan} {Cloud} {School}. {Massive} {Open} {Online} \& {Ongoing} {Courses} for {Blended} and {Lifelong} {Learning}}, volume = {5}, doi = {10.5944/openpraxis.5.4.86}, abstract = {This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.}, journal = {Open Praxis}, author = {Jobe, William}, month = nov, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.4.86 2339240:Q7HX7UH7 2405685:KHRJVC79}, pages = {301--313}, } @article{stoeger_effectiveness_2013, title = {The effectiveness of a one-year online mentoring program for girls in {STEM}}, volume = {69}, issn = {0360-1315}, url = {https://www.sciencedirect.com/science/article/pii/S0360131513002091}, doi = {10.1016/j.compedu.2013.07.032}, abstract = {Although the performance of girls in science, technology, engineering, and mathematics (STEM) is continually improving and is no longer below that of boys in most domains, girls' interests in STEM and participation rates are still too low. Online mentoring may help ameliorate this situation. To test this assumption, a one-year personal mentoring program for eleven to eighteen-year-old female college-preparatory students was evaluated. Mentee and mentor communicate with one another and with other program participants via email, online chat, and forums. To measure program effectiveness, we randomly assigned participants (N = 312) to either a treatment group (N = 208) or a waiting-list control group (N = 104). We collected questionnaire data at three points in time. In comparison to the waiting-list group, the treatment-group participants showed greater levels of desirable short-term and long-term developments. Our findings indicate various advantages for online mentoring for promoting girls' interests in STEM.}, language = {en}, urldate = {2022-03-28}, journal = {Computers \& Education}, author = {Stoeger, Heidrun and Duan, Xiaoju and Schirner, Sigrun and Greindl, Teresa and Ziegler, Albert}, month = nov, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.07.032 2339240:GAQ5VMX2 2405685:JIDERX7N}, keywords = {Evaluation, Gender, Mentoring, Online learning, STEM}, pages = {408--418}, } @book{ramalingam_aid_2013, address = {Oxford}, edition = {Illustrated edition}, title = {Aid on the {Edge} of {Chaos}: {Rethinking} {International} {Cooperation} in a {Complex} {World}}, isbn = {978-0-19-957802-3}, shorttitle = {Aid on the {Edge} of {Chaos}}, abstract = {It is widely recognised that the foreign aid system - which today involves every country in the world - is in need of drastic change. But there are conflicting opinions as to what is needed. Some call for dramatic increases in resources, to meet long-overdue commitments, and to scale up what is already being done around the world. Others point to the flaws in aid, and bang the drum for cutting it altogether - and argue that the fate of poor and vulnerable people be best placed in the hands of markets and the private sector. Meanwhile, growing numbers are suggesting that what is most needed is the creative, innovative transformation of how aid works. Aid on the Edge of Chaos is firmly in the third of these camps. In this ground-breaking book, Ben Ramalingam shows that the linear, mechanistic models and assumptions on which foreign aid is built would be more at home in early twentieth century factory floors than in the dynamic, complex world we face today. All around us, we can see the costs and limitations of dealing economies and societies as if they are analogous to machines. The reality is that such social systems have far more in common with ecosystems: they are complex, dynamic, diverse and unpredictable. Many thinkers and practitioners in science, economics, business, and public policy have started to embrace more 'ecologically literate' approaches to guide both thinking and action, informed by ideas from the 'new science' of complex adaptive systems. Inspired by these efforts, there is an emerging network of aid practitioners, researchers, and policy makers who are experimenting with complexity-informed responses to development and humanitarian challenges. This book showcases the insights, experiences, and often remarkable results from these efforts. From transforming approaches to child malnutrition, to rethinking processes of economic growth, from building peace to combating desertification, from rural Vietnam to urban Kenya, Aid on the Edge of Chaos shows how embracing the ideas of complex systems thinking can help make foreign aid more relevant, more appropriate, more innovative, and more catalytic. Ramalingam argues that taking on these ideas will be a vital part of the transformation of aid, from a post-WW2 mechanism of resource transfer, to a truly innovative and dynamic form of global cooperation fit for the twenty-first century.}, language = {English}, publisher = {Oxford University Press}, author = {Ramalingam, Ben}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JI2589JZ}, } @article{anderson_policy_2013, title = {Policy {Report} on {UNHCR}’s {Community} {Technology} {Access} {Program}: {Best} {Practices} and {Lessons} {Learned}}, volume = {29}, copyright = {Copyright (c)}, issn = {1920-7336}, shorttitle = {Policy {Report} on {UNHCR}’s {Community} {Technology} {Access} {Program}}, url = {https://refuge.journals.yorku.ca/index.php/refuge/article/view/37503}, doi = {10.25071/1920-7336.37503}, abstract = {This report gives an overview of UNHCR’s Community Technology Access (CTA) program, which aims to improve education and livelihood opportunities for displaced populations via technology. Th e paper analyzes the key findings of a comprehensive external evaluation of the program conducted in 2012. According to the evaluation, the areas of greatest positive impact for people of concern were in the enjoyment of basic rights to freedom of expression and information, in building relationships with the host community, and social networking. However, access to technology alone is not sufficient to achieve the goals of quality education and self-reliance. Therefore, the evaluation recommends developing strategic, contextualized education and livelihood content and tools in order to achieve the desired goals of learning, skills, and access to employment, as well as a reassessment of CTAs’ potential for operational and fiscal autonomy in different countries.}, language = {en}, number = {1}, urldate = {2020-04-28}, journal = {Refuge: Canada's Journal on Refugees}, author = {Anderson, Jessica}, month = oct, year = {2013}, note = {Number: 1 shortDOI: 10/gg26fc KerkoCite.ItemAlsoKnownAs: 10/gg26fc 2339240:ZNJSLVXD 2405685:BTCH5KTC}, keywords = {Google Scholar/ teacher "professional development" AND refugees AND technology, RER theme\_pedagogies and modalities}, pages = {21--30}, } @article{mushayikwa_teachers_2013, title = {Teachers’ self-directed professional development: science and mathematics teachers’ adoption of {ICT} as a professional development strategy}, volume = {17}, issn = {1811-7295, 2469-7656}, shorttitle = {Teachers’ self-directed professional development}, url = {https://files.eric.ed.gov/fulltext/ED547239.pdf}, doi = {10.1080/10288457.2013.848540}, abstract = {This paper is part of a larger study that was carried out to investigate the use of information communication technology (ICT) in the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers compensated for lack of structured government initiatives to support teachers' professional development. This paper focuses on the ways in which these teachers were using ICT resources to further their professional development. The study is based on 259 questionnaire responses from A-level Science and Mathematics teachers in Zimbabwe. Doyle and Ponder's "Practicality Ethic" and Loucks-Horsley et al.'s "Concerns-Based Adoption Model" provided the theoretical framework for analysing teachers' decision making and led to the development of a model for teacher empowerment with respect to the use of ICT. The study results showed that around 60\% of teachers experienced difficulties in accessing ICT for their professional development. About half of the non-users did not access ICT even when it was available at their schools. Some of those who did access ICT used innovative methods to ensure access, including using their own resources, and pooling resources. The findings also show that teachers have three main drivers for using ICT for SDPD, including word processing for generating instructional materials; accessing and downloading web-based learning materials; and emailing for networking with peers and professional organisations. The results of this study demonstrate the great potential that ICT has for teachers' SDPD.}, language = {en}, number = {3}, urldate = {2020-09-09}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, author = {Mushayikwa, Emmanuel}, month = oct, year = {2013}, note = {Extra URL: https://www.tandfonline.com/doi/full/10.1080/10288457.2013.848540 KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2013.848540 2339240:IK7J9JJ2 2405685:NB55PITP 2534378:QSCE4PB5}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096430, \_\_finaldtb}, } @article{imam_m-learn_2013, title = {M-learn lessons learnt: {Bangladesh} perspective}, volume = {2013}, issn = {2226-9649}, shorttitle = {M-learn lessons learnt}, url = {http://www.qscience.com/doi/10.5339/qproc.2013.mlearn.24}, doi = {10.5339/qproc.2013.mlearn.24}, abstract = {M-learning is a form of distance learning in that it provides a communication tool( the mobile phone) to bridge the distance between the providing institution and the learners and facilitates 2-way (synchronous and asynchronous) interactivity between teacher and the learner (McWilliams et al, 2007). M-learning allows the remote teachers to stay in frequent contact with teacher educators, to ask questions and discuss issues as they adapt new teaching practices. This programme has been initiated by Ministry of Education upon requested by ADB, Manila to implement technology based training programme for reaching remote and disadvantaged areas. M learning has been piloted by teacher educators of Government Teachers’ Training College in one district (Barisal, located in the southern part of Bangladesh) and later extended to four districts to train teachers of remote schools of Patuakhali, Sandwip, Hatya and Thakurgaon districts. Regular 14 day and 5 day follow-up face-to-face inservice Continuing Professional Development (CPD) training was adapted as a two day face-to-face orientation, followed by a 6 week programme with regular conference calls to support classroom practices. Findings of the programme are very promising for adapting new practices. The CPD training by using mobile phone became very successful for increasing teachers and student’s competence level. Government of Bangladesh and Development Partners are very keen to maximize the use of technology in CPD for teachers especially for addressing female teachers and reaching training facilities to remote areas.}, language = {en}, number = {3}, urldate = {2021-05-07}, journal = {QScience Proceedings}, author = {Imam, Zaki}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.5339/qproc.2013.mlearn.24 10/gj37jm 2339240:A9MNH3VF 2405685:DA3TGYS8}, pages = {24}, } @misc{lamphai_intathep_report_2013, title = {Report shows student tablet flaws}, url = {http://www.bangkokpost.com/lite/breakingnews/373312/}, urldate = {2015-02-16}, author = {{Lamphai Intathep}}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZZYXHEJL 2405685:LEEPR9P8 LEEPR9P8}, } @article{stearns_motivating_2013, title = {Motivating students to offer their best: evidence based effective course design}, volume = {61}, issn = {8756-7555}, shorttitle = {Motivating students to offer their best}, url = {https://doi.org/10.1080/87567555.2013.809328}, doi = {10.1080/87567555.2013.809328}, abstract = {Sometimes we question whether students are incapable or capable and/or willing or unwilling in regards to their academics. This study determined where students lie in regards to these concepts and showed one example of motivating students to do their best via course design, in this particular case by the use of a writing process model.}, number = {4}, urldate = {2021-11-10}, journal = {College Teaching}, author = {Stearns, Susan A.}, month = oct, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/87567555.2013.809328 KerkoCite.ItemAlsoKnownAs: 10.1080/87567555.2013.809328 2339240:EF69M7DI 2405685:ZQ7IH9JT}, keywords = {course design, effective teaching, higher education, process writing, student motivation}, pages = {127--130}, } @article{waqar_impact_2013, title = {The {Impact} of {Learning} {Design} on {Student} {Learning} in {Technology} {Integrated} {Lessons}}, volume = {93}, url = {https://www.researchgate.net/publication/273852219_The_Impact_of_Learning_Design_on_Student_Learning_in_Technology_Integrated_Lessons}, doi = {10.1016/j.sbspro.2013.10.119}, abstract = {The purpose of this paper is to investigate the impact of learning design on knowledge transfer in technology integrated lessons where limited technologies are available to students in a third world country. This article includes an evaluation of the learning designs of technology integrated lessons in a private school in Pakistan. Qualitative research methodologies were employed to see the impact of learning design on knowledge transfer of students when similar technologies are used at the same grade level but the learning designs are different. The results revealed that knowledge transfer depends on learning design in technology integrated lessons where limited technologies are available. In third world countries like Pakistan the concept of technology integration in schools is relatively new and the schools do not have access to sophisticated online learning environments like agent based learning or environments where in built scaffolds are provided to students. So technologies like Microsoft office, videos, digital cameras and projector are being used in private schools to improve the teaching and learning experience of students and learning design plays a very important role in knowledge transfer.}, journal = {Procedia - Social and Behavioral Sciences}, author = {Waqar, Yasira}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2013.10.119 2339240:7IYXTSDK 2405685:5JEF7XEX}, pages = {1795--1799}, } @article{nadeem_preparing_2013, title = {Preparing {Future} {Teachers} through {Distance} {Learning}: {An} {Empirical} {Study} on {Students}' {Perception} of {Teacher} {Education} {Program} {Provided} by {AIOU} {Pakistan}}, volume = {14}, issn = {1302-6488}, shorttitle = {Preparing {Future} {Teachers} through {Distance} {Learning}}, url = {https://eric.ed.gov/?id=EJ1042590}, abstract = {The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan. The data was collected by administering a 45 items agree disagree four points Likert type scale to the subjects mainly through the scheduled meetings during the workshops. The independent sample t-test, and one way ANOVA along with mean difference was worked out for the data set. A group of 490 student teachers were randomly selected from the regions of Bahawalpur, Bahawalnagar, Rahimyarkhan, Multan, and D.G.Khan Districts (Southern Punjab). The planning for training is made timely but lacking physical facilities remains dominant in trainings. Although training plays an important role in students learning yet it is considered just a routine activity which made it a useless exercise. Similarly, findings reveal that co-curricular activities and child psychology are those aspects which ignored in the training. Future studies may be aimed at comparing the training system of teachers with teacher training through other channels of formal system of governments.}, language = {en}, number = {4}, urldate = {2020-12-01}, journal = {Turkish Online Journal of Distance Education}, author = {Nadeem, Mohammed and Ali, Akhtar and Maqbool, Saira}, month = oct, year = {2013}, note = {Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 2339240:VA5S33ZR 2405685:MMLNNP88}, keywords = {Child Psychology, Distance Education, Educational Facilities, Foreign Countries, Likert Scales, Measures (Individuals), Meetings, Open Universities, Statistical Analysis, Student Teacher Attitudes, Student Teachers, Teacher Education Programs, Workshops, ⛔ No DOI found}, pages = {132--144}, } @article{bassani_financial_2013, title = {Financial incentives and coverage of child health interventions: a systematic review and meta-analysis}, volume = {13}, issn = {1471-2458}, shorttitle = {Financial incentives and coverage of child health interventions}, url = {https://doi.org/10.1186/1471-2458-13-S3-S30}, doi = {10.1186/1471-2458-13-S3-S30}, abstract = {Financial incentives are widely used strategies to alleviate poverty, foster development, and improve health. Cash transfer programs, microcredit, user fee removal policies and voucher schemes that provide direct or indirect monetary incentives to households have been used for decades in Latin America, Sub-Saharan Africa, and more recently in Southeast Asia. Until now, no systematic review of the impact of financial incentives on coverage and uptake of health interventions targeting children under 5 years of age has been conducted. The objective of this review is to provide estimates on the effect of six types of financial incentive programs: (i) Unconditional cash transfers (CT), (ii) Conditional cash transfers (CCT), (iii) Microcredit (MC), (iv) Conditional Microcredit (CMC), (v) Voucher schemes (VS) and (vi) User fee removal (UFR) on the uptake and coverage of health interventions targeting children under the age of five years.}, language = {en}, number = {3}, urldate = {2020-09-24}, journal = {BMC Public Health}, author = {Bassani, Diego G. and Arora, Paul and Wazny, Kerri and Gaffey, Michelle F. and Lenters, Lindsey and Bhutta, Zulfiqar A.}, month = sep, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1471-2458-13-S3-S30 2339240:SBGICXE9 2405685:5C3UBNZE}, pages = {S30}, } @phdthesis{ombui_challenges_2013, type = {Thesis}, title = {Challenges facing principals in {Integrating} {Information} {Communication} {Technology} ({ICT}) for efficient management in secondary schools {In} {Nyamira} {County}, {Kenya}}, url = {https://ir-library.ku.ac.ke/handle/123456789/7267}, abstract = {This study examines the challenges faced by Kenyan secondary school principals in the use of ICT in enhancing school management. The study investigated computer literacy levels of secondary school principals, challenges faced by principals in integrating ICT for management and acquiring computer hardware and software, extent in which ICT is being used in management and the recommendations which can enhance the principals use ICT for management. The target groups of schools under the study were schools situated in a rural district where we have weak infrastructure and limited facilities in terms of transportation and other means of communication. The study was conducted in 30 secondary schools in Nyamira District in Kenya selected purposefully using availability of electricity as the criteria for selection. Data collection methods included closed and open ended questionnaires for the principals and observation. The data collected was analyzed by tabulating the responses from the 30 respondents and processed manually using frequency counts and percentages. The study findings showed that ICT as a management tool was not used effectively to address management issues. The study also revealed that ICT was being used for clerical issues and to a limited extent on little management issues particularly the processing of examinations. The major challenges facing the principals was lack of funds to acquire computer hardware and software, lack of exposure on the capabilities of ICT to ease management work, and lack of adequate training in ICT for the principals. The findings of the study suggest that for successful implementation of ICT for management in Kenyan secondary schools, strategies that include the financing of ICT infrastructure by the government and other stakeholders, capacity building and the formulation of an ICT policy is required to address the issue of management in secondary schools. Equally adaptation of strategies used elsewhere in the world could be employed.}, language = {en}, urldate = {2022-06-06}, author = {Ombui, Silas Chester}, month = sep, year = {2013}, note = {Accepted: 2013-09-09T06:59:21Z KerkoCite.ItemAlsoKnownAs: 2339240:WADVWVPF 2405685:HCBPD3VW 4656463:YKELQPB3}, } @techreport{mcloughlin_low-cost_2013, type = {Topic {Guide}}, title = {Low-cost private schools: {Evidence}, approaches and emerging issues}, url = {https://www.enterprise-development.org/wp-content/uploads/Low-cost_private_schools.pdf}, language = {en}, institution = {University of Birmingham}, author = {Mcloughlin, Claire}, month = sep, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QWJF9VIG 2405685:NTRMWKTE}, pages = {35}, } @techreport{ministry_of_education_science_and_technology_sierra_2013, title = {Sierra {Leone}: {Education} {Country} {Status} {Report}: {An} analysis for further improving the quality, equity and efficiency of the education system in {Sierra} {Leone}}, url = {http://www.culture-developpement.asso.fr/wp-content/uploads/2014/02/education-country-status-report-sierra-leonne.pdf}, language = {en}, institution = {Government of Sierra Leone}, author = {{Ministry of Education, Science and Technology}}, month = sep, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FWX5GT4H}, pages = {204}, } @article{suleman_comparative_2013, title = {A {Comparative} {Study} of {Online} and {Directly} {Selected} {Secondary} {School} {Teachers} {Regarding} {Teaching} {Proficiency} and {Classroom} {Management} in {Kohat} {Division}, {Pakistan}}, volume = {3}, copyright = {Copyright (c)}, issn = {2164-4063}, url = {http://www.macrothink.org/journal/index.php/ijld/article/view/4130}, doi = {10.5296/ijld.v3i3.4130}, abstract = {Secondary school teachers occupy the most critical and crucial position in the entire education system (Suleman, et al, 2011a). The purpose of the study was to compare the performance of online and directly selected secondary school teachers regarding teaching proficiency and classroom Management. All the students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. Only 600 students studying at secondary school level in Kohat Division were selected as sample randomly. The study was delimited to only male students at secondary school level. The study was descriptive type and questionnaire was used as research instrument. Data was collected through personal visits. After the collection of data, it was organized, tabulated, analyzed and interpreted. The statistical tools i.e. means, standard deviation and differences of means were computed for each variable. Significance of difference between the mean values of the responses of students about online and directlly selected secondary school teachers were tested at 0.05 levels by applying t-test. After statisitcal analysis of the data, the researchers conclduded that the overall performance of the directly selected secondary school teachers was better and satisfactory. They were found to have the knowledge of teaching methods and the ability to control classroom disruptive behaviour. Conversely, the overall performance of the online selected secondary school teachers was poor and unsatisfactory. They have no knowledge of teaching methodologies and subject mastery. They were found unable to manage classroom disruptive behaviour and other related activities. Based on findings, it was strongly recommended that a special professional training programme should be arranged to the existing online selected SSTs in teaching methodologies and classroom management to equip them with the modern teaching methods and techniques of managing classroom behaviour so that they become able to perform their duties effectively.}, language = {en}, number = {3}, urldate = {2020-11-27}, journal = {International Journal of Learning and Development}, author = {Suleman, Qaiser and Hussain, Ishtiaq}, month = aug, year = {2013}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v3i3.4130 2339240:MKBAFBWM 2405685:856AQDD2}, pages = {230--252}, } @article{majoka_implementation_2013, title = {Implementation of {Information} and {Communication} {Technologies} ({ICTs}) in {Education} {Course}: {A} {Case} from {Teacher} {Education} {Institutions} in {Pakistan}}, volume = {35}, issn = {0555-7747}, shorttitle = {Implementation of {Information} and {Communication} {Technologies} ({ICTs}) in {Education} {Course}}, url = {https://eric.ed.gov/?id=EJ1210447}, abstract = {This research was aimed to explore the implementation of Information and Communication Technologies (ICTs) in education in teacher training programs in the Khyber Pakthunkhwa and Punjab provinces in Pakistan. It was the first time that the course "ICTs in Education" was implemented for ADE/B. Ed (Elementary) programs in session 2010-11. In this situation, it was vital to explore how successfully this course was implemented in the pioneer institutions, so as to have baseline information for further improvement in the implementation process. This study was focused to explore: (i) How the course "ICTs in Education" was implemented? (ii) How did the teacher educators follow the course guide and to what extent the course guide was helpful in implementing this course? Seven teacher training institutions (three from the Punjab and four from KP provinces) were selected as target population. The total sample was 40 teacher educators and 200 students from seven institutions. Mixed method research design was adopted to conduct this study. The data was drawn from the surveys for heads and prospective teachers, and semi-structured interviews with teacher educators. Analysis revealed that only in a few classrooms, different activities/ experiences as suggested in the unit were properly implemented, while in most that was not the case due to issues such as shortage of electric power supply, scarcity of ICTs tools and lack of training and skills in ICTs application. The extent to which teachers followed the course guide was another factor contributing to the implementation process.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Majoka, Muhammad Iqbal and Fazal, Shawana and Khan, Muhammad Saeed}, month = aug, year = {2013}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:ZE68BKG6 2405685:SEX5IS4Z}, keywords = {Barriers, Energy, Foreign Countries, Guides, Information Technology, Program Implementation, Teacher Education Programs, Teacher Educators, ⛔ No DOI found}, pages = {37--53}, } @article{groff_dynamic_2013, title = {Dynamic {Systems} {Modeling} in {Educational} {System} {Design} \& {Policy}}, volume = {2}, issn = {2254-7339}, url = {http://naerjournal.ua.es/article/view/v2n2-3}, doi = {10.7821/naer.2.2.72-81}, number = {2}, urldate = {2021-02-28}, journal = {Journal of New Approaches in Educational Research}, author = {Groff, Jennifer Sterling}, month = jul, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.7821/naer.2.2.72-81 2405685:769WZKJB}, pages = {72--81}, } @misc{trucano_10_2013, title = {10 principles to consider when introducing {ICTs} into remote, low-income educational environments}, url = {https://blogs.worldbank.org/edutech/10-principles-consider-when-introducing-icts-remote-low-income-educational-environments}, abstract = {there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...}, language = {en}, urldate = {2020-06-03}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = jul, year = {2013}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:5I5XNP44 2339240:7ENMXVAZ 2339240:7TDXW2WT 2339240:M7NFMPY5 2405685:23SM2GHY 2405685:2KLF59UJ 2405685:BJSJWEMM 2405685:EJG6JBSL 2405685:EY7WAUHY 2405685:MDR3XLXP 2405685:N584ISNZ 2405685:RCHYAVL3 2405685:SVDWLWHS 2405685:XED3H9S7 4656463:P4BDEDD3 4656463:YXDWWIE2}, } @misc{trucano_10_2013, title = {10 principles to consider when introducing {ICTs} into remote, low-income educational environments}, url = {https://blogs.worldbank.org/edutech/10-principles-consider-when-introducing-icts-remote-low-income-educational-environments}, abstract = {there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...}, language = {en}, urldate = {2022-06-27}, author = {Trucano, Michael}, month = jul, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4QHLLY7H 4042040:MXSNKXZ5}, } @article{harmon-jones_what_2013, title = {What is approach motivation?}, volume = {5}, issn = {1754-0739}, url = {https://doi.org/10.1177/1754073913477509}, doi = {10.1177/1754073913477509}, abstract = {We discuss some research that has examined approach motivational urges and how this research clarifies the definition of approach motivation. Our research and that of others have raised doubts about the commonly accepted definition of approach motivation, which views it as a positive affective state triggered by positive stimuli. We review evidence that suggests: (a) that approach motivation is occasionally evoked by negative stimuli; (b) that approach motivation may be experienced as a negative state; and (c) that stimuli are unnecessary to evoke approach motivation.}, language = {en}, number = {3}, urldate = {2022-05-09}, journal = {Emotion Review}, author = {Harmon-Jones, Eddie and Harmon-Jones, Cindy and Price, Tom F.}, month = jul, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1754073913477509 2339240:Y34W8XRA 2405685:8LC3SMI5}, keywords = {anger, approach motivation, emotion, startle eyeblink}, pages = {291--295}, } @article{kraft_effect_2013, title = {The {Effect} of {Teacher}-{Family} {Communication} on {Student} {Engagement}: {Evidence} from a {Randomized} {Field} {Experiment}}, volume = {6}, doi = {10.1080/19345747.2012.743636}, abstract = {In this study, we evaluate the efficacy of teacher communication with parents and students as a means of increasing student engagement. We estimate the causal effect of teacher communication by conducting a randomized field experiment in which sixth- and ninth-grade students were assigned to receive a daily phone call home and a text/written message during a mandatory summer school program. We find that frequent teacher–family communication immediately increased student engagement as measured by homework completion rates, on-task behavior, and class participation. On average, teacher–family communication increased the odds that students completed their homework by 40\%, decreased instances in which teachers had to redirect students’ attention to the task at hand by 25\%, and increased class participation rates by 15\%. Drawing upon surveys and interviews with participating teachers and students, we identify three primary mechanisms through which communication likely affected engagement: stronger teacher–student relationships, expanded parental involvement, and increased student motivation.}, number = {3}, journal = {Journal of Research on Educational Effectiveness}, author = {Kraft, M and Dougherty, Shaun}, month = jul, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2012.743636 2339240:3H26G6RN 2339240:X9LRSMNV 2405685:7HER36AG 2405685:BXJPVKUP 2405685:WYAJLA9C 2534379:82ZR3C22}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {199--222}, } @inproceedings{chang_pre-pilot_2013, address = {New York, NY, USA}, title = {Pre-pilot findings on developing a literacy tablet}, booktitle = {Proceedings of the 12th {International} {Conference} on {Interaction} {Design} and {Children}}, publisher = {ACM}, author = {Chang, Angela and Nunez, David and Roberts, Tom and Sengeh, David and Breazeal, Cynthia}, month = jun, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:IANNNRMF 2405685:SLU323AD}, pages = {471--474}, } @article{zhang_development_2013, title = {Development assessment of leisure agriculture in {Henan} province of {China} based on {SWOT}-{AHP} method}, volume = {6}, issn = {2013-0953, 2013-8423}, url = {http://www.jiem.org/index.php/jiem/article/view/738}, doi = {10.3926/jiem.738}, language = {en}, number = {2}, urldate = {2020-01-30}, journal = {Journal of Industrial Engineering and Management}, author = {Zhang, Yichuan and Feng, Lei}, month = jun, year = {2013}, note = {shortDOI: 10/ggjqxr KerkoCite.ItemAlsoKnownAs: 10.3926/jiem.738 10/ggjqxr 2339240:HKMVRQHM 2405685:YLALA3IR}, pages = {642--653}, } @article{carr-hill_missing_2013, title = {Missing {Millions} and {Measuring} {Development} {Progress}}, volume = {46}, issn = {0305-750X}, url = {http://www.sciencedirect.com/science/article/pii/S0305750X13000053}, doi = {10.1016/j.worlddev.2012.12.017}, abstract = {In developing countries, assessments of progress toward development goals are based increasingly on household surveys. These are inappropriate for obtaining information about the poorest. Typically, they omit by design: the homeless; those in institutions; and mobile, nomadic, or pastoralist populations. Moreover, in practice, household surveys typically under-represent: those in fragile, disjointed households; slum populations and areas posing security risks. Those six sub-groups constitute a large fraction of the “poorest of the poor”. We estimate that 250 million are missed worldwide from the sampling frames of such surveys and from many censuses and their omission may well lead to substantial biases.}, language = {en}, urldate = {2020-12-10}, journal = {World Development}, author = {Carr-Hill, Roy}, month = jun, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.12.017 2339240:A2SLGWL3 2405685:E5Q3UPWM}, keywords = {accurate population counts, household surveys, inequalities, invisible populations, measurement of poverty, millenium development goals}, pages = {30--44}, } @article{kahu_framing_2013, title = {Framing student engagement in higher education}, volume = {38}, issn = {0307-5079}, url = {https://doi.org/10.1080/03075079.2011.598505}, doi = {10.1080/03075079.2011.598505}, abstract = {Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes.}, number = {5}, urldate = {2022-09-21}, journal = {Studies in Higher Education}, author = {Kahu, Ella R.}, month = jun, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03075079.2011.598505 KerkoCite.ItemAlsoKnownAs: 10.1080/03075079.2011.598505 2339240:SLNM8VL4 2405685:TM5FR2BC}, keywords = {critique, sociocultural perspectives, student engagement, teaching and learning, theoretical framework}, pages = {758--773}, } @article{krumpal_determinants_2013, title = {Determinants of social desirability bias in sensitive surveys: a literature review}, volume = {47}, issn = {1573-7845}, shorttitle = {Determinants of social desirability bias in sensitive surveys}, url = {https://doi.org/10.1007/s11135-011-9640-9}, doi = {10.1007/s11135-011-9640-9}, abstract = {Survey questions asking about taboo topics such as sexual activities, illegal behaviour such as social fraud, or unsocial attitudes such as racism, often generate inaccurate survey estimates which are distorted by social desirability bias. Due to self-presentation concerns, survey respondents underreport socially undesirable activities and overreport socially desirable ones. This article reviews theoretical explanations of socially motivated misreporting in sensitive surveys and provides an overview of the empirical evidence on the effectiveness of specific survey methods designed to encourage the respondents to answer more honestly. Besides psychological aspects, like a stable need for social approval and the preference for not getting involved into embarrassing social interactions, aspects of the survey design, the interviewer’s characteristics and the survey situation determine the occurrence and the degree of social desirability bias. The review shows that survey designers could generate more valid data by selecting appropriate data collection strategies that reduce respondents’ discomfort when answering to a sensitive question.}, language = {en}, number = {4}, urldate = {2021-10-03}, journal = {Quality \& Quantity}, author = {Krumpal, Ivar}, month = jun, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11135-011-9640-9 2339240:M3NUZ3KB 2405685:W6WCHYKD}, pages = {2025--2047}, } @article{lai_computer_2013, title = {Computer assisted learning as extracurricular tutor? {Evidence} from a randomised experiment in rural boarding schools in {Shaanxi}}, volume = {5}, issn = {1943-9342}, shorttitle = {Computer assisted learning as extracurricular tutor?}, url = {https://doi.org/10.1080/19439342.2013.780089}, doi = {10.1080/19439342.2013.780089}, abstract = {This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes.}, number = {2}, urldate = {2021-02-18}, journal = {Journal of Development Effectiveness}, author = {Lai, Fang and Zhang, Linxiu and Hu, Xiao and Qu, Qinghe and Shi, Yaojiang and Qiao, Yajie and Boswell, Matthew and Rozelle, Scott}, month = jun, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2013.780089 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2013.780089 2339240:3GKNTENQ 2339240:MTJEQG8W 2405685:9LXLIXNU 2405685:HC5TZ6RW}, keywords = {China, computer assisted learning, development, education, random assignment, rural schools, test scores}, pages = {208--231}, } @article{mo_can_2013, title = {Can {One}-to-{One} {Computing} {Narrow} the {Digital} {Divide} and the {Educational} {Gap} in {China}? {The} {Case} of {Beijing} {Migrant} {Schools}}, volume = {46}, issn = {0305-750X}, shorttitle = {Can {One}-to-{One} {Computing} {Narrow} the {Digital} {Divide} and the {Educational} {Gap} in {China}?}, url = {http://www.sciencedirect.com/science/article/pii/S0305750X13000077}, doi = {10.1016/j.worlddev.2012.12.019}, abstract = {One Laptop Per Child (OLPC) is a high profile initiative to narrow the inequality of access to ICT and improve educational performance. However, there is little empirical evidence on its impacts. In order to assess the effectiveness of OLPC, we conducted a randomized experiment of OLPC with Chinese characteristics involving 300 third-grade students in Beijing migrant schools. Our results show that the program improved student computer skills by 0.33 standard deviations and math scores by 0.17 standard deviations. The program also increased student time spent using educational software and decreased student time spent watching TV. Student self-esteem also improved.}, language = {en}, urldate = {2020-01-29}, journal = {World Development}, author = {Mo, Di and Swinnen, Johan and Zhang, Linxiu and Yi, Hongmei and Qu, Qinghe and Boswell, Matthew and Rozelle, Scott}, month = jun, year = {2013}, note = {shortDOI: 10/gf5f3j KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.12.019 10/gf5f3j 2339240:LNAQMDZH 2405685:HVJX5GL2}, keywords = {Asia, Beijing migrant school, China, One Laptop Per Child, RCT, computer skills, math test scores}, pages = {14--29}, } @article{burns_staying_2013, title = {Staying or leaving? {Designing} for persistence in an online educator training programme in {Indonesia}}, volume = {28}, issn = {0268-0513, 1469-9958}, shorttitle = {Staying or leaving?}, url = {http://www.tandfonline.com/doi/abs/10.1080/02680513.2013.851023}, doi = {10.1080/02680513.2013.851023}, abstract = {This case study discusses factors impacting the attrition and persistence rates of 60 Indonesian educators in an online programme in 2010. Course designers developed three variations of a web-based programme – a fully online, hybrid and web-facilitated model – and placed 20 learners, all with similar technology skills, in the three different models. The online cohort experienced a 31\% attrition rate while 100\% of learners in the hybrid and web-facilitated models completed the programme. Data collection revealed that the greatest factor impacting attrition or persistence was the absence or presence of face-to-face interaction with the instructor and colleagues. This paper outlines programme design elements that learners found most helpful in successfully completing the course.}, language = {en}, number = {2}, urldate = {2020-05-22}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Burns, Mary}, month = jun, year = {2013}, note = {shortDOI: 10/ggx3rg KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2013.851023 10/ggx3rg 2339240:Z3PSB7EP 2339240:Z4Q6JPIM 2405685:FQJN7IPM 2405685:IPRAAK3V 2405685:M5M8WHW2 2405685:QM54QTRZ}, keywords = {Indonesia, completion, online learning, persistence, readiness}, pages = {141--152}, } @misc{trucano_different_2013, title = {A different approach to scaling up educational technology initiatives}, url = {https://blogs.worldbank.org/edutech/scaling-up}, abstract = {the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...}, language = {en}, urldate = {2023-10-18}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IVMT5ZJ9 2405685:SAJGS54E}, } @misc{trucano_different_2013, title = {A different approach to scaling up educational technology initiatives}, url = {https://blogs.worldbank.org/edutech/scaling-up}, abstract = {the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...}, language = {en}, urldate = {2021-02-23}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FJEJAEUD}, } @incollection{mckenney_educational_2013, address = {New York}, edition = {4}, title = {Educational design research}, url = {https://www.researchgate.net/publication/265092587_Educational_Design_Research}, abstract = {Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.}, booktitle = {Handbook of research on educational communications and technology}, publisher = {Springer-Verlag}, author = {McKenney, Susan and Reeves, Thomas C.}, editor = {Spector, Michael and Merrill, David M. and Elen, Jan and Bishop, M. J.}, month = may, year = {2013}, doi = {10.1007/978-1-4614-3185-5_11}, note = {Journal Abbreviation: Handbook of Research on Educational Communications and Technology: Fourth Edition KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4614-3185-5\_11 2339240:H8DRALM4 2339240:KQUC8PJI 2405685:2BJ2F495 2405685:NTJ96HT6 2405685:SA7WEPRR 2534378:G5GRRNAJ}, pages = {131--140}, } @misc{eneza_education_infographic_2013, title = {An {Infographic} {Presentation} of {Eneza}'s 2012 {Impact} {Study}}, url = {https://enezaeducation.com/an-infographic-presentation-of-enezas-2012-impact-study/}, abstract = {I am sure you are wondering what Eneza is, that should not worry you at all. We have just changed our name from MPrep to Eneza. “Eneza” is a Swahili ... Read More}, language = {en-GB}, urldate = {2020-07-21}, journal = {Eneza Education}, author = {{Eneza Education}}, month = may, year = {2013}, note = {Library Catalog: enezaeducation.com KerkoCite.ItemAlsoKnownAs: 2339240:LSRRXLCC 2405685:VBPTJLET}, } @article{akyeampong_improving_2013, title = {Improving teaching and learning of basic maths and reading in {Africa}: {Does} teacher preparation count?}, volume = {33}, shorttitle = {Improving teaching and learning of basic maths and reading in {Africa}}, doi = {10.1016/j.ijedudev.2012.09.006}, abstract = {Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre.}, journal = {International Journal of Educational Development}, author = {Akyeampong, Kwame and Lussier, Kattie and Pryor, John and Westbrook, Jo}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.09.006 2339240:TMXTTDED 2405685:CRQY6GMS}, pages = {272--282}, } @article{mares_effects_2013, title = {Effects of {Sesame} {Street}: {A} meta-analysis of children's learning in 15 countries}, volume = {34}, doi = {10.1016/j.appdev.2013.01.001}, journal = {Journal of Applied Developmental Psychology}, author = {Mares, Marie‐Louise and Pan, Zhongdang}, month = may, year = {2013}, note = {shortDOI: 10/f4xkv8 KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2013.01.001 10/f4xkv8 2339240:45DQRBZ3 2405685:5B9LFF4T 4803016:T67YW4N2}, pages = {140--151}, } @article{wormnaes_audio-described_2013, title = {Audio-described educational materials: {Ugandan} teachers' experiences}, volume = {31}, issn = {0264-6196, 0264-6196}, url = {https://www.researchgate.net/publication/258163041_Audio-described_educational_materials_Ugandan_teachers'_experiences}, doi = {10.1177/0264619613485029}, abstract = {This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)}, language = {English}, number = {2}, journal = {British Journal of Visual Impairment}, author = {Wormnaes, Siri and Sellaeg, Nina}, month = may, year = {2013}, note = {Publisher: SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320 Extra URL: https://journals.sagepub.com/doi/10.1177/0264619613485029 KerkoCite.ItemAlsoKnownAs: 10.1177/0264619613485029 2339240:MJ7J7PHY 2339240:VQQAWR8S 2405685:IR6UNF66 2405685:MKR7J8V3 2405685:W293NXX6 2405685:ZIWCXX7H 2534378:JDCGUHUG 2534378:YXS3JJVS}, keywords = {Access to Education, Audio description, Cultural Relevance, Culturally Relevant Education, ERIC, Current Index to Journals in Education (CIJE), Educational Objectives, Foreign Countries, Higher Education, Inclusion, Instructional Materials, Interviews, Learning Processes, Postsecondary Education, Qualitative Research, Reflection, Student Teachers, Teacher Attitudes, Teacher Education, Teachers, Uganda, Video Technology, Visual Impairments, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098573, \_\_finaldtb, blind universal design, educational material accessible media, teacher training}, pages = {164--171}, } @article{bulawa_constraints_2013, title = {Constraints to {Senior} {Management}’s {Capacity} to {Implement} the {Performance} {Management} {System} in {Senior} {Secondary} {Schools} in {Botswana}}, volume = {6}, issn = {1913-9039, 1913-9020}, url = {http://www.ccsenet.org/journal/index.php/ies/article/view/26913}, doi = {10.5539/ies.v6n5p56}, number = {5}, urldate = {2020-04-14}, journal = {International Education Studies}, author = {Bulawa, Philip}, month = apr, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v6n5p56 10/ggrw4k 2339240:9IE3DJ78 2405685:ULLQQKQA}, pages = {p56}, } @article{kaufman_21_2013, title = {21 {Ways} to 21st {Century} {Skills}: {Why} {Students} {Need} {Them} and {Ideas} for {Practical} {Implementation}}, volume = {49}, issn = {0022-8958}, shorttitle = {21 {Ways} to 21st {Century} {Skills}}, url = {https://doi.org/10.1080/00228958.2013.786594}, doi = {10.1080/00228958.2013.786594}, number = {2}, urldate = {2020-09-11}, journal = {Kappa Delta Pi Record}, author = {Kaufman, Kristina J.}, month = apr, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00228958.2013.786594 KerkoCite.ItemAlsoKnownAs: 10.1080/00228958.2013.786594 2129771:B9RM5BSB 2405685:8VSDSJGU 2486141:3WDDIQAG}, pages = {78--83}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257}, shorttitle = {The ‘trainer in your pocket’}, url = {https://doi.org/10.1080/19415257.2013.766232}, doi = {10.1080/19415257.2013.766232}, abstract = {Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action’s (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine years. EIA’s CPD program is delivered face to face and supported through open distance learning (ODL). This innovative model of teacher CPD is supported through peer learning and self-study using a variety of print, audio and video resources. Drawing on the success of EIA’s pilot studies, where internal and external evaluation reported significant improvement in teachers’ and students’ English-language competence after one year, the current phase is using low-cost mobile phones, or the ‘trainer in your pocket’ to deliver CPD to 12,500 teachers through 2015. We believe EIA’s teacher CDP model is best suited to assist the project in achieving one of its primary goals: to increase the English-language proficiency of 12 million students, allowing them to access greater social and economic opportunities in the future. We argue EIA’s use of mobile phones for the provision of teacher CPD – at scale – is timely and replicable in both developed and developing contexts.}, number = {2}, urldate = {2022-08-23}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19415257.2013.766232 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 2339240:4SYER8H6 2405685:3WMSFI3D}, keywords = {English in Action, communicative language teaching, mobile phones, open distance learning, school-based professional development (SBPD), teachers’ continuing professional development (CPD)}, } @article{mcmahon_educations_2013, title = {Education's {Effects} on {Individual} {Life} {Chances} and {On} {Development}: {An} {Overview}}, volume = {61}, issn = {0007-1005}, shorttitle = {Education's {Effects} on {Individual} {Life} {Chances} and {On} {Development}}, url = {https://doi.org/10.1080/00071005.2012.756170}, doi = {10.1080/00071005.2012.756170}, abstract = {This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New ‘narrow’ social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK ‘narrow’ social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries.}, number = {1}, urldate = {2021-12-31}, journal = {British Journal of Educational Studies}, author = {McMahon, Walter W. and Oketch, Moses}, month = mar, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00071005.2012.756170 KerkoCite.ItemAlsoKnownAs: 10.1080/00071005.2012.756170 2339240:4YZ6K9I8 2405685:X94EP2P8}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged, cost-benefit, education and development, externalities, financing criteria, life chances, non-market benefits, qualifications, rates of return, social benefits}, pages = {79--107}, } @article{mcmahon_educations_2013, title = {Education's {Effects} on {Individual} {Life} {Chances} and {On} {Development}: {An} {Overview}}, volume = {61}, issn = {0007-1005}, shorttitle = {Education's {Effects} on {Individual} {Life} {Chances} and {On} {Development}}, url = {https://doi.org/10.1080/00071005.2012.756170}, doi = {10.1080/00071005.2012.756170}, abstract = {This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New ‘narrow’ social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK ‘narrow’ social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries.}, number = {1}, urldate = {2021-12-31}, journal = {British Journal of Educational Studies}, author = {McMahon, Walter W. and Oketch, Moses}, month = mar, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00071005.2012.756170 KerkoCite.ItemAlsoKnownAs: 10.1080/00071005.2012.756170 2339240:4YZ6K9I8 2405685:X94EP2P8}, keywords = {\_\_\_working\_potential\_duplicate, cost-benefit, education and development, externalities, financing criteria, life chances, non-market benefits, qualifications, rates of return, social benefits}, pages = {79--107}, } @article{mulwa_influence_2013, title = {The {Influence} of {Principals}’, {Teachers}’ and {Students}’ {Attitude} on {Readiness} to {Adopt} e-{Learning} in {Secondary} {Schools} in {Kitui} {District}, {Kenya}}, volume = {9}, copyright = {Copyright (c)}, issn = {1857-7431}, url = {https://eujournal.org/index.php/esj/article/view/798}, doi = {10.19044/esj.2013.v9n5p%p}, abstract = {Studies conducted in the field of ICT use in secondary schools reveal that, although in the past few years teachers and students have enjoyed adequate access to an assortment of ICTs such as computers, laptops, projectors printers, e-blackboards, mobile phones for use n integration of teaching and learning in schools, the level of utilization of the ICTs by teachers and students in Kitui District is still minimal. This study sought to examine the relationship between Principals, teachers’ and students’ attitude on utilization of ICTs and the readiness to adopt e-learning in curriculum implementation at secondary school level. The major objective of the study was to establish the extent to which the attitude of principals, teachers and students influence readiness to adopt e-learning in secondary schools in Kitui District. Cross–sectional survey research design was adopted for the study. A sample of 66 principals, 66 teachers and 347 students, were involved in the study. The multiphase sampling procedure was adopted for this study. Data were collected using questionnaires and an observation schedule. The resultant information was analyzed by employing the quantitative approach which involved descriptive and inferential statistical procedures. The findings of the study reveal that the attitude held by secondary school Principals and Teachers had no significant influence on the schools’ readiness to adopt e-learning. However, the attitude held by students had a significant influence on the schools’ readiness to adopt e-learning. The study recommends that the government should plan to address the issue of e-learning infrastructure by availing e-learning equipment, enhancing connection to reliable sources of power, improving connectivity to various internet services and augmenting Human Resource capacity by organizing training programmes for Principals, Teachers and Students. Secondary schools should employ support staff members such as computer laboratory technicians or assistants before embarking on full-scale implementation of e-learning in schools in Kitui District and, indeed, all other remote semi-arid districts in Kenya. This will enhance positive attitude and confidence that e-learning can be successfully adopted in secondary schools in Kenya regardless of the location of the school.}, language = {en}, number = {5}, urldate = {2021-04-01}, journal = {European Scientific Journal, ESJ}, author = {Mulwa, Angeline Sabina and Kyalo, Dorothy Ndunge}, month = feb, year = {2013}, note = {Number: 5 KerkoCite.ItemAlsoKnownAs: 10.19044/esj.2013.v9n5p\%p 2339240:Y9XUMHZQ 2405685:7RWAJYSM}, keywords = {\_\_\_working\_potential\_duplicate, ⚠️ Invalid DOI}, } @article{mulwa_influence_2013, title = {The {Influence} of {Principals}’, {Teachers}’ and {Students}’ {Attitude} on {Readiness} to {Adopt} e-{Learning} in {Secondary} {Schools} in {Kitui} {District}, {Kenya}}, volume = {9}, copyright = {Copyright (c)}, issn = {1857-7431}, url = {https://eujournal.org/index.php/esj/article/view/798}, doi = {10.19044/esj.2013.v9n5p%p}, abstract = {Studies conducted in the field of ICT use in secondary schools reveal that, although in the past few years teachers and students have enjoyed adequate access to an assortment of ICTs such as computers, laptops, projectors printers, e-blackboards, mobile phones for use n integration of teaching and learning in schools, the level of utilization of the ICTs by teachers and students in Kitui District is still minimal. This study sought to examine the relationship between Principals, teachers’ and students’ attitude on utilization of ICTs and the readiness to adopt e-learning in curriculum implementation at secondary school level. The major objective of the study was to establish the extent to which the attitude of principals, teachers and students influence readiness to adopt e-learning in secondary schools in Kitui District. Cross–sectional survey research design was adopted for the study. A sample of 66 principals, 66 teachers and 347 students, were involved in the study. The multiphase sampling procedure was adopted for this study. Data were collected using questionnaires and an observation schedule. The resultant information was analyzed by employing the quantitative approach which involved descriptive and inferential statistical procedures. The findings of the study reveal that the attitude held by secondary school Principals and Teachers had no significant influence on the schools’ readiness to adopt e-learning. However, the attitude held by students had a significant influence on the schools’ readiness to adopt e-learning. The study recommends that the government should plan to address the issue of e-learning infrastructure by availing e-learning equipment, enhancing connection to reliable sources of power, improving connectivity to various internet services and augmenting Human Resource capacity by organizing training programmes for Principals, Teachers and Students. Secondary schools should employ support staff members such as computer laboratory technicians or assistants before embarking on full-scale implementation of e-learning in schools in Kitui District and, indeed, all other remote semi-arid districts in Kenya. This will enhance positive attitude and confidence that e-learning can be successfully adopted in secondary schools in Kenya regardless of the location of the school.}, language = {en}, number = {5}, urldate = {2021-04-01}, journal = {European Scientific Journal, ESJ}, author = {Mulwa, Angeline Sabina and Kyalo, Dorothy Ndunge}, month = feb, year = {2013}, note = {Number: 5 KerkoCite.ItemAlsoKnownAs: 10.19044/esj.2013.v9n5p\%p 2339240:Y9XUMHZQ 2405685:7RWAJYSM}, keywords = {\_\_\_working\_potential\_duplicate, ⚠️ Invalid DOI}, } @misc{unesco_broadband_2013, title = {Broadband “the missing link” in global access to education}, url = {https://en.unesco.org/news/broadband-%E2%80%9C-missing-link%E2%80%9D-global-access-education}, abstract = {New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development.}, language = {en}, urldate = {2020-09-24}, author = {UNESCO}, month = feb, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LFW4CTLN 2405685:6J5F2H5H}, } @misc{williams_broadband_2013, title = {Broadband “the missing link” in global access to education}, url = {https://en.unesco.org/news/broadband-%E2%80%9C-missing-link%E2%80%9D-global-access-education}, abstract = {New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development.}, language = {en}, urldate = {2020-06-04}, journal = {UNESCO}, author = {Williams, Sue and Parkes, Sarah}, month = feb, year = {2013}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:N8IVNWBY}, } @techreport{woolfrey_leveraging_2013, address = {Cape Town}, title = {Leveraging data in {African} countries: {Curating} government microdata for research}, shorttitle = {Leveraging data in {African} countries}, url = {https://www.researchgate.net/publication/281969484_Leveraging_data_in_African_countries_Curating_government_microdata_for_research}, abstract = {Governments mandate their National Statistics Offices to collect empirical data through censuses and surveys to determine appropriate national policies. Further investigation of this data by academics can help evaluate the effectiveness of government action. In many countries governments have created policies and institutions to share official data with researchers to allow independent evaluation of both the data and the policies informed by the data. In 2009 a survey was undertaken to assess ease of access to government survey microdata in African countries. This investigation revealed that the sharing of African government microdata is constrained by several obstacles. African National Statistics Offices, the main African data producers, have limited resources to curate microdata and ensure its long-term availability. Consequently many African data producers do not follow international best practice with regard to survey data management or make the microdata from official surveys available for research purposes. A further obstacle in Africa is inadequate producer-user communication channels. Concerns around the confidentiality of respondent information also present a barrier to data usage for research, as does the bureaucratic nature of government institutions involved in data production. A follow-up survey undertaken in 2012 examined improvements in data access and other dimensions of data quality in the intervening years, focusing on Statistics Offices participating in a donor project to advance data curation in resource poor countries. The survey showed that the provision of appropriate data curation tools can improve data sharing for policy feedback. However, this is more effective in countries with sound data usage policies driven by African decision-makers who appreciate the role of data utilisation in national development.}, number = {22}, institution = {DataFirst, University of Cape Town}, author = {Woolfrey, Lynn}, month = feb, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2TLBL6P2 2405685:ZMP3MEVM}, } @article{suleman_effectiveness_2013, title = {Effectiveness of {Educational} {Technology} in {Strengthening} {Student}’s {Achievement} in {English} at {Secondary} {School} {Level} in {Kohat} {Division} ({Pakistan})}, volume = {3}, copyright = {Copyright (c)}, issn = {2164-4063}, url = {http://www.macrothink.org/journal/index.php/ijld/article/view/3154}, doi = {10.5296/ijld.v3i1.3154}, abstract = {It is a reality that educational technology plays a remarkable role in strengthening and facilitating instructional process. Educational technologies are useful and effective in maximizing educational attainment at each level. The purpose of the study was to explore the effectiveness of educational technology in strengthening students’ achievement in English at secondary school level. All the students at secondary school level in Kohat Division constituted the population of the study. The study was delimited to the students of Govt. High School Khurram (Karak). The study was further delimited to the students of 9th class. Forty students of 9th class were selected as sample. Sample students were divided into two groups i.e. control group and experimental group on the basis of pre-test. Each group was comprised of 20 students. The study was experimental in nature therefore pre-test and post-test research design was used as research instrument. Statistical tools i.e. the mean, standard deviation and differences of means were computed for each group. Significance of difference between the mean scores of both the experimental and control groups on the variable of pre-test and post test scores was tested at 0.05 levels by applying t-test. After statistical analysis of the data, the researchers arrived at the conclusions that educational technology plays a vital role in teaching of English at secondary level. Educational technologies were found to be more effective and successful in teaching of English. The students of experimental group showed unexpected and astonishing performance as compared to the students of control group. On the basis of the findings, it is strongly recommended that availability of educational technologies should be ensured and utilized at secondary school level. KEYWORDS: Effectiveness; Educational Technology; Students’ Achievement; English; Secondary Level}, language = {en}, number = {1}, urldate = {2020-12-14}, journal = {International Journal of Learning and Development}, author = {Suleman, Qaiser and Hussain, Dr Ishtiaq}, month = jan, year = {2013}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v3i1.3154 2339240:S5GYSUUJ 2405685:QSSIVAQQ}, pages = {121--131}, } @article{gocen_effects_2013, title = {The effects of {TV} on speech education}, volume = {8}, issn = {1990-3839}, url = {https://eric.ed.gov/?id=EJ1008317}, abstract = {Generally, the speaking aspect is not properly debated when discussing the positive and negative effects of television (TV), especially on children. So, to highlight this point, this study was first initialized by asking the question: "What are the effects of TV on speech?" and secondly, to transform the effects that TV has on speech in a utilizable manner, "How can we utilize TV in speech education?". The required data were collected through a survey with the middle school students involved in the sample. Students who argued that TV "does not" corrupt their speech are in the opinion that they imitate how people speak on TV and think that figures they see on TV actually speak well, teaching them how to speak well also, and that TV expands their vocabulary, helping them to express themselves more easily. According to this result, "TV language" should set an example for that matter. (Contains 7 tables.)}, language = {en}, number = {2}, urldate = {2021-11-02}, journal = {Educational Research and Reviews}, author = {Gocen, Gokcen and Okur, Alpaslan}, month = jan, year = {2013}, note = {Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 2339240:5CCTPXEY 2405685:2T5B8FSB}, keywords = {Articulation (Speech), Foreign Countries, Mass Media Effects, Mass Media Role, Middle School Students, Middle Schools, Speech Communication, Speech Habits, Speech Skills, Teacher Attitudes, Television, Television Research, Television Viewing, ⛔ No DOI found}, pages = {63--68}, } @article{adams_historical_2013, title = {A historical perspective of systems theory}, abstract = {Systems theory lacks a universal, formally agreed upon definition. It is a term that has been used in a variety of disciplines to support varied purposes and one which is found frequently in the systems literature. Because the term has been used in a variety of disciplines and has multiple meanings, it is often subject to misunderstanding when used in a multidisciplinary setting. This paper classifies and provides a brief historical perspective of the major streams that address systems theory. A synthesis of these seemingly disparate streams is presented, along with a path forward for development of a unified theory.}, journal = {IIE Annual Conference and Expo 2013}, author = {Adams, Kevin and Hester, Patrick and Bradley, Joseph}, month = jan, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VJWXL5RY 2405685:4P4IZZTP}, keywords = {⛔ No DOI found}, pages = {4102--4109}, } @article{best_impact_2013, title = {The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries}, url = {https://research.acer.edu.au/ar_misc/16}, language = {en}, journal = {Assessment and Reporting}, author = {Best, Maura and Knight, Pat and Lietz, Petra and Lockwood, Craig and Nugroho, Dita and Tobin, Mollie}, month = jan, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3E86RV4E 2339240:RM39ASND 2405685:C73HHYCX 2405685:UYWTZXP2 4656463:FV5IGYM4 4656463:V4MNFV8M}, keywords = {⛔ No DOI found}, } @article{jana_reciprocity_2013, title = {Reciprocity among {Farmers} in {Farming} {System} {Research}: {Application} of {Social} {Network} {Analysis}}, volume = {41}, issn = {0970-9274}, shorttitle = {Reciprocity among {Farmers} in {Farming} {System} {Research}}, url = {https://doi.org/10.1080/09709274.2013.11906552}, doi = {10.1080/09709274.2013.11906552}, abstract = {In course of agricultural activities, farmers interact among themselves to fulfill different kinds of needs, such as getting advice regarding cultivation, obtaining appropriate seeds and plants, getting tools and implements, etc. On the basis of data to whom a farmer sends requests for such help and whether the farmer receives the required help, one can build a social network of help, whether simple or weighted, in agricultural production. The paper intends to study variation in measures of reciprocity among the farmers of the two villages in respect of different activities for agricultural production. For the study, two villages Madhya-Uttar and Astabari consisting of 88 and 79 households respectively were selected from unirrigated, rainfed area in the south-eastern region of the district of East Medinipur of West Bengal. To collect the required data, open-ended check lists were employed. A standardized graph theoretic measure (s3-measure) of reciprocity was applied to carry out social network analysis. In both the villages, values of reciprocity measures for seeds/plants and tools/implements exchange were more than that for advice giving; the measure for the network of agricultural activities as a whole was also greater than the network for social aspects. In case of all networks, values of s3-measure for the village Madhya-Uttar were much higher than Astabari. It indicates that the farming households of a network having greater value of s3-measure are more inter-dependent among themselves in agricultural production.}, number = {1}, urldate = {2021-05-10}, journal = {Journal of Human Ecology}, author = {Jana, Rabindranath and Bandyopadhyay, Suraj and Choudhuri, Anil K.}, month = jan, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09709274.2013.11906552 zotzenLib.CopiedFrom: 2339240:FI73YH85 KerkoCite.ItemAlsoKnownAs: 10.1080/09709274.2013.11906552 2339240:FI73YH85 2405685:8VW4AE3P}, keywords = {In-degree, Out-degree, Reciprocal Pair, Simple and Weighted Social Networks, s3-measure}, pages = {45--51}, } @article{weichhart_learning_2013, title = {The {Learning} {Environment} as a {Chaotic} and {Complex} {Adaptive} {System}}, volume = {1}, abstract = {Thrivability is a novel concept describing the intention to go beyond sustainability, allowing a system to flourish (Russell, 2010). For a society or organization to be thrivable, educated, responsible acting agents are needed. Traditional education focuses on (efficient) reproduction of existing organised bodies of information (Dewey, 1938). We argue that complex adaptive systems theory and chaos theory provide concepts well suited to inform the design of learning environments, in order to facilitate a thrivable organization. This learning is not linear and externally controlled, but happens in a chaotic, yet guided manner. After discussing the suitability of the theoretical body of these general approaches, we show how a concrete progressive education approach, called the Dalton-Plan pedagogy (Parkhurst, 1923, 2010), implements and supports these elements. By doing so, we show that the Dalton-Plan pedagogy is well suited for education of agents working in and for thrivable organizations. Support for teachers as part of this evolving learning system is provided by an e-learning environment.}, journal = {systems-journal.eu}, author = {Weichhart, Georg}, month = jan, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KM7XZ4YP 2405685:HJMRFUKH}, keywords = {⛔ No DOI found}, pages = {12}, } @article{yang_computers_2013, title = {Computers and the academic performance of elementary school-aged girls in {China}'s poor communities}, volume = {60}, issn = {0360-1315}, url = {http://www.sciencedirect.com/science/article/pii/S0360131512001972}, doi = {10.1016/j.compedu.2012.08.011}, abstract = {Experts agree that computers and computing play an important role in education. Since the 1980s there has been a debate about gender as it relates to computers and education. However, results regarding gender differences concerning computer use in education are not consistent. In particular there is little work done in China on this issue. Therefore, the overall goal of this paper is to demonstrate whether girls and boys can gain equally from computer-based education in China's elementary schools. To do so we analyze results from three randomized field experiments of a Computer Assisted Learning (CAL) program and One Laptop Per Child (OLPC) program. The field experiments are carried out in three kinds of schools: Shannxi rural public schools; Qinghai minority public schools; and Beijing migrant schools. Although CAL and OLPC have been considered cost effective means to improve learning outcomes, it is not known whether the programs impact girls differently than boys. Our analysis shows that, in fact, there were no differences between female and male students in either the improvement in standardized math test scores or Chinese test scores with either the CAL or OLPC programs. Our study suggests that among disadvantaged students in China's rural areas and migrant communities, there is reason to believe that computer based learning can benefit both girls and boys equally. This finding has possible implications for China's ongoing efforts to integrate computers and computing technologies into the nation's underserved schools.}, language = {en}, number = {1}, urldate = {2020-07-20}, journal = {Computers \& Education}, author = {Yang, Yihua and Zhang, Linxiu and Zeng, Junxia and Pang, Xiaopeng and Lai, Fang and Rozelle, Scott}, month = jan, year = {2013}, note = {shortDOI: 10/f4g6qc KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.08.011 10/f4g6qc 2339240:MK5NR7LT 2405685:6XU8AFCQ 2405685:JJ2NC7PA}, keywords = {Country-specific developments, Elementary education, Evaluation of CAL systems, Gender studies, Teaching/learning strategies}, pages = {335--346}, } @article{mohd_nawi_development_2013, title = {Development and evaluation of {Ning} social network for teaching training online surveillance}, volume = {14}, copyright = {CC BY-NC-SA 4.0}, issn = {1302-6488, 1302-6488}, url = {https://www.researchgate.net/publication/257656914_Development_and_evaluation_of_ning_social_network_for_teaching_training_online_surveillance}, abstract = {Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)}, language = {English}, number = {1}, journal = {Turkish Online Journal of Distance Education}, author = {Mohd Nawi, Mohd Aliff and Jamsari, Ezad Azraai and Sulaiman, Adibah and Hamzah, Mohd Isa}, month = jan, year = {2013}, note = {Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey KerkoCite.ItemAlsoKnownAs: 2405685:XGBJE4CK 2534378:5L9R6WLC 2534378:MFQCBZSB}, keywords = {Courseware, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, Higher Education, Interviews, Malaysia, Observation, Online Courses, Social Networks, Student Teachers, Supervisory Methods, Teacher Education Programs, Teacher Supervision, Teaching Methods, Trainees, Web 2.0 Technologies, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098097, \_\_finaldtb, ⛔ No DOI found}, pages = {245--255}, } @misc{noauthor_zanzibar_2013, title = {Zanzibar {ICT} {Policy}}, url = {https://egoz.go.tz/index.php?option=com_osdownloads&task=routedownload&tmpl=component&id=5&Itemid=101&lang=en}, publisher = {Revolutionary Government of Zanzibar Ministry of Infrastructure and Communications}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PGLIK38R 2405685:F3JCKRCJ}, } @techreport{a2i_report_2013, title = {Report {On} {Assessment} {Of} ‘multimediaclassrooms ({Mmc}) {And} {Teacher}- {Led} {Content} {Development}’}, url = {https://a2i.gov.bd/wp-content/uploads/2017/10/6-Report-assessment-of-multimedia-classrooms-mmc-and-teacher-led-content-development.pdf}, institution = {Access to Information (a2i) Programme}, author = {a2i}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N6B3CKKB 2405685:QB2ZC7VP}, } @article{abilimi_examining_2013, title = {Examining the impact of {Information} and {Communication} {Technology} capacity building in {High} {School} education in {Ghana}.}, volume = {2}, issn = {2278-0181}, url = {https://www.academia.edu/19953699/Examining_the_impact_of_Information_and_Communication_Technology_capacity_building_in_High_School_education_in_Ghana}, abstract = {The quality of education in general is improved, if Information and Communication Technology (ICT) is used in teaching and learning in High School education. This is because the use of ICT related strategy for teaching and learning rise the}, language = {en}, number = {9}, urldate = {2021-01-21}, journal = {International Journal of Engineering Research \& Technology (UER)}, author = {Abilimi, Chris and Adu-Manu, Kofi S.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AD4Z2AN7 2405685:DDDXJCRD}, keywords = {⛔ No DOI found}, pages = {2972--2978}, } @article{adams_systematic_2013, title = {Systematic reviews: {Work} that needs to be done and not to be done}, volume = {6}, copyright = {© 2013 Chinese Cochrane Center, West China Hospital of Sichuan University and Wiley Publishing Asia Pty Ltd}, issn = {1756-5391}, shorttitle = {Systematic reviews}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jebm.12072}, doi = {10.1111/jebm.12072}, abstract = {Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more.}, language = {en}, number = {4}, urldate = {2024-01-18}, journal = {Journal of Evidence-Based Medicine}, author = {Adams, Clive E and Polzmacher, Stefanie and Wolff, Annabelle}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jebm.12072 KerkoCite.ItemAlsoKnownAs: 10.1111/jebm.12072 2405685:ETRT67XD 2486141:SZTGK4PY 2486141:VWALAJR7}, keywords = {\_Added-ailr-2024, medical Informatics, systematic reviews, unified medical language system}, pages = {232--235}, } @article{ahmad_analysis_2013, title = {Analysis of the problems of primary education system in {Pakistan}: critical review of literature}, volume = {4}, doi = {http://www.savap.org.pk/journals/ARInt./Vol.4(2)/2013(4.2-34).pdf}, abstract = {This study critically examines the problems of primary education system in Pakistan. For this purpose a critical review of existing literature was carried out. On the basis of deeper and critical investigation into the literature, the study found that primary education is the most neglected, poorly financed and poorly managed. There is political interference in the system which breeds corruption, favoritism and nepotism. The system of supervision is weak and traditionally characterized having no effective mechanism for teacher training with poor system of accountability, teachers are underpaid and successive educational policies have failed to bring any positive changes in the system due to poor implementation. The curriculum of the primary education is outdated. Assessment is based on the memory of the students rather than their performance. On the basis of this study it is recommended that the problems can be solved by robust system of accountability, eradication of corruption, quality assessment system, non political interference, quality curriculum, teacher motivation.}, language = {en}, number = {2}, journal = {Academic Research International}, author = {Ahmad, Iqbal and Rauf, Muhammad and Rashid, Aqeela}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9YFAGTM8 2405685:N876FRNY}, keywords = {⚠️ Invalid DOI}, pages = {324--331}, } @article{alvarez_collboard_2013, title = {Collboard: {Fostering} new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards}, volume = {63}, issn = {03601315}, shorttitle = {Collboard}, url = {https://linkinghub.elsevier.com/retrieve/pii/S036013151300002X}, doi = {10.1016/j.compedu.2012.12.019}, abstract = {Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of specific NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our findings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains.}, language = {en}, urldate = {2021-08-05}, journal = {Computers \& Education}, author = {Alvarez, Claudio and Salavati, Sadaf and Nussbaum, Miguel and Milrad, Marcelo}, month = apr, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.12.019 10/f22ppg 2339240:6WTNQGQP 2405685:AJS4NZNG}, pages = {368--379}, } @techreport{american_library_association_digital_2013, title = {Digital literacy, libraries, and public policy: {Report} of the {Office} for {Information} {Technology} {Policy}'s {Digital} {Literacy} {Task} {Force}}, url = {http://www.districtdispatch.org/wp-content/uploards/2013/01/2012_OITP_digitalreport_1_22_13.pdf}, institution = {American Library Association (ALA)}, author = {American Library Association}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UA88Y66B 2405685:VMF2PYCM}, } @article{aminuzzaman_dynamics_2013, title = {Dynamics of {Public} {Policy}: {Determinants} of {Policymaking} and {Implementation} in {Bangladesh}}, volume = {13}, url = {https://link.springer.com/article/10.1007/s11115-013-0262-7}, doi = {10.1007/s11115-013-0262-7}, abstract = {Socio-economic development achievements in Bangladesh have been characterized as a development paradox. The policymaking process in Bangladesh is seen as the outcome of incentives created by patronage politics as opposed to the compulsion for the government to play an effective developmental role. A number of factors strongly affect the public policy formulation and implementation process—factors such as the assistance and extent of pressure and persuasion from international development partners, and the capacity to mobilize and manage resources. The political commitment at the highest level is found to be the most critical determinant element of policy formulation and implementation in Bangladesh.}, journal = {Public Organization Review}, author = {Aminuzzaman, S}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11115-013-0262-7 10/gkm64h 2339240:989ZEISW 2405685:SG2Z636R}, pages = {443--458}, } @article{andema_digital_2013, title = {Digital literacy in {Ugandan} teacher education: {Insights} from a case study}, volume = {4}, shorttitle = {Digital literacy in {Ugandan} teacher education}, number = {1}, journal = {Reading \& Writing-Journal of the Reading Association of South Africa}, author = {Andema, Samuel and Kendrick, Maureen and Norton, Bonny}, year = {2013}, note = {Publisher: AOSIS KerkoCite.ItemAlsoKnownAs: 2405685:EMRHZ4XF}, keywords = {⛔ No DOI found}, pages = {1--8}, } @inproceedings{apiola_olpc_2013, title = {An {OLPC} workshop in rural {Tanzania}: {Preliminary} results}, shorttitle = {An {OLPC} {Workshop} in {Rural} {Tanzania}}, doi = {10.1109/ICALT.2013.35}, abstract = {One-to-one computing is an active and widely researched topic in educational technology. Its benefits include, for instance, easily up datable material base, anywhere-anytime learning, adaptability, and simulated experiments in science. The use of one-to-one computing in a developing country context has recently become an active research topic. However, the materialization of the educational benefits requires proper contextualization regarding the necessary pedagogical, organizational, institutional, and other types of adaptation. This paper presents preliminary results from an action research study in a primary school in rural Tanzania. In that study, the utilization of one-to-one computing in a combination with modern pedagogical approaches to teach ICT and health care topics was studied.}, booktitle = {2013 {IEEE} 13th {International} {Conference} on {Advanced} {Learning} {Technologies}}, author = {Apiola, M. and Pakarinen, S. and Moisseinen, N. and Tedre, M.}, year = {2013}, note = {ISSN: 2161-377X KerkoCite.ItemAlsoKnownAs: 10.1109/ICALT.2013.35 2339240:GSKM7R48 2405685:2YMR5MHT}, keywords = {Conferences, Developing country context, Educational institutions, Games, ICT, Materials, OLPC workshop, One-Laptop-Per-Child Foundation, Portable computers, Tanzania, anywhere-anytime learning, computer aided instruction, educational technology, information-and-communication technology, institutional learning, one-to-one computing, organizational learning, pedagogical approach, pedagogical learning}, pages = {107--109}, } @techreport{arkorful_complementary_2013, title = {Complementary {Education} {Programme} ({CEP}) and the {Opportunity} to {Learn} {In} the {Northern} {Region} of {Ghana}}, url = {http://sro.sussex.ac.uk/id/eprint/45242/1/Arkorful%2C_Kingsley_K_D.pdf}, language = {en}, institution = {University of Sussex}, author = {Arkorful, Kingsley K D}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KDTYGMTI}, } @phdthesis{bandyopadhyay_technology_2013, address = {College Park}, type = {{PhD} {Thesis}}, title = {Technology {Integration} before {Student} {Outcomes}: {Factors} {Affecting} {Teacher} {Adoption} of {Technology} in {India}}, shorttitle = {Technology {Integration} before {Student} {Outcomes}}, school = {University of Maryland}, author = {Bandyopadhyay, Alankar}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B3L4QKW6 2405685:75QWBXX7}, } @techreport{banks_developing_2013, title = {Developing a {Quantitative} {Data} {Analysis} {Plan}}, url = {https://rsph.anu.edu.au/files/Data_Analysis_Plan_Guide_20131125_0.pdf}, language = {en}, institution = {Australian National University}, author = {Banks, Emily and Paige, Ellie and Mather, Tanya}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHJFCBTZ 2405685:7KGBUJMK}, pages = {12}, } @techreport{barber_good_2013, title = {The {Good} {News} {From} {Pakistan}}, url = {https://assets.website-files.com/59ca37d5fcfbf3000197aab3/5be1df67f395d780786441d8_Pakistan%20final.pdf}, language = {en}, institution = {Reform}, author = {Barber, Michael}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K28XC5MN 2405685:WBFPYM6D}, keywords = {⛔ No DOI found}, } @article{barnett_cohort_2013, title = {Cohort profile: the {Young} {Lives} study}, volume = {42}, issn = {1464-3685, 0300-5771}, shorttitle = {Cohort {Profile}}, url = {https://academic.oup.com/ije/article-lookup/doi/10.1093/ije/dys082}, doi = {10.1093/ije/dys082}, language = {en}, number = {3}, urldate = {2022-03-04}, journal = {International Journal of Epidemiology}, author = {Barnett, Inka and Ariana, Proochista and Petrou, Stavros and Penny, Mary E and Duc, Le Thuc and Galab, S and Woldehanna, Tassew and Escobal, Javier A and Plugge, Emma and Boyden, Jo}, month = jun, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/ije/dys082 2339240:MC6B34MC 2405685:4ISBYZ3W}, pages = {701--708}, } @article{barquedano-lopez_equity_2013, title = {Equity issues in {Parental} and {Community} involvement in schools: {What} teacher educators need to know}, volume = {37}, url = {https://journals.sagepub.com/doi/abs/10.3102/0091732x12459718?journalCode=rrea}, doi = {10.3102/0091732X12459718}, number = {1}, journal = {Review of Research in Education}, author = {Barquedano-Lopez, Patricia and Alexander, Rebecca Anne and Hernandez, Sara}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0091732X12459718 2339240:RZUZ62KS 2405685:HZYTDCMD}, pages = {149--1182}, } @article{bediang_computer_2013, title = {Computer literacy and e-learning perception in {Cameroon}: the case of {Yaounde} {Faculty} of {Medicine} and {Biomedical} {Sciences}}, volume = {13}, issn = {1472-6920}, shorttitle = {Computer literacy and {E}-learning perception in {Cameroon}}, url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-57}, doi = {10.1186/1472-6920-13-57}, abstract = {Background: Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students’ and lecturers’ access to computers and to Internet on its campus. The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community. Method: A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software. Results: 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students’ access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7\% of students and 16\% of residents have heard about Medical Subject Headings (MeSH). The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84\% of students and 58\% of residents had never had access to e-learning resources. However, most of the participants perceive the potential of e-learning for learning and teaching, and are in favour of its development at the FMBS. Conclusion: The strong interest revealed by the study participants to adopt and follow-up the development of elearning, opens new perspectives to a faculty like the FMBS, located in a country with limited resources. However, the success of its development will depend on different factors: the definition of an e-learning strategy, the implementation of concrete measures and the adoption of a more active and participative pedagogy.}, language = {en}, number = {57}, urldate = {2021-08-05}, journal = {BMC Medical Education}, author = {Bediang, Georges and Stoll, Beat and Geissbuhler, Antoine and Klohn, Axel M and Stuckelberger, Astrid and Nko’o, Samuel and Chastonay, Philippe}, month = dec, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6920-13-57 10/gb332f 2339240:UWNK53WJ 2405685:B67TQHQM}, } @article{billah_access_2013, title = {Access and equity in {Open} {Education} {Resources}: {E}-learning for girl and women in {Bangladesh} {Open} {University}.}, url = {http://oasis.col.org/handle/11599/2024}, abstract = {Open Educational Resources are freely accessible, usually openly licensed documents and media that are useful for teaching, learning, educational, assessment and research purposes. E-learning is (website, e-book, cd, DVD etc) latest addition to OER which is accessible through internet and computing systems. Though these resources are ‘open’ to all for learning, but the socio economic situation of women and girls in Bangladesh is a challenge to take the advantage of e-learning systems. This research has been carried out to comprehend the situation of women and girls in Bangladesh in terms of E-learning, identify the challenges and opportunities of access to E-learning among women and girls and recommend about further improvement of those systems. The research had been consisted of several stages of analysis. Primarily different e-learning systems have been identified and later the contents have been analyzed to explore whether the topics and knowledge are relevant to women and girls. In the next stage, two groups of girls have been selected as respondent groups among which one group has been selected as user group who are currently using e-learning systems, and other group has non-users group. Comparison between these two groups has helped to identify the challenges that some girls face to use e-learning system and to recognize the factors that facilitated some girls to use the elearning system. In further stage of analysis, information from user’s group has helped to explore about the contents that should be included in the e-learning systems especially for women education, which will ensure a gender balance to use the system. At the end, it is expected that the research can recommend two factors; firstly, how these e-learning system could be more accessible among girls/women through increasing knowledge about the systems, and; secondly, what is required to include in these system to ensure equity to use the system and to gain knowledge from it.}, language = {en}, author = {Billah, Masum}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QQ62CXHP 2405685:IREWUQKV}, keywords = {⛔ No DOI found}, pages = {8}, } @article{blackwell_adoption_2013, title = {Adoption and use of technology in early education}, volume = {69}, issn = {03601315}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131513001917}, doi = {10.1016/j.compedu.2013.07.024}, abstract = {The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both first-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Unified Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators’ access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0–4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children’s learning from technology significantly predicted actual use of technology. Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.}, language = {en}, urldate = {2020-08-31}, journal = {Computers \& Education}, author = {Blackwell, Courtney K. and Lauricella, Alexis R. and Wartella, Ellen and Robb, Michael and Schomburg, Roberta}, month = nov, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.07.024 2339240:I4HQZHFT 2405685:J5PT4C67}, pages = {310--319}, } @misc{blank_why_2013, title = {Why the {Lean} {Start}-{Up} {Changes} {Everything}}, url = {https://hbr.org/2013/05/why-the-lean-start-up-changes-everything}, urldate = {2022-04-25}, author = {Blank, Steve}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H5DTADYK 2405685:7WJEFDW3}, } @phdthesis{brennan_best_2013, type = {Thesis}, title = {Best of both worlds: issues of structure and agency in computational creation, in and out of school}, copyright = {M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission.}, shorttitle = {Best of both worlds}, url = {https://dspace.mit.edu/handle/1721.1/79157}, abstract = {We live in a computational culture - a culture in which we are surrounded by computational systems and interfaces, from social networks to banking infrastructure, to entertainment platforms, to transportation systems. This culture introduces new expectations and new opportunities for learning, creating new demands for what to learn and offering new possibilities for how to learn. In this dissertation, I adopt a predominantly qualitative approach to exploring learning in computational culture, studying how the Scratch programming environment and online community are employed to support learning both in and out of school. To this end, I conducted interviews with 30 kids working with Scratch at home and 30 teachers working with Scratch in K-12 classrooms to develop descriptions of computational creation in these two settings. Using a theoretical framework of agency and structure, I analyze how the at-home and school-classroom contexts enable - or constrain - young people's agency in computational creation. Despite common assumptions that at-home learning is necessarily low-structure/high-agency and that at-school learning is necessarily high-structure/low-agency, I argue that structure and agency need not be in opposition. Designers of learning environments should explore intermediate possibilities, finding ways to employ structure in the service of learner agency.}, language = {eng}, urldate = {2021-05-17}, school = {Massachusetts Institute of Technology}, author = {Brennan, Karen A. (Karen Ann)}, year = {2013}, note = {Accepted: 2013-06-17T19:03:09Z Journal Abbreviation: Issues of structure and agency in computational creation, in and out of school KerkoCite.ItemAlsoKnownAs: 2339240:RJ3MM3NS 2405685:8JFG95LR}, } @book{cangiano_public_2013, title = {Public {Financial} {Management} and {Its} {Emerging} {Architecture}}, url = {https://www.imf.org/en/Publications/Books/Issues/2016/12/31/Public-Financial-Management-and-Its-Emerging-Architecture-40035}, abstract = {The first two decades of the twenty-first century have witnessed an influx of innovations and reforms in public financial management. The current wave of reforms is markedly different from those in the past, owing to the sheer number of innovations, their widespread adoption, and the sense that they add up to a fundamental change in the way governments manage public money. This book takes stock of the most important innovations that have emerged over the past two decades.}, language = {ENG}, urldate = {2022-11-12}, author = {Cangiano, Marco and Curristine, Teresa and Lazare, Michael}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:589N33J2 2405685:I8MBX2GY 4656463:V53EPAZX}, } @techreport{carlson_using_2013, type = {{JBS} {International}}, title = {Using {Technology} to {Deliver} {Educational} {Services} to {Children} and {Youth} in {Environments} {Affected} by {Crisis} and/or {Conflict}}, url = {https://www.usaid.gov/sites/default/files/documents/2155/ICTs%20in%20Conflict%20Compendium%20FINAL.pdf}, language = {en}, institution = {USAID}, author = {Carlson, Samuel}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5E653KB4 2339240:6M4YIDMP 2339240:DU3JCSXY 2339240:MFVCNPSC 2339240:SUI8RG7A 2339240:WDV6QU5C 2405685:3SB7Z8VQ 2405685:E3G5KJKB 2405685:FNRVFPGD 2405685:R6ZHWDGR 2405685:SC98YYD8 2405685:U7BYSB7J 2405685:YHUVT2EW 4803016:8KXS5F5P}, keywords = {Screened, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {41}, } @techreport{centers_for_disease_control_and_prevention_creating_2013, address = {Atlanta, Georgia}, title = {Creating an {Analysis} {Plan}}, language = {en}, author = {{Centers for Disease Control and Prevention}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G5FA6TLA 2405685:4MMWUV5A}, pages = {45}, } @inproceedings{chambo_towards_2013, title = {Towards the development of mobile learning model for {Tanzania} secondary schools: {Case} study {Kilimanjaro} region}, shorttitle = {Towards the development of mobile learning model for {Tanzania} secondary schools}, doi = {10.1109/SCAT.2013.7055102}, abstract = {This paper explores the factors that influence the implementation of m-learning and proposes a model for implementing m-learning in Tanzania. The study was conducted in ten secondary schools in the Kilimanjaro region in Tanzania. Purposive and convenience sampling techniques were used to determine students majoring in science subjects. Findings indicate that majority of students own mobile phones and have access to the Internet connectivity. However, m-learning platforms that are currently in place are not viable solution in all contexts and not necessarily the best solution. Therefore, the design of m-learning content should focus on learning profile and personal needs such as location and affordability. A framework that considers four factors: user satisfaction, pedagogy, technology, and economy of use are proposed for Tanzanian context. It is concluded that education stakeholders should consider the opportunities of technology in education in order to boost knowledge sharing among students.}, booktitle = {2013 {Pan} {African} {International} {Conference} on {Information} {Science}, {Computing} and {Telecommunications} ({PACT})}, author = {Chambo, F. F. and Laizer, L. S. and Nkansah-Gyekye, Y. and Ndume, V.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/SCAT.2013.7055102 2339240:STRH6VLC 2405685:BPEQ8EVG}, keywords = {Computational modeling, Context modeling, Educational institutions, Internet, Internet connectivity, Interoperability, Kilimanjaro region, Learning Science, M-Learning, Materials, Mobile handsets, Secondary School, Tanzania secondary school, computer aided instruction, economy of use, education stakeholder, emerging technology, knowledge sharing, m-learning, mobile learning, mobile learning model, mobile phone, pedagogy, sampling methods, sampling technique, science subject, user satisfaction}, pages = {127--130}, } @article{coles_using_2013, title = {Using video for professional development: the role of the discussion facilitator}, volume = {16}, issn = {1386-4416, 1573-1820}, shorttitle = {Using video for professional development}, url = {http://link.springer.com/10.1007/s10857-012-9225-0}, doi = {10.1007/s10857-012-9225-0}, abstract = {Past research into the use of video for professional development has failed to problematise or theorise sufficiently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion facilitator. As a starting point in this area, I suggest fives aspects or decision points in the role of the facilitator. Two aspects are taken from the literature and the others are drawn from empirical data, collected as part of an enactivist study into the use of video in one secondary school. At the school, teachers commented on finding video watching in a group more useful than lesson observation, with no evidence of this taking time to develop. I offer speculations, based on enactivist category theory, as to why the use of video in this school is effective. Having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories (and, by implication, the others). I conclude that the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place.}, language = {en}, number = {3}, urldate = {2020-09-28}, journal = {Journal of Mathematics Teacher Education}, author = {Coles, Alf}, month = jun, year = {2013}, note = {shortDOI: 10/gf7gq6 KerkoCite.ItemAlsoKnownAs: 10/gf7gq6 2405685:GIYVKDIG 2534378:DGNEMY2J}, pages = {165--184}, } @article{collingridge_primer_2013, title = {A {Primer} on {Quantitized} {Data} {Analysis} and {Permutation} {Testing}}, volume = {7}, doi = {10.1177/1558689812454457}, number = {1}, journal = {Journal of Mixed Methods Research}, author = {Collingridge, Dave S.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1558689812454457 2339240:MYXDT4X7 2405685:DSZVWWJP}, pages = {81--97}, } @article{cordon_system_2013, title = {System {Theories}: {An} {Overview} of {Various} {System} {Theories} and {Its} {Application} in {Healthcare}}, volume = {2}, copyright = {http://creativecommons.org/licenses/by/2.0/}, shorttitle = {System {Theories}}, url = {Throughout the course of human evolution, humans have been solving complex problems. In this paper, various system theories such as General Systems Theory, Chaos Theory, Complex-Adaptive Systems, and Integral Theory are described and discussed within the context of the human body. Different systems of varying context, such as: (1) when facilitating sustainable changes in organizations; (2) when promoting the unification of health care teams to enhance patient care; and (3) when explaining treatment principles in oncology, are also described and discussed in this paper, using systems theory as a framework. Systems theory has many applications, not only in leadership and organization, but also in oncology. Leaders need to be systems thinkers in order to facilitate sustainable change in their organizations.}, abstract = {Throughout the course of human evolution, humans have been solving complex problems. In this paper, various system theories such as General Systems Theory, Chaos Theory, Complex-Adaptive Systems, and Integral Theory are described and discussed within the context of the human body. Different systems of varying context, such as: (1) when facilitating sustainable changes in organizations; (2) when promoting the unification of health care teams to enhance patient care; and (3) when explaining treatment principles in oncology, are also described and discussed in this paper, using systems theory as a framework. Systems theory has many applications, not only in leadership and organization, but also in oncology. Leaders need to be systems thinkers in order to facilitate sustainable change in their organizations.}, language = {en}, number = {1}, urldate = {2020-12-22}, journal = {American Journal of Systems Science}, author = {Cordon, Charissa P.}, year = {2013}, note = {Publisher: Scientific \& Academic Publishing KerkoCite.ItemAlsoKnownAs: 2339240:TCH3DQVY 2405685:ZPHEKP5H}, keywords = {⛔ No DOI found}, pages = {13--22}, } @book{creswell_qualitative_2013, title = {Qualitative {Inquiry} and {Research} {Design}: {Choosing} {Among} {Five} {Approaches}}, abstract = {Civil rights rhetoric has been central to the debate over U.S. immigration policy since at least the 1960s. A coalition of interest groups, including churches, ethnic organizations, civil rights groups, and employer associations has played a fundamental role in advancing civil rights norms in the immigration arena. The growing importance of civil rights rhetoric in the debate over U.S. immigration policy, DeLaet asserts, helps to explain the liberalization of U.S. immigration policy in spite of growing evidence that the public opposition to immigration has grown during the same period. In turn, the liberalization of U.S. immigration policy has contributed to rising numbers of both legal and illegal immigrants. Thus, high levels of immigration reflect the basic provisions of current U.S. immigration policy, rather than a loss of governmental control. Many analysts have suggested that the immigration policy reforms passed by Congress in 1996 marked the beginning of a new era of restrictionism. However, as DeLaet illustrates, the new restrictions adopted in 1996 contain many of the same loopholes as previous legislation, indicating the coalition of interest groups supporting immigration still pose a significant obstacle to efforts to restrict immigration.}, author = {Creswell, John W.}, year = {2013}, note = {Google-Books-ID: Ykruxor10cYC KerkoCite.ItemAlsoKnownAs: 2339240:H49ACLEI 2405685:XAH8M47G}, keywords = {Social Science / Research}, } @book{creswell_research_2013, title = {Research design: {Qualitative}, quantitative, and mixed methods approaches}, shorttitle = {Research design}, url = {https://books.google.co.uk/books?hl=en&lr=&id=EbogAQAAQBAJ&oi=fnd&pg=PR1&dq=Creswell,+J.+W.+(2013).+Research+design:+Qualitative,+quantitative,+and+mixed+methods+approaches.+Sage+publications.&ots=cahMvRMvy7&sig=fFkqT9Wdxv5ynFtKsR_x5I-ibHQ}, urldate = {2016-09-01}, publisher = {Sage publications}, author = {Creswell, John W.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2317526:XSDAVWUD 2339240:AEI4HQT3 2405685:Z8HN9VZI UA-bb5c0afe-682c-4bd9-aca1-669ecb7d5b34}, keywords = {CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:PhD\_Thesis, InterviewMethodology, \_THEME: Education management}, } @inproceedings{dalla_longa_animations_2013, title = {Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study}, booktitle = {Proceedings of the 12th {International} {Conference} on {Interaction} {Design} and {Children}}, publisher = {ACM}, author = {Dalla Longa, Nicol and Mich, Ornella}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:7XSFWB7H 2405685:DRCD8JLH}, keywords = {⛔ No DOI found}, pages = {621--624}, } @misc{das_data_2013, title = {A {Data} {Guide} to {Sir} {Michael} {Barber}’s “{The} {Good} {News} from {Pakistan}”}, url = {https://blogs.worldbank.org/developmenttalk/data-guide-sir-michael-barber-s-good-news-pakistan}, abstract = {Shanta’s blog reported on Sir Michael Barber’s approach to implementing service delivery or “Deliverology”. Sir Michael was back at the World Bank on June 6th to present “The Good News from Pakistan”, where he outlined the impressive changes in Punjab, Pakistan as a result of his leadership in delivering deliverology. ...}, language = {en}, urldate = {2020-12-21}, journal = {World Bank Blogs}, author = {Das, Jishnu}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8DFQYSP4 2405685:WXNMULPY}, } @article{davis_investigation_2013, title = {An {Investigation} of the {Impact} of an {Intervention} to {Reduce} {Academic} {Procrastination} {Using} {Short} {Message} {Service} ({SMS}) {Technology}}, abstract = {This mixed-method pilot study investigated the impact of a custom Short Message Service (SMS) reminder system developed to help students reduce procrastination and increase performance on weekly content-related quizzes in a high-enrollment hybrid online course. Text message reminders were sent to three students with high procrastination and low performance levels on a schedule based on free-operant avoidance principles, where messages would be terminated upon completion of the weekly quiz. The results suggest that there was sufficient evidence that the system had a positive effect on procrastination levels, but less evidence for an effect on performance. Subsequent interviews with the participants confirmed the utility and potential of the system, and revealed areas for improvement in the implementation of the SMS reminder system as well as an understanding of the students’ response to the intervention.}, language = {en}, journal = {Journal of Interactive Online Learning}, author = {Davis, D and Abbitt, J}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GVZZTKW6}, keywords = {⛔ No DOI found}, pages = {25}, } @misc{department_of_education_children_services_data_2013, title = {Data {Access} {Protocol}}, url = {https://education.nt.gov.au/__data/assets/pdf_file/0006/257883/DataAccessProtocol.pdf}, urldate = {2022-06-14}, author = {Department of Education Children Services}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MPJEIYTY 2405685:PY3ZWV84}, } @techreport{dfid_dfid_2013, title = {{DFID} {Research} {Open} and {Enhanced} {Access} - {Implementation} {Guide} (v1.1)}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181177/DFIDResearch-Open-and-Enhanced-Access-Implementation-Guide.pdf}, urldate = {2020-08-18}, author = {{DFID}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2PHDD7YL 2129771:DB8ARQQZ 2405685:3RGNUZVV}, } @article{dfid_dfid_2013, series = {V1.1}, title = {{DFID} {Research} {Open} and {Enhanced} {Access} {Policy}}, language = {en}, author = {DFID}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:985M56X9 2405685:ELQSZ63X}, keywords = {⛔ No DOI found}, pages = {15}, } @techreport{dfid_dfid_2013, title = {{DFID} {Research} {Open} and {Enhanced} {Access} {Policy} (v1.1)}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181176/DFIDResearch-Open-and-Enhanced-Access-Policy.pdf}, language = {en}, author = {{DFID}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9YKJJ2H8 2129771:C6UBZFCA 2405685:KRP4LRVP}, pages = {19}, } @incollection{dhaliwal_comparative_2013, title = {Comparative {Cost}-{Effectiveness} {Analysis} to {Inform} {Policy} in {Developing} {Countries}: {A} {General} {Framework} with {Applications} for {Education}}, shorttitle = {8. {Comparative} {Cost}-{Effectiveness} {Analysis} to {Inform} {Policy} in {Developing} {Countries}}, booktitle = {Education policy in developing countries}, publisher = {University of Chicago Press}, author = {Dhaliwal, Iqbal and Duflo, Esther and Glennerster, Rachel and Tulloch, Caitlin}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DG9Q8TQF 2405685:YEG3692Q}, pages = {285--338}, } @article{dhir_role_2013, title = {The {Role} of the {iPad} in the {Hands} of the {Learner}}, volume = {19}, number = {5}, journal = {Journal of Universal Computer Science}, author = {Dhir, Amandeep and Gahwaji, Nahla M and Nyman, Gote}, year = {2013}, note = {00002 KerkoCite.ItemAlsoKnownAs: 2129771:EN5457KM 2405685:98MGPQGC}, keywords = {⛔ No DOI found}, pages = {706--727}, } @misc{diaz_digital_2013, title = {Digital {Badges} for {Professional} {Development}}, url = {https://er.educause.edu/articles/2013/7/digital-badges-for-professional-development}, abstract = {Brent Herbert-Copley, Ditch the resume and pick up a badge, they\&\#39;re not just for Boy Scouts, Globe and Mail, May 1, 2013.}, language = {en}, urldate = {2021-03-29}, journal = {EDUCAUSE}, author = {Diaz, Veronica}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4Q7LF5YE 2405685:ACFRJGNS}, } @misc{dover_digital_2013, title = {Digital {Study} {Hall}: {Lighthouse} {Case} {Study}}, url = {http://gsnetworks.org/wp-content/uploads/2013/11/Digital-Study-Hall.pdf}, urldate = {2020-01-30}, publisher = {Global Solution Networks}, author = {Dover, Mark}, year = {2013}, note = {EdTechHub.ItemAlsoKnownAs:2405685:MA8GBA4K}, } @techreport{dross_how_2013, title = {How to {Define} and {Measure} {Value} for {Money} in the {Humanitarian} {Sector} ?}, url = {https://www.sida.se/en/publications/study-how-to-define-and-measure-value-for-money-in-the-humanitarian-sector-final-report}, author = {Dross, Ester and Baker, Jock and Polastro, Riccardo and Shah}, year = {2013}, note = {Publisher: SIDA KerkoCite.ItemAlsoKnownAs: 2339240:3GYTDBNR 2405685:YBERFJY7}, pages = {127}, } @article{edyburn_critical_2013, title = {Critical issues in advancing the special education technology evidence base}, volume = {80}, doi = {10.1177/001440291308000107}, number = {1}, journal = {Exceptional Children}, author = {Edyburn, Dave L.}, year = {2013}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/001440291308000107 2339240:CEK85TUR 2405685:CZ25UJQH}, pages = {7--24}, } @techreport{european_commission_empowering_2013, type = {Website}, title = {Empowering teachers and children for a healthy digital life : report on activities carried out at the {European} {School} of {Varese}, {Italy}.}, shorttitle = {Empowering teachers and children for a healthy digital life}, url = {http://op.europa.eu/en/publication-detail/-/publication/c677eb59-fd4e-4ec0-9741-9b30c0fde0ff}, abstract = {This document reports on a training action with teachers that targeted mostly the role of teachers in the promotion of a balanced and healthy online life and the prevention of cyber-bullying at primary school level. Our aim in this experience in training the primary teacher of the European School of Varese is to open a path to empower teachers in guiding our children to become smart, responsible, and respectful also when using media and help them to understand the ethical consequences behind the decisions they make online. Healthy children learn better and become healthy adults enabling them to reach their potential. This document describes the training activities that took place among teachers of the primary sections of the European School of Varese. It then summarises the observations made by the moderators of the respective activities and finally presents the recommendations that have been made by the teachers and the moderators in the light of the described experiences.}, language = {en}, urldate = {2021-03-17}, author = {{European Commission}}, year = {2013}, note = {ISBN: 9789279392757 Publisher: Publications Office of the European Union KerkoCite.ItemAlsoKnownAs: 2339240:LH2LVYSI 2405685:84AG7C6Q}, } @article{fernandez-lopez_mobile_2013, title = {Mobile learning technology based on {iOS} devices to support students with special education needs}, volume = {61}, doi = {10.1016/j.compedu.2012.09.014}, journal = {Computers \& Education}, author = {Fernández-López, Álvaro and Rodríguez-Fórtiz, María José and Rodríguez-Almendros, María Luisa and Martínez-Segura, María José}, year = {2013}, note = {00026 shortDOI: 10/f4hnzg KerkoCite.ItemAlsoKnownAs: 10/f4hnzg 2129771:BFWDTZ88 2405685:VQRYXHV3}, pages = {77--90}, } @article{fishman_design-based_2013, title = {Design-{Based} {Implementation} {Research}: {An} {Emerging} {Model} for {Transforming} the {Relationship} of {Research} and {Practice}}, volume = {115}, url = {https://doi.org/10.1177/016146811311501415}, doi = {10.1177/016146811311501415}, abstract = {This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.}, language = {en}, number = {14}, journal = {Teachers College Record: The Voice of Scholarship in Education}, author = {Fishman, Barry J and Penuel, William R and Allen, Anna-Ruth and Cheng, Britte Haugan and Sabelli, Nora}, year = {2013}, note = {EdTechHub.Copy: 2129771:JIBWPGSE KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501415 2129771:JIBWPGSE 2339240:2FIFHB2M 2339240:TJLDAUNX 2339240:UWS3I3ET 2405685:6UJQ32JH 2405685:8T9Z277Z 2405685:NYT7JDUT}, keywords = {⛔ No DOI found}, pages = {136--156}, } @article{furio_effects_2013, title = {The effects of the size and weight of a mobile device on an educational game}, volume = {64}, doi = {10.1016/j.compedu.2012.12.015}, journal = {Computers \& Education}, author = {Furió, David and González-Gancedo, Santiago and Juan, M and Seguí, Ignacio and Costa, María and others}, year = {2013}, note = {00009 shortDOI: 10/f4thzj KerkoCite.ItemAlsoKnownAs: 10/f4thzj 2129771:QAJQFAG5 2405685:P7VRRX6Q}, pages = {24--41}, } @incollection{gauthier_making_2013, title = {Making leakages visible: public expenditure tracking in education}, isbn = {978-0-203-10981-6}, shorttitle = {4 {Making} leakages visible}, abstract = {The public expenditure tracking survey (PETS) is a tool that has been developed to strengthen the relationships of accountability in budgeting and service delivery by improving the quality of information on public expenditure and provider performance.}, booktitle = {Global {Corruption} {Report}: {Education}}, publisher = {Routledge}, author = {Gauthier, Bernard}, year = {2013}, note = {Num Pages: 7 KerkoCite.ItemAlsoKnownAs: 2339240:FSMHKCMV 2405685:P5MITX7Y 4656463:IJ7MMQMC}, } @incollection{glewwe_school_2013, title = {School resources and educational outcomes in developing countries: {A} review of the literature from 1990 to 2010.}, url = {http://hanushek.stanford.edu/sites/default/files/publications/Glewwe%20et%20al.%202013%20EdPol%20in%20Dev%20Countries.pdf}, urldate = {2019-11-15}, author = {Glewwe, Paul and Hanuschek, Eric A. and Humpage, Sarah and Ravina, Renato}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFEGIQ7A 2405685:VQ8JWAT9}, } @techreport{government_of_sierra_leone_agenda_2013, title = {The {Agenda} for {Prosperity}: {Road} to {Middle} {Income} {Status}}, url = {http://extwprlegs1.fao.org/docs/pdf/sie149110.pdf}, language = {en}, author = {Government of Sierra Leone}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FHMH4G7H 2405685:7DIVY6PP}, keywords = {⛔ No DOI found}, pages = {216}, } @article{gupta_systems_2013, title = {The {Systems} {Approach} in {Education}}, volume = {1}, url = {http://mitpublications.org/yellow_images/1388206782_logo_paper%207.pdf}, language = {en}, journal = {International Journal of Management}, author = {Gupta, Swati and Gupta, Amit}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KAQRJD8J 2405685:C2W5JGAU 2405685:DHK64PHH}, keywords = {⛔ No DOI found}, pages = {4}, } @book{hennessy_learning_2013, address = {Paris}, series = {{OECD} {Education} {Working} {Papers} {No}. 89.}, title = {Learning from international experiences with interactive whiteboards: {The} role of professional development in integrating the technology}, url = {http://tinyurl.com/OECDIWBS}, publisher = {OECD Publishing}, author = {Hennessy, S. and London, L.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2PSREG5Q 2405685:VVAL36CP}, } @article{higgins_sutton_2013, title = {The {Sutton} {Trust}-{Education} {Endowment} {Foundation} {Teaching} and {Learning} {Toolkit}.}, author = {Higgins, S and Katsipataki, M and Kokotsaki, D and Coleman, R and Major, LE and Coe, R}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:55P3LDDR 2405685:94YTCPST}, keywords = {⛔ No DOI found}, } @techreport{high-level_panel_of_eminent_persons_on_new_2013, title = {A {New} {Global} {Partnership}: {Eradicate} {Poverty} and {Transform} {Economies} through {Sustainable} {Development}}, url = {https://www.post2020hlp.org/wp-content/uploads/docs/UN-Report.pdf}, urldate = {2020-12-18}, author = {{High-Level Panel of Eminent Persons on} and {the Post-2015 Development Agenda}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EA8HH9KE 2405685:RY88YPDL}, } @misc{hoffman_sandboxes_2013, title = {Sandboxes {Explained}: {How} {They}’re {Already} {Protecting} {You} and {How} to {Sandbox} {Any} {Program}}, shorttitle = {Sandboxes {Explained}}, url = {https://www.howtogeek.com/169139/sandboxes-explained-how-theyre-already-protecting-you-and-how-to-sandbox-any-program/}, abstract = {Sandboxing is an important security technique that isolates programs, preventing malicious or malfunctioning programs from damaging or snooping on the rest of your computer. The software you use is already sandboxing much of the code you run every day.}, language = {en-US}, urldate = {2021-06-10}, journal = {How-To Geek}, author = {Hoffman, Chris}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4BDBQB5P 2405685:NLQHIMXA}, } @article{hoyles_cornerstone_2013, title = {Cornerstone {Mathematics}: {Designing} digital technology for teacher adaptation and scaling}, volume = {45}, shorttitle = {Cornerstone {Mathematics}}, doi = {10.1007/s11858-013-0540-4}, number = {7}, journal = {ZDM}, author = {Hoyles, Celia and Noss, Richard and Vahey, Phil and Roschelle, Jeremy}, year = {2013}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-013-0540-4 2339240:78W225AM 2405685:DEFNNFF5}, pages = {1057--1070}, } @techreport{huang_practitioners_2013, title = {A practitioner's guide to gamification of education}, url = {https://inside.rotman.utoronto.ca/behaviouraleconomicsinaction/files/2013/09/GuideGamificationEducationDec2013.pdf}, author = {Huang, Wendy Hsin-Yuan and Soman, Dilip}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:93I9NIQH 2405685:HWNWYFFK}, } @techreport{hummelbrunner_guide_2013, title = {A guide for planning and strategy development in the face of complexity}, url = {https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/8287.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Hummelbrunner, Richard and Jones, Harry}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WXCR5DAR 2405685:A49N9HPW}, pages = {12}, } @article{ifenthaler_acceptance_2013, title = {The acceptance of {Tablet}-{PCs} in classroom instruction: {The} teachers’ perspectives}, volume = {29}, doi = {10.1016/j.chb.2012.11.004}, number = {3}, journal = {Computers in Human Behavior}, author = {Ifenthaler, Dirk and Schweinbenz, Volker}, year = {2013}, note = {00019 shortDOI: 10/f4tjt5 KerkoCite.ItemAlsoKnownAs: 10/f4tjt5 2129771:M9P8TCWL 2405685:E3CT5IEQ}, pages = {525--534}, } @misc{ingvarson_analysis_2013, title = {An {Analysis} of {Teacher} {Education} {Context}, {Structure}, and {Quality}-{Assurance} {Arrangements} in {TEDS}-{M} {Countries} {\textbar} {IEA}.nl}, url = {https://www.iea.nl/publications/study-reports/international-reports-iea-studies/analysis-teacher-education-context}, urldate = {2022-10-28}, author = {Ingvarson, L and Schwille, J and Tatto, M and Rowley, G and Peck, R and Senk, S}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CDNP37NW 4042040:5RIUL6JA}, } @techreport{international_telecommunications_union_universal_2013, title = {Universal and {Digital} {Inclusion} for {All}}, url = {https://www.itu.int/en/ITU-D/Regulatory-Market/Documents/USF_final-en.pdf}, language = {EN}, author = {International Telecommunications Union}, year = {2013}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:UIHPUGU8}, } @techreport{jones_knowledge_2013, title = {Knowledge, policy and power in international development: a practical framework for improving policy}, url = {https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/8201.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Jones, Harry and Jones, Nicola and Shaxson, Louise and Walker, David}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X8KS8DJM 2405685:A3T226WU}, keywords = {⛔ No DOI found}, pages = {12}, } @article{kabaka_e-learning_2013, title = {E-learning tools for public awareness programme education in disaster risk management: {Case} study of the city of {Cape} {Town} disaster risk management centre}, abstract = {Disaster occurrence around the world has in the past few decades increased at an alarming rate necessitating an urgent need for mitigation strategies. As a result, research has indicated the usefulness of Information Communication Technology (ICT) in disaster risk management. Furthermore, ICT generally plays a critical role in all aspects of disaster risk management such as: early warning prediction; informing and circulating information relating to disasters to communities especially those at risk as promptly as possible and providing communication structures immediately after a disaster occurrence. As part of its planning and precautionary measures in responding to disasters, the City of Cape Town Disaster Risk Management Centre (CoCTDRMC) implements public awareness programmes across the city. The most acclaimed is an annual awareness programme especially for high school learners selected from various schools across the city. The learner participants are expected to act as change agents in their communities. In 2012, learners from twelve different schools across the city benefited from this programme. They were expected to educate families, friends, schoolmates and communities generally on the topical issues surrounding disaster risk management. This study uses a case study approach. Since the target audience of the programme is the youth, there is need to shift towards utilising ICT. The aim of this paper is to look at how e-learning as an ICT tool can be integrated in the implementation of Public Awareness Education Programme (PAEP), so as to target broader audience and create an increased capacity building across the City of Cape Town (CoCT). The examination considers providing tools that are accessible, dependable, resilient and flexible among the residents so as to reach the grassroots levels where communities are mostly affected. The paper considers a combination of tools so as to support behavioural change. Some of the research findings are that, the 2012 programme was very beneficial and successful. Henceforth there is need to target a broader audience, and although the CoCTDRMC does make use of some relevant ICTs, there is need for additional and upgraded technological resources. Also pertinent is the fact that e-learning can play a major role in making sure that a broader audience is reached if applied effectively. The findings of the research are of relevance to the CoCTDRMC and other municipalities across South Africa. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape can also use these findings to develop and implement an e-learning course for both employees of CoCTDRMC and other interested community members. This will guide them on how e-learning can assist in fostering a successful implementation of PAEP across the city.}, number = {2006}, journal = {Proceedings of the International Conference on e-Learning, ICEL}, author = {Kabaka, Martha and Stoltenkamp, Juliet}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JM85NT5X}, keywords = {Disaster, Disaster risk management, E-learning, Information communication technology, Public awareness education programme, ⛔ No DOI found}, pages = {488--495}, } @incollection{kam_mobile_2013, title = {Mobile learning games for low-income children in {India}: {Lessons} from 2004–2009}, booktitle = {In {Berge}, {Z}. \& {Muilenburg}, {L}. ({Eds}.), {Handbook} of mobile learning. {New} {York}: {Routledge}. pp. 617–628.}, author = {Kam, Matthew}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CH5ZTEDC 2405685:LRN6BNM9}, } @article{karami_integrating_2013, title = {Integrating problem-based learning with {ICT} for developing trainee teachers' content knowledge and teaching skill}, volume = {9}, url = {https://www.researchgate.net/publication/260184452_Integrating_problem-based_learning_with_ICT_for_developing_trainee_teachers'_content_knowledge_and_teaching_skill}, abstract = {Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Karami, Mehdi and Karami, Zohreh and Attaran, Mohammad}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K4C794SK 2405685:T3GBM8CA 2534378:DMHQTSGS 2534378:DRGJJFB4}, keywords = {\_THEME: Curriculum and resources, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096422, \_\_finaldtb, ⛔ No DOI found}, } @article{khan_introducing_2013, title = {Introducing {ICT} into {Teacher}-{Training} {Programs}: {Problems} in {Bangladesh}}, abstract = {Information and Communication Technology can offer more adaptable and efficient ways of teacher training for improvement of quality of professional development programs. But the use of ICT into teacher training usually faces certain obstacles. In this paper, we identified different barriers of introducing ICT into teacher training model (this model had been discussed by the authors in a separate paper, titled as “A model for integrating ICT into teacher training programs in Bangladesh based on TPCK) in Bangladesh, a developing country. We then described the strategies to overcome these problems for improving the current status of ICT integration into teacher training. Finally, we concluded with emerging research issues and offered pertinent recommendation with respect to ICT integration into teacher training program for improving quality of teaching in Bangladesh.}, language = {en}, journal = {Journal of Education and Practice}, author = {Khan, Shahadat Hossain and Hasan, Mahbub}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JV86HLB6 2405685:L7TKD9JC}, keywords = {⛔ No DOI found}, pages = {9}, } @techreport{kingdon_are_2013, address = {London}, title = {Are contract teachers and para-teachers a cost-effective intervention to address teacher shortage and improve learning outcomes?}, url = {http://aserpakistan.org/document/learning_resources/2013/Parateachers%202013Kingdon.pdf}, language = {en}, number = {2103}, institution = {Evidence for Policy and Practice Information and Co-ordinating Centre:Social Science Research Unit, Institute of Education, University of London}, author = {Kingdon, Geeta Gandhi and Aslam, Monazza and Rawal, Shenila and Das, Sushmita}, year = {2013}, note = {OCLC: 1064447467 KerkoCite.ItemAlsoKnownAs: 2339240:KLB5ET5M 2405685:DIMSNBTN}, } @article{kiptalam_internet_2013, title = {Internet {Utilization}: {A} {Case} of {Connected} {Rural} and {Urban} {Secondary} {Schools} in {Kenya}}, shorttitle = {49 {Internet} {Utilization}}, url = {https://core.ac.uk/display/23406248}, abstract = {This paper looks at the utilization of the Internet among teachers and students in connected rural and urban secondary schools in Kenya. A conceptual framework composed of variables which can explain Internet utilization in Kenyan secondary schools is established and measured. Instruments based on this framework were used in the survey and covered 11 schools with school principals, teachers and students as respondents. Findings show that use of the Internet and its integration in teaching and learning in secondary education is increasing with its use more pervasive among students and teachers as a means of communication and for information searching. Internet access rates for teachers and students have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies are suggested on how to utilize the Internet to improve educational outcomes, and recommendations given on issues that touch on ICT access and infrastructure; human resources and training; policy environment; financing and ICT investment; curriculum development and locally relevant content}, language = {en-gb}, urldate = {2021-05-22}, author = {Kiptalam, George Kibet and Rodrigues, Anthony Joachim}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FCU9WCGE 2405685:2ZY6U5AA}, keywords = {⛔ No DOI found}, } @article{kirimi_impact_2013, title = {Impact of {Information} {Communication} {Technology} on {Education}-{Kenya}}, url = {/paper/Impact-of-Information-Communication-Technology-on-Kirimi/7946b425b4a9e5e523084d8368e512a02ea37bf8}, abstract = {Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435}, language = {en}, urldate = {2021-05-22}, journal = {undefined}, author = {Kirimi, Kagwiria Josephine}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ARQM629G 2405685:IVSETB4P}, keywords = {⛔ No DOI found}, } @article{knox_limitations_2013, title = {The {Limitations} of {Access} {Alone}: moving towards open processes in education technology}, volume = {5}, shorttitle = {(6) ({PDF}) {The} {Limitations} of {Access} {Alone}}, url = {https://www.researchgate.net/publication/290151640_The_Limitations_of_Access_Alone_moving_towards_open_processes_in_education_technology}, doi = {10.5944/openpraxis.5.1.36}, language = {en}, number = {1}, urldate = {2020-09-16}, journal = {OpenPraxis}, author = {Knox, Jeremy}, year = {2013}, note = {shortDOI: 10/ghgn5w KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.1.36 10/ghgn5w 2405685:A3KT8WS9}, keywords = {C:International}, } @article{kremer_challenge_2013, title = {The {Challenge} of {Education} and {Learning} in the {Developing} {World}}, volume = {340}, copyright = {Copyright © 2013, American Association for the Advancement of Science}, issn = {0036-8075}, url = {https://www.jstor.org/stable/41942219}, doi = {10.1126/science.1235350}, abstract = {Across many different contexts, randomized evaluations find that school participation is sensitive to costs: Reducing out-of-pocket costs, merit scholarships, and conditional cash transfers all increase schooling. Addressing child health and providing information on how earnings rise with education can increase schooling even more cost-effectively. However, among those in school, test scores are remarkably low and unresponsive to more-of-the-same inputs, such as hiring additional teachers, buying more textbooks, or providing flexible grants. In contrast, pedagogical reforms that match teaching to students' learning levels are highly cost effective at increasing learning, as are reforms that improve accountability and incentives, such as local hiring of teachers on short-term contracts. Technology could potentially improve pedagogy and accountability. Improving pre-and postprimary education are major future challenges.}, language = {en}, number = {6130}, urldate = {2020-06-08}, journal = {Science}, author = {Kremer, Michael and Brennen, Conner and Glennerster, Rachel}, year = {2013}, note = {Publisher: American Association for the Advancement of Science KerkoCite.ItemAlsoKnownAs: 10.1126/science.1235350 2339240:67BCHX95 2339240:MUEFL3NF 2405685:PFYKPNHQ 2405685:U4T6SC5D}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {297--300}, } @article{levin_using_2013, title = {Using {Systems} {Thinking} to {Leverage} {Technology} for {School} {Improvement}: {Lessons} {Learned} from {Award}-{Winning} {Secondary} {Schools}/{Districts}}, volume = {46}, issn = {1539-1523, 1945-0818}, shorttitle = {Using {Systems} {Thinking} to {Leverage} {Technology} for {School} {Improvement}}, url = {http://www.tandfonline.com/doi/abs/10.1080/15391523.2013.10782612}, doi = {10.1080/15391523.2013.10782612}, language = {en}, number = {1}, urldate = {2021-01-15}, journal = {Journal of Research on Technology in Education}, author = {Levin, Barbara B. and Schrum, Lynne}, month = sep, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2013.10782612 2339240:69K9JUIM 2339240:8VN49V4I 2405685:77XDGLI6 2405685:PA3QLH3N}, pages = {29--51}, } @article{levin_social-ecological_2013, title = {Social-ecological systems as complex adaptive systems: modeling and policy implications}, volume = {18}, shorttitle = {Social-ecological systems as complex adaptive systems}, doi = {10.1017/S1355770X12000460}, number = {2}, journal = {Environment and Development Economics}, author = {Levin, Simon and Xepapadeas, Tasos and Crépin, Anne-Sophie and Norberg, Jon and De Zeeuw, Aart and Folke, Carl and Hughes, Terry and Arrow, Kenneth and Barrett, Scott and Daily, Gretchen}, year = {2013}, note = {Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.1017/S1355770X12000460 2339240:R7QV97YW 2405685:WI5DSKZU}, pages = {111--132}, } @techreport{lewis_teachers_2013, title = {Teachers for {All}: {Inclusive} {Teaching} for {Children} with {Disabilities}}, language = {en}, institution = {International Disability and Development Consortium}, author = {Lewis, Ingrid and Bagree, Sunit}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D28PA79H}, keywords = {⛔ No DOI found}, pages = {24}, } @article{liu_effects_2013, title = {Effects of cues and real objects on learning in a mobile device supported environment}, volume = {44}, doi = {10.1111/j.1467-8535.2012.01331.x}, number = {3}, journal = {British Journal of Educational Technology}, author = {Liu, Tzu-Chien and Lin, Yi-Chun and Paas, Fred}, year = {2013}, note = {00002 shortDOI: 10/f4th36 KerkoCite.ItemAlsoKnownAs: 10/f4th36 2129771:P6D53738 2405685:NRB2HSA4}, pages = {386--399}, } @article{liyanagunawardena_impact_2013, title = {The impact and reach of {MOOCs}: {A} developing countries’ perspective}, volume = {33}, issn = {1887-1542}, shorttitle = {The impact and reach of {MOOCs}}, url = {http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf}, abstract = {Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.}, language = {en}, journal = {eLearning Papers}, author = {Liyanagunawardena, T. and Williams, S. and Adams, A.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IHCKZLJS 2339240:KUBQWJSR 2339240:U3ZRM9IM 2339240:YQA2VAY4 2405685:4RBFSPKP 2405685:DNM3JPK6 2405685:T92PBF4M 2405685:V86AWP3A 2405685:WBWECXQ5 2534378:AD45N862}, keywords = {C:Low- and middle-income countries, NOTdocs.opendeved.net, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {38--46}, } @techreport{longden_accelerated_2013, type = {Background paper prepared for the {Education} for {All} {Global} {Monitoring} {Report} 2013 {Learning} and {Teaching}}, title = {Accelerated {Learning} {Programmes}: {What} can we learn from them about curriculum reform?}, abstract = {The purpose of this paper is to present a cross-country analysis of the content and implementation of successful Accelerated Learning Programmes, ALPs. A literature search was conducted to find information on as many ALPs, as possible. This resulted in a matrix displaying key features of ALPs. Using the information from fifteen ALPs where almost complete data was available, an analysis was undertaken to discern the nature of these programmes in terms of providing improved access to learning. Five ALPs covering a range of types were selected for more detailed study. Finally, the lessons learned from ALPs were highlighted; potential implications for reform in the formal system were discussed with particular emphasis on the curriculum and teacher education.}, language = {en}, institution = {UNICEF}, author = {Longden, Ken}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NDS4HXFZ 2405685:GUAFHF4Y 2405685:N3L7U5B2}, keywords = {⛔ No DOI found}, pages = {42}, } @book{luhmann_introduction_2013, title = {Introduction to systems theory}, publisher = {Polity Cambridge}, author = {Luhmann, Niklas and Baecker, Dirk and Gilgen, Peter}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X232ZWJN 2405685:485X4Q3H}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{mackenzie_mother-tongue_2013, title = {Mother-tongue education: policy lessons for quality and inclusion}, url = {https://docs.campaignforeducation.org/reports/GCE%20Mother%20Tongue_EN.pdf}, urldate = {2023-02-10}, author = {Mackenzie, Pamela J and Walker, Jo}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9BI5RL85 4042040:DXTUIRFY}, } @techreport{mactaggart_key_2013, title = {The {Key} {Informant} {Child} {Disability} {Project} in {Bangladesh} and {Pakistan}}, url = {https://www.lshtm.ac.uk/media/23731}, institution = {London School of Hygiene and Tropical Medicine}, author = {Mactaggart, I}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D8CIW7KU 2405685:JCNFYGSX}, } @article{maddin_article_2013, title = {Article 9: {Issue} 4: {Systems} {Thinking} and {Technology} {Leadership} in {PK}-12 {Schools}}, shorttitle = {Article 9}, url = {https://www.academia.edu/7693820/Article_9_Issue_4_Systems_Thinking_and_Technology_Leadership_in_PK_12_Schools}, abstract = {Article 9: Issue 4: Systems Thinking and Technology Leadership in PK-12 Schools}, language = {en}, urldate = {2021-01-15}, journal = {EdTechnology Ideas}, author = {Maddin, Ellen}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PQS3TQ9C 2405685:XBUUBUV6}, keywords = {⛔ No DOI found}, } @article{makewa_ict_2013, title = {{ICT} in secondary school administration in rural southern {Kenya}: {An} educator’s eye on its importance and use}, abstract = {This study investigated whether there was a significant difference between teachers’ and administrators’ perceptions on the importance of Information and Communications Technologies (ICT) in secondary school administration and evaluated the extent to which it was used by administrators. In this study, administrators are those involved in the day to day running of secondary school duties such as: the principal, deputy principal and heads of departments. The researchers used a descriptive-comparative research design to obtain information on the current status of ICT. The t-test was used to establish whether there was any significant difference in perceptions while a Pearson product-moment correlation coefficient was used to find whether there was any significant relationship between educators’ perceptions of the importance and extent of ICT use in secondary school administration. Both teachers and administrators rated the use of ICT in secondary school administration as important. Teachers and administrators viewed the use of ICT in student administration as equally important. Administrators rated the importance of using ICT in supervision of instruction and in student administration more highly. There was a significant difference between the perceptions of teachers and administrators on the importance of ICT use in the following areas of secondary school administration: student administration, general administration and supervision of instruction.}, language = {en}, author = {Makewa, Lazarus and Meremo, Jackson and Role, Elizabeth and Role, Jesse}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8CTPMNKU 2405685:W5EYUSLQ}, keywords = {⛔ No DOI found}, pages = {16}, } @misc{malawi_government_education_2013, title = {Education {Act}: {No}.21 of 2013}, url = {http://www.unesco.org/education/edurights/media/docs/b61412353007d34e82ca104df4de459fa06ac453.pdf}, urldate = {2022-10-30}, author = {Malawi Government}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WEANDFW3 2405685:HWCWMRCN}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, copyright = {© 2013 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, url = {https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment}, doi = {10.1111/jcal.12007}, abstract = {Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.}, language = {en}, number = {6}, urldate = {2020-05-15}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2405685:B5MW3EIN 2534378:BVALCP9J}, keywords = {Facebook, Q =M, R = L, \_\_\_working\_potential\_duplicate, cultural issue, implicit pedagogies, social networking sites, technology-enhanced learning}, pages = {487--504}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, copyright = {© 2013 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, url = {https://www.researchgate.net/file.PostFileLoader.html?id=574812c9404854b92004e962&assetKey=AS%3A366287667646465%401464341193293}, doi = {10.1111/jcal.12007}, abstract = {Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.}, language = {en}, number = {6}, urldate = {2020-05-15}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2339240:FLCF89DX 2405685:WSR3QSTM}, keywords = {Facebook, Q =M, R = L, \_\_\_working\_potential\_duplicate, cultural issue, implicit pedagogies, social networking sites, technology-enhanced learning}, pages = {487--504}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, copyright = {© 2013 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, url = {https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment}, doi = {10.1111/jcal.12007}, abstract = {Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.}, language = {en}, number = {6}, urldate = {2020-05-15}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2339240:UBDFNI8F 2405685:QWED6EQX}, keywords = {Facebook, Q =M, R = L, cultural issue, implicit pedagogies, social networking sites, technology-enhanced learning}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, copyright = {© 2013 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, url = {https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment}, doi = {10.1111/jcal.12007}, abstract = {Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.}, language = {en}, number = {6}, urldate = {2020-05-15}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2405685:B5MW3EIN 2534378:BVALCP9J}, keywords = {Facebook, Q =M, R = L, \_\_\_working\_potential\_duplicate, cultural issue, implicit pedagogies, social networking sites, technology-enhanced learning}, pages = {487--504}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, copyright = {© 2013 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, url = {https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment}, doi = {10.1111/jcal.12007}, abstract = {Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.}, language = {en}, number = {6}, urldate = {2020-05-15}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2339240:UBDFNI8F 2405685:QWED6EQX}, keywords = {Facebook, Q =M, R = L, cultural issue, implicit pedagogies, social networking sites, technology-enhanced learning}, } @techreport{manyika_open_2013, title = {Open {Data}: {Unlocking} {Innovation} and {Performance} with {Liquid} {Information}}, url = {https://www.mckinsey.com/~/media/McKinsey/Business%20Functions/McKinsey%20Digital/Our%20Insights/Open%20data%20Unlocking%20innovation%20and%20performance%20with%20liquid%20information/MGI_Open_data_FullReport_Oct2013.ashx}, urldate = {2019-11-05}, institution = {McKinsey Global Institute}, author = {Manyika, James and Chui, Michael and Groves, Peter and Farrell, Diana and Van Kuiken, Steve and Almasi Doshi, Elizabeth}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J7R9PK49 2405685:747PVD3X}, keywords = {\_C:Algeria DZA, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Colombia COL, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Haiti HTI, \_C:India IND, \_C:Iran IRN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Sweden SWE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1}, } @misc{maria_soledad_america_2013, title = {América {Latina} en {PISA} 2012: ¿{Cómo} se desempeñan los varones y las mujeres?}, url = {https://publications.iadb.org/es/publicacion/13728/america-latina-en-pisa-2012-como-se-desempenan-los-varones-y-las-mujeres}, urldate = {2021-12-13}, author = {María Soledad, , Bos and Ganimian, Alejandro and Vegas, Emiliana}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5T7CABGZ 2405685:2DI8HWJT}, } @article{martin_here_2013, title = {Here and now mobile learning: {An} experimental study on the use of mobile technology}, volume = {68}, doi = {10.1016/j.compedu.2013.04.021}, journal = {Computers \& Education}, author = {Martin, Florence and Ertzberger, Jeffrey}, year = {2013}, note = {00014 shortDOI: 10/f49wgf KerkoCite.ItemAlsoKnownAs: 10/f49wgf 2129771:J6IZD5FE 2405685:7BWBVVSA}, pages = {76--85}, } @article{masitry_investigation_2013, title = {An {Investigation} on {Learning} {Performance} among {Disabled} {People} {Using} {Educational} {Multimedia} {Software}: {A} {Case} {Study} for {Deaf} {People}}, doi = {10.14257/ijbsbt.2013.5.6.02}, abstract = {The increasing number of people with hearing-impaired in Malaysia attracts to produce a variety of technologies, which can assist the deaf people in carrying out their tasks in everyday life as normal people. New technology can help to decrease the difficulty that hearing-impaired people faces in daily life to use the information services like normal people. Thus, this paper focuses on: i) developing a new multimedia courseware for pre-school students with hearing problem, and ii) comparing the deaf student’s learning performance before and after using the courseware. Four modules were developed for e-MSL courseware consist of alphabets, numbers, words and quizzes with colorful text, animation, sounds, video and pictures using Malaysian Sign Language (MSL). Sekolah Rendah Pendidikan Khas (SRPK) Indera Mahkota II, Kuantan has been chosen as the case study for data collection and for investigating the student learning performance on the courseware. The survey results show that 100\% of the respondents have agreed that using e-MSL courseware managed to reduce the student learning time more than 80\%. The result has indicated that students have shown better learning performance using e-MSL compared to traditional learning.}, language = {en}, author = {Masitry, Ananthi Krishnasami and Majid, Mazlina Abdul and Toh, M Zulfahmi and Herawan, Tutut}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.14257/ijbsbt.2013.5.6.02 2339240:6YFB5WG4 2405685:XDQ6E2DZ}, pages = {12}, } @article{means_effectiveness_2013, title = {The effectiveness of online and blended learning: {A} meta-analysis of the empirical literature}, volume = {115}, url = {https://learnonline.ecampusontario.ca/App_Content/Resource/docs/7b0981b7-dbd6-41d2-83b9-67878a0ed052/The%20effectiveness%20of%20online%20and%20blended%20learning_%20A%20meta-analysis%20of%20the%20empirical%20literature.pdf}, urldate = {2020-07-18}, journal = {Teachers College Record}, author = {Means, Barbara and Toyama, Yukie and Murphy, Robert and Bakia, Marianne}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3G5AHTWT}, keywords = {⛔ No DOI found}, } @incollection{meyer_pisa_2013, title = {{PISA} and the globalization of education governance: some puzzles and problems}, booktitle = {{PISA}, {Power}, and {Policy}: {The} {Emergence} of {Global} {Educational} {Governance}}, publisher = {Symposium}, author = {Meyer, Heinz Dieter and Benavot, Aaron}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6TPMJHMI 2405685:HJUQIN2P}, } @article{mia_perception_2013, title = {Perception and {Usage} {Level} of {ICT} of the {Primary} {School} {Teachers} in {Bangladesh}}, volume = {6}, abstract = {Bangladesh has been investing in the integration of information and communication technology (ICT) in education from the last decade. The evolution of the Information and Communication Technology (ICT) and their integration in the education lead to specific changes both in personal and professional area of primary school teachers in Bangladesh. Bangladesh has realized the need for a high quality primary education system and seen huge government funding for schools over the last 7years. However, Bangladesh’s spending on ICT has attracted little research regarding the impact of ICT on primary school teachers. For this reason, this study aimed to discover perception and usage level of ICT of the primary school teachers in Bangladesh. The study found that teachers have deficiency in usage and training of ICT. Findings revealed that programs on ICT provided for the primary schools in Bangladesh were too basic and that further investment is required. Data analyzed by STATA indicate that perception of primary school teachers about the ICT is positive irrespective of demographic characteristics such as sex, level of profession, type of institution, marital status and age. The usage level of ICT is not satisfactory whether the teacher is married or single, senior or junior or headmaster, male or female and government or non government. Some initiative can be taken to improve the ICT use among primary school teachers such as training on ICT, setup of computer Lab in primary school, introducing a course on ICT in primary level, reducing the cost of Internet connection and ICT devices etc.}, language = {en}, number = {1}, journal = {Bangladesh Journal of MIS}, author = {Mia, Abdul Hannan and Haque, Ziaul}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UBXB9GCB 2405685:B56Z8L24}, keywords = {⛔ No DOI found}, pages = {3--17}, } @article{miima_teachers_2013, title = {Teachers’ {Perception} {About} {Integration} of {ICT} in {Teaching} and {Learning} of {Kiswahili} {Language} in {Secondary} {Schools} in {Kenya}.}, volume = {2}, abstract = {This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and policy upon Kiswahili language teacher’s willingness to develop new forms of activity and pedagogy. The case study provides some information on integration of ICT at all level of language teaching and learning in education.}, language = {en}, number = {3}, author = {Miima, Florence and Ondigi, Dr Samson and Mavisi, Rose}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:877NW8X7 2405685:7X9VB3JM}, pages = {6}, } @article{miller_using_2013, title = {Using {iPads} to teach inquiry science to students with a moderate to severe intellectual disability: {A} pilot study}, volume = {50}, doi = {10.1002/tea.21091}, number = {8}, journal = {Journal of Research in Science Teaching}, author = {Miller, Bridget T and Krockover, Gerald H and Doughty, Teresa}, year = {2013}, note = {00000 shortDOI: 10/f49bvb KerkoCite.ItemAlsoKnownAs: 10/f49bvb 2129771:3WBKZA9Z 2405685:67E46G83}, pages = {887--911}, } @techreport{ministry_of_education_master_2013, address = {Dhaka}, title = {Master plan for information and communication technology in education (2012-2021)}, url = {https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580}, institution = {Ministry of Education}, author = {Ministry of Education}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TPN6776P 2405685:C2QYAICR}, } @techreport{ministry_of_education_master_2013, address = {Dhaka}, title = {Master plan for information and communication technology in education (2012-2021)}, url = {https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580}, institution = {Ministry of Education}, author = {Ministry of Education}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TPN6776P 2405685:C2QYAICR}, } @techreport{moe_master_2013, title = {Master {Plan} for {Information} and {Communication} {Technology} in {Education} (2012-2021)}, url = {https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580}, author = {MoE}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9HILNTF3 2405685:MNN7P3J6}, } @book{moon_teacher_2013, address = {London}, title = {Teacher {Education} and the {Challenge} of {Development}: {A} global analysis}, publisher = {Routledge}, author = {Moon, Bob}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y6XEQM7K}, } @inproceedings{mselle_results_2013, title = {Results on implementing personal learning environments in {Tanzanian} secondary schools}, doi = {10.1109/ICITST.2013.6750234}, abstract = {In this paper we describe how an Offline Personal Learning Environment (OPLE) for learning mathematics was implemented in Tanzanian secondary schools. Students and teachers' perceptions were captured and discussed. The viability of delivering mathematics classes through offline digital content was tested. Results show that OPLE can be used to improve teaching and learning in Tanzanian secondary schools.}, booktitle = {8th {International} {Conference} for {Internet} {Technology} and {Secured} {Transactions} ({ICITST}-2013)}, author = {Mselle, L. J. and Kondo, T. S.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ICITST.2013.6750234 2339240:IKMNYZ6W 2405685:ZDTE45WN}, keywords = {Context, Education, Educational institutions, Green products, ICT, Offline Digital Content, Offline Personal Learning Environment, Technology}, pages = {417--421}, } @article{mulwa_influence_2013, title = {The {Influence} of {Principals}’, {Teachers}’ and {Students}’ {Attitude} on {Readiness} to {Adopt} e-{Learning} in {Secondary} {Schools} in {Kitui} {District}, {Kenya}}, language = {en}, author = {Mulwa, Dr Angeline Sabina and Kyalo, Dr Dorothy Ndunge}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BBVKX84 2405685:SGP9493Q}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {20}, } @article{mulwa_influence_2013, title = {The {Influence} of {Principals}’, {Teachers}’ and {Students}’ {Attitude} on {Readiness} to {Adopt} e-{Learning} in {Secondary} {Schools} in {Kitui} {District}, {Kenya}}, language = {en}, author = {Mulwa, Dr Angeline Sabina and Kyalo, Dr Dorothy Ndunge}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BBVKX84 2405685:SGP9493Q}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {20}, } @article{mwangi_special_2013, title = {Special {Needs} {Education} ({SNE}) in {Kenyan} public primary schools: exploring government policy and teachers’ understandings}, language = {en}, author = {Mwangi, Lucy}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UI9VSGAF 2405685:Y7LJH3SM 4656463:T688XI8F 4820577:YUAA6DRP}, keywords = {⛔ No DOI found}, pages = {454}, } @techreport{national_institute_of_population_studies_pakistan_2013, title = {Pakistan {Demographic} and {Health} {Survey} 2012-13}, url = {https://dhsprogram.com/publications/publication-fr290-dhs-final-reports.cfm}, language = {en}, urldate = {2021-02-16}, institution = {USAID}, author = {National Institute of Population Studies}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YCKR4DWX 2405685:W69R3J66}, keywords = {⛔ No DOI found}, } @techreport{naveed_paper_2013, title = {Paper 3. {Landscaping} the {Institutions} of {Educational} {Policy} {Research} in {Pakistan}: {Who} is doing what?}, shorttitle = {Paper 3. {Landscaping} the {Institutions} of {Educational} {Policy} {Research} in {Pakistan}}, url = {https://www.gov.uk/research-for-development-outputs/paper-3-landscaping-the-institutions-of-educational-policy-research-in-pakistan-who-is-doing-what}, language = {en}, number = {3}, urldate = {2021-02-02}, institution = {Department for International Development}, author = {Naveed, Arif}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3F34HHFP 2405685:YXTTKFC5}, } @inproceedings{nedungadi_enhanced_2013, title = {Enhanced {STEM} learning with {Online} {Labs}: {Empirical} study comparing physical labs, tablets and desktops}, doi = {10.1109/fie.2013.6685106}, booktitle = {Frontiers in {Education} {Conference}, 2013 {IEEE}}, publisher = {IEEE}, author = {Nedungadi, Prema and Raman, Raghu and McGregor, Mark}, year = {2013}, note = {00000 shortDOI: 10/gf62jb KerkoCite.ItemAlsoKnownAs: 10/gf62jb 2129771:HWCBYRE9 2405685:9HNXI88J}, pages = {1585--1590}, } @article{ng_promoting_2013, title = {Promoting sustainable living in the borderless world through blended learning platforms}, volume = {5}, doi = {10.5944/openpraxis.5.4.88}, number = {4}, journal = {Open Praxis}, author = {Ng, Khar and Parahakaran, Suma and Febro, Rhea and Weisheit, Egbert and Lee, Tan}, year = {2013}, note = {shortDOI: 10/ggjk2r KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.4.88 10/ggjk2r 2339240:Q62IS6X4 2405685:RLWQ3JYS}, pages = {275--288}, } @article{ngware_effect_2013, title = {The effect of free primary education policy on late school entry in urban primary schools in {Kenya}}, volume = {59}, issn = {0020-8566, 1573-0638}, url = {http://link.springer.com/10.1007/s11159-013-9389-6}, doi = {10.1007/s11159-013-9389-6}, language = {en}, number = {5}, urldate = {2023-08-16}, journal = {International Review of Education}, author = {Ngware, Moses W. and Oketch, Moses and Ezeh, Alex C. and Mutisya, Maurice}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-013-9389-6 2405685:JH6YHV6A}, pages = {603--625}, } @techreport{nigerian_educational_research_and_development_council_national_2013, title = {National {Education} {Policy}}, url = {https://educatetolead.files.wordpress.com/2016/02/national-education-policy-2013.pdf}, urldate = {2020-07-07}, author = {Nigerian Educational Research {and} Development Council}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AHQUPS4B}, } @phdthesis{obonyo_use_2013, type = {Thesis}, title = {Use of {Information} communication technology in teaching and learning processes in secondary schools in {Rachuonyo} {South} {District}, {Homa}-{Bay} {County}, {Kenya}}, url = {http://erepository.uonbi.ac.ke/handle/11295/56480}, abstract = {The purpose of this study was to investigate the use of Information Communication Technology (ICT) in teaching and Learning in Rachuonyo South District secondary schools. The focus was on three main subject matters: on ICT use and competence, on teacher and student and on ICT infrastructure and teaching practices. The study is closely connected to the national educational policy, which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. Six research questions were formulated to guide the researcher investigate the phenomena. A descriptive survey design was used to collect data from the field through the use of questionnaire and an observation schedule. The result indicated that ICT has not been successfully integrated in teaching and learning in schools. In general, students are capable and motivated users of computers. Some students have the skills to use new kinds of applications and their ICT skills are wider although not necessarily adequate. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful integration of ICT into teaching and learning. Most teachers reported that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs and accelerating internet connectivity in the schools. Further, teachers’ good ICT competence helps them to adopt new pedagogical practices and integrate ICT in a meaningful way. The results also showed that students are capable and motivated users of new technology and their ICT skills are wide, although not necessarily adequate; the working habit might be ineffective and wrong. Some students have a special kind of ICT related adaptive expertise, which develops in a beneficial interaction between students and teachers, and individual interest and activity. The most common goal to student use of ICT is challenged by the internet, digital communication and the need to filter information. Since students’ ICT skills can be translated to increased creativity, which include innovation and productive workforce, to develop capacity to ICT which support the country’s knowledge base. The findings further indicated that ICT integration realized some challenges such as availability of sufficient number of ICT tools, lack of motivation and support and lack of technical support. The challenges are either teacher-level (Microlevel), school level (Meso-level) or system level (Macro-level). These barriers have hindered successful implementation of ICT into teaching and learning processes. The study also recommended that teachers should be given sufficient training on how to use ICT tools to enhance teaching and learning in schools. The study also recommended that students should be equipped with ICT skills such as Microsoft software applications such as word, excel and access. Finally, further research on the perception of teachers and students towards the use of ICT in enhancing teaching and learning and relevant strategies for using ICT to improve teaching and learning practices should be conducted.}, language = {en}, urldate = {2021-05-22}, school = {University of Nairobi}, author = {Obonyo, Samson O.}, year = {2013}, note = {Accepted: 2013-09-13T12:53:42Z KerkoCite.ItemAlsoKnownAs: 2339240:VMGJH5RH 2405685:K3FR5Q2D}, } @article{okebukola_mother_2013, title = {Mother tongue as default language of instruction in lower primary science classes: {Tension} between policy prescription and practice in {Nigeria}}, volume = {50}, issn = {1098-2736}, shorttitle = {Mother tongue as default language of instruction in lower primary science classes}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21070}, doi = {10.1002/tea.21070}, abstract = {The forecast for the first quarter of this century is that the issue of teaching science in the language to which the learner is most familiar will receive more attention in our quest to win more students for science. Over two-thirds of countries in Africa, Asia, and Europe have developed policies on the use of the mother tongue for teaching science in the lower levels of their education system. In spite of this policy thrust, the educational system of many of these countries has not responded fully to the demands of such a policy. Because studies which mapped the dynamics of communication in science classrooms taught using the mother tongue are scant, we remain in the dark as to how best to structure such classrooms. The study was conducted in 12 primary schools and it involved 36 teachers in urban and rural locations of Lagos State, Nigeria. Quantitative and qualitative data were collected from primary science classrooms where the mother tongue is expected to be used as a medium of instruction. Mismatch between policy and practice was found especially in urban science classrooms. Among other things, it was found that on the average, science lessons delivered in primary 1 in rural settings, were found to be 93.6\% in the mother tongue (L1). In primary 2 this fell to 91.1\% and in primary 3–84.6\%. In contrast, in the urban schools, mother tongue content was found to be 61.8\% in primary 1, 49.2\% in primary 2 and 26.6\% in primary 3. The geo-spatial communication between and among pupils in urban and rural science classes also showed interesting findings, that is, English served as a mediating language. The implications of the findings for future policy considerations and future research to inform policy are drawn. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:62–81, 2013}, language = {en}, number = {1}, urldate = {2022-04-20}, journal = {Journal of Research in Science Teaching}, author = {Okebukola, Peter Akinsola and Owolabi, Olatunde and Okebukola, Foluso Olutoyin}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21070 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21070 2405685:FM277GAH 4042040:XENETYQZ}, keywords = {class dynamics, mother tongue, science teaching}, pages = {62--81}, } @article{onguko_for_2013, title = {"{For} us it was a learning experience": design, development and implementation of blended learning}, volume = {37}, issn = {20469012}, url = {https://www.researchgate.net/publication/262966655_For_us_it_was_a_learning_experience_Design_development_and_implementation_of_blended_learning}, doi = {10.1108/ejtd-10-2012-0052}, abstract = {Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.}, language = {English}, number = {7}, journal = {European Journal of Training and Development}, author = {Onguko, Brown and Jepchumba, Lucy and Gaceri, Petronilla}, year = {2013}, note = {Place: Limerick Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1430572667?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-10-2012-0052 2339240:C7CEXRWM 2339240:XN53EQR3 2405685:AFTT7Q76 2405685:UYED6EDY 2405685:ZZ7VUU4G 2534378:32ICX4DB 2534378:UTXP2X7Q}, keywords = {5220:Information technology management, 8306:Schools and educational services, 9177:Africa, Appropriate technology, Audio recordings, Business And Economics--Management, Instructional design, Kenya, Personal development, Professional development, Research, Rural schools, Teaching, Technological change, Training, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096396, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {615--634}, } @inproceedings{oroma_perspectives_2013, title = {Perspectives on underutilisation of {ICT} in education in {Tanzania}, {Uganda} and {Kenya}}, abstract = {Developing countries in Africa have experienced considerably high growth in education that is witnessed by high enrolments at all levels, and brought forth several critical challenges like limited learning space, insufficient learning materials, and inadequate human capacity, forcing governments to build more schools and encourage the private sector to invest in education at all levels because education is pivotal to growth in other sectors. To overcome these challenges and improve the quality of education, these governments enacted several policies that integrate information and communication technologies in the curriculums at all levels of education and encouraged institutions to embrace these technologies because they enhance the teaching and learning processes. However, in reality, the adoption, ICT integration and implementation of these policies is inadequate and hindered by numerous factors. This study therefore focuses on exploring and comparing these factors leading to the underuse of ICT in education in these three countries.}, booktitle = {2013 {IST}-{Africa} {Conference}}, author = {Oroma, J. O. and Kiden, S. and Maghendha, M. W. and Ntiyani, S.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RWIB3G38 2405685:J9ABKGK8}, keywords = {Africa, Computers, East Africa, Educational institutions, Government, ICT, ICT integration, ICT underutilisation, Internet, Kenya, Libraries, Materials, Tanzania, Uganda, Uganda and Kenya, challenges, computer aided instruction, context, countries, developing, developing countries, e-learning. Tanzania, education, education quality, educational institutions, excuses, human capacity, information and communication technologies, learning materials, learning process, learning space, private sector, teaching, teaching process, utilisation, ⛔ No DOI found}, pages = {1--11}, } @techreport{orr_what_2013, address = {London}, title = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? {Systematic} review}, shorttitle = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?}, url = {http://sro.sussex.ac.uk/id/eprint/43901/1/Undertrained_teachers_2013_Orr.pdf}, language = {en}, institution = {EPPI-Centre, Social Science Research Unit, Institute of Education}, author = {Orr, David and Westbrook, Jo and Pryor, John and Durrani, Naureen and Sebba, Judy and Adu-Yeboah, Christine}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K82B5UP3 2339240:NN7K3HRQ 2405685:5J3HIZH9 2405685:YAT9NL4R}, keywords = {C:Low- and middle-income countries}, } @article{osborne_learning_2013, title = {Learning to argue: {A} study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students}, volume = {50}, issn = {1098-2736}, shorttitle = {Learning to argue}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21073}, doi = {10.1002/tea.21073}, abstract = {This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013}, language = {en}, number = {3}, urldate = {2022-08-22}, journal = {Journal of Research in Science Teaching}, author = {Osborne, Jonathan and Simon, Shirley and Christodoulou, Andri and Howell-Richardson, Christina and Richardson, Katherine}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21073 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21073 2339240:4NIGXKV2 2405685:4X4GKSJM 2405685:VIDIRPJ6 2534378:G9ZN4A6P}, keywords = {argumentation, dialogic teaching, epistemic learning, student engagement, teacher professional development}, } @article{paat_working_2013, title = {Working with immigrant children and their families: {An} application of {Bronfenbrenner}'s ecological systems theory}, volume = {23}, shorttitle = {Working with immigrant children and their families}, doi = {10.1080/10911359.2013.800007}, number = {8}, journal = {Journal of Human Behavior in the Social Environment}, author = {Paat, Yok-Fong}, year = {2013}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10911359.2013.800007 2339240:P68GAF86 2405685:ML8UK3IE}, pages = {954--966}, } @inproceedings{pakarinen_designing_2013, title = {Designing {OLPC} learning environments: {A} case on 1:1 pedagogy in rural {Tanzania}}, shorttitle = {Designing {OLPC} learning environments}, doi = {10.1109/AFRCON.2013.6757660}, abstract = {In the past two decades computers have become a standard educational tool in the industrialized countries. Recently, equipping each student with a personal device (one-to-one computing, OLPC) has been enthusiastically advocated for developing countries, too. However, despite a number of pioneering research studies, broader analyses of pedagogical, technical, and organizational aspects of one-to-one computing in developing countries are largely missing. In this participatory action research in a rural Tanzanian primary school, we identified a number of pedagogical elements that were beneficial for teaching and utilizing ICT in the classroom. We pinpointed exploratory and self-regulated learning, group problem solving, and constructive principles as facilitators of learning within the one-to-one computing paradigm in this context. Our results show that the introduction of children's computers also triggered a number of changes in dynamics both within the school but also outside the school.}, booktitle = {2013 {Africon}}, author = {Pakarinen, S. and Apiola, M. and Moisseinen, N. and Tedre, M.}, year = {2013}, note = {ISSN: 2153-0033 KerkoCite.ItemAlsoKnownAs: 10.1109/AFRCON.2013.6757660 2339240:W653CXZ9 2405685:8SFQ3SZ7}, keywords = {Context, Educational institutions, ICT utilization, Interviews, Materials, OLPC learning environment, Portable computers, Tanzania, computer aided instruction, constructive principles, educational institutions, educational tool, exploratory learning, group problem solving, information and communications technology, learning facilitators, one-to-one computing, organizational aspect, participatory action research, pedagogical aspect, pedagogical elements, pedagogy, rural primary school, self-regulated learning, teaching, technical aspect}, pages = {1--5}, } @article{pegrum_m_oakley_g__faulkner_r_schools_2013, title = {Schools going mobile: {A} study of the adoption of mobile handheld technologies in {Western} {Australian} independent schools.}, volume = {29}, number = {1}, journal = {Australasian Journal of Educational Technology}, author = {{Pegrum, M., Oakley, G., \& Faulkner, R.}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FRV5EY6P 2405685:NWQ38UTS}, } @misc{pew_how_2013, title = {How teachers are using technology at home and in their classrooms}, url = {https://www.pewresearch.org/internet/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/}, journal = {Pew Research}, author = {Pew}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9U3BWEQ6 2405685:JP7AHUZH}, } @article{rammutloa_distance_2013, title = {From {Distance} {Learning} and {ODL} to {ODeL}: {Unisa} {Library}’s journey to transformation and innovation}, shorttitle = {From {Distance} {Learning} and {ODL} to {ODeL}}, author = {Rammutloa, Modiehi Winnie}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CF4G2BHS}, keywords = {⛔ No DOI found}, } @misc{rapidsms_u-report_2013, title = {U-report: {Rapid} {SMS}}, url = {https://www.rapidsms.org/projects/ureport/}, urldate = {2020-09-16}, author = {RapidSMS}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FZNZL6J7}, keywords = {sub-Saharan Africa}, } @article{rashid_efficacy_2013, title = {Efficacy of {Think} {Tanks} in {Influencing} {Public} {Policies}: {The} {Case} of {Bangladesh}}, volume = {21}, url = {https://www.tandfonline.com/doi/abs/10.1080/02185377.2013.793561?needAccess=true&journalCode=rasi20}, doi = {10.1080/02185377.2013.793561}, abstract = {This article analyzes contextual and organizational challenges and constraints faced by think tanks in Bangladesh. It argues that while think tanks have been visible in the policy discourse through fostering policy debates and advocating policy proposals, their direct impact on policy outcomes remains limited. Think tanks’ research findings are often interpreted through the prism of politics. A number of think tanks are institutionally weak and face challenges in funding, attracting researchers, and retaining research focus. Think tanks can potentially focus attention to the wider policy community, and emphasize intermediate influences, such as, building capacity, wider networking and interacting with a broader base of policy-makers, in order to be effective and relevant in the policy discussions.}, number = {1}, journal = {Asian Journal of Political Science}, author = {Rashid, A}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02185377.2013.793561 10/gkm64g 2339240:RD5SJH6B 2405685:C45YLVIG}, } @article{reeve_how_2013, title = {How students create motivationally supportive learning environments for themselves: {The} concept of agentic engagement}, volume = {105}, doi = {10.1037/a0032690}, number = {3}, journal = {Journal of Educational Psychology}, author = {Reeve, Johnmarshall}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1037/a0032690 2339240:I46QQPET 2405685:2TMEVEBX}, pages = {579}, } @misc{republic_of_malawi_malawi_2013, title = {Malawi {National} {ICT} {Policy} 2013}, url = {https://macra.mw/download/malawi-ict-policy-2013/}, language = {en-US}, urldate = {2022-11-01}, journal = {MACRA}, author = {Republic of Malawi}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LMKCNSPM 2405685:C83SEI43}, } @article{riconscente_results_2013, title = {Results {From} a {Controlled} {Study} of the {iPad} {Fractions} {Game} {Motion} {Math}}, volume = {8}, doi = {10.1177/1555412013496894}, number = {4}, journal = {Games and Culture}, author = {Riconscente, Michelle M}, year = {2013}, note = {00001 shortDOI: 10/gf62jj KerkoCite.ItemAlsoKnownAs: 10/gf62jj 2129771:TGCRE2G3 2405685:XCA5SYZ5}, pages = {186--214}, } @article{rugut_teachers_2013, title = {Teachers and {Students} {Perceptions} on the {Utilisation} of {Educational} {Media} in {Teaching} and {Learning} {History} and {Government} in {Secondary} {Schools} in {Kenya}}, volume = {5}, abstract = {The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p{\textless}0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.}, language = {en}, number = {9}, author = {Rugut, Eunice and Role, Jesse}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JXQX3HRX 2405685:A4NGYYZT}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, pages = {8}, } @article{rugut_teachers_2013, title = {Teachers and {Students} {Perceptions} on the {Utilisation} of {Educational} {Media} in {Teaching} and {Learning} {History} and {Government} in {Secondary} {Schools} in {Kenya}}, volume = {5}, abstract = {The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p{\textless}0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.}, language = {en}, number = {9}, author = {Rugut, Eunice and Role, Jesse}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JXQX3HRX 2405685:A4NGYYZT}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {8}, } @article{sabates_school_2013, title = {School drop out in {Bangladesh}: insights using panel data}, volume = {33}, issn = {07380593}, shorttitle = {School drop out in {Bangladesh}}, url = {http://dspace.bracu.ac.bd/xmlui/handle/10361/7273}, doi = {10.1016/j.ijedudev.2012.09.007}, abstract = {This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4-15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home.}, language = {en}, number = {3}, urldate = {2021-10-25}, journal = {International Journal of Educational Development}, author = {Sabatés, Ricardo and Hossain, Altaf and Lewin, Keith M.}, year = {2013}, note = {Accepted: 2016-12-19T10:39:39Z Publisher: © 2012 Elsevier Ltd. KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.09.007 2339240:DQCCLUX4 2405685:JWHUF3GA}, pages = {225--232}, } @article{schiemer_teaching_2013, title = {Teaching children with disabilities: {ICTs} in {Bangkok} and {Addis} {Ababa}}, volume = {7}, issn = {1750-497X}, shorttitle = {Teaching children with disabilities}, url = {https://doi.org/10.1108/17504971311328026}, doi = {10.1108/17504971311328026}, abstract = {Purpose – This paper intends to explore the levels of availability and restrictions in relation to the use of ICTs (information and communication technologies) for educating children with disabilities in Thailand's and Ethiopia's capitals. Design/methodology/approach – In the course of an international research project, parents and teachers of children with different disabilities, the children themselves and further experts were interviewed about barriers and facilitators in the children's educational environment. For this paper only selected interviews focusing on sensory disabilities were analysed regarding the above mentioned areas of using ICTs. Findings – ICTs are available in the respective cities. The levels of restrictions related to the socio‐economic situation in the two cities vary accordingly but show the same overall limitations. The intensity and kind of use of ICTs is strongly related to resources, the educational actors' awareness and knowledge. Originality/value – Approaching the topic of ICTs in relation to disability might not be new, neither is the contextualisation with the Majority World. However, the combination of the three aspects against the background of current global developments (e.g. the growing gap between the poor and the rich) reveals the importance of taking a closer look at special needs education and ICTs in the Majority World. This opens the floor for discussion on how inclusion of the most marginalised groups in education affects development in general.}, number = {2/3}, urldate = {2020-12-10}, journal = {Multicultural Education \& Technology Journal}, author = {Schiemer, Margarita and Proyer, Michelle and Ahamer, Gilbert}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/17504971311328026 2339240:V5YTXAA5 2405685:2KZYYG9Y}, keywords = {Children, Children with disabilities, Comparative research, Disabilities, Education, Ethiopia, ICTs, Majority World, Thailand}, pages = {99--112}, } @book{schurr_design_2013, title = {Design {Thinking} for {Educators}}, url = {https://designthinkingforeducators.com/design-thinking/}, language = {en}, author = {Schurr, Michael}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MIZAQAF8 2447227:RRF4465C 261495:HPJKGN4A}, } @book{schweisfurth_learner-centred_2013, title = {Learner-centred education in international perspective: {Whose} pedagogy for whose development?}, isbn = {978-0-415-60072-9}, shorttitle = {Learner-centred {Education} in {International} {Perspective}}, abstract = {Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation. In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one? The book is divided into three key parts: - Learner-centred Education as a Global Phenomenon - Learner-centred Education in Lower and Middle-income Countries - Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.}, language = {en}, publisher = {Routledge}, author = {Schweisfurth, Michele}, year = {2013}, note = {Google-Books-ID: E0p0jeZNIIYC KerkoCite.ItemAlsoKnownAs: 2339240:VXYIEQEU 2405685:F9YR4IYI}, keywords = {Education / General}, } @article{shrestha_english_2013, title = {English {Language} {Classroom} {Practices}: {Bangladeshi} {Primary} {School} {Children}’s {Perceptions}}, volume = {44}, url = {https://doi.org/10.1177/0033688213488466}, doi = {10.1177/0033688213488466}, abstract = {English language teaching (ELT) has been investigated from various angles including how English language teachers perceive what happens in an ELT classroom. How primary school English language learners perceive their experiences of ELT is rarely reported in the published literature, particularly from developing countries such as Bangladesh. This article reports on a study that examined Bangladeshi primary school learners’ experience of English language classroom practices in which technology-enhanced communicative language teaching activities were promoted through a project called English in Action (EIA). EIA is a large-scale 9-year long international English language development project in Bangladesh, funded by the UK government. A semi-structured group interview was conducted with 600 Grade 3 students from different regions of Bangladesh. The findings showed that the learners found communicative language learning activities such as dialogue and role play more effective than translation and memorizing grammar rules for learning English, although they enjoyed reciting and drills. The results also showed that these learners’ English teachers tended to mix both traditional and communicative approaches in their lessons. The paper critiques EIA and argues that any major language development project needs to consider the local context and learners’ views on language learning for its success.}, number = {2}, journal = {RELC Journal}, author = {Shrestha, P}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0033688213488466 10/gkm64m 2339240:LWI8RXJE 2405685:2V2WHBZB}, pages = {147--162}, } @incollection{singal_entry_2013, edition = {Second}, title = {Entry, engagement and empowerment: {Dilemmas} for inclusive education in an {Indian} context.}, booktitle = {The {Sage} {Handbook} of {Special} {Education}}, publisher = {SAGE Publications}, author = {Singal, N and Florian, L}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6ZNPUAW5 2405685:BQE39QTV}, pages = {203--216}, } @book{suryahadi_assessment_2013, address = {Jakarta}, series = {Working paper}, title = {Assessment of policies to improve teacher quality and reduce teacher absenteeism}, isbn = {978-602-7901-09-4}, language = {en}, publisher = {SMERU Research Institute}, author = {Suryahadi, Asep and Sambodho, Prio}, collaborator = {Social Monitoring {and} Early Response Unit (Indonesia)}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SHUK26YV 2339240:7JW2DYF5 2405685:RTYA9G4P 4556019:9P4UH786}, } @techreport{swai_effects_2013, title = {The {Effects} of {Incentive} {Initiatives} on {Teacher} {Retention} in {Tanzania}: {A} {Case} of the {Rukwa} {Region}}, url = {https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1034&context=cie_capstones}, institution = {University of Massachusetts Amherst}, author = {Swai, Anna Every}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A7PKCAEG 2405685:LMMTKRX8}, } @article{sylla_benefits_2013, title = {The benefits of school mapping}, volume = {31}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000223453}, number = {1}, urldate = {2022-11-01}, author = {Sylla, K and Tournier, B}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EKY3HCEB 4042040:KRRXYHVK}, pages = {4--5}, } @book{tahira_ict_2013, address = {Valenica}, title = {Ict {Integration} in {Teacher} {Education}: {Pakistan} "{Attitude} of {Prospective} {Teachers} {Towards} {Ict}"}, isbn = {978-84-616-3847-5}, shorttitle = {Ict {Integration} in {Teacher} {Education}}, abstract = {The integration of information and communication technologies can help to strengthen teachers and students, but the success of any initiatives to integrate technology in an educational program depends strongly upon the support and attitudes of people involved such as students or teachers. This study aimed to investigate the use of computers in teacher education institutes of Punjab, Pakistan. It measured the attitude of prospective teachers towards the use of ICT and identified barriers faced by prospective teachers in use of ICT. Loyd Gressard Computer Attitude Scale (Loyd and Gressard, 1984, 1985) was administered among 250 M. Ed level prospective teachers from 5-public sector universities of Punjab, Pakistan. This instrument captured the prospective teacher's attitude in four dimensions of ICT. These dimensions were computer anxiety, confidence with computers, liking computers and attitude toward the usefulness of computers. Moreover some open ended questions were also included to identify the barriers faced by prospective teachers in the use of ICT. The overall attitude of the prospective teachers towards the use of ICT was measured by applying simple descriptive statistical technique such as mean score. Further, comparison of attitude of male and female prospective teachers was made by applying inferential statistical technique such as t-test. All prospective teachers showed highly positive attitude towards ICT. Moreover female prospective teachers were found to be more anxious than male. Male prospective teachers were found more confident in using computers. Prospective teachers pointed out a lot of barriers faced by them in the use of ICT.}, language = {English}, publisher = {Iated-Int Assoc Technology Education \& Development}, author = {Tahira, Syeda Samina and Saadi, Azhar Mumtaz}, editor = {Chova, L. G. and Martinez, A. L. and Torres, I. C.}, year = {2013}, note = {Pages: 5131-5137 Publication Title: 6th International Conference of Education, Research and Innovation (iceri 2013) WOS:000347240605031 KerkoCite.ItemAlsoKnownAs: 2339240:QPVE6YP9 2405685:YI352IKZ}, keywords = {Information Communication Technology, Teacher Education, attitude, barriers in the use of ICT, computer anxiety, computer attitudes, confidence with computers, liking computers, usefulness of computers, validation}, } @misc{the_punjab_transparency_and_right_to_information_act_punjab_2013, title = {The {Punjab} {Transparency} and {Right} to {Information} {Act} 2013}, url = {http://punjablaws.gov.pk/laws/2547.html}, urldate = {2022-06-14}, author = {The Punjab Transparency {and} Right to Information Act}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:685NNGIN 2405685:TUNY9ZNI}, } @misc{thomas_exclusion_2013, title = {Exclusion from education: {The} {Economic} {Cost} of {Out} of {School} {Children} in 20 {Countries}}, url = {https://educateachild.org/sites/default/files/attachments/R4D_EAC_smallres.pdf}, urldate = {2020-01-27}, publisher = {Educate a Child; Results for Develpoment}, author = {Thomas, Milan and Burnett, Nicholas}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X7MV2JRJ 2405685:XJX65WUX}, } @incollection{thurlow_instructional_2013, title = {Instructional and assessment accommodations in the 21st century.}, isbn = {978-1-4129-0728-6}, url = {https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-special-education/book237524}, booktitle = {The {SAGE} {Handbook} of {Special} {Education}: {Two} {Volume} {Set}.}, author = {Thurlow, M}, editor = {Florian, L}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HHLQ7XS4 2405685:QCATQYFU}, } @book{timss_grade_2013, address = {Boston, MA}, title = {Grade 4 {Mathematics} 2011 {Assessment} {Items}}, isbn = {38331.0513.86070312}, url = {https://nces.ed.gov/timss/pdf/TIMSS2011_G4_Math.pdf}, urldate = {2021-10-11}, publisher = {TIMSS \& PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA)}, author = {{TIMSS}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PNTQ6PGN 2405685:F48PU96X}, } @article{tondeur_getting_2013, title = {Getting inside the black box of technology integration in education: {Teachers} stimulated recall of classroom observations}, volume = {29}, doi = {10.14742/ajet.16}, number = {3}, journal = {Australasian Journal of Educational Technology}, author = {Tondeur, J. and Kershaw, L. and Vanderlinde, R. and van Braak, J.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.16 2405685:Z7PYZBH7}, pages = {434--449}, } @article{tonks_opening_2013, title = {"{Opening}" a new kind of high school: {The} story of the open high school of {Utah}}, volume = {14}, doi = {10.19173/irrodl.v14i1.1345}, abstract = {The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of whichare operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes) or pandemics (e.g., avian flu or H1N1), the availability of open online content is of critical importance.}, number = {1}, journal = {International Review of Research in Open and Distance Learning}, author = {Tonks, De Laina and Weston, Sarah and Wiley, David and Barbour, Michael K}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i1.1345 2405685:AUZ2QTB5}, keywords = {Cyber school, K-12 online learning, Open education, Virtual school}, pages = {255--271}, } @article{tripney_technical_2013, title = {Technical and vocational education and training ({TVET}) for young people in low- and middle-income countries: a systematic review and meta-analysis}, volume = {5}, issn = {1877-6345}, shorttitle = {Technical and vocational education and training ({TVET}) for young people in low- and middle-income countries}, url = {http://ervet-journal.springeropen.com/articles/10.1186/1877-6345-5-3}, doi = {10.1186/1877-6345-5-3}, abstract = {The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.}, language = {en}, number = {1}, urldate = {2018-08-01}, journal = {Empirical Research in Vocational Education and Training}, author = {Tripney, Janice S and Hombrados, Jorge G}, year = {2013}, note = {shortDOI: 10/gf62zx KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2317526:ZDA23HGH 2339240:T35VA5TJ 2405685:RC3867EU UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed}, keywords = {-AB-Review, -AB-Review-SSA, -RQAsummary, -codedOrSummarised, -review, C:Kenya, CLL:en, FF1.1/3, FF2.2, FF2.7.a, interesting, keyReview en, onLongList, retain\_obsolete, revofrevSummarisedSeptember2018, summarised}, pages = {3}, } @article{twining_moving_2013, title = {Moving education into the digital age: the contribution of teachers' professional development}, volume = {29}, issn = {1365-2729}, shorttitle = {Moving education into the digital age}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12031}, doi = {10.1111/jcal.12031}, abstract = {This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.}, language = {en}, number = {5}, urldate = {2020-09-01}, journal = {Journal of Computer Assisted Learning}, author = {Twining, P. and Raffaghelli, J. and Albion, P. and Knezek, D.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12031 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12031 2339240:Q58NA4JQ 2405685:AQTVKM4U 2405685:GF53869U 2405685:HQMJZWT7 2534378:DKXRGCIE 2534378:NESJ6YZV}, keywords = {ICT, IT, digital age, policy recommendations, practitioner research, teacher professional development, transformation}, pages = {426--437}, } @book{unesco_information_2013, title = {Information and {Communication} {Technology} ({ICT}) in {Education} in {Five} {Arab} {States}. {Information} paper}, isbn = {978-92-9189-127-6}, url = {http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-five-arab-states-a-comparative-analysis-of-ict-integration-and-e-readiness-in-schools-en_0.pdf}, language = {en}, publisher = {UNESCO Institute for Statistics}, author = {UNESCO}, year = {2013}, note = {OCLC: 7354004415 KerkoCite.ItemAlsoKnownAs: 2339240:KMAU59ZN 2405685:JXKRRG5B}, } @misc{unesco_unesco_2013, title = {{UNESCO} {\textbar} {Statistics} on {Radio}}, url = {http://www.unesco.org/new/en/unesco/events/prizes-and-celebrations/celebrations/international-days/world-radio-day-2013/statistics-on-radio/}, urldate = {2020-07-14}, author = {UNESCO}, year = {2013}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XHCDHLWU}, } @techreport{unicef_out--school_2013, title = {Out-of-{School} {Children} in the {Balochistan}, {Khyber} {Pakhtunkhwa}, {Punjab} and {Sindh} {Provinces} of {Pakistan}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/pakistan-oosc-report-2013-en.pdf}, author = {UNICEF}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LLT687MS 2405685:WUSWNI3X}, } @article{viriyapong_facing_2013, title = {Facing the challenges of the {One}-{Tablet}-{Per}-{Child} policy in {Thai} primary school education.}, volume = {4}, doi = {10.14569/ijacsa.2013.040928}, number = {9}, journal = {International Journal of Advanced Computer Science \& Applications}, author = {Viriyapong, Ratchada and Harfield, Antony}, year = {2013}, note = {00000 shortDOI: 10/gf62ht KerkoCite.ItemAlsoKnownAs: 10/gf62ht 2129771:5SZI5Q55 2405685:AQIFQCBV}, } @book{vujcich_policy_2013, address = {Oxford, UK}, series = {Working paper}, title = {Policy and practice on language of instruction in {Ethiopian} school: findings from the {Young} {Lives} school survey}, isbn = {978-1-909403-21-5}, shorttitle = {Policy and practice on language of instruction in {Ethiopian} school}, language = {en}, number = {108}, publisher = {Young Lives}, author = {Vujcich, Daniel}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KY64TSCW 2405685:EW67EJNZ}, keywords = {Ethiopia, Language, Native language and education, Teachers, Teaching}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257, 1941-5265}, shorttitle = {The ‘trainer in your pocket’}, url = {http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232}, doi = {10.1080/19415257.2013.766232}, language = {en}, number = {2}, urldate = {2020-05-19}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {shortDOI: 10/gftr32 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 10/gftr32 2405685:WABHFRL5}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {186--200}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257, 1941-5265}, shorttitle = {The ‘trainer in your pocket’}, url = {http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232}, doi = {10/gftr32}, language = {en}, number = {2}, urldate = {2021-05-07}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10/gftr32 2339240:CKY3C4AK 2405685:7I9NQ7GL}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {186--200}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257, 1941-5265}, shorttitle = {The ‘trainer in your pocket’}, url = {http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232}, doi = {10.1080/19415257.2013.766232}, language = {en}, number = {2}, urldate = {2020-05-19}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {shortDOI: 10/gftr32 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 10/gftr32 2405685:WABHFRL5}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {186--200}, } @article{ward_benefits_2013, title = {Benefits and {Limitations} of {iPads} in the {High} {School} {Science} {Classroom} and a {Trophic} {Cascade} {Lesson} {Plan}}, volume = {61}, number = {4}, journal = {Journal of Geoscience Education}, author = {Ward, Nicholas D and Finley, Rachel J and Keil, Richard G and Clay, Tansy G}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:BSXCKKIW 2405685:I6M28GND}, keywords = {⛔ No DOI found}, pages = {378--384}, } @book{westbrook_pedagogy_2013, title = {Pedagogy, {Curriculum}, {Teaching} {Practices} and {Teacher} {Education}}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433}, urldate = {2014-05-28}, author = {Westbrook, J. and Durrani, N and Brown, R}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:XM6FY2CY 2405685:JKSUKHVL}, } @article{widodo_dual-mode_2013, title = {Dual-mode teacher professional development: challenges and re-visioning future {TPD} in {Indonesia}}, volume = {17}, issn = {13664530}, url = {http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._BIOLOGI/196705271992031-ARI_WIDODO/Dual%20Mode%20Teacher%20Professional%20Development.pdf}, doi = {10.1080/13664530.2013.813757}, abstract = {This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia}, number = {3}, journal = {Teacher Development}, author = {Widodo, Ari and {Riandi}}, year = {2013}, note = {Place: United Kingdom Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=BEI.221367\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2013.813757 2339240:CB38DZV3 2339240:QP2WUG5A 2405685:M5WDVH5K 2405685:REGZ6H9H 2405685:T4TMJ4LR 2534378:9P4LRFZC 2534378:BR8DXZB4 2534378:UHSPASDV 2534378:Z8BCLDYY}, keywords = {CONTINUING education, EDUCATION \& state, EDUCATION -- Forecasting, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Change, Educational Strategies, Elementary Secondary Education, FORECASTING, Faculty Development, Foreign Countries, HIGHER education, Higher Education, INDONESIA, Indonesia, Information Skills, Instructional Design, Interviews, Models, Needs Assessment, Online instruction, PROFESSIONAL education, Pedagogical Content Knowledge, Postsecondary Education, Professional development, Public policy, Questionnaires, Science Teachers, TEACHER certification, TEACHER development, TEACHER education, Teacher Education, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097039, \_\_\_working\_potential\_duplicate, \_\_finaldtb, dual-mode professional development, online training, teacher certification, teacher education, teacher education futures, teacher professional development in Indonesia}, pages = {380--392}, } @techreport{wood_architects_2013, title = {Architects and contractors: political economy analysis of policy research in {Pakistan}}, shorttitle = {Architects and contractors}, url = {https://researchportal.bath.ac.uk/en/publications/architects-and-contractors-political-economy-analysis-of-policy-r}, language = {English}, urldate = {2021-02-03}, institution = {University of Bath}, author = {Wood, Geof}, year = {2013}, note = {Publisher: Sustainable Development Policy Institute KerkoCite.ItemAlsoKnownAs: 2339240:MRWTHMXN 2405685:25WWT72Y}, keywords = {⛔ No DOI found}, } @techreport{world_bank_country_2013, title = {Country {Partnership} {Strategy} ({FY2013}–2017) for the {Republic} of {Senegal}}, url = {http://documents1.worldbank.org/curated/en/527551468103763222/pdf/NonAsciiFileName0.pdf}, urldate = {2020-07-16}, author = {World Bank}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YH9WZL9A}, } @techreport{world_bank_etransform_2013, title = {{eTransform} {Ghana} {Project} {Appraisal} {Document}}, url = {http://documents.worldbank.org/curated/en/233911468253466632/pdf/802930PAD0REVI00Box379839B00PUBLIC0.pdf}, urldate = {2020-06-23}, author = {World Bank}, year = {2013}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:88WHYLU8}, } @misc{world_bank_inclusion_2013, title = {Inclusion {Matters} : {The} {Foundation} for {Shared} {Prosperity}}, url = {http://hdl.handle.net/10986/16195}, abstract = {Today, the world is at a conjuncture where issues of exclusion and inclusion are assuming new significance for both developed and developing countries. The imperative for social inclusion has blurred the distinction between these two stylized poles of development. Countries that used to be referred to as developed are grappling with issues of exclusion and inclusion perhaps more intensely today than they did a decade ago. And countries previously called developing are grappling with both old issues and new forms of exclusion thrown up by growth. Nonlinear demographic transitions, global economic volatility, shifts in the international balance of power, and local political movements have had a large part to play in these shifting sands. These changes make social inclusion more urgent than it was even a decade ago. This report tries to put boundaries around the abstraction that is "social inclusion." Placing the discussion of social inclusion within such global transitions and transformations, the report argues that social inclusion is an evolving agenda. It offers two easy-to-use definitions and a framework to assist practitioners in asking, outlining, and developing some of the right questions that can help advance the agenda of inclusion in different contexts. This report builds on previous analytical work, especially by the World Bank, on themes that touch upon social inclusion, including multidimensional poverty, inequality, equity, social cohesion, and empowerment. There are seven main messages in this report: (1) excluded groups exist in all countries; (2) excluded groups are consistently denied opportunities; (3) intense global transitions are leading to social transformations that create new opportunities for inclusion as well as exacerbating existing forms of exclusion; (4) people take part in society through markets, services, and spaces; (5) social and economic transformations affect the attitudes and perceptions of people. As people act on the basis of how they feel, it is important to pay attention to their attitudes and perceptions; (6) exclusion is not immutable. Abundant evidence demonstrates that social inclusion can be planned and achieved; and (7) moving ahead will require a broader and deeper knowledge of exclusion and its impacts as well as taking concerted action. The report is divided into three parts. Part one is framing the issues. Part two focuses on transitions, transformations, and perceptions. Part three is change is possible.}, language = {English}, publisher = {World Bank}, author = {World Bank}, year = {2013}, } @techreport{world_bank_joint_2013, title = {Joint {IDA}-{IFC}-{MIGA} {Country} {Partnership} {Strategy} for the {Republic} of {Senegal}}, url = {http://documents1.worldbank.org/curated/en/176681527996626963/pdf/SENEGAL-PAD-05112018.pdf}, language = {en}, author = {World Bank}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3REHP3V4 2405685:FT6M9626}, } @techreport{world_bank_republic_2013, title = {Republic of {Sierra} {Leone} {Higher} and {Tertiary} {Education} {Sector} {Policy} {Note}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/16787/ACS43930PNT0P10x0379833B00PUBLIC00.pdf?sequence=1&isAllowed=y}, author = {{World Bank}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ANFH2ALH 2405685:QAFBTUE9}, } @techreport{world_bank_service_2013, type = {Text/{HTML}}, title = {Service delivery with more districts in {Uganda} : fiscal challenges and opportunities for reforms: {Public} expenditure review}, shorttitle = {Service delivery with more districts in {Uganda}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/558891468113066344/Service-delivery-with-more-districts-in-Uganda-fiscal-challenges-and-opportunities-for-reforms-public-expenditure-review}, abstract = {Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms - public expenditure review (English)}, language = {en}, urldate = {2022-04-07}, institution = {World Bank}, author = {{World Bank}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W9VCYHFE 2405685:SWC8XSVG}, } @techreport{world_bank_what_2013, title = {The {What}, {Why}, and {How} of the {Systems} {Approach} for {Better} {Education} {Results} ({SABER})}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/SABER_Overview_Paper.pdf}, urldate = {2020-07-22}, author = {World Bank}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8IFRAZ4E 2405685:8TPT289N}, keywords = {Systems Framework}, } @article{yadin_soft_2013, title = {Soft {Systems} {Methodology} in an {Educational} {Context}—{Enhancing} {Students} {Perception} and {Understanding}}, issn = {20103654}, url = {http://www.ijeeee.org/index.php?m=content&c=index&a=show&catid=40&id=575}, doi = {10.7763/IJEEEE.2013.V3.258}, abstract = {This study was performed within a graduate course in the Organizational Development and Consulting graduate program. The course draws a comparison between the systems analysis processes used in computing systems (hard systems) and the organizational analysis methodologies applied in soft systems, such as Checklands' Soft Systems Methodology (SSM). Since most students' previous academic experience is in social sciences, abstract concepts related to computing systems were difficult to comprehend. The SSM that is mainly used for unstructured and poorly defined problems was exercised for identifying the students' difficulties. Using SSM for analyzing the students' perceived learning system revealed their specific difficulties, while providing a real life example on using the methodology. After understanding the students' difficulties, the course structure was changed for better addressing these difficulties. This paper describes the course, the methodology and the results obtained after implementing the proposed changes to the course.}, language = {en}, urldate = {2021-01-07}, journal = {International Journal of e-Education, e-Business, e-Management and e-Learning}, author = {Yadin, Aharon}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.7763/IJEEEE.2013.V3.258 2339240:X4PCDH58 2405685:RF8S5YC7}, } @article{zhang_impact_2013, title = {The impact of teacher training on teacher and student outcomes: evidence from a randomised experiment in {Beijing} migrant schools}, volume = {5}, issn = {1943-9342, 1943-9407}, shorttitle = {The impact of teacher training on teacher and student outcomes}, url = {http://www.tandfonline.com/doi/abs/10.1080/19439342.2013.807862}, doi = {10.1080/19439342.2013.807862}, language = {en}, number = {3}, urldate = {2020-05-20}, journal = {Journal of Development Effectiveness}, author = {Zhang, Linxiu and Lai, Fang and Pang, Xiaopeng and Yi, Hongmei and Rozelle, Scott}, month = sep, year = {2013}, note = {shortDOI: 10/ggmrz8 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2013.807862 10/ggmrz8 2405685:VWT6F8G2}, pages = {339--358}, } @inproceedings{zualkernan_towards_2013, title = {Towards {Localization} of {Automated} {Tutors} for {Developing} {Countries}}, abstract = {Abstract. This paper describes localization issues in relation to AIED systems in the developing world, and analyzes the particular case of the successful immersion of learning technologies to schools in Pakistan. The paper analyzes the needs for personalized learning in the developing world in comparison to countries such as the United States. A model and a survey based on various types of localization dimensions like teacher, student, and cultural alignment was developed and deployed to conduct an evaluation of an AI tutor called the Wayang Outpost in Pakistan. The results are that teachers are likely to use such a system if available, and that their intention to use such a tutor in the future is strongly dependent on how well the tutor is aligned with their teaching practices, students ’ learning habits, and whether the language in the tutor is understood by students. On average these teachers were also willing to allocate about two hours per week for such automated tutors.}, author = {Zualkernan, Imran and Arroyo, Ivon and Woolf, Beverly P.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BSFMA2FT 2405685:CZR7Q4AJ}, keywords = {⛔ No DOI found}, } @article{mahruf_using_2012, title = {Using technology for enhancing teaching and learning in {Bangladesh}: challenges and consequences}, volume = {37}, issn = {1743-9884}, shorttitle = {Using technology for enhancing teaching and learning in {Bangladesh}}, url = {https://www.researchgate.net/publication/239794217_Using_technology_for_enhancing_teaching_and_learning_in_Bangladesh_Challenges_and_consequences}, doi = {10.1080/17439884.2012.671177}, number = {4}, urldate = {2019-11-05}, journal = {Learning, Media and Technology}, author = {Mahruf, C. and Shohel, M. and Kirkwood, Adrian}, month = dec, year = {2012}, note = {Extra URL: https://www.tandfonline.com/doi/full/10.1080/17439884.2012.671177 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:95DVIPCS 2339240:IVHSIR7Q 2405685:NXQEUUZM 2534378:CSPF7NEB 2534378:MLD48MMR 2534378:UQYRQ249}, keywords = {BANGLADESH, Bangladesh, COMPUTER assisted instruction, COMPUTERS in education, CONTINUING education, DEVELOPING countries, EDUCATIONAL technology, INFORMATION technology, PROFESSIONAL education, SECONDARY school teachers, TEACHER development, TEACHERS -- In-service training, \_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Open systems, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096535, \_\_finaldtb, teachers’ professional development, teaching and learning, technology, technology-poor contexts, the}, } @article{shohel_using_2012, title = {Using technology for enhancing teaching and learning in {Bangladesh}: challenges and consequences}, volume = {37}, issn = {1743-9884}, shorttitle = {Using technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/17439884.2012.671177}, doi = {10.1080/17439884.2012.671177}, abstract = {The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.}, number = {4}, urldate = {2019-11-05}, journal = {Learning, Media and Technology}, author = {Shohel, M. Mahruf C. and Kirkwood, Adrian}, month = dec, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:IVHSIR7Q 2405685:9ATXKXTE}, keywords = {Bangladesh, THEME: Curriculum and resources, THEME: Open systems, THEME: Teacher Professional Development, \_Source:Intuitive, teachers’ professional development, teaching and learning, technology, technology-poor contexts, the}, pages = {414--428}, } @techreport{addy_transforming_2012, title = {Transforming {Learning} {Outcomes} through a {Learner} {Centred} {Pedagogy}: {Moving} {Toward} a {Ghanaian} {Activity} {Based} {Learning} {Concept} and {Framework}}, url = {https://assets.publishing.service.gov.uk/media/57a08a78ed915d3cfd0007a2/61003-IDEVREAN11016GH_ABL_Report_Final_with_appendices_300413.pdf}, institution = {Coffey International}, author = {Addy, Nii and Kraft, Richard and Carlson, Samuel and Fletcher, Bev}, month = dec, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ERDDUSBE}, } @article{wang_case_2012, title = {A case study of using an online community of practice for teachers' professional development at a secondary school in {China}}, volume = {37}, issn = {17439884}, url = {https://ur.booksc.org/book/35291105/0cfb69}, doi = {10.1080/17439884.2012.685077}, abstract = {In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]}, language = {English}, number = {4}, journal = {Learning, Media and Technology}, author = {Wang, Qiyun and Lu, Zhiping}, month = dec, year = {2012}, note = {Place: Basingstoke Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1240554543?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.685077 2339240:IW35GJG8 2405685:5KA76IR7 2405685:5UJZ5TUP 2534378:7P96MCEU 2534378:I2ZKMFEE 2534378:TEPS99BX}, keywords = {Case Studies, China, Communities of Practice, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Practices, Electronic Learning, Electronic Mail, Foreign Countries, Interviews, Learning, Lesson Plans, Mail Surveys, Online instruction, Participant Satisfaction, Pedagogy, Polls \& surveys, Professional Development, Professional development, Secondary Education, Secondary School Teachers, Secondary school teachers, Teacher Surveys, Teaching Methods, Technology Uses in Education, Transformative Learning, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096477, \_\_finaldtb, community of practice, lesson planning, professional development, reflection, technology}, pages = {429--446}, } @article{beltramo_sms_2012, title = {Do {SMS} {Text} {Messaging} and {SMS} {Community} {Forums} {Improve} {Outcomes} of {Adult} and {Adolescent} {Literacy} {Programs}?}, url = {https://escholarship.org/uc/item/1c31c2m4}, abstract = {The most recent two decades in Senegal have been witness to a large shift of social communication norms, accessibility of information communication technologies (ICTs), and growth of ICT networks. Use of mobile phones in rural areas in Senegal is substantial– the penetration rate is 44.6\% in 2008 (ITU, 2009). Increased cell phone usage is matched by expanding network coverage and the emergence of several competing operators.2Basic use of mobile phones in rural areas is widespread, but sending SMS and accessing the Internet by mobile phone is much less common (ITU, 2009). The possibility to expand SMS usage in rural communities throughout Senegal is large as text messaging remains the least expensive form of communication over distance. In addition, a significant portion of the rural Senegalese population migrates for work (on average each household reported 5 of their family members currently living and working outside Senegal).Senegalese out-migration flows are dominated by men ages 15-34 and thus this youthful population is of prime age for developing communication patterns which incorporate text messaging (UNDP Human Development Statistics, 2009)3. SMS text messaging can provide a low-cost solution to communicate with the diaspora. (see Appendix 3). However, the usage of mobile phones as a communications strategy can only be functional if all members of the community understand how to use, and have access to, a cell phone, as well as read and write messages. A very high share of women and teenage girls in rural Senegal lack both access to a mobile phone and the literacy skills needed to text message. In our study, only one in 8 female respondents owned a cell phone, less than half the rate for men. In addition, over 40\% of the female respondents had no literacy or numeracy skills, again almost double the rate for men. Thus, the gender bias in literacy and numeracy skills and cell phone ownership must be addressed for equitable inclusive growth using ICT. We report on a pilot study in 20 communities of adding cell phone literacy and a free “SMS Community Forum” to an adult literacy and numeracy program. Overall results are promising, but the SMS Community Forum is not yet achieving all of its goals.}, language = {en}, urldate = {2020-07-21}, author = {Beltramo, Theresa and Levine, David}, month = nov, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F3W5M8WZ 2405685:E9QTU7D4 2405685:TBS7DQQ4}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{biasutti_using_2012, title = {Using {Wiki} in teacher education: {Impact} on knowledge management processes and student satisfaction - {ScienceDirect}}, volume = {59}, url = {https://www.sciencedirect.com/science/article/abs/pii/S0360131512000930?via%3Dihub}, doi = {10.1016/j.compedu.2012.04.009}, number = {3}, urldate = {2022-08-22}, journal = {Computers \& Education}, author = {Biasutti, Michele and El-Deghaidy, Heba}, month = nov, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.04.009 2339240:BB2ATG9A 2405685:BF358BBB}, } @techreport{mannah_skills_2012, title = {A {Skills} {Gap} {Analysis} for {Private} {Sector} {Development} in {Sierra} {Leone} 2012 {Economic} {Sector} {Work}}, url = {https://nctva.org/wp-content/uploads/2018/09/Skills_Gap_Analysis_2012_AfDB.pdf}, language = {en}, author = {Mannah, Emmanuel and Ngadi Gibril, Yvonne}, month = nov, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RFM2MVCL}, pages = {99}, } @article{saigal_demonstrating_2012, title = {Demonstrating a situated learning approach for in-service teacher education in rural {India}: {The} {Quality} {Education} {Programme} in {Rajasthan}}, volume = {28}, doi = {10.1016/j.tate.2012.05.007}, abstract = {Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just ‘deliverers’ of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the ‘Quality Education Program.’ Drawing on qualitative research of collaborative learning processes, the paper discusses two support strategies used by the program: professional dialogic interactions and modeling of pedagogic strategies, which paralleled introductory or developmental phases within a ‘collaborative apprenticeship model’ of teacher professional development. In doing so, the paper outlines the potential of situated, collaborative approaches for Indian in-service teacher education and education development reform, more broadly.}, language = {EN}, number = {7}, journal = {Teaching and Teacher Education}, author = {Saigal, Anju}, month = oct, year = {2012}, note = {shortDOI: 10/f37ckq KerkoCite.ItemAlsoKnownAs: 10/f37ckq 2405685:62L4J6HD}, pages = {1009--1017}, } @article{wasif_usage_2012, title = {Usage and {Impact} of {ICT} in {Education} {Sector}; {A} {Study} of {Pakistan}}, url = {http://arxiv.org/abs/1206.5132}, abstract = {In many countries, information and communication technology (ICT) has a lucid impact on the development of educational curriculum. This is the era of Information Communication Technology, so to perk up educational planning it is indispensable to implement the ICT in Education sector. Student can perform well throughout the usage of ICT. ICT helps the students to augment their knowledge skills as well as to improve their learning skills. To know with reference to the usage and Impact of ICT in Education sector of Pakistan, we accumulate data from 429 respondents from 5 colleges and universities, we use convenient sampling to accumulate the data from district Rawalpindi of Pakistan. The consequences show that Availability and Usage of ICT improves the knowledge and learning skills of students. This indicates that existence of ICT is improving the educational efficiency as well as obliging for making policies regarding education sector.}, urldate = {2020-12-01}, journal = {arXiv:1206.5132 [cs]}, author = {Wasif, M. Nisar and Munir, Ehsan Ullah and Shad, Shafqat Ali}, month = sep, year = {2012}, note = {arXiv: 1206.5132 KerkoCite.ItemAlsoKnownAs: 2339240:IS8V7XML 2405685:3QNIXXK7}, keywords = {Computer Science - Other Computer Science, ⛔ No DOI found}, } @article{hassan_icts_2012, title = {{ICTs} in {Learning} in {Pakistan}}, volume = {1}, doi = {10.11591/ijere.v1i2.1244}, abstract = {The paper investigates the barriers to the integration of Information and Communication Technologies (ICTs) at secondary level learning in Pakistan, with special emphasis on Punjab province. Exploring major barriers to the integration of ICTs at the school level, teacher level and student level and possible enablers to these barriers is the major focus of study. Sequential mixed method design is used. Interviews were analysed qualitatively whereas survey questionnaire were analysed quantitatively. It is observed from the findings that most of the participants have positive perceptions about integration of ICTs into their teaching and learning. Administrators and ICT coordinators revealed many barriers and possible enablers to the integration of ICTs. Many of these barriers are verified by the teachers and students. Later on however there were some barriers which were not endorsed by the teachers and students.}, journal = {International Journal of Evaluation and Research in Education (IJERE)}, author = {Hassan, Taimoor and Sajid, Ar}, month = sep, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v1i2.1244 2339240:N34T78WC 2405685:5INDIDCV}, } @article{suleman_role_2012, title = {Role of {Educational} {Technology} in {Public} and {Private} {Institutes} at {Secondary} {School} {Level} in {District} {Karak} ({Khyber} {Pukhtunkhwa}) {Pakistan}}, volume = {2}, copyright = {Copyright (c)}, issn = {2164-4063}, url = {http://www.macrothink.org/journal/index.php/ijld/article/view/2337}, doi = {10.5296/ijld.v2i5.2337}, abstract = {Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more productive, dynamic and effective. Therefore the study was conducted to explore the role of educational technology in public and private institutes in district Karak (Khyber Pukhtunkhwa) Pakistan in comparative perspectives. The main objectives of the study were: to compare the availability of educational technology in public and private institutions at secondary level; to compare the usability of educational technology in public and private institutions at secondary level and to know the usefulness of educational technology in public and private institutions at secondary level. All the heads, teachers and students in public and private secondary schools in district Karak constituted the population of the study. In order to ensure adequate sample, 60 heads, 180 teachers and 600 students serving and studying in public and private sectors at secondary school level in District Karak were selected randomly. The study was delimited to the selected male public and private secondary schools. The study was also delimited to those technologies which are commonly used. The study was descriptive in nature therefore, the researchers decided to develop questionnaire for the collection of data. A single questionnaire was developed for the whole sample. Pilot testing was conducted to know the weakness, misconceptions and ambiguities of the questions. After conduction of pilot testing, the questionnaire was revised and then its final version was prepared in the light of valuable suggestions of the heads, teachers and students. The researchers personally visited to the respective sample and distributed the questionnaires among the heads, teachers and students in public and private secondary schools. In this way data was collected. After the collection of data, the data was organized, tabulated and analyzed. The researchers decided to apply chi-square for the statistical treatment of the data. Therefore, chi square was applied to compare the responses of the sample. After analysis of the data, it was concluded that educational technologies are not available in both sectors. Some technologies are available in minor amount but these technologies are not used in both public and private sectors. Key Words:Educational Technology, Availability of Educational Technology, Usability of Educational Technology, Importance of Educational Technology}, language = {en}, number = {5}, urldate = {2020-11-27}, journal = {International Journal of Learning and Development}, author = {Suleman, Qaiser and Hussain, Ishtiaq and Akhtar, Zaitoon}, month = sep, year = {2012}, note = {Number: 5 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v2i5.2337 2339240:FP59Z7RX 2405685:7K6FNXL5}, pages = {39--56}, } @article{ruble_goal_2012, title = {Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism.}, volume = {42}, issn = {1573-3432}, url = {https://doi.org/10.1007/s10803-012-1446-7}, doi = {10.1007/s10803-012-1446-7}, abstract = {Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality.}, language = {en}, number = {9}, urldate = {2023-09-21}, journal = {Journal of Autism and Developmental Disorders}, author = {Ruble, Lisa and McGrew, John H. and Toland, Michael D.}, month = sep, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10803-012-1446-7 2339240:C2EDPDSD 2405685:VQ4QIXEN}, keywords = {Autism, Goal attainment scaling, Outcome measurement, Psychosocial intervention, Randomized controlled trials, Reliability}, pages = {1974--1983}, } @article{selwyn_ten_2012, title = {Ten suggestions for improving academic research in education and technology}, volume = {37}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2012.680213}, doi = {10.1080/17439884.2012.680213}, number = {3}, urldate = {2019-09-20}, journal = {Learning, Media and Technology}, author = {Selwyn, Neil}, month = sep, year = {2012}, note = {shortDOI: 10/gf9nv3 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.680213 10/gf9nv3 2339240:VQBSA24V 2405685:4WXGG2TD}, pages = {213--219}, } @article{white_why_2012, title = {Why do we care about evidence synthesis? {An} introduction to the special issue on systematic reviews}, volume = {4}, issn = {1943-9342}, shorttitle = {Why do we care about evidence synthesis?}, url = {https://doi.org/10.1080/19439342.2012.711343}, doi = {10.1080/19439342.2012.711343}, abstract = {Systematic reviews are currently in high demand in international development. At least 100 new reviews are ongoing or already completed on a range of topics across the board in international development, many of which were commissioned by policy-making agencies. These new reviews need to be based on answerable questions, using methods of analysis and reporting which are appropriate for social and economic development programmes and relevant to users. This introductory paper lays out why we believe systematic reviews should be an important component of evidence-informed development policy and practice. It concludes by introducing the papers collected in this issue, which aim to demonstrate how reviews can be made to live up to the promises generated around them.}, number = {3}, urldate = {2018-05-17}, journal = {Journal of Development Effectiveness}, author = {White, Howard and Waddington, Hugh}, month = sep, year = {2012}, note = {shortDOI: 10/gf3t4g KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711343 10/gf3t4g 2339240:9ZS4VDFU 2405685:REZFBZQW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, 3ie, CLL:en, Reviewed, impact evaluation, publicImportV1, systematic reviews}, pages = {351--358}, } @article{waddington_how_2012, title = {How to do a good systematic review of effects in international development: a tool kit}, volume = {4}, issn = {1943-9342, 1943-9407}, shorttitle = {How to do a good systematic review of effects in international development}, url = {http://www.tandfonline.com/doi/abs/10.1080/19439342.2012.711765}, doi = {10.1080/19439342.2012.711765}, language = {en}, number = {3}, urldate = {2018-01-19}, journal = {Journal of Development Effectiveness}, author = {Waddington, Hugh and White, Howard and Snilstveit, Birte and Hombrados, Jorge Garcia and Vojtkova, Martina and Davies, Philip and Bhavsar, Ami and Eyers, John and Koehlmoos, Tracey Perez and Petticrew, Mark and Valentine, Jeffrey C. and Tugwell, Peter}, month = sep, year = {2012}, note = {shortDOI: 10/gftr66 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711765 10/gftr66 2339240:9SUYHN2U 2405685:5TBR9BT9 UA-2dba826a-34ad-40f0-ae9b-959792b2e7e}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, 3ie, DL4D cited, Reviewed, \_\_\_working\_potential\_duplicate, auto\_merged, publicImportV1}, pages = {359--387}, } @article{pollitt_method_2012, title = {The method of {Adaptive} {Comparative} {Judgement}}, volume = {19}, issn = {0969-594X}, url = {https://doi.org/10.1080/0969594X.2012.665354}, doi = {10.1080/0969594X.2012.665354}, abstract = {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.}, number = {3}, urldate = {2022-06-24}, journal = {Assessment in Education: Principles, Policy \& Practice}, author = {Pollitt, Alastair}, month = aug, year = {2012}, note = {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}, pages = {281--300}, } @article{alcoholado_one_2012, title = {One {Mouse} per {Child}: interpersonal computer for individual arithmetic practice}, volume = {28}, issn = {0266-4909}, shorttitle = {One mouse per child}, doi = {10.1111/j.1365-2729.2011.00438.x}, abstract = {Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of "One Mouse per Child". It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.}, number = {4}, urldate = {2021-11-02}, journal = {Journal of Computer Assisted Learning}, author = {Alcoholado, C. and Nussbaum, M. and Tagle, A. and Gomez, F. and Denardin, F. and Susaeta, H. and Villalta, M. and Toyama, K.}, month = aug, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00438.x 2339240:Z2T9W77P 2405685:7ICF7B4C}, keywords = {Arithmetic, Chile, Computer Interfaces, Computer Peripherals, Computer Software, Computer System Design, Educational Technology, Feedback (Response), Foreign Countries, Grade 3, India, Intelligent Tutoring Systems, Mathematics Instruction, Teacher Role, Teaching Methods}, pages = {295--309}, } @article{duncan-howell_digital_2012, title = {Digital mismatch: {Expectations} and realities of digital competency amongst pre-service education students}, volume = {28}, copyright = {Copyright (c)}, issn = {1449-5554}, shorttitle = {Digital mismatch}, url = {https://ajet.org.au/index.php/AJET/article/view/819}, doi = {10.14742/ajet.819}, abstract = {Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a digital expectation and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital technologies and they expect to use their digital skills throughout their personal and professional lives. These expectations have been either largely ignored or have failed to be understood by universities, resulting in a mismatch between student expectations and their experiences. However, the teaching staff within universities may be ill-prepared to meet these demands, either due to being non-users or exhibiting the same or lower levels of digital fluency as their students. The mismatch between student expectations and the reality is highlighted by an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university. The study will present clear evidence that students' digital expectancy should be considered when planning and improving learning environments.}, language = {en}, number = {5}, urldate = {2021-05-10}, journal = {Australasian Journal of Educational Technology}, author = {Duncan-Howell, Jennifer}, month = jul, year = {2012}, note = {Number: 5 zotzenLib.CopiedFrom: 2339240:2CK7YFH8 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.819 2339240:2CK7YFH8 2405685:JM9PRADZ}, } @article{ahmmed_variables_2012, title = {Variables affecting teachers' attitudes towards inclusive education in {Bangladesh}}, volume = {12}, doi = {10.1111/j.1471-3802.2011.01226.x}, abstract = {Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education. © 2012 The Authors. Journal of Research in Special Educational Needs}, number = {3}, journal = {Journal of Research in Special Educational Needs}, author = {Ahmmed, Masud and Sharma, Umesh and Deppeler, Joanne}, month = jul, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-3802.2011.01226.x 2339240:EJGQITXV 2405685:KJHBE65X}, pages = {132--140}, } @article{khan_barriers_2012, title = {Barriers to the {Introduction} of {ICT} into {Education} in {Developing} {Countries}: {The} {Example} of {Bangladesh}}, volume = {5}, shorttitle = {Barriers to the {Introduction} of {ICT} into {Education} in {Developing} {Countries}}, abstract = {Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher’s role in technology rich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers’ design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers’ decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education.}, language = {en}, number = {2}, journal = {International Journal of Instruction}, author = {Khan, Md. Shahadat and Hasan, Mahbub and Clement, Che}, month = jul, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZVEEYPXK 2405685:ETUG4APG 2405685:NLFPM6QW}, keywords = {⛔ No DOI found}, pages = {20}, } @techreport{pryor_what_2012, address = {London}, title = {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}}, language = {en}, institution = {EPPI-Centre, Social Science Research Unit, Institute of Education, University of London}, author = {Pryor, John and Westbrook, Jo and Adu-Yeboah, Christine and Orr, David and Durrani, Naureen}, month = jul, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AXK7CQ2A 2405685:NG2DIRTE}, } @misc{bricklin_killing_2012, title = {Killing '{Sesame} {Street}' {In} {Pakistan}}, url = {https://www.forbes.com/sites/juliabricklin/2012/06/06/killing-sesame-street-in-pakistan/}, language = {en}, urldate = {2020-06-09}, journal = {Forbes}, author = {Bricklin, Julia}, month = jun, year = {2012}, note = {Library Catalog: www.forbes.com Section: Business KerkoCite.ItemAlsoKnownAs: 2339240:EG2LHUD3 2405685:ESE7I5BY 4803016:LQTRPS8C}, } @article{bbc_us_2012, title = {{US} pulls {Pakistan} {Sesame} {Street} aid}, url = {https://www.bbc.com/news/world-asia-18329054}, urldate = {2020-06-09}, author = {{BBC}}, month = jun, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X5ZI5F5J 2405685:9SH62KD4 4803016:FMFFZ2VN}, } @article{boone_us_2012, title = {{US} pulls funding from {Pakistan}'s {Sesame} {Street}}, url = {https://www.theguardian.com/world/2012/jun/05/pakistan-sesame-street-funding-withdrawn}, language = {en-GB}, urldate = {2020-06-09}, journal = {The Guardian}, author = {Boone, Jon}, month = jun, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RVN4BHMY 2405685:2YC6M7TZ 4803016:NPYGTLE6}, keywords = {Children's TV, Pakistan, Sesame Street, Television, US news, World news}, } @article{kipsoi_challenges_2012, title = {Challenges {Facing} {Adoption} of {Information} {Communication} {Technology} ({ICT}) {In} {Educational} {Management} in {Schools} in {Kenya}}, volume = {3}, doi = {10.5296/jsr.v3i1.1882}, abstract = {ICT has contributed greatly to educational management in schools globally (Zhao and Frank, 2003). However, in Kenya schools hardly use ICTs to manage the quality of output, or to raise teacher productivity, or to reduce costs through analyzing spending. This is attributed to a myriad of challenges facing most schools in Kenya with regard to adoption of ICTs in educational management. This has resulted to a slow rate of adoption of technology despite its promise and potential for use in educational management in schools. As such, this paper analyses the lethargy that has surrounded education management in schools with respect to acquisition of Information Communication Technology. Education and training sector has a major role to play in the implementation of the proposed ICT policy. First, the sector itself is a major user of ICT, not only in education, training and research but also in the management of the sector. The paper argues that ICT policies must be dynamic, cost-effective, adaptable, and differentiated between sectors and between the various segments of educational management in order to contribute effectively to education management. The recommendations of this paper provide a basis for the urgent need for the integration of ICTs in educational management in schools in Kenya.}, journal = {Journal of Sociological Research}, author = {Kipsoi, Emmy and Chang'ach, Dr and Sang C, Hellen}, month = jun, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.5296/jsr.v3i1.1882 2339240:RXCIEA2R 2405685:EMUX9EK9}, } @article{rossing_ilearning_2012, title = {{iLearning}: the future of higher education? {Student} perceptions on learning with mobile tablets}, volume = {12}, url = {https://files.eric.ed.gov/fulltext/EJ978904.pdf}, doi = {https://files.eric.ed.gov/fulltext/EJ978904.pdf}, abstract = {The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even studentfaculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments.}, language = {en}, number = {2}, journal = {Journal of the Scholarship of Teaching and Learning}, author = {Rossing, Jonathan P and Miller, Willie M and Cecil, Amanda K and Stamper, Suzan E}, month = jun, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QJIY5G7U 2405685:5KFU9S7S}, keywords = {⚠️ Invalid DOI}, pages = {1--26}, } @article{kiboss_effects_2012, title = {Effects of {Special} {E}-{Learning} {Program} on {Hearing}-{Impaired} {Learners}' {Achievement} and {Perceptions} of {Basic} {Geometry} in {Lower} {Primary} {Mathematics}:}, volume = {46}, issn = {0735-6331}, shorttitle = {Effects of {Special} {E}-{Learning} {Program} on {Hearing}-{Impaired} {Learners}' {Achievement} and {Perceptions} of {Basic} {Geometry} in {Lower} {Primary} {Mathematics}}, url = {https://journals.sagepub.com/doi/10.2190/EC.46.1.b}, doi = {10.2190/ec.46.1.b}, abstract = {Achievement in mathematics is an issue of great concern not only to students and parents but also to employers and researchers in Kenya. This is because the Ken...}, language = {en}, number = {1}, urldate = {2020-01-31}, journal = {Journal of Educational Computing Research}, author = {Kiboss, Joel Kipkemboi}, month = may, year = {2012}, note = {Sage CA: Los Angeles, CA shortDOI: 10/ggdtp3 KerkoCite.ItemAlsoKnownAs: 10.2190/EC.46.1.b 10.2190/ec.46.1.b 10/ggdtp3 2339240:E2A49LQS 2339240:SRIBPMIE 2405685:TBHFERAU 2405685:Z3BJFVR2}, pages = {31--59}, } @article{kabilan_assessing_2012, title = {Assessing pre-service {English} language teachers' learning using e-portfolios: {Benefits}, challenges and competencies gained}, volume = {58}, shorttitle = {Assessing pre-service {English} language teachers' learning using e-portfolios}, doi = {10.1016/j.compedu.2011.11.011}, abstract = {Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students’ learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers’ practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers’ practices of e-portfolios – (1) developing understanding of an effective teacher’s role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets.}, journal = {Computers \& Education}, author = {Kabilan, Muhamad and Khan, Mahbub}, month = may, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:AAZXN3IC 2405685:AP4J6MBB}, } @techreport{jackson_value_2012, title = {Value for money and international development: {Deconstructing} myths to promote a more constructive discussion}, url = {https://www.oecd.org/dac/effectiveness/49652541.pdf}, language = {en}, institution = {OECD Development Co-operation Directorate}, author = {Jackson, Penny}, month = may, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TPBV4E5D 2405685:8ILRQE95}, pages = {4}, } @article{kabilan_assessing_2012, title = {Assessing pre-service {English} language teachers' learning using e-portfolios: benefits, challenges and competencies gained}, volume = {58}, issn = {0360-1315, 0360-1315}, url = {https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained}, doi = {10.1016/j.compedu.2011.11.011}, abstract = {Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)}, language = {English}, number = {4}, journal = {Computers \& Education}, author = {Kabilan, Muhammad Kamarul and Khan, Mahbub Ahsan}, month = may, year = {2012}, note = {Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN}, keywords = {Academic Achievement, Alternative Assessment, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Ethics, Evaluation, Faculty Workload, Foreign Countries, Higher Education, Information Technology, Internet, Language Teachers, Malaysia, Negative Attitudes, Portfolios (Background Materials), Preservice Teachers, Reliability, Teacher Competencies, Teacher Education, Teaching Methods, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097613, \_\_finaldtb, auto\_merged}, pages = {1007--1020}, } @article{kabilan_assessing_2012, title = {Assessing pre-service {English} language teachers' learning using e-portfolios: benefits, challenges and competencies gained}, volume = {58}, issn = {0360-1315, 0360-1315}, url = {https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained}, doi = {10.1016/j.compedu.2011.11.011}, abstract = {Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)}, language = {English}, number = {4}, journal = {Computers \& Education}, author = {Kabilan, Muhammad Kamarul and Khan, Mahbub Ahsan}, month = may, year = {2012}, note = {Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:3Y2E22FB 2405685:YU2SSCNS 2534378:5FY5U4RS 2534378:IBJ6BDNN}, keywords = {Academic Achievement, Alternative Assessment, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Ethics, Evaluation, Faculty Workload, Foreign Countries, Higher Education, Information Technology, Internet, Language Teachers, Malaysia, Negative Attitudes, Portfolios (Background Materials), Preservice Teachers, Reliability, Teacher Competencies, Teacher Education, Teaching Methods, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097613, \_\_finaldtb}, pages = {1007--1020}, } @article{kabilan_assessing_2012, title = {Assessing pre-service {English} language teachers' learning using e-portfolios: benefits, challenges and competencies gained}, volume = {58}, issn = {0360-1315, 0360-1315}, url = {https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained}, doi = {10.1016/j.compedu.2011.11.011}, abstract = {Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)}, language = {English}, number = {4}, journal = {Computers \& Education}, author = {Kabilan, Muhammad Kamarul and Khan, Mahbub Ahsan}, month = may, year = {2012}, note = {Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN}, keywords = {Academic Achievement, Alternative Assessment, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Ethics, Evaluation, Faculty Workload, Foreign Countries, Higher Education, Information Technology, Internet, Language Teachers, Malaysia, Negative Attitudes, Portfolios (Background Materials), Preservice Teachers, Reliability, Teacher Competencies, Teacher Education, Teaching Methods, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097613, \_\_finaldtb}, pages = {1007--1020}, } @book{schwartz_remedial_2012, series = {Global {Partnership} for {Education} {Working} {Paper} {Series} on {Learning}}, title = {Remedial {Education} {Programs} to {Accelerate} {Learning} for {All}}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/26824}, urldate = {2022-08-25}, publisher = {World Bank}, author = {Schwartz, Analice C.}, month = may, year = {2012}, doi = {10.1596/26824}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/26824 2339240:KXDYXF58 2339240:Q455N3RS 2405685:KKLY53KW}, keywords = {CHILD LABOR, CLASS SIZE, CURRICULUM, DISADVANTAGED GROUPS, EDUCATIONAL OUTCOMES, EMPLOYMENT, ETHNIC MINORITIES, HIGHER EDUCATION, HUMAN RESOURCES, LITERACY, ORPHANS, QUALITY OF EDUCATION, READING, SCHOOLS, SECONDARY EDUCATION, SOCIAL SKILLS, TEACHER TRAINING, TEXTBOOKS, UNIVERSAL PRIMARY EDUCATION, UNIVERSITIES, VULNERABLE GROUPS, YOUTH}, } @misc{kaliyadan_mediamarx_2012, title = {Mediamarx: {Voice} to the {Voiceless}}, url = {http://mediamarx.blogspot.com/2012/04/kheda-communication-project.html}, urldate = {2020-06-09}, journal = {Kheda Communication Project}, author = {Kaliyadan, Ratheesh}, month = apr, year = {2012}, note = {Library Catalog: Blogger KerkoCite.ItemAlsoKnownAs: 2339240:X9IWRA2P 2405685:9JZUB7I3 4803016:68RW7YXR}, } @article{kecik_determining_2012, title = {Determining the feasibility of an e-portfolio application in a distance education teaching practice course}, volume = {13}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/1160}, doi = {10.19173/irrodl.v13i2.1160}, abstract = {In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups’ perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve eportfolio applications so they will better meet preservice teachers’ needs.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Kecik, Ilknur and Aydin, Belgin and Sakar, Nurhan and Dikdere, Mine and Aydin, Sinan and Yuksel, Ilknur and Caner, Mustafa}, month = apr, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2339240:TMPJKTC3 2405685:QTQSZ579}, } @article{sangra_building_2012, title = {Building an inclusive definition of e-learning: {An} approach to the conceptual framework}, volume = {13}, issn = {1492-3831}, shorttitle = {Building an inclusive definition of e-learning}, url = {http://www.irrodl.org/index.php/irrodl/article/view/1161}, doi = {10.19173/irrodl.v13i2.1161}, abstract = {E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests.}, language = {en}, number = {2}, urldate = {2021-08-05}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Sangrà, Albert and Vlachopoulos, Dimitrios and Cabrera, Nati}, month = apr, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1161 10/gfdb7r 2339240:M75M3X48 2405685:SW8QT9ZX}, pages = {145--159}, } @article{cristia_technology_2012, title = {Technology and {Child} {Development}: {Evidence} from the {One} {Laptop} {Per} {Child} {Program} [{IDB} {Working} {Paper} {No}. {IDB}-{WP}-304]}, doi = {10.2139/ssrn.2032444}, language = {en}, author = {Cristia, Julián P and Ibarrarán, Pablo and Cueto, Santiago and Santiago, Ana and Severín, Eugenio}, month = apr, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2032444 10/ggf853 2339240:ZPH88FN8 2405685:2EZM2D4J 683578:TAE6LJIM}, keywords = {\_THEME: Curriculum and resources}, pages = {42}, } @article{johri_can_2012, title = {Can cost-effectiveness analysis integrate concerns for equity? {Systematic} review}, volume = {28}, issn = {1471-6348}, shorttitle = {Can cost-effectiveness analysis integrate concerns for equity?}, doi = {10.1017/s0266462312000050}, abstract = {OBJECTIVES: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA). METHODS: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed. RESULTS: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis. CONCLUSIONS: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.}, language = {eng}, number = {2}, journal = {International Journal of Technology Assessment in Health Care}, author = {Johri, Mira and Norheim, Ole Frithjof}, month = apr, year = {2012}, pmid = {22494637}, note = {KerkoCite.ItemAlsoKnownAs: 10.1017/s0266462312000050 10/f3xtd7 2339240:IWXV98J3 2405685:PSE2A7W4}, keywords = {Canada, Cost-Benefit Analysis, Decision Support Techniques, Health Resources, Health Services Accessibility, Health Status Disparities, Humans, Quality-Adjusted Life Years, Social Justice, Social Welfare}, pages = {125--132}, } @article{kecik_determining_2012, title = {Determining the feasibility of an e-portfolio application in a distance education teaching practice course}, volume = {13}, url = {https://files.eric.ed.gov/fulltext/EJ983278.pdf}, doi = {10.19173/irrodl.v13i2.1160}, abstract = {[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, \& Ntuli, 2009; Ludlow \& Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, \& Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).}, language = {English}, number = {2}, journal = {International Review of Research in Open and Distance Learning}, author = {Kecik, Ilknur and Aydin, Belgin and Sakar, Nurhan and Dikdere, Mine and Aydin, Sinan and Yuksel, Ilknur and Caner, Mustafa}, month = apr, year = {2012}, note = {Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT}, keywords = {Collaboration, Cooperating teachers, Distance education, Distance learning, Education--Adult Education, Feedback, Independent study, Interactive learning, Supervisors, Teacher education, Teaching, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096507, \_\_finaldtb, adult learning, interactive learning environments, teaching practice}, } @techreport{cristia_technology_2012, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Technology and child development: {Evidence} from the {One} {Laptop} {Per} {Child} {Program} [{IZA} {Discussion} {Paper} {No}. 6401]}, shorttitle = {Technology and {Child} {Development}}, url = {https://papers.ssrn.com/abstract=2025317}, abstract = {Although many countries are aggressively implementing the One Laptop per Child (OLPC) program, there is a lack of empirical evidence on its effects. This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use both at school and at home. No evidence is found of effects on enrollment and test scores in Math and Language. Some positive effects are found, however, in general cognitive skills as measured by Raven's Progressive Matrices, a verbal fluency test and a Coding test.}, language = {en}, number = {ID 2025317}, urldate = {2019-11-06}, institution = {Social Science Research Network}, author = {Cristia, Julian and Ibarraran, Pablo and Cueto, Santiago and Santiago, Ana and Severin, Eugenio}, month = mar, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H697XM5B 2405685:LP9YKN89}, keywords = {\_Source:Intuitive, education, experiments, technology}, } @article{wolfenden_oer_2012, title = {{OER} {Adaptation} and {Reuse} across cultural contexts in {Sub} {Saharan} {Africa}: {Lessons} from {TESSA} ({Teacher} {Education} in {Sub} {Saharan} {Africa})}, volume = {2012}, issn = {1365-893X}, shorttitle = {{OER} {Adaptation} and {Reuse} across cultural contexts in {Sub} {Saharan} {Africa}}, url = {http://jime.open.ac.uk/articles/10.5334/2012-03/}, doi = {10.5334/2012-03}, language = {en}, number = {1}, urldate = {2019-07-16}, journal = {Journal of Interactive Media in Education}, author = {Wolfenden, Freda and Buckler, Alison Sarah Hemmings and Keraro, Fred}, month = mar, year = {2012}, note = {shortDOI: 10/gf5f64 KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2339240:JII3H25Z 2405685:4AGBND6C 2405685:RF9QA3TD 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4}, pages = {3}, } @incollection{torgerson_need_2012, title = {The {Need} for {Randomised} {Controlled} {Trials} in {Educational} {Research}}, isbn = {978-0-203-12382-9}, url = {https://www.taylorfrancis.com/chapters/edit/10.4324/9780203123829-29/need-randomised-controlled-trials-educational-research-carole-torgerson-david-torgerson}, abstract = {The first use of RCTs in education is uncertain. In the last century the use of the design pre-dated its use in medicine by at least a decade (although medical trials may have been undertaken in the 19th century). Forsetlund and colleagues (2007) identified two education trials conducted by Walters in 1931 and 1932, which predated the 1944 and 1948 medical trials run by the UK's Medical Research Council by more than a decade. The early interest in RCTs among some educational researchers was not sustained. Other, less robust, designs to demonstrate educational effectiveness were pursued. For example, quasi-experimental studies were often preferred, being relatively inexpensive, rapid to conduct and often able to generate politically attractive conclusions. However, their results are inherently less reliable than the results from RCTs as their internal validity is always potentially confounded by variables offering alternative explanations.}, language = {en}, urldate = {2022-12-07}, booktitle = {The {Need} for {Randomised} {Controlled} {Trials} in {Educational} {Research}}, publisher = {Routledge}, author = {Torgerson, Carole J. and Torgerson, David J.}, month = feb, year = {2012}, doi = {10.4324/9780203123829-29}, note = {Publication Title: Education Matters KerkoCite.ItemAlsoKnownAs: 10.4324/9780203123829-29 2339240:7V9M7RGA 2405685:HM97GX3U}, pages = {203--214}, } @article{booth_working_2012, title = {Working with the {Grain} and {Swimming} against the {Tide}}, volume = {14}, issn = {1471-9037}, url = {https://doi.org/10.1080/14719037.2012.657959}, doi = {10.1080/14719037.2012.657959}, abstract = {Research into the governance of public goods provision in Africa suggests that, on their own, bottom–up pressures from voters and service users are only a weak factor in improving performance. It confirms the importance of working with politicians and service providers as well as clients. However, getting ‘uptake’ of these findings into the practice of development agencies is difficult. In the dissemination of previous studies, certain propositions about the power of information and community monitoring have been heavily over-sold because they satisfy practitioners' hunger for simple, upbeat messages. Incentives, ideologies and vested interests inhibit the adoption of more complex findings.}, number = {2}, urldate = {2020-09-22}, journal = {Public Management Review}, author = {Booth, David}, month = feb, year = {2012}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/14719037.2012.657959 KerkoCite.ItemAlsoKnownAs: 10.1080/14719037.2012.657959 2339240:U2LWYWNF 2339240:ZXRHL45K 2405685:XB92ZXCD 2405685:YTRBP623}, keywords = {Africa, community monitoring, governance, public services, research uptake}, pages = {163--180}, } @article{sari_online_2012, title = {Online learning community: {A} case study of teacher professional development in {Indonesia}}, volume = {23}, shorttitle = {Online learning community}, doi = {10.1080/14675986.2012.664755}, abstract = {This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a 'conventional way', hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC holds great promise in improving teachers' professional practice. This paper presents key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010 and aims to explore the feasibility of this model to support professional development of teachers in this era. The social learning interactions among community members were examined using Scardamalia's Twelve Socio-Cognitive Determinants of Knowledge Building and Hoftsede's Cultural Dimension Review for Indonesia.}, journal = {Intercultural Education}, author = {Sari, Eunice}, month = feb, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14675986.2012.664755 2339240:L9YC4RVC 2405685:W2R874SP}, } @article{shohel_school-based_2012, title = {School-based teachers’ professional development through technology-enhanced learning in {Bangladesh}}, volume = {16}, issn = {1366-4530}, url = {https://doi.org/10.1080/13664530.2012.668103}, doi = {10.1080/13664530.2012.668103}, abstract = {To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers’ teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers’ professional development. Using the case of a pre-pilot intervention in the Underprivileged Children’s Educational Programs schools, it explores the teachers’ professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers’ professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.}, number = {1}, urldate = {2020-09-28}, journal = {Teacher Development}, author = {Shohel, M. Mahruf C. and Banks, Frank}, month = feb, year = {2012}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13664530.2012.668103 KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2012.668103 10/gf5f6p 2339240:QYT78QZJ 2405685:AJFFY6AZ 2534378:EYTQ9C76 2534378:ILM8S5MC 2534378:L6R23M7S 2534378:PXRSVU2M 2534378:TBRE94GM 2534378:U2JMZZFP}, keywords = {AUDIOVISUAL education, BANGLADESH, Bangladesh, COMPUTER assisted instruction, ENGLISH language -- Study \& teaching -- Foreign speakers, Education--Teaching Methods And Curriculum, Educational technology, LANGUAGE teachers, Learning, PROFESSIONAL education, Professional development, SECONDARY school teachers, TEACHER development, TEACHERS -- Attitudes, Teacher education, UCEP-Bangladesh, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099954, \_\_\_working\_potential\_duplicate, hand-held device, school-based, teachers' professional development, teachers’ professional development, technology-enhanced learning}, pages = {25--42}, } @incollection{deci_motivation_2012, title = {Motivation, personality, and development within embedded social contexts: an overview of self-determination theory}, isbn = {978-0-19-539982-0}, shorttitle = {Motivation, personality, and development within embedded social contexts}, url = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780195399820.001.0001/oxfordhb-9780195399820-e-6}, abstract = {"Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory" published on by Oxford University Press.}, language = {en}, urldate = {2022-06-09}, booktitle = {The {Oxford} {Handbook} of {Human} {Motivation}}, author = {Deci, Edward L. and Ryan, Richard M.}, month = feb, year = {2012}, doi = {10.1093/oxfordhb/9780195399820.013.0006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/oxfordhb/9780195399820.013.0006 2339240:TBNV2RWW 2405685:P8QL6VW7}, } @inproceedings{mubanga_school_2012, address = {Tokyo, Japan}, title = {School {Program} of {In}-service {Training} for the {Term} ({SPRINT}) {Programme} in {Zambia} - {A} {Case} of {Collaboration} {Towards} {Self}-{Reliant} {Education} {Development}}, url = {http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf}, booktitle = {Collaboration toward {Greater} {Autonomy} in {Educational} {Development}}, author = {Mubanga, Ruth}, month = feb, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 2339240:YFMGDYLU 2405685:J8VK4E8F}, } @techreport{webster_what_2012, type = {Short {Policy} {Report}}, title = {What influences teachers to change their practice}, url = {https://www.bristol.ac.uk/media-library/sites/cubec/migrated/documents/pr7.pdf}, language = {en}, number = {12/07}, institution = {National Centre for Social Research for Centre for Understanding Behaviour Change}, author = {Webster, Alison and McNeish, Di and Scott, Sara and Maynard, Linda and Haywood}, month = feb, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4ULEWL5G 2405685:FXGUQAAM}, } @book{koffi_paradigm_2012, title = {Paradigm {Shift} in {Language} {Planning} and {Policy}: {Game}-{Theoretic} {Solutions}}, isbn = {978-1-934078-10-5}, shorttitle = {Paradigm {Shift} in {Language} {Planning} and {Policy}}, url = {https://www.degruyter.com/document/doi/10.1515/9781934078112/html}, urldate = {2022-06-13}, publisher = {DE GRUYTER}, author = {Koffi, Ettien}, month = jan, year = {2012}, doi = {10.1515/9781934078112}, note = {KerkoCite.ItemAlsoKnownAs: 10.1515/9781934078112 2405685:ITDX69J8 4042040:FYRKSLLC}, } @article{ezumah_planning_2012, title = {Planning and designing educational technology for low-income communities: {A} participatory and proactive approach}, shorttitle = {Planning and designing educational technology for low-income communities}, doi = {10.4018/978-1-4666-0134-5.ch017}, abstract = {This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption.}, journal = {Disruptive Technologies, Innovation and Global Redesign: Emerging Implications}, author = {Ezumah, Bellarmine}, month = jan, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-0134-5.ch017 2339240:6SLEALNK 2405685:GQ3B44QV}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {315--330}, } @article{ozuorcun_is_2012, series = {4th {World} {Conference} on {Educational} {Sciences} ({WCES}-2012) 02-05 {February} 2012 {Barcelona}, {Spain}}, title = {Is {M}-learning versus {E}-learning or are they supporting each other?}, volume = {46}, issn = {1877-0428}, url = {https://www.sciencedirect.com/science/article/pii/S1877042812012396}, doi = {10.1016/j.sbspro.2012.05.110}, abstract = {The massive changes in society and development of technology have an important effect on education. These changes affect all areas of education and this education continues, and is everywhere, at all times, using new technology. Mobile devices bring big opportunities to learners, to learn at all times, with no boundaries for education. Before M-learning, E-learning gave many advantages for learners while they were living faraway from school. In this study we try to explain the basic definitions of M-learning and E-learning, and try to find answers for the questions “is M-learning derived from E-learning” and “if it is derived, does M-learning support E-learning, or is M-learning in opposition to E-learning?” Is M-learning supporting E-learning, or are they in opposition??}, language = {en}, urldate = {2021-10-25}, journal = {Procedia - Social and Behavioral Sciences}, author = {Ozuorcun, Nilcan Ciftci and Tabak, Feride}, month = jan, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2012.05.110 2339240:2QM8R4Z2 2405685:GT4BE48W}, keywords = {E-learning, M-learning}, pages = {299--305}, } @article{wegener_virtual_2012, title = {Virtual learning communities: {Success} factors and challenges}, volume = {4}, shorttitle = {Virtual learning communities}, doi = {10.1504/IJTEL.2012.051814}, abstract = {Despite their didactical potential many Virtual Learning Communities VLCs fail in enhancing learning outcomes. Therefore, we synthesise factors most critical for establishing a successful VLC. Applying a structured literature review, we searched for studies dealing with VLCs in the well known databases Business Source Premier, Science Direct and ERIC. We identified, classified and synthesised 64 relevant papers. Results indicate that critical success factors include a strong instructor that acts in different facilitation roles, face-to-face meetings that help establishing social ties and well structured small-group assignments that scaffold the learning process. Main challenges are a lack of common goals, feelings of inhibition and technical problems. Based on the review, we offer concrete advice for instructors building up VLCs. We suggest that future research should focus on the design of methods and tools for instructors to facilitate the learning process in a less resource demanding way.}, journal = {International Journal of Technology Enhanced Learning}, author = {Wegener, R. and Leimeister, Jan Marco}, month = jan, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1504/IJTEL.2012.051814 2405685:8N552RQZ}, pages = {383--397}, } @techreport{noauthor_special_2012, title = {Special {Needs} {Education}: {Country} {Data} 2012}, institution = {European Agency for Development in Special Needs Education}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2R6EC87G 2405685:A7NTS6EN}, } @article{acquah_status_2012, title = {Status of implementation of the {ICT} {Curriculum} in {Ghanaian} {Basic} {Schools}}, volume = {1}, copyright = {Copyright (c)}, issn = {2167-9053}, url = {https://theartsjournal.org/index.php/site/article/view/31}, doi = {10.18533/journal.v1i3.31}, language = {en}, number = {3}, urldate = {2021-01-21}, journal = {Journal of Arts and Humanities}, author = {Acquah, Bernard Yaw Sekyi}, year = {2012}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 10.18533/journal.v1i3.31 2339240:UQRE5T7J 2405685:HLGBJD66}, keywords = {Content Knowledge, ⚠️ Invalid DOI}, pages = {27--37}, } @article{agbatogun_exploring_2012, title = {Exploring the {Efficacy} of {Student} {Response} {System} in a {Sub}-{Saharan} {African} {Country}: {A} {Sociocultural} {Perspective} - {Learning} \& {Technology} {Library} ({LearnTechLib})}, volume = {11}, url = {http://www.jite.org/documents/Vol11/JITEv11p249-267Agbatogun1135.pdf}, doi = {10.28945/1715}, urldate = {2020-01-27}, journal = {Journal of Information Technology Education: Research}, author = {Agbatogun, Alaba Olaoluwakotansibe}, year = {2012}, note = {shortDOI: 10/gfrf4b KerkoCite.ItemAlsoKnownAs: 10.28945/1715 10/gfrf4b 2339240:MTR8Y89X 2405685:FJH7TUA4}, pages = {249--267}, } @techreport{akyeampong_access_2012, title = {Access, {Transitions} and {Equity} in {Education} in {Ghana}: {Researching} {Practice}, {Problems} and {Policy}}, language = {en}, number = {Research Monograph no. 72}, author = {Akyeampong, Kwame and Rolleston, Caine and Ampiah, Joseph Ghartey and Lewin, Keith M}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X5BPYATI 2405685:8UM3DEYF}, keywords = {⛔ No DOI found}, pages = {73}, } @techreport{al-gawhary_impact_2012, title = {The {Impact} of {ICT} as {Another} {Route} to {Overcome} {Learning} {Barriers} for {Students} with {SEN}: {A} {Case} {Study} in an {Egyptian} {Context}}, shorttitle = {The {Impact} of {ICT} as {Another} {Route} to {Overcome} {Learning} {Barriers} for {Students} with {SEN}}, url = {https://eric.ed.gov/?id=ED542659}, abstract = {The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students' acquisition and progress in learning computer and literacy skills through raters' observations. A high correlation between Keyboard, PowerPoint, and literacy skills (writing, reading, and maths) was revealed suggesting the significance and impact of keyboard training as an essential component towards achieving educational objectives. Moreover, thematic analysis of the teachers' interviews provided a further dimension for understanding factors influencing the ICT integration process. These results further confirmed the positive impact of computer skills training on the students' learning experience which also revealed a strong belief in the right of every child to all learning opportunities, particularly ICT regardless of his/her abilities.(Contains 2 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]}, language = {en}, urldate = {2021-03-04}, institution = {International Association for the Development of the Information Society}, author = {Al-Gawhary, Wedad and Kambouri, Maria}, year = {2012}, note = {Publication Title: International Association for Development of the Information Society KerkoCite.ItemAlsoKnownAs: 2339240:95DQ5J33 2405685:M5TD7M7N}, keywords = {Autism, Barriers, Case Studies, Cerebral Palsy, Communications, Computer Literacy, Computer Mediated Communication, Computer Software, Down Syndrome, Foreign Countries, Heterogeneous Grouping, Information Technology, Interrater Reliability, Mixed Methods Research, Semi Structured Interviews, Semitic Languages, Special Needs Students}, } @incollection{anamuah-mensah_new_2012, address = {Abingdon}, title = {New modes of teacher pre-service training and professional support}, isbn = {978-1-136-20580-4}, url = {http://oro.open.ac.uk/31520/}, booktitle = {Teacher education and the challenge of development: a global analysis}, publisher = {Routledge}, author = {Anamuah-Mensah, Jophus and Banks, Frank and Moon, Bob and Wolfenden, Freda}, editor = {Moon, Bob}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:66DBFE2I 2339240:QKU3SVEH 2405685:2WMAM3CW 2405685:7TSLQG4X 2405685:QKECWWAV 2534378:3FC4SJYU}, keywords = {Economic development -- Effect of education on -- Developing countries., Teachers -- Training of -- Developing countries., Teaching -- Developing countries.}, pages = {201--211}, } @article{anderson_design-based_2012, title = {Design-{Based} {Research}: {A} decade of progress in education research?}, volume = {41}, copyright = {© 2012 American Educational Research Association}, shorttitle = {Design-{Based} {Research}}, url = {https://journals.sagepub.com/doi/10.3102/0013189X11428813}, doi = {10.3102/0013189X11428813}, abstract = {Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge th...}, language = {en}, number = {1}, urldate = {2020-12-08}, journal = {Educational Researcher}, author = {Anderson, Terry and Shattuck, Julie}, year = {2012}, note = {Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X11428813 2339240:EV6A7JPL 2405685:IF68G7MA}, pages = {16--25}, } @inproceedings{apiola_research_2012, title = {From research \& design milieu to a {Living} {Lab}: {Ukombozi} {School} in {Tanzania}}, shorttitle = {From {Research} \& {Design} {Milieu} to a {Living} {Lab}}, url = {https://researchportal.helsinki.fi/en/publications/from-research-amp-design-milieu-to-a-living-lab-ukombozi-school-i}, language = {English}, urldate = {2021-01-05}, booktitle = {{IST}-{Africa} 2012 {Conference} {Proceedings}}, author = {Apiola, Mikko-Ville and Lähde, Kristiina and Tedre, Matti and Pakarinen, Saila}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C8768J3K 2405685:MZ2LT6S6}, keywords = {⛔ No DOI found}, } @techreport{australian_agency_for_international_development_australia-indonesia_2012, title = {Australia-{Indonesia} for {Pro}-{Poor} {Policy}: the {Knowledge} {Sector} {Initiative}}, url = {https://www.dfat.gov.au/about-us/publications/Pages/australia-indonesia-for-pro-poor-policy-the-knowledge-sector-initiative-documents}, urldate = {2020-09-22}, institution = {Australian Agency for International Development}, author = {Australian Agency for International Development}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XID676JJ 2405685:8IL3G32C}, } @techreport{bamberger_introduction_2012, title = {Introduction {To} {Mixed} {Methods} {In} {Impact} {Evaluation}}, url = {https://www.betterevaluation.org/en/resources/guides/intro_mixed-methods_impact-evaluation}, urldate = {2019-11-07}, author = {Bamberger, M.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VR8UU3JQ 2405685:MTREI8RF}, } @book{bandiera_empowering_2012, title = {Empowering {Adolescent} {Girls}: {Evidence} from a {Randomized} {Control} {Trial} in {Uganda}}, shorttitle = {Empowering {Adolescent} {Girls}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/25529}, abstract = {Nearly 60\% of Uganda’s population is aged below 20. This generation faces health challenges associated with HIV, coupled with economic challenges arising from an uncertain transition into the labor market. We evaluate the impacts of a programme designed to empower adolescent girls against both challenges through the simultaneous provision of: (i) life skills to build knowledge and reduce risky behaviors; (ii) vocational training enabling girls to establish small-scale enterprises. The randomized control trial tracks 4 800 girls over two years. We …nd the programme signi…cantly improves HIV and pregnancy related knowledge, as well as corresponding risky behaviors: among those sexually active, self-reported routine condom usage increases by 50\%. Furthermore, from a baseline of 21\%, there is the near elimination of girls reporting having recently had sex unwillingly. On outcomes related to vocational training, the intervention raised the likelihood of girls being engaged in income generating activities by 35\%, mainly driven by increased participation in self-employment. The …ndings suggest combined interventions might be more e¤ective among adolescent girls than single-pronged interventions aiming to change risky behaviors solely through related education programmes, or to improve labor market outcomes solely through vocational training.}, language = {en}, urldate = {2022-06-06}, publisher = {World Bank}, author = {Bandiera, Oriana and Buehren, Niklas and Burgess, Robin and Goldstein, Markus and Gulesci, Selim and Rasul, Imran and Sulaiman, Munshi}, month = dec, year = {2012}, doi = {10.1596/25529}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/25529 2339240:QLSZVP97 2405685:XLMCMUMT 4656463:6HBDA7WI}, } @misc{barr_information_2012, title = {Information and collective action in community-based monitoring of schools : {Field} and lab experimental evidence from {Uganda}}, url = {https://www.semanticscholar.org/paper/Information-and-collective-action-in-monitoring-of-Barr-Mugisha/99f5806ab361f3308d652b9549b390e4f183b672}, urldate = {2022-06-14}, author = {Barr, A and Mugisha, F and Serneels, P and Zeitlin, A}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8MW4XELS 2405685:DFTQKSMR}, } @techreport{barry_emergency_2012, title = {in {Emergency} and {Post}-{Crisis} {Situations}}, url = {https://www.eccnetwork.net/sites/default/files/media/file/Technology-in-Emergencies-_-Post-Crises.pdf}, language = {en}, institution = {Global Education Cluster Working Group and IIEP-UNESCO}, author = {Barry, Barbara and Newby, Landon}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TBXXUF5N 2405685:2TJ3MN4H}, keywords = {⛔ No DOI found}, pages = {52}, } @article{bhuasiri_critical_2012, title = {Critical success factors for e-learning in developing countries: {A} comparative analysis between {ICT} experts and faculty}, volume = {58}, url = {http://www.sciencedirect.com/science/article/pii/S0360131511002545}, doi = {10.1016/j.compedu.2011.10.010}, abstract = {This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the literature and compares the relative importance among two stakeholder groups in developing countries, ICT experts and faculty. This study collected 76 usable responses using the Delphi method and Analytic Hierarchy Process (AHP) approach. The results reveal 6 dimensions and 20 critical success factors for e-learning systems in developing countries. Findings illustrate the importance of curriculum design for learning performance. Technology awareness, motivation, and changing learners behavior are prerequisites for successful e-learning implementations. Several recommendations are provided to aid the implementation of e-learning systems for developing countries which have relevance for researchers and practitioners. Limitations as well as possible research directions are also discussed.}, number = {2}, journal = {Computers \& Education}, author = {Bhuasiri, Wannasiri and Xaymoungkhoun, Oudone and Zo, Hangjung and Rho, Jae Jeung and Ciganek, Andrew P.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.10.010 10/dp8bv8 2339240:AGES4SVM 2339240:JTA584Q4 2339240:PRLY7JT2 2405685:4V5A5CV2}, keywords = {AHP, Critical success factors, Delphi method, Developing countries, E-learning}, pages = {843--855}, } @article{bornstein_cognitive_2012, title = {Cognitive and socioemotional caregiving in developing countries}, volume = {83}, issn = {0009-3920}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3270892/}, doi = {10.1111/j.1467-8624.2011.01673.x}, abstract = {Enriching caregiving practices foster the course and outcome of child development. We studied two developmentally significant domains of positive caregiving -- cognitive and socioemotional -- in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated.}, number = {1}, urldate = {2022-03-04}, journal = {Child Development}, author = {Bornstein, Marc H. and Putnick, Diane L.}, year = {2012}, pmid = {22277006}, pmcid = {PMC3270892}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8624.2011.01673.x 2339240:B9VFFTA2 2405685:3GF9TM87}, pages = {46--61}, } @techreport{burden_k_hopkins_p_male_t_martin_s__trala_c_ipad_2012, title = {{iPad} {Scotland} {Evaluation}}, institution = {University of Hull}, author = {{Burden, K., Hopkins, P., Male, T., Martin, S., \& Trala, C.}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BYHQGWUL 2405685:HFXXSAXW}, } @article{carr_does_2012, title = {Does {Math} {Achievement} h'{APP}'en when {iPads} and {Game}-{Based} {Learning} are {Incorporated} into {Fifth}-{Grade} {Mathematics} {Instruction}?}, volume = {11}, number = {1}, journal = {Journal of Information Technology Education}, author = {Carr, Jennie M}, year = {2012}, note = {00004 KerkoCite.ItemAlsoKnownAs: 2129771:FDS3EMAS 2405685:3Q5Q7NPI}, keywords = {⛔ No DOI found}, } @article{carrier_pre-service_2012, title = {Pre-service teacher training in {Malawi}: findings of a pilot study on the viability of media players for teacher development}, volume = {8}, url = {https://files.eric.ed.gov/fulltext/EJ1084165.pdf}, abstract = {As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]}, language = {English}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Carrier, Carol and Finholt-Daniel, Matt and Sales, Gregory C}, year = {2012}, note = {Place: Bridgetown Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:H5SC64NG 2405685:HNDKMF9C 2534378:5F2RLGL3 2534378:783739U4}, keywords = {Distance learning, Education, Learning, Malawi, Software, Student teachers, Teacher education, Teaching, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096523, \_\_finaldtb, ⛔ No DOI found}, pages = {77--91}, } @article{cheung_edutainment_2012, title = {Edutainment {Radio}, {Women}’s {Status} and {Primary} {School} {Participation}: {Evidence} from {Cambodia}}, abstract = {This paper explores the effect of being exposed to education-entertainment (“edutaiment”) gender-related radio information on women’s status and primary school participation. Specifically, I examine one of the most popular radio stations in Cambodia using two identification strategies. The first exploits plausible exogenous variation in over-the-air signal strength between radio transmitters and villages within a district. The second exploits the variation across time and space in exposure. Using individual data, both approaches show that access to both entertaining and educating information about gender issues had a significant impact on behavior by raising the women’s decision-making power within the household and increasing children’s primary school attendance. The impact was found in both poor and rural households confirming that en radio broadcast is an effective way to transmit information in the more marginalized areas. Suggestive evidence shows that the exposure also affected attitudes towards domestic violence and the prevalence of son preference which is a stepping stone towards changing socially constructed gender norms. The effect on investing in children’s human capital is also reflected by higher primary school enrollment three years after exposure.}, language = {en}, author = {Cheung, Maria}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WUMYSGHP 2405685:USAIB9C7}, keywords = {⛔ No DOI found}, pages = {47}, } @article{chowdhury_teacher_2012, title = {Teacher educators’ perspectives of the introduction of {ICT} in education in {Bangladesh}}, volume = {6}, number = {2}, journal = {Critical Literacy: Theories and Practices}, author = {Chowdhury, M}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:INLPU2EQ 2405685:72TSTWR5}, keywords = {⛔ No DOI found}, pages = {66--85}, } @inproceedings{culen_a__gasparini_a_tweens_2012, title = {Tweens with the {iPad} classroom—{Cool} but not really helpful?}, booktitle = {In e-{Learning} and e-{Technologies} in {Education} ({ICEEE}), 2012 {International} {Conference} on}, author = {{Culén, A., \& Gasparini, A.}}, year = {2012}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:RKXYJY5N 2405685:LDT2VUW7}, keywords = {⛔ No DOI found}, pages = {1--6}, } @techreport{dfid_education_2012, title = {Education {Fund} for {Sindh} 
Pilot {Programme}: 2012/13-2014/15: {Business} {Case}}, url = {https://devtracker.fcdo.gov.uk/projects/GB-1-202378/documents}, institution = {Department for International Development}, author = {DFID}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4KN9UV5K 2405685:M6S66V2L}, } @techreport{dhs_digital_2012, address = {Lucknow, India}, title = {Digital {Study} {Hall} {Biannual} report 2012}, url = {http://digitalstudyhall.in/reports/dsh-biannual-report-2012.pdf}, urldate = {2020-01-30}, institution = {Digital Study Hall}, author = {DHS}, year = {2012}, note = {EdTechHub.ItemAlsoKnownAs:2405685:IYX4P468}, } @article{dresser_impact_2012, title = {The {Impact} of {Scripted} {Literacy} {Instruction} on {Teachers} and {Students}}, volume = {21}, issn = {1536-3031}, url = {https://eric.ed.gov/?id=EJ986817}, abstract = {Today, effective and creative teacher designed instruction is being replaced by scripted reading programs. These programs are changing the role of the teacher in the classroom from professionals to mere transmitters of knowledge. The idea that the role of the teacher had changed became evident while conducting a study with elementary school teachers from a local school. The five participating teachers were concerned about their English learners (ELs) not meeting their academic requirements. They attributed their students' low-test scores to the fact that a large number of them were proficient decoders, but struggled with reading comprehension and content knowledge. They felt that the scripted literacy program was rushed and did not give them enough time to take a closer look at students' individual reading needs. This article begins with a brief overview of the initial study and presents some of the unexpected findings. The article also explores some of the unintended consequences of scripted reading programs as well as the claims made by some proponents. At the end, it provides some alternatives to scripted instruction. (Contains 1 figure.)}, language = {en}, number = {1}, urldate = {2022-08-23}, journal = {Issues in Teacher Education}, author = {Dresser, Rocio}, year = {2012}, note = {Publisher: Caddo Gap Press KerkoCite.ItemAlsoKnownAs: 2339240:UYNF7HAW 2405685:TESFFI56}, keywords = {Action Research, Decoding (Reading), Elementary School Teachers, English Language Learners, Individual Needs, Instructional Effectiveness, Literacy, Reading Comprehension, Reading Instruction, Reading Programs, Second Language Learning, Teacher Attitudes, Teacher Responsibility, Teacher Role, Teaching Methods, ⛔ No DOI found}, } @misc{dsh_digital_2012, title = {The {Digital} {StudyHall} ({DSH})}, url = {http://dsh.jeejio.com/info/overview.html}, urldate = {2020-01-30}, journal = {Digital StudyHall}, author = {DSH}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6QKRLMUD 6QKRLMUD}, } @article{duflo_incentives_2012, title = {Incentives work: {Getting} teachers to come to school}, volume = {102}, doi = {10.1257/aer.102.4.1241}, number = {4}, journal = {American Economic Review}, author = {Duflo, Esther and Hanna, Rema and Ryan, Stephen}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/aer.102.4.1241 2339240:SGHUYHRZ 2405685:27NFBCPU}, pages = {1241--1278}, } @article{dundar_tablet_2012, title = {Tablet vs. {Paper}: {The} {Effect} on {Learners}' {Reading} {Performance}.}, volume = {4}, number = {3}, journal = {International Electronic Journal of Elementary Education}, author = {Dundar, Hakan and Akcayir, Murat}, year = {2012}, note = {00007 KerkoCite.ItemAlsoKnownAs: 2129771:RGAHPBS9 2405685:3EE4XZP3}, keywords = {⛔ No DOI found}, pages = {441--450}, } @article{duveskog_life_2012, title = {Life planning by digital storytelling in a primary school in rural {Tanzania}}, volume = {15}, url = {https://drive.google.com/file/d/1jdqhgwteYFznrexAJD41RGUYgNGff_Km/view?usp=drive_open&usp=embed_facebook}, abstract = {Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning.}, number = {4}, urldate = {2020-11-18}, journal = {Educational Technology \& Society}, author = {Duveskog, Marcus and Tedre, Matti and Sedano, Carolina Islas and Sutinen, Erkki}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RY6T9AGL 2405685:KW2JCTF6}, keywords = {⛔ No DOI found}, pages = {225--237}, } @incollection{ezumah_planning_2012, title = {Planning and designing educational technology for low-income communities: {A} participatory and proactive approach}, isbn = {978-1-4666-0134-5 978-1-4666-0135-2}, url = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-4666-0134-5}, abstract = {This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption.}, language = {en}, urldate = {2020-03-17}, booktitle = {Disruptive {Technologies}, {Innovation} and {Global} {Redesign}: {Emerging} {Implications}}, publisher = {IGI Global}, author = {Ezumah, Bellarmine}, editor = {Ekekwe, Ndubuisi and Islam, Nazrul}, year = {2012}, doi = {10.4018/978-1-4666-0134-5}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-0134-5 2339240:RRTECR3A 2405685:8K8CRIHL}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{fagernas_preferences_2012, title = {Preferences and skills of {Indian} public sector teachers}, volume = {1}, issn = {2193-9020}, url = {https://econpapers.repec.org/article/sprizaldv/v_3a1_3ay_3a2012_3ai_3a1_3ap_3a1-31_3a10.1186_2f2193-9020-1-3.htm}, doi = {10.1186/2193-9020-1-3}, abstract = {I25, J41, J45 Copyright Fagernäs and Pelkonen; licensee Springer. 2012}, number = {1}, urldate = {2022-08-22}, journal = {IZA Journal of Labour \& Development}, author = {Fagernäs, Sonja and Pelkonen, Panu}, year = {2012}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2339240:BDBGTNN7 2405685:2CNDI2PP}, keywords = {Discrete choice experiment, Hiring quotas, India, Job preferences, Skills, Teacher recruitment}, pages = {1--31}, } @article{fairlie_academic_2012, title = {Academic achievement, technology and race: {Experimental} evidence}, volume = {31}, shorttitle = {Academic achievement, technology and race}, doi = {10.1016/j.econedurev.2012.04.003}, number = {5}, journal = {Economics of Education Review}, author = {Fairlie, Robert W.}, year = {2012}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2012.04.003 2339240:CHZ2J6S6 2405685:LZFAY4ZT}, pages = {663--679}, } @article{fairlie_effects_2012, title = {The effects of home access to technology on computer skills: {Evidence} from a field experiment}, volume = {24}, shorttitle = {The effects of home access to technology on computer skills}, doi = {10.1016/j.infoecopol.2012.06.001}, number = {3-4}, journal = {Information Economics and Policy}, author = {Fairlie, Robert W.}, year = {2012}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.infoecopol.2012.06.001 2339240:FVPZD3HY 2405685:YKXVMTXC}, pages = {243--253}, } @article{fairlie_effects_2012, title = {The effects of home computers on educational outcomes: {Evidence} from a field experiment with community college students}, volume = {122}, shorttitle = {The effects of home computers on educational outcomes}, doi = {10.1111/j.1468-0297.2011.02484.x}, number = {561}, journal = {The Economic Journal}, author = {Fairlie, Robert W. and London, Rebecca A.}, year = {2012}, note = {Publisher: Oxford University Press Oxford, UK KerkoCite.ItemAlsoKnownAs: 10.1111/j.1468-0297.2011.02484.x 2339240:LQIGRRDA 2405685:AI8VD6L6}, pages = {727--753}, } @article{farooq_study_2012, title = {A study of online {English} language teacher education programmes in distance education context in {Pakistan}}, volume = {5}, issn = {1916-4742, 1916-4742}, url = {https://files.eric.ed.gov/fulltext/EJ1080034.pdf}, doi = {10.5539/elt.v5n11p91}, abstract = {Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.}, language = {English}, number = {11}, journal = {English Language Teaching}, author = {Farooq, Muhammad U. and Al Asmari, AbdulRahman and Javid, Choudhary Z.}, year = {2012}, note = {Publisher: Canadian Center of Science and Education, 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773213777?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.5539/elt.v5n11p91 2339240:2EBC4XAX 2405685:9V9TWTN7 2405685:ZUW8ZBWE 2534378:6E7C4XSE 2534378:BNLKR978}, keywords = {Access to Education, Blended Learning, Computer Mediated Communication, Control Groups, Costs, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Educational Quality, English (Second Language), Experimental Groups, Foreign Countries, Higher Education, Language Teachers, Masters Programs, Online Courses, Open Universities, Pakistan, Postsecondary Education, Pretests Posttests, Program Improvement, Second Language Instruction, Second Language Learning, Statistical Analysis, Student Attitudes, Student Characteristics, Teacher Education Programs, Teaching Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096524, \_\_finaldtb}, pages = {91--103}, } @inproceedings{gasparini_tablet_2012, title = {Tablet {PCs}–{An} {Assistive} {Technology} for {Students} with {Reading} {Difficulties}?}, booktitle = {{ACHI} 2012, {The} {Fifth} {International} {Conference} on {Advances} in {Computer}-{Human} {Interactions}}, author = {Gasparini, Andrea A and Culén, Alma Leora}, year = {2012}, note = {00012 KerkoCite.ItemAlsoKnownAs: 2129771:D8YCGGAP 2405685:444DWXKB}, keywords = {⛔ No DOI found}, pages = {28--34}, } @article{gnyawali_optical_2012, title = {Optical {Needs} of {Students} with {Low} {Vision} in {Integrated} {Schools} of {Nepal}}, volume = {89}, issn = {1538-9235}, url = {https://journals.lww.com/optvissci/Abstract/2012/12000/Optical_Needs_of_Students_with_Low_Vision_in.15.aspx}, doi = {10.1097/OPX.0b013e3182772f3c}, abstract = {Purpose  To identify the optical needs of students with low vision studying in the integrated schools for the blind in Nepal. Methods  A total of 779 blind and vision-impaired students studying in 67 integrated schools for the blind across Nepal were examined using the World Health Organization/Prevention of Blindness Eye Examination Record for Children with Blindness and Low Vision. Glasses and low-vision devices were provided to the students with low vision who showed improvement in visual acuity up to a level that was considered sufficient for classroom learning. Follow-up on the use and maintenance of device provided was done after a year. Results  Almost 78\% of students studying in the integrated schools for the blind were not actually blind; they had low vision. Five students were found to be wrongly enrolled. Avoidable causes of blindness were responsible for 41\% of all blindness. Among 224 students who had visual acuity 1/60 or better, distance vision could be improved in 18.7\% whereas near vision could be improved in 41.1\% students. Optical intervention provided improved vision in 48.2\% of students who were learning braille. Only 34.8\% students were found to be using the devices regularly after assessment 1 year later; the most common causes for nonuse were damage or misplacement of the device. Conclusions  A high proportion of students with low vision in integrated schools could benefit from optical intervention. A system of comprehensive eye examination at the time of school enrollment would allow students with low vision to use their available vision to the fullest, encourage print reading over braille, ensure appropriate placement, and promote timely adoption and proper usage of optical device.}, language = {en-US}, number = {12}, urldate = {2021-03-04}, journal = {Optometry and Vision Science}, author = {Gnyawali, Subodh and Shrestha, Jyoti Baba and Bhattarai, Dipesh and Upadhyay, Madan}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0b013e3182772f3c 2339240:FB9RDDK4 2405685:ELQBAZZ6}, pages = {1752--1756}, } @techreport{goodwin_k_use_2012, title = {Use of tablet technology in the classroom.}, institution = {NSW Department of Education and Communities}, author = {{Goodwin, K.}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YS6XDKHS 2405685:LV4CLWTE}, } @inproceedings{grimus_mobile_2012, title = {Mobile {Learning} as a chance to enhance education in developing countries – on the example of {Ghana}}, abstract = {Education has become one of the biggest public enterprises in Ghana, taking about 11 percent of the GDP, enrolling about a quarter of the population in schools and other educational services (EDU 2011). The need for content, the demands of young people, requesting material for self-conducted learning, the lack of teachers, the small proportion of trained teachers and the lack of equipment in schools in rural areas are a huge challenge. The advancement of technology and high mobile penetration rates in developing countries has broadened the horizon of education. One possibility to overcome the problems is the application of the concept of mobile learning (called m-Learning). At first, it is required to describe the current situation in Ghana; this includes the identification of stakeholders as well as corresponding and influencing factors, which have to be taken in consideration when planning a holistic m-Learning-model for Ghana. MLearning implies inherently a chance in the didactical approach. In the next step, together with a group of teachers in Ghana, research will be done, aiming at the implementation of a sustainable m-Learning concept for secondary education. Integrating teachers in the first phase is a necessity, since it supports the development of a pedagogical concept, which is necessary for a change in pedagogical practice to integrate m-Learning in daily practice.}, language = {en}, author = {Grimus, Margarete and Ebner, Martin and Holzinger, Andreas}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CCNSQIW 2405685:F9UHH538}, keywords = {⛔ No DOI found}, pages = {340--345}, } @techreport{guerrero_what_2012, address = {London}, title = {What works to improve teacher attendance in developing countries? {A} systematic review}, copyright = {978-1-907345-39-5}, url = {https://assets.publishing.service.gov.uk/media/57a08a6040f0b652dd0006da/Q39Teacher_attendance_2012Guerrero.pdf}, abstract = {Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.}, language = {en}, institution = {EPPI: Centre, Social Science Research Unit, Institute of Education, University of London.}, author = {Guerrero, Gabriela and Leon, Juan and Zapata, Mayli and Sugimaru, Claudia and Cueto, Santiago}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HQMEK2DN 2405685:RVQVA5PM 4556019:9LQMSXJ4}, keywords = {potential solutions, ⛔ No DOI found}, pages = {125}, } @incollection{guggenheim_indonesias_2012, title = {Indonesia's {Quiet} {Springtime}: {Knowledge}, {Policy} and {Reform}}, url = {https://bookshop.iseas.edu.sg/publication/478}, abstract = {There are reasons for thinking that this is at last Indonesia's moment on the world stage. Having successfully negotiated its difficult transition to...}, language = {en}, urldate = {2020-09-29}, booktitle = {Indonesia {Rising}: {The} {Repositioning} of {Asia}'s {Third} {Giant}}, publisher = {Institute of Southeast Asian Studies}, author = {Guggenheim, Scott}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TPFWM4PW 2405685:4ILELC5B}, pages = {200}, } @techreport{hankivsky_intersectionality-based_2012, title = {An {Intersectionality}-{Based} {Policy} {Analysis} {Framework}}, url = {https://data2.unhcr.org/en/documents/download/46176}, author = {Hankivsky, Olena}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UL8AGJDZ 2405685:T6G4MKTK}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Denmark DNK, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:India IND, \_C:Ireland IRL, \_C:Japan JPN, \_C:Mexico MEX, \_C:New Zealand NZL, \_C:Norway NOR, \_C:South Africa ZAF, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1}, } @techreport{harley_teacher_2012, title = {Teacher {Education} in {Sub}-{Saharan} {Africa}: formative evaluation report}, url = {http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA_Formative_Evaluation_Report_October_2012.pdf}, institution = {Teacher Education in Sub-Saharan Africa (TESSA)}, author = {Harley, Ken and Barasa, Fred Simiyu}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BSR5SID 2405685:CT5DSKZ6 2534378:927M5SAG 2534378:V4FU8B92}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457446, \_\_finaldtb, auto\_merged, ⛔ No DOI found}, } @techreport{harley_teacher_2012, title = {Teacher {Education} in {Sub}-{Saharan} {Africa}: formative evaluation report}, url = {http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA_Formative_Evaluation_Report_October_2012.pdf}, institution = {Teacher Education in Sub-Saharan Africa (TESSA)}, author = {Harley, Ken and Barasa, Fred Simiyu}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6LCQWKL6 2405685:GW7U34GK 2534378:927M5SAG 2534378:V4FU8B92}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457446, \_\_finaldtb, ⛔ No DOI found}, } @techreport{harley_tessa_2012, title = {{TESSA} {Formative} {Evaluation} {Report} {Executive} {Summary}}, url = {http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA%20Executive%20Summary.pdf}, urldate = {2020-06-26}, institution = {Teacher education in sub-Saharan Africa}, author = {Harley, Ken and Simiyu Barasa, Fred}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X4HFGDN9}, } @book{hattie_visible_2012, title = {Visible learning for teachers: {Maximizing} impact on learning}, shorttitle = {Visible learning for teachers}, publisher = {Routledge}, author = {Hattie, John}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:24JDEIRH 2405685:TKCIH9PB}, } @techreport{heinrich_p_ipad_2012, type = {Naace {Research} {Papers}}, title = {The {iPad} as a {Tool} {For} {Education} - a case study}, author = {{Heinrich, P.}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FC3GMYB8 2405685:YGDJMN4F}, } @inproceedings{henderson_s__yeow_j_ipad_2012, title = {{iPad} in education: {A} case study of {iPad} adoption and use in a primary school.}, booktitle = {In 45th {International} {Conference} on {System} {Science} ({HICSS}) 2012}, publisher = {IEEE}, author = {{Henderson, S., \& Yeow, J.}}, year = {2012}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:8UWM3IZS 2405685:YVTIBQYU}, keywords = {⛔ No DOI found}, pages = {78--87}, } @article{huang_empowering_2012, title = {Empowering personalized learning with an interactive e-book learning system for elementary school students}, volume = {60}, doi = {10.1007/s11423-012-9237-6}, number = {4}, journal = {Educational Technology Research and Development}, author = {Huang, Yueh-Min and Liang, Tsung-Ho and Su, Yen-Ning and Chen, Nian-Shing}, year = {2012}, note = {00032 shortDOI: 10/f37ffm KerkoCite.ItemAlsoKnownAs: 10/f37ffm 2129771:73VISNVU 2405685:N78SCBFW}, pages = {703--722}, } @misc{ictworks_beyond_2012, title = {Beyond {Earthquakes}: {Leveraging} {GIS} and {Volunteered} {Geographic} {Information} to {Build} {Haitian} {Schools}}, url = {https://www.ictworks.org/beyond-earthquakes-leveraging-gis-and-volunteered-geographic-information-build-haiti/}, author = {ICTworks}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GHN8JTUH 2405685:PF66UM59}, } @techreport{inter-agency_network_for_education_in_emergencies_minimum_2012, title = {Minimum {Standards} {Handbook}}, url = {https://inee.org/system/files/resources/INEE_Minimum_Standards_Handbook_2010%28HSP%29_EN.pdf}, author = {{Inter-Agency Network for Education in Emergencies}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:36HRNX48 2405685:9DU2357U}, } @inproceedings{jalali_systematic_2012, address = {Lund, Sweden}, title = {Systematic literature studies: database searches vs. backward snowballing}, doi = {10.1145/2372251.2372257}, language = {en}, booktitle = {Proceedings of the {ACM}-{IEEE} international symposium on empirical software engineering and measurement}, author = {Jalali, S and Wohlin, C}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/2372251.2372257 2405685:5MQKS9RN 2486141:FNQHJ85U}, pages = {29--38}, } @misc{jara_mobile_2012, title = {Mobile learning for teachers in {Latin} {America}: exploring the potential of mobile technologies to support teachers and improve practice - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000216081.locale=en}, urldate = {2022-04-19}, author = {Jara, Ignacio and Claro, Magdalena and Martinic, Rodolfo}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KRJHMC8K 2405685:5DZ5M8LX}, } @article{kafyulilo_relevance_2012, title = {The relevance of authentic learning activities in developing competency and confidence of integrating technology in teaching among pre-service teachers in {Tanzania}}, volume = {12}, url = {http://repository.udsm.ac.tz:8080/xmlui/bitstream/handle/20.500.11810/3494/The%20Relevance%20Of%20Authentic%20Learning%20Activities%20In%20Developing%20Competency%20And%20Confidence%20Of%20Integrating%20Technology%20In%20Teaching%20Among%20Pre-Service%20Teachers%20In%20Tanzania.pdf?sequence=1&isAllowed=y}, number = {1}, urldate = {2021-01-05}, journal = {The African Symposium: An online journal of the African Educational Research Network}, author = {Kafyulilo, Ayoub}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F9J3FBAD 2405685:JXZKG9EP}, keywords = {⛔ No DOI found}, pages = {99--109}, } @techreport{kane_gathering_2012, title = {Gathering {Feedback} for {Teaching} {Combining} {High}-{Quality} {Observations} with {Student} {Surveys} and {Achievement} {Gains}}, url = {https://files.eric.ed.gov/fulltext/ED540960.pdf}, urldate = {2020-05-20}, institution = {Bill and Melinda Gates Foundation}, author = {Kane, Thomas and Staiger, Douglas}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3WHCQQ5F}, } @article{kearney_viewing_2012, title = {Viewing mobile learning from a pedagogical perspective.}, volume = {20}, doi = {10.3402/rlt.v20i0.14406}, number = {1}, journal = {Research in Learning Technology}, author = {Kearney, Matthew and Schuck, Sandra and Burden, Kevin and Aubusson, Peter}, year = {2012}, note = {00054 shortDOI: 10/gf62hb KerkoCite.ItemAlsoKnownAs: 10/gf62hb 2129771:IU287RY8 2405685:6B29Z9PU}, } @article{kim_enhancing_2012, title = {Enhancing teachers' {ICT} capacity for the 21st century learning environment: {Three} cases of teacher education in {Korea}}, volume = {28}, shorttitle = {Enhancing teachers' {ICT} capacity for the 21st century learning environment}, doi = {10.14742/ajet.805}, number = {6}, journal = {Australasian Journal of Educational Technology}, author = {Kim, Hyeonjin and Choi, Hyungshin and Han, Jeonghye and So, Hyo-Jeong}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.805 2339240:RDVA93BH 2405685:A5IGRHL2}, } @book{lieven_pakistan_2012, title = {Pakistan: {A} {Hard} {Country}}, isbn = {9786613793195}, shorttitle = {Pakistan}, abstract = {An expert's compelling portrait of the complex, volatile country now situated at the fulcrum of international concerns.}, language = {en}, publisher = {PublicAffairs}, author = {Lieven, Anatol}, year = {2012}, note = {Google-Books-ID: \_tq3zQEACAAJ KerkoCite.ItemAlsoKnownAs: 2339240:96VSX2XE 2405685:8F4WBPTU}, } @article{lin_comparison_2012, title = {Comparison of 1:1 and 1:m {CSCL} environment for collaborative concept mapping}, volume = {28}, issn = {1365-2729}, url = {http://dx.doi.org/10.1111/j.1365-2729.2011.00421.x}, doi = {10.1111/j.1365-2729.2011.00421.x}, number = {2}, journal = {Journal of Computer Assisted Learning}, author = {Lin, C.-P. and Wong, L.-H. and Shao, Y.-J.}, year = {2012}, note = {00005 shortDOI: 10/cxp3pm KerkoCite.ItemAlsoKnownAs: 10/cxp3pm 2129771:GG442MGK 2405685:QVRRBCQP}, pages = {99--113}, } @article{liu_split-attention_2012, title = {Split-attention and redundancy effects on mobile learning in physical environments}, volume = {58}, doi = {10.1016/j.compedu.2011.08.007}, number = {1}, journal = {Computers \& Education}, author = {Liu, Tzu-Chien and Lin, Yi-Chun and Tsai, Meng-Jung and Paas, Fred}, year = {2012}, note = {00015 shortDOI: 10/dwzfrp KerkoCite.ItemAlsoKnownAs: 10/dwzfrp 2129771:5VX6SF5Q 2405685:HJSVM7LN}, pages = {172--180}, } @misc{lugo_turning_2012, title = {Turning on mobile learning in {Latin} {America}: illustrative initiatives and policy implications - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000216080}, urldate = {2022-04-19}, author = {Lugo, Maria Teresa and Schurmann, Sebastian}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AV96KBWJ 2405685:WDNVXMWE}, } @article{mahruf_c_shohel_school-based_2012, title = {School-based teachers' professional development through technology-enhanced learning in {Bangladesh}}, volume = {16}, issn = {13664530}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2062914739?accountid=9851}, doi = {10.1080/13664530.2012.668103}, abstract = {To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers' teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers' professional development. Using the case of a pre-pilot intervention in the Underprivileged Children's Educational Programs schools, it explores the teachers' professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers' professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.}, language = {English}, number = {1}, journal = {Teacher Development}, author = {Mahruf C Shohel, M and Banks, Frank}, year = {2012}, note = {Place: Abingdon Publisher: Taylor \& Francis Ltd. shortDOI: 10/gf5f6p KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2012.668103 10/gf5f6p 2405685:NA7NT9BB 2534378:EYTQ9C76}, keywords = {Bangladesh, Education--Teaching Methods And Curriculum, Educational technology, Learning, Professional development, Teacher education, UCEP-Bangladesh, \_\_\_working\_potential\_duplicate, hand-held device, school-based, teachers' professional development, technology-enhanced learning}, pages = {25--42}, } @phdthesis{makarani_teacher_2012, type = {{PhD}}, title = {Teacher reflections and praxis: a case study of {Indian} teachers of {English} as a foreign language}, url = {https://scholarspace.manoa.hawaii.edu/bitstream/10125/100856/Makarani_Sakilahmed_r.pdf}, abstract = {This case study engaged Gujarati English as Foreign Language (EFL) teachers in video-based reflection with the goal of increasing their reflective abilities and uncovering their understandings about reflective teaching practices in the Indian pedagogical and cultural context. The study aimed to explore, and gain a deeper understanding of how structural, institutional, and social dynamics of the larger socio-political cultural context of India affected the classroom teachers' thinking and their teaching practices. It was hoped that not only would the Gujarati teachers demonstrate an ability to reflect on their practice, but that they would also engage in a critical examination of the factors that impacted their context. The computer-based qualitative data analysis software, Atlas.ti, was used to analyze data using a grounded theoretical approach. The findings indicated that participants successfully engaged in reflection about their teaching using video as the tool for their professional development. Initially teacher participants had mixed feelings about recording and watching videos of their classroom instruction; however, teacher participants later enjoyed the experience, explicitly stating that such reflection helped them. The study also revealed that teacher participants perceived parental, social, institutional, and economic factors as influences on their students' learning, however these were simply identified as problems or conditions without any type of deeper critical analysis. Further, it was found that the teachers did not reach a critical level of reflection, nor did they consider taking action to address fundamental contextual issues. While this study showed that teacher reflection using digital video recordings of classroom practice can be a productive approach to meaningful teacher reflection in India, the study also demonstrated that teachers need specific exposure to deeper critical pedagogical thinking to go beyond simply identifying or blaming the social or economic issues embedded in their context. The study concludes with recommendations on how to reach critical teacher reflection. It is hoped that this case study will add to the growing body of research literature related to teacher self-reflection as a means to improving teaching practice and preparing teachers to take on social challenges in the Indian context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]}, language = {English}, school = {University of Hawai'i at Mānoa}, author = {Makarani, Sakilahmed A. R.}, year = {2012}, note = {ISBN: 9781303035289 Pages: 173 Publication Title: ProQuest LLC Loc in Archive 1697502591; ED554753 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502591?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:NZ8XTVSM 2339240:ZZQBKRNI 2405685:FMI8USWB 2405685:V48XT6S6 2534378:C6KXYQA7 2534378:IW3DL8F8}, keywords = {Case Studies, Computer Software, Cultural Context, ERIC, Resources in Education (RIE), Economic Factors, English (Second Language), Foreign Countries, Grounded Theory, India, Indians, Language Teachers, Qualitative Research, Reflective Teaching, Second Language Instruction, Second Language Learning, Social Influences, Teacher Attitudes, Teaching Methods, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096525, \_\_finaldtb}, } @article{mcclanahan_b_williams_k_kennedy_e__tate_s_breakthrough_2012, title = {A breakthrough for {Josh}: {How} use of an {iPad} facilitated reading improvement.}, volume = {56}, doi = {10.1007/s11528-012-0572-6}, number = {3}, journal = {TechTrends}, author = {{McClanahan, B., Williams, K., Kennedy, E., \& Tate, S.}}, year = {2012}, note = {00000 shortDOI: 10/gf62hv KerkoCite.ItemAlsoKnownAs: 10/gf62hv 2129771:XY8MHLTU 2405685:YXAZLL57}, pages = {20--28}, } @article{meno_journal_2012, title = {{DES} {JOURNAL} 2012.pdf}, volume = {2}, url = {http://ir-library.mmarau.ac.ke:8080/xmlui/bitstream/handle/123456789/2270/DES%20JOURNAL%202012.pdf?sequence=1&isAllowed=y#page=15}, number = {1}, urldate = {2020-06-02}, journal = {Journal of Continuing, Open and Distance Education}, author = {Meno, Yeba Judith Sama Mouokuio}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HCIDMNIQ}, keywords = {⛔ No DOI found}, pages = {1--23}, } @article{meno_gender_2012, title = {Gender bias in attitude towards girls in the {Use} of computers in selected schools in central {Africa}}, journal = {Journal of Continuing, Open and Distance Education}, author = {Meno, Yeba Judith Sama Mouokuio}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYGKG23I 2405685:NWGCZ947}, keywords = {Equity of Access, ⛔ No DOI found}, pages = {1}, } @techreport{ministry_of_communication_technology_nigeria_national_2012, title = {National {Information} and {Communication} {Technology} ({ICT}) {Policy}}, url = {https://nitda.gov.ng/wp-content/uploads/2018/07/National-ICT-Policy1.pdf}, urldate = {2020-07-07}, author = {Ministry of Communication Technology (Nigeria)}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RSKAEETR}, } @article{msangi_relevancy_2012, title = {The {Relevancy} of {Bronfenbrenner}’s {Ecological} {Systems} {Theory} in {Early} {Childhood} {Education}}, volume = {4}, number = {1}, journal = {JOURNAL OF ISSUES AND PRACTICE IN EDUCATION}, author = {Msangi, Bilhuda}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HX4DYBHH 2405685:IJBE87U4}, keywords = {⛔ No DOI found}, } @techreport{mubanga_effects_2012, address = {Tokyo}, title = {The effects of continuing professional development ({CPD}) though {SPRINT} on teacher classroom practices and student learning outcomes. {In} {Collaboration} toward {Greater} {Autonomy} in {Educational} {Development}}, url = {https://cice.hiroshima-u.ac.jp/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf}, author = {Mubanga, R}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NALKEFXU}, } @article{mubanga_school_2012, title = {School {Program} of {In}-service {Training} for the {Term} ({SPRINT}) {Program} in {Zambia} -{A} {Case} of {Collaboration} {Towards} {Self}-{Reliant} {Education} {Development}}, volume = {IX}, url = {https://cice.hiroshima-u.ac.jp/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf}, language = {en}, journal = {Japan Education Forum}, author = {Mubanga, Ruth M}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CDR6XJVI}, keywords = {⛔ No DOI found}, } @book{mugenda_research_2012, address = {Nairobi, Kenya}, title = {Research methods dictionary}, publisher = {Kenya Arts Press}, author = {Mugenda, Olive M and Mugenda, Abel G}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HQRL48EG}, } @article{nabhani_school-based_2012, title = {School-based professional development in one {Lebanese} school: how much is too much?}, volume = {38}, issn = {1941-5257}, shorttitle = {School-based professional development in one {Lebanese} school}, url = {https://doi.org/10.1080/19415257.2011.639077}, doi = {10.1080/19415257.2011.639077}, abstract = {This case study examines the attitudes of the secondary and middle school teachers at one school in Lebanon regarding the effect of the school’s professional development (PD) programs on the quality of their teaching practices and motivation. It also examines teachers’ attitudes regarding PD as well as their recommendations to improve the quality of the PD program provided by their school. Questionnaires, focus group interviews and observations were conducted to collect and triangulate data results. Results show that teachers regard PD in their school as beneficial in general but able to be enhanced further. Although the attitude of novice teachers towards PD is more favorable than that of veteran teachers, findings show that the overall teachers’ attitude towards PD is a negative one. Modifications and suggestions to improve the quality of the PD activities are proposed by the teachers. The school offers a prosperous PD program, but its fruitfulness will remain limited unless an organizational structure is created.}, number = {3}, urldate = {2020-01-31}, journal = {Professional Development in Education}, author = {Nabhani, Mona and Bahous, Rima and Hamdan, Zeina}, year = {2012}, note = {shortDOI: 10/fzxm7p KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2011.639077 10/fzxm7p 2339240:9WFGU8AX 2339240:WLWXRWJ2 2405685:DMXQEDYG 2405685:I8KIIXIE}, keywords = {Lebanon, professional development, schools, ⛔ No DOI found}, pages = {435--451}, } @misc{national_assembly_of_pakistan_constitution_2012, title = {The {Constitution} of the {Islamic} {Republic} of {Pakistan}}, url = {http://na.gov.pk/uploads/documents/1333523681_951.pdf}, author = {National Assembly of Pakistan}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IXMJEFZG 2405685:SNZPZPFP}, } @techreport{national_institute_of_statistics_of_rwanda_nisr_fourth_2012, type = {Thematic {Report}}, title = {Fourth {Population} and {Housing} {Census}, {Rwanda}, 2012: {Thematic} {Report}: {Characteristics} of {Households} and {Housing}}, url = {https://www.statistics.gov.rw/publication/rphc4-thematic-report-characteristics-households-and-housing}, language = {EN}, number = {RHCP4}, urldate = {2020-08-24}, institution = {Ministry of Finance and Economic Planning (MINECOFIN)}, author = {{National Institute of Statistics of Rwanda (NISR)}}, year = {2012}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:HVCBH9QU}, } @article{newman_stimulating_2012, title = {Stimulating {Demand} for {Research} {Evidence}: {What} {Role} for {Capacitybuilding}?}, volume = {43}, url = {https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/7524/IDSB_43_5_10.1111-j.1759-5436.2012.00358.x.pdf?sequence=1}, abstract = {There has been a great deal of interest in recent years in supporting evidence-informed policymaking in developing countries. In particular, there have been efforts to build the capacity of researchers and research intermediaries to supply appropriately packaged research information (for example in the form of policy briefs) to policymakers. While supply of research information is important, it will only be used to inform policy if it is accessed, valued and understood by policymakers. In this article, we discuss our understanding of demand for research from policymakers; the capacities which underlie it; and how these might be supported.}, number = {5}, journal = {Institute of Development Studies Bulletin}, author = {Newman, Kirsty and Fisher, Catherine and Shaxson, Louise}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XI8NKLGV 2405685:SAIYRV5G}, keywords = {⛔ No DOI found}, } @misc{nice_appendix_2012, title = {Appendix {H} {Quality} appraisal checklist – qualitative studies {\textbar} {Methods} for the development of {NICE} public health guidance (third edition) {\textbar} {Guidance} {\textbar} {NICE}}, url = {https://www.nice.org.uk/process/pmg4/chapter/appendix-h-quality-appraisal-checklist-qualitative-studies}, language = {eng}, urldate = {2019-12-11}, author = {NICE}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PRFQXSFC 2405685:RFPEN259 PRFQXSFC}, } @article{nicholas_factors_2012, title = {Factors influencing the uptake of a mechatronics curriculum initiative in five {Australian} secondary schools}, volume = {22}, issn = {0957-7572, 1573-1804}, url = {http://link.springer.com/10.1007/s10798-010-9138-0}, doi = {10.1007/s10798-010-9138-0}, abstract = {While the ready-made LegoTM Robotics kits are popular in schools and are used by students at both primary and secondary year levels, using the Picaxe microcontroller (chip) to create simple electronic devices, including robotic devices is less popular. The latter imposes an additional challenge as a result of the need to construct the universal board with the chip in it—a challenge embraced in the cross-disciplinary mechatronics program in this study. This paper reports on how teachers from five Australian secondary schools put into practice technological pedagogical content knowledge (TPCK) developed from expert-led workshops and explores factors (intrinsic and extrinsic) that influenced the implementation. The results show that different strategies were adopted by the schools in implementing the programs. While teacher attitude played an important role in influencing the program’s success, being able to identify where the program sits within the curriculum and planning around timetable and facility constraints were also important factors to consider. The research indicated that teachers’ TPCK was most challenged in non-obvious areas such as diagnosing where faulty soldering joints were.}, language = {en}, number = {1}, urldate = {2021-11-09}, journal = {International Journal of Technology and Design Education}, author = {Nicholas, Howard and Ng, Wan}, month = feb, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10798-010-9138-0 2339240:36UGFW8N 2405685:6NXDR2X9}, pages = {65--90}, } @article{ogembo_computerizing_2012, title = {Computerizing {Primary} {Schools} in {Rural} {Kenya}: {Outstanding} {Challenges} and {Possible} {Solutions}}, volume = {52}, copyright = {© 2012 John Wiley \& Sons}, issn = {1681-4835}, shorttitle = {Computerizing {Primary} {Schools} in {Rural} {Kenya}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1681-4835.2012.tb00371.x}, doi = {10.1002/j.1681-4835.2012.tb00371.x}, abstract = {This paper investigates the outstanding challenges facing primary schools’ computerization in rural Kenya. Computerization of schools is often envisaged as a ‘magic’, or at least a particularly efficient, solution to many of the problems that developing countries face in improving primary school education. However, while a great deal of consideration is given to the technical issues surrounding computer implementation, government policy makers, administrators, aid organizations and individuals participating in school computerization programs often have not carefully considered the contextual questions surrounding this endeavour. Specifically: 1.) what problems do rural schools actually want to solve with computerization; 2.) is computerization the most important priority for rural schools; 3.) are schools ready, in terms of infrastructure, for a computer in the classroom; or 4.) might there be better avenues for implementing access to the benefits of the digital age? These questions and the issue of school computerization are considered via results from a survey of thirty-seven rural Kenyan primary public schools. Results indicate that, while all schools had low ICT status making them primary targets for computerization, only eleven percent had at least one ICT compliant teacher, of which all were considered to require further training. In addition we found inadequate infrastructural preparedness – lack of access to electricity, internet; no classroom computer space, few desks, secure walls and protective roofing – posing severe challenges to the outstanding conception of computerization. We consider these results and make recommendations for better adapting programs for computer introduction, and also suggest the use of new innovative devices, such as cell phones, which might already have overcome many of the technical challenges found.}, language = {en}, number = {1}, urldate = {2021-04-02}, journal = {The Electronic Journal of Information Systems in Developing Countries}, author = {Ogembo, Javier Gordon and Ngugi, Benjamin and Pelowski, Matthew}, year = {2012}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.1681-4835.2012.tb00371.x KerkoCite.ItemAlsoKnownAs: 10.1002/j.1681-4835.2012.tb00371.x 10/gf7gs8 2339240:33SJHXL4 2405685:NMZU3HHJ}, keywords = {ICT, cell phone, classrooms, computerization, primary schools, techno-literacy}, pages = {1--17}, } @inproceedings{onguko_context_2012, title = {Context and {Appropriate} {Technology}: {The} {Unavoidable} {Partnership}}, shorttitle = {Context and appropriate technology}, url = {https://www.researchgate.net/publication/289049429_Context_and_appropriate_technology_The_unavoidable_partnership}, abstract = {Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning.}, language = {en}, booktitle = {Proceedings of the {European} {Conference} on e-{Government}, {ECEG}}, author = {Onguko, Brown}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:24H28YGJ 2339240:ISIT39J6 2405685:5KI53BLU 2405685:W7KJBF6N 2405685:X3EGT59M 2405685:ZHM4CF5K 2534378:7IHB745E 2534378:SU4VP6FM}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096499, \_\_finaldtb, ⛔ No DOI found}, pages = {502--509}, } @phdthesis{onguko_teachers_2012, address = {Calgary, AB}, type = {{PhD}}, title = {Teachers' professional development in a challenging educational context -- a study of actual practice in rural western {Kenya}}, url = {https://prism.ucalgary.ca/bitstream/handle/11023/131/ucalgary_2012_onguko_brown.pdf?sequence=2}, abstract = {This research adopted a design research approach, utilizing a mixture of methods including narratives, ethnographic observations, qualitative interviews and documentation of design artifacts. It was implemented in a challenging context in Western Kenya. The first research question for this study was: How might professional development (PD), offered through a blended learning approach and delivered by appropriate technologies, inform potential change to teaching practice in a challenging context in Kenya? Research question two sought to understand the implications of the professional development implemented in this study for teachers and professional development teachers (PDTs). Question three sought to understand the sustainability and scalability of the professional development approach The theoretical framework informing this research is based on activity theory- a needs-driven and goal directed process through tool mediation, and entails division of labor and isolation of partial tasks in a community of relationships (Vygotsky, 1978; Leont’ev, 1978; Engestrom, 1987; 1999; 2000; 2008). Key features of activity theory are active engagement and social interaction, which enabled teachers to collaboratively work with each other, studying through appropriate technologies to inform their teaching practices. Based on a review of literature, interviews with teachers and observation of teachers during face-to-face meetings in professional development and in their classroom practice, this study suggests that teachers in a challenging context can inform potential change to their teaching as a result of participation in locally developed content, delivered through blended learning on appropriate technologies. This study observes that through self-directed study on tablets, and occasional face-to-face interaction, teachers can transform into a community of learners that support each other in planning for their lessons. Content development involving local experts is critical to such interventions in challenging contexts, while drawing from global web content, harnessing open educational resources and being sensitive to local culture. Reflective conversations, professional dialogues and technology stewardship were all critical in informing teachers’ practice.}, school = {University of Calgary}, author = {Onguko, Brown}, year = {2012}, doi = {doi:10.11575/PRISM/27984}, note = {Publisher: Education KerkoCite.ItemAlsoKnownAs: 10.11575/PRISM/27984 2339240:DG2D5LEQ 2339240:HFGVU85N 2405685:3GUCVMD2 2405685:AJ9GX7EE 2534378:9XFBBTYJ 2534378:SQ7895I3}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457443, \_\_finaldtb, ⛔ No DOI found}, } @article{osterman_digital_2012, title = {Digital {Literacy}: {Definition}, {Theoretical} {Framework}, and {Competencies}}, abstract = {This paper offers an overview of existing definitions and theoretical frameworks for digital literacy. The researcher makes recommendations for an agreed upon definition and theoretical framework and discusses implications for a relationship between digital and visual literacy skills.}, language = {en}, author = {Osterman, Mark D}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9Q6R5ZNU 2405685:QR6375R6}, keywords = {⛔ No DOI found}, pages = {7}, } @article{ozdamli_pedagogical_2012, title = {Pedagogical framework of m-learning}, volume = {31}, doi = {10.1016/j.sbspro.2011.12.171}, journal = {Procedia-Social and Behavioral Sciences}, author = {Ozdamli, Fezile}, year = {2012}, note = {shortDOI: 10/fzgsqg KerkoCite.ItemAlsoKnownAs: 10/fzgsqg 2129771:87Y39DTV 2405685:MPFTMEZT}, pages = {927--931}, } @article{pardamean_assessing_2012, title = {Assessing user acceptance toward blog technology using the {UTAUT} model}, volume = {6}, issn = {1998-0159}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.4427&rep=rep1&type=pdf}, abstract = {Blogs are among the many commonly used technologies for education and learning. They are also both conversational technologies and constructivist learning tools. Their interactive, collaborative, user-friendly, and instant archival features have transformed blogs into effective tools for enhancing case-based teaching methods in the asynchronous nature of the online environment. This study investigated the student populace’s acceptance of the blog technology through the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. UTAUT integrates eight theories from social psychology and sociology in order to examine the effects of major factors on behavioral intention and actual use of blog to learn e-business course materials and topic discussions. The results showed that both social influence and performance expectancy had a significant relationship with behavioral intention, whereas effort expectancy did not. In this study, behavioral intention did not have a significant relationship with actual usage level of blogs as a learning tool.}, language = {en}, number = {1}, journal = {International Journal of Mathematics and Computers in Simulation}, author = {Pardamean, Bens and Susanto, Mario}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QX33CKMX 2405685:QDHQ7BL5}, keywords = {⛔ No DOI found}, pages = {203--212}, } @article{patterson_evaluations_2012, title = {Evaluations of situational judgement tests to assess non-academic attributes in selection}, volume = {46}, issn = {1365-2923}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2923.2012.04336.x}, doi = {10.1111/j.1365-2923.2012.04336.x}, abstract = {Medical Education 2012: 46: 850–868 Objectives This paper presents a systematic review of the emerging international research evidence for the use of situational judgement tests (SJTs) for testing important non-academic attributes (such as empathy, integrity and resilience) in selection processes. Methods Several databases (e.g. MEDLINE, PsycINFO, Web of Science) were searched to retrieve empirical studies relating to SJTs published between 1990 and 2010. Personal contact with experts in the field was made to identify any unpublished research or work in progress to obtain the most current material. Finally, reference lists were checked to access other relevant journal articles and further research. All research studies were required to meet specific inclusion criteria selected by two independent reviewers. Results Over 1000 citations were identified during the initial literature search; following the review of abstracts, full-text copies of 76 articles were retrieved and evaluated. A total of 39 articles that adequately met the inclusion criteria were included in the final review. The research evidence shows that, compared with personality and IQ tests, SJTs have good levels of reliability, predictive validity and incremental validity for testing a range of professional attributes, such as empathy and integrity. Conclusions SJTs can be designed to test a broad range of non-academic constructs depending on the selection context. As a relatively low-fidelity assessment, SJTs are a cost-efficient methodology compared with high-fidelity assessments of non-academic attributes, such as those used in objective structured clinical examinations. In general, SJTs are found to demonstrate less adverse impact than IQ tests and are positively received by candidates. Further research is required to explore theoretical developments and the underlying construct validity of SJTs.}, language = {en}, number = {9}, urldate = {2020-06-17}, journal = {Medical Education}, author = {Patterson, Fiona and Ashworth, Victoria and Zibarras, Lara and Coan, Philippa and Kerrin, Maire and O’Neill, Paul}, year = {2012}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2923.2012.04336.x shortDOI: 10/f37fc9 KerkoCite.ItemAlsoKnownAs: 10/f37fc9 2405685:2LTPTJHB 2405685:WDJGKHTC}, pages = {850--868}, } @techreport{pellini_assessing_2012, title = {Assessing the policy influence of research: {A} case study of governance research in {Viet} {Nam}}, url = {https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/7687.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Pellini, Arnaldo and Anderson, James H and Tran, Huong Thi Lan and Irvine, Renwick}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F58FH7TK 2405685:QTTE2VHQ}, pages = {8}, } @book{pichler_cast_2012, title = {{CAST} methods in modelling: {Computer} aided systems theory for the design of intelligent machines}, shorttitle = {{CAST} methods in modelling}, publisher = {Springer Science \& Business Media}, author = {Pichler, Franz and Schwaertzel, Heinz}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SRTSWLJ5 2405685:27MVUU9X}, } @inproceedings{pittarello_castor_2012, title = {{CASTOR}: learning to create context-sensitive and emotionally engaging narrations in-situ}, booktitle = {Proceedings of the 11th {International} {Conference} on {Interaction} {Design} and {Children}}, publisher = {ACM}, author = {Pittarello, Fabio and Bertani, Luca}, year = {2012}, note = {00003 KerkoCite.ItemAlsoKnownAs: 2129771:HAUJKVS3 2405685:ATM9LKLU}, keywords = {⛔ No DOI found}, pages = {1--10}, } @techreport{policy_planning_research_and_communication_division_governmen_of_papua_new_guinea_report_2012, title = {Report on the {Implementation} of the {Tuition} {Fee} {Free} ({TFF}) {Report}}, url = {https://www.education.gov.pg/documents/TFF%20Policy%20Report.pdf}, urldate = {2022-11-13}, author = {{Policy, Planning, Research and Communication Division, Governmen of Papua New Guinea}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CQSEJWFX}, } @article{power_redistribution_2012, title = {From redistribution to recognition to representation: social justice and the changing politics of education}, volume = {10}, url = {https://www.tandfonline.com/doi/abs/10.1080/14767724.2012.735154}, doi = {10.1080/14767724.2012.735154}, number = {4}, journal = {Globalisation, Societies and Education}, author = {Power, Sally}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14767724.2012.735154 2339240:HPL47QPI 2405685:5AUSY5FM}, pages = {473--492}, } @incollection{power_new_2012, address = {London, UNITED KINGDOM}, title = {The 'new' new technology: {Exploiting} the potential of mobile communications and open educational resources}, isbn = {978-1-136-20580-4}, url = {http://ebookcentral.proquest.com/lib/cam/detail.action?docID=1024661}, urldate = {2020-08-06}, booktitle = {Teacher {Education} and the {Challenge} of {Development}: {A} {Global} {Analysis}}, publisher = {Taylor \& Francis Group}, author = {Power, Tom}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NJMUBYRW}, keywords = {Economic development -- Effect of education on -- Developing countries., Teachers -- Training of -- Developing countries., Teaching -- Developing countries.}, } @article{power_english_2012, title = {English in action: school based teacher development in {Bangladesh}}, volume = {23}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539}, doi = {10.1080/09585176.2012.737539}, language = {en}, number = {4}, urldate = {2020-05-15}, journal = {The Curriculum Journal}, author = {Power, Tom and Shaheen, Robina and Solly, Mike and Woodward, Clare and Burton, Sonia}, month = dec, year = {2012}, note = {shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2405685:2298G5YZ}, keywords = {C:Bangladesh}, pages = {503--529}, } @article{power_english_2012, title = {English in action: school based teacher development in {Bangladesh}}, volume = {23}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539}, doi = {10.1080/09585176.2012.737539}, language = {en}, number = {4}, urldate = {2020-05-15}, journal = {The Curriculum Journal}, author = {Power, Tom and Shaheen, Robina and Solly, Mike and Woodward, Clare and Burton, Sonia}, month = dec, year = {2012}, note = {shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2405685:2298G5YZ}, keywords = {C:Bangladesh}, pages = {503--529}, } @article{power_english_2012, title = {English in action: school based teacher development in {Bangladesh}}, volume = {23}, issn = {1469-3704}, shorttitle = {English in action}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539}, doi = {10.1080/09585176.2012.737539}, abstract = {In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh.}, language = {en}, number = {4}, urldate = {2022-08-23}, journal = {The Curriculum Journal}, author = {Power, Tom and Shaheen, Robina and Solly, Mike and Woodward, Clare and Burton, Sonia}, year = {2012}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1080/09585176.2012.737539 KerkoCite.ItemAlsoKnownAs: 10.1080/09585176.2012.737539 2339240:VTZ8NAVX 2405685:U3Z382B7}, keywords = {Bangladesh, English in Action, School Based Teacher Development, technologies}, } @inproceedings{preciado-babb_incorporating_2012, title = {Incorporating the {iPad} in the mathematics classroom}, doi = {10.1109/educon.2012.6201195}, booktitle = {Global {Engineering} {Education} {Conference} ({EDUCON}), 2012 {IEEE}}, publisher = {IEEE}, author = {Preciado-Babb, AP}, year = {2012}, note = {00006 shortDOI: 10/gf62hj KerkoCite.ItemAlsoKnownAs: 10/gf62hj 2129771:ZELCHDIM 2405685:NQAMVVPS}, pages = {1--5}, } @article{redempta_e-learning_2012, title = {An {E}-{Learning} {Approach} to {Secondary} {School} {Education}”: {E}-{Readiness} {Implications} in {Kenya}}, volume = {3}, abstract = {Information and Communication Technology (ICT) has the potential to enhance access, quality, and effectiveness in education. This paper examines the E-readiness implication on the adoption of e-learning in secondary schools in Kenya. The paper provides an opportunity for reflection on e-learning adoption and the potential role ICT can plays in education. The review has established that up to date, less than 10\% of secondary schools in Kenya offer computer studies as a subject in the curriculum despite its perceived potential. The few schools that have an ICT programme limit the number of candidates who take up the subject considering it a specialty irrespective its being an essential subject as other compulsory subjects like Mathematics and Languages. Whereas the processing of information to build knowledge is one of the essential literacy skills vital for the workforce in the 21st century, it is often overlooked in current educational practices. the question of ereadiness of Kenyan schools cannot be overlooked if Kenya plans to use education as a platform for becoming an e-society of the 21st century as envisaged in Vision 2030.Therefore, it is imperative that E-Readiness issues be effectively addressed lest new technology introduced further marginalizes the already deprived Kenyan children. Desktop review of relevant literature was guided by Current Situation Analysis (CSA) which is equivalent to Strength, Weakness, Opportunities and Threats (SWOT) Analysis.}, language = {en}, number = {16}, journal = {Journal of Education and Practice}, author = {Redempta, Kiilu}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QGAYFNJL 2405685:74DSLY4X}, keywords = {⛔ No DOI found}, pages = {7}, } @article{rodriguez_ict_2012, title = {{ICT} for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools}, volume = {21}, shorttitle = {{ICT} for education}, doi = {10.1080/1475939x.2012.720415}, number = {3}, journal = {Technology, Pedagogy and Education}, author = {Rodríguez, Patricio and Nussbaum, Miguel and Dombrovskaia, Lioubov}, year = {2012}, note = {Publisher: Taylor \& Francis zotzenLib.CopiedFrom: 2339240:2EDMC2JD KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2012.720415 10.1080/1475939x.2012.720415 2339240:2EDMC2JD 2405685:9DB6K5UX}, pages = {291--315}, } @article{rosekrans_education_2012, title = {Education reform for the expansion of mother-tongue education in {Ghana}}, volume = {58}, doi = {10.1007/s11159-012-9312-6}, number = {5}, journal = {International Review of Education}, author = {Rosekrans, Kristin and Sherris, Arieh and Chatry-Komarek, Marie}, year = {2012}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2405685:2HT4PVM3 4042040:QNQ7QUH9}, pages = {593--618}, } @inproceedings{roy_promoting_2012, title = {Promoting education for sustainable development by using {ICT} enhanced problem based learning in a developing country}, doi = {10.1109/T4E.2012.27}, abstract = {One of the goals of education is to create responsible citizens who can understand and respond to problems in their societies adequately. Such acts of responsibility may need knowledge, ability to think critically about the problem and some action towards a possible solution. Previous research shows that forest fires in Tanzania are serious social problem. Adequate education about this problem does not take place because of lack of number of teachers required and lack of qualification among the teachers. This study used ICT media to connect the expertise of local environmental officers to school students who creatively conducted projects-based-learning activities to solve local environmental conservation problems. These projects when followed by student presentations encourage and ensure that students learn about the problem well. Amix-method research approach shows that the use of video for learning and providing environmental education was ranked as being very effective by participants.}, booktitle = {2012 {IEEE} {Fourth} {International} {Conference} on {Technology} for {Education}}, author = {Roy, A. and Kihoza, P. and Suhonen, J. and Vesisenaho, M.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2012.27 2339240:WTAN6JY9 2405685:893YEBWF}, keywords = {Communities, Educational institutions, Fires, ICT enhanced problem based learning, ICT media, ICT supported pedagogical model, ICT4D, ICT4E, Project Based Learning, Reflection, Sociology, Vegetation, computer aided instruction, developing country, environmental education, environmental science computing, information technology, interactive video, learning videos, local environmental conservation problems, local environmental officers, problem solving, problems in developing world, projects-based-learning activity, responsible citizens, school students, social awareness, social issues, student presentations, sustainable development, technical presentation}, pages = {98--104}, } @article{sandelowski_mapping_2012, title = {Mapping the {Mixed} {Methods}-{Mixed} {Research} {Synthesis} {Terrain}}, volume = {6}, doi = {10.1177/1558689811427913}, abstract = {Mixed methods-mixed research synthesis is a form of systematic review in which the findings of qualitative and quantitative studies are integrated via qualitative and/or quantitative methods. Although methodological advances have been made, efforts to differentiate research synthesis methods have been too focused on methods and not focused enough on the defining logics of research synthesis-each of which may be operationalized in different ways-or on the research findings themselves that are targeted for synthesis. The conduct of mixed methods-mixed research synthesis studies may more usefully be understood in terms of the logics of aggregation and configuration. Neither logic is preferable to the other nor tied exclusively to any one method or to any one side of the qualitative/quantitative binary. © The Author(s) 2012.}, number = {4}, journal = {Journal of Mixed Methods Research}, author = {Sandelowski, Margarete and Voils, Corrine I. and Leeman, Jennifer and Crandell, Jamie L.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1558689811427913 2405685:QCKXRTKE 2405685:QWALTZQ5}, keywords = {\_\_\_working\_potential\_duplicate, aggregation, configuration, mixed research synthesis, systematic review}, pages = {317--331}, } @book{schwartz_remedial_2012, title = {Remedial {Education} {Programs} to {Accelerate} {Learning} for {All}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/26824}, language = {en}, urldate = {2020-07-15}, publisher = {World Bank}, author = {Schwartz, Analice C.}, month = may, year = {2012}, doi = {10.1596/26824}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/26824 2339240:6BCEXU44 2405685:3957D5SB}, } @techreport{shkabatur_check_2012, address = {Washington D.C.}, title = {Check my school: {A} case study on citizen's monitoring of the education sector in the {Philippines}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/23031/Check0my0schoo0r0in0the0Philippines.pdf?sequence=1&isAllowed=y}, institution = {World Bank Group}, author = {Shkabatur, Jennifer}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KC39FKTL 2405685:Q3BVDSZZ}, } @article{shrestha_teacher_2012, title = {Teacher professional development using mobile technologies in a large-scale project: lessons learned from {Bangladesh}}, volume = {2}, shorttitle = {Teacher professional development using mobile technologies in a large-scale project}, doi = {10.4018/ijcallt.2012100103}, number = {4}, journal = {International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)}, author = {Shrestha, Prithvi}, year = {2012}, note = {Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/ijcallt.2012100103 10/gftr3z 2339240:6D45UDBE 2405685:SU6CDMZY 2534378:KGBGU7A7 2534378:LQMP437N}, pages = {34--49}, } @article{skeldon_migration_2012, title = {Migration transitions revisited: {Their} continued relevance for the development of migration theory}, volume = {18}, doi = {10.1002/psp.667}, number = {2}, journal = {Population, Space and Place}, author = {Skeldon, R.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/psp.667 2339240:H9KN6VZ2 2405685:YKSWRPY7}, pages = {154--166}, } @incollection{steeves_ict4d_2012, title = {{ICT4D}, gender divides, and development: {The} case of {Ghana}}, shorttitle = {{ICT4D}, gender divides, and development}, booktitle = {Development {Communication} in {Directed} {Social} {Change}: {A} {Reappraisal} of {Theories} and {Approaches}. {Singapore}: {Asian} {Media} {Information} and {Communication} {Centre} ({AMIC})}, author = {Steeves, H. Leslie and Kwami, Janet D.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DVKZHCPQ 2405685:3EEDT3VP}, keywords = {Equity of Access, ⛔ No DOI found}, pages = {199--217}, } @phdthesis{stone_professional_2012, title = {A {Professional} {Development} {Program} for the {Mother} {Tongue}-{Based} {Teacher}: {Addressing} {Teacher} {Perceptions} and {Attitudes} {Towards} {MTBMLE}}, language = {en}, school = {University of Massachusetts Amherst}, author = {Stone, Rebecca J Paulson}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9CAEQJCZ 4042040:KDCL2XKB}, } @article{tolley_intervention_2012, title = {An intervention study of instructional methods and student engagement in large classes in {Thailand}}, volume = {53}, url = {https://reader.elsevier.com/reader/sd/pii/S0883035512000432?token=499AE21B7C81C429CD96678BD85D16D0AFCA10797622F2662CF6A06B27EE3E228CF0F30F35951E9CE83C49088377D180}, doi = {10.1016/j.ijer.2012.05.003}, language = {en}, urldate = {2020-05-10}, journal = {International Journal of Educational Research}, author = {Tolley, Leigh and Johnson, Laurene and Koszalka, Tiffany}, year = {2012}, note = {shortDOI: 10/ggvk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2012.05.003 10/ggvk3n 2339240:J76P33YH 2405685:2QG2SP3Z}, } @misc{trucano_mapping_2012, title = {Mapping {Open} {Educational} {Resources} {Around} {The} {World}}, url = {https://blogs.worldbank.org/edutech/mapping-oer}, abstract = {In the decade since the term 'open education resources' was formally identified and adopted by UNESCO, related "teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution" have been slowly but surely creeping into ...}, language = {en}, urldate = {2022-12-29}, author = {Trucano, Michael}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XII9NCPC}, } @misc{trucano_10_2012, title = {10 tendances des technologies appliquées à l’éducation dans les pays en développement}, url = {https://blogs.worldbank.org/fr/voices/10-tendances-des-technologies-appluqu-es-l-ducation-dans-les-pays-en-d-veloppement}, language = {fr}, urldate = {2020-06-04}, journal = {World Bank Blogs}, author = {Trucano, Michael and Hawkins, Robert and Jimenez, Carla}, year = {2012}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:H4YCEVBX}, } @article{truong_language_2012, title = {Language of {Instruction}: {Unlocking} {Effectiveness} of {Education} and {Sustainable} {Development} in {Sub}-{Saharan} {Africa}}, abstract = {The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramifications for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people’s talents and knowledge are failed policies. The language of instruction, specifically the use of the first or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress.}, language = {en}, author = {Truong, Natasha}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UP85LX5E 4042040:8537XWIR}, keywords = {⛔ No DOI found}, pages = {17}, } @techreport{turrent_teacher_2012, address = {Education Development Trust}, title = {The teacher salary system in {Sierra} {Leone}}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3b/3b936954-5bde-4a23-b5c3-14117f7a2af5.pdf}, urldate = {2022-05-16}, author = {Turrent, Victoria}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:57MI994B 2129771:EDZ7UPYF 2339240:HPKYUKLY 2339240:K8K3HH88 2405685:JYDRFRHV 2405685:YMKMBLNW 4556019:2UB9U5R4}, keywords = {C:Sierra Leone, \_C:Sierra Leone SLE, ⛔ No DOI found}, pages = {24}, } @techreport{twaweza_dar_2012, title = {Dar es {Salaam} {Primary} {Schools}: {Do} parents act to improve child learning?}, url = {https://www.twaweza.org/uploads/files/MB%20parents_engagement_pupils%20FINAL.pdf}, urldate = {2021-02-04}, institution = {Twaweza Brief No. 5}, author = {{Twaweza}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TG9E4XPS 2405685:NTGZWCJQ}, } @inproceedings{tyers_gender_2012, title = {A gender digital divide? {Women} learning {English} through {ICTs} in {Bangladesh}}, url = {https://www.researchgate.net/publication/288199499_A_gender_digital_divide_Women_learning_English_through_ICTs_in_Bangladesh}, booktitle = {{CEUR} {Workshop} {Proceedings}. 955. 94-100.}, author = {Tyers, A}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YQWH7XU4 2405685:6YTLB5YY}, keywords = {⛔ No DOI found}, } @techreport{unesco_youth_2012, address = {Paris, France}, title = {Youth and skills: {Putting} education to work}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000218003}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3EUDIQ9U 2405685:R2TILTNN}, } @book{unesco_youth_2012, title = {Youth and skills: putting education to work, {EFA} global monitoring report, 2012}, copyright = {CC BY-SA 3.0 IGO}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000218003}, language = {EN}, urldate = {2020-09-18}, author = {{UNESCO}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N8AHZTDF 2534378:ESWRX9FN}, } @techreport{united_states_embassy_in_nigeria_nigeria_2012, title = {Nigeria {Fact} {Sheet}}, url = {https://photos.state.gov/libraries/nigeria/487468/pdfs/Nigeria%20overview%20Fact%20Sheet.pdf}, urldate = {2020-07-07}, author = {United States Embassy in Nigeria}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:65X2HYUP}, } @techreport{unterhalter_transforming_2012, type = {Report}, title = {Transforming education for girls in {Tanzania} and {Nigeria}: {Cross} country analysis of endline research studies}, copyright = {open}, shorttitle = {Transforming {Education} for {Girls} in {Tanzania} and {Nigeria}}, url = {https://discovery.ucl.ac.uk/id/eprint/10018923/}, abstract = {This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.}, language = {eng}, urldate = {2021-01-19}, institution = {ActionAid}, author = {Unterhalter, Elaine and Heslop, Jo}, year = {2012}, note = {Num Pages: 18 Publication Title: ActionAid KerkoCite.ItemAlsoKnownAs: 2339240:4FGB56K3 2405685:53CECDLI}, } @article{vavrus_comparative_2012, title = {Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in {Tanzania}}, volume = {56}, issn = {0010-4086, 1545-701X}, shorttitle = {Comparative pedagogies and epistemological diversity}, url = {https://www.researchgate.net/publication/259711400_Comparative_Pedagogies_and_Epistemological_Diversity_Social_and_Materials_Contexts_of_Teaching_in_Tanzania}, doi = {10.1086/667395}, abstract = {This article examines how epistemological differences regarding knowledge production and material differences in the conditions of teaching influence teachers’ and teacher educators’ understandings of learner-centered pedagogy. Emerging from a 5-year collaboration between teams of US and Tanzanian teacher educators, the research focuses on six Tanzanian secondary schools whose teachers participated in a workshop on learner-centered pedagogy and pedagogical content knowledge. We find that teachers’ views of knowledge production are profoundly shaped by the cultural, economic, and social contexts in which they teach. We conclude not only that teachers’ working conditions are important contextual factors in comparative studies of schooling but that the conditions themselves need to be conceptualized more fully in theories of knowledge production and global/local reforms of teacher education.}, language = {en}, number = {4}, urldate = {2021-05-26}, journal = {Comparative Education Review}, author = {Vavrus, Frances and Bartlett, Lesley}, month = nov, year = {2012}, note = {Extra URL: https://www.journals.uchicago.edu/doi/10.1086/667395 KerkoCite.ItemAlsoKnownAs: 10.1086/667395 2339240:3HI6ILD9 2405685:E6MNXDVH 2405685:Q9B7WUKH 2405685:ZKQCX7CV 2534378:6JTIABX8}, pages = {634--658}, } @techreport{vian_per_2012, title = {Per diem policy analysis toolkit}, url = {https://www.gov.uk/research-for-development-outputs/per-diem-policy-analysis-toolkit}, language = {en}, urldate = {2022-11-18}, author = {Vian, T and Sabin, L}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ELXCWXLH 2405685:4GC6763N 4656463:D6D4H9TF}, } @article{vogel_review_2012, title = {Review of the use of ‘{Theory} of {Change}’ in international development}, language = {en}, author = {Vogel, Isabel}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8WP9VPAU 2405685:ASUJZSHI}, keywords = {⛔ No DOI found}, pages = {86}, } @techreport{walsh_low_2012, title = {Low {Cost} {Mobile} {Phones} for {Large} {Scale} {Teacher}}, abstract = {Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.}, language = {en}, author = {Walsh, Christopher S and Shaheen, Robina and Power, Tom and Hedges, Claire and Kahtoon, Masuda and Mondol, Sikander}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XPZGL85X}, pages = {9}, } @techreport{walter_what_2012, title = {What professional development makes the most difference to teachers?}, language = {en}, institution = {University of Oxford Department of Education}, author = {Walter, Catherine and Briggs, Jessica}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6FD437X4 2405685:RS5JRWCB}, } @article{watts_ipadican_2012, title = {{iPadiCan}: {Trialling} {iPads} to support primary and secondary students with disabilities}, volume = {27}, abstract = {iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.}, number = {2}, journal = {Australian Educational Computing}, author = {Watts, Liz and Brennan, Sharon and Phelps, Renata}, year = {2012}, note = {00001 KerkoCite.ItemAlsoKnownAs: 2129771:TACUNXJX 2405685:P3XRUIGA}, keywords = {⛔ No DOI found}, pages = {4--12}, } @article{wicha_animated_2012, title = {An animated dictionary for hearing-impaired students in {Thailand}}, volume = {12}, copyright = {© 2012 The Authors. Journal of Research in Special Educational Needs © 2012 NASEN}, issn = {1471-3802}, url = {https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-3802.2012.01239.x}, doi = {10.1111/j.1471-3802.2012.01239.x}, abstract = {As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches.}, language = {en}, number = {4}, urldate = {2021-03-04}, journal = {Journal of Research in Special Educational Needs}, author = {Wicha, Santichai and Sharp, Bernadette and Sureephong, Pradorn and Chakpitak, Nopasit and Atkins, Anthony}, year = {2012}, note = {\_eprint: https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-3802.2012.01239.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-3802.2012.01239.x 2339240:26Y8P2ER 2405685:SY4KMK35}, keywords = {Hearing-impaired students, language acquisition, total communication with 3D animation}, pages = {234--244}, } @techreport{winthrop_new_2012, address = {Washington, D.C., USA}, title = {A new face of education: {Bringing} technology into the classroom in the developing world}, url = {https://www.brookings.edu/research/a-new-face-of-education-bringing-technology-into-the-classroom-in-the-developing-world/}, institution = {Brookings}, author = {Winthrop, R. and Smith, M.S.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3ZM3DUIC 2405685:G7RGN7JS}, } @misc{world_bank_automated_2012, title = {Automated teller machines ({ATMs}) (per 100,000 adults) - {Sierra} {Leone}}, url = {https://data.worldbank.org/indicator/FB.ATM.TOTL.P5?locations=SL&most_recent_value_desc=false}, urldate = {2022-01-10}, author = {{World Bank}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EERHMIDA 2405685:IECJPUES 4556019:QB8DZSFF}, } @techreport{world_bank_gender_2012, address = {Washington D.C.}, title = {Gender {Equality} and {Development}}, url = {https://openknowledge.worldbank.org/handle/10986/4391}, institution = {World Bank Group}, author = {World Bank}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MRXABNXI 2405685:IBS4J2KN}, } @article{yalo_challenges_2012, title = {Challenges and strategies of working with learners with low vision: {Implications} for teacher training}, volume = {7}, issn = {1990-3839}, shorttitle = {Challenges and strategies of working with learners with low vision}, url = {https://academicjournals.org/journal/ERR/article-abstract/75AA9B54702}, doi = {10.5897/ERR10.100}, abstract = {Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this study was to document challenges that learners with low vision have on teachers\’ performance when teaching learners with low vision in special primary schools for the visually impaired in Kenya. The study was carried out in 6 schools for the visually impaired respondents in the study including 78 teachers survey through questionnaire and observation. The study established challenges faced by teachers as lack of appropriate devices for learners, lack of adequate training of teachers and lack of regular teacher auditing. Strategies suggested to address the challenges were supply of low vision devices, low vision teams based at each school reconstituted to provide co-ordinated learning support and regular case conferencing be mounted to provide teacher support.}, language = {English}, number = {10}, urldate = {2020-12-10}, journal = {Educational Research and Reviews}, author = {Yalo, J. A. and Indoshi, F. C. and Agak, J. O.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.5897/ERR10.100 2339240:B8RGF7UM 2405685:ZSVGWH7J}, pages = {238--243}, } @article{yeba_gender_2012, title = {Gender bias in attitude towards girls in the use of computers in selected schools in central {Africa}}, volume = {2}, url = {http://erepository.uonbi.ac.ke/handle/11295/38205}, number = {1}, journal = {Journal of Continuing, Open and Distance Education}, author = {Yeba, Judith Sama Mouokuio Meno}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GQ2UGHN6 2339240:UFYFPPAS 2405685:9IAHMGKZ 2405685:9L84HEQM}, keywords = {⛔ No DOI found}, pages = {1--22}, } @article{malone_mother_2011, title = {Mother tongue-based bilingual education in {Papua} {New} {Guinea}}, url = {https://link.springer.com/article/10.1007/s11159-011-9256-2}, author = {Malone, Susan and Paraide, Patricia}, month = dec, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SEQ297XD 4042040:752ZVCFP}, keywords = {⛔ No DOI found}, } @article{agyei_ict_2011, title = {{ICT} use in the teaching of mathematics: {Implications} for professional development of pre-service teachers in {Ghana}}, volume = {16}, shorttitle = {{ICT} use in the teaching of mathematics}, doi = {10.1007/s10639-010-9141-9}, abstract = {Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana. KeywordsICT use–Professional development–Computer competencies–Mathematics education–Computer attitude–Ghana}, journal = {Education and Information Technologies}, author = {Agyei, Douglas and Voogt, Joke}, month = dec, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-010-9141-9 2339240:4GH4JJ6N 2405685:GKN47LAT}, pages = {423--439}, } @article{larkin_you_2011, title = {You use! {I} use! {We} use! {Questioning} the {Orthodoxy} of {One}-to-{One} {Computing} in {Primary} {Schools}}, volume = {44}, issn = {1539-1523}, url = {http://dx.doi.org/10.1080/15391523.2011.10782581}, doi = {10.1080/15391523.2011.10782581}, abstract = {The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.}, number = {2}, urldate = {2015-05-01}, journal = {Journal of Research on Technology in Education}, author = {Larkin, Kevin}, month = dec, year = {2011}, note = {shortDOI: 10/gf62g6 KerkoCite.ItemAlsoKnownAs: 10/gf62g6 2129771:6KZJQBYV 2405685:H9M22ASM}, pages = {101--120}, } @book{schleicher_building_2011, series = {International {Summit} on the {Teaching} {Profession}}, title = {Building a high-quality teaching profession: lessons from around the world}, isbn = {978-92-64-09843-5 978-92-64-11304-6}, shorttitle = {Building a high-quality teaching profession}, url = {https://www.oecd-ilibrary.org/education/building-a-high-quality-teaching-profession_9789264113046-en}, language = {en}, urldate = {2021-09-02}, publisher = {OECD}, author = {Schleicher, Andreas}, month = nov, year = {2011}, doi = {10.1787/9789264113046-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/9789264113046-en 2405685:KHTXBDEZ 2534378:I7ZW5U83}, } @techreport{hilbert_digital_2011, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Digital {Gender} {Divide} or {Technologically} {Empowered} {Women} in {Developing} {Countries}? {A} {Typical} {Case} of {Lies}, {Damned} {Lies}, and {Statistics}}, shorttitle = {Digital {Gender} {Divide} or {Technologically} {Empowered} {Women} in {Developing} {Countries}?}, url = {https://papers.ssrn.com/abstract=2039116}, abstract = {The discussion about women’s access to and use of digital Information and Communication Technologies (ICT) in developing countries has been inconclusive so far. Some claim that women are rather technophobic and that men are much better users of digital tools, while others argue that women enthusiastically embrace digital communication. This article puts this question to an empirical test. We analyze data sets from 12 Latin American and 13 African countries from 2005-08. This is believed to be the most extensive empirical study in this field so far. The results are surprisingly consistent and revealing: the reason why fewer women access and use ICT is a direct result of their unfavorable conditions with respect to employment, education and income. When controlling for these variables, women turn out to be more active users of digital tools than men. This turns the alleged digital gender divide into an opportunity: given women’s affinity for ICT, and given that digital technologies are tools that can improve living conditions, ICT represent a concrete and tangible opportunity to tackle longstanding challenges of gender inequalities in developing countries, including access to employment, income, education and health services.}, language = {en}, number = {ID 2039116}, urldate = {2020-06-02}, institution = {Social Science Research Network}, author = {Hilbert, Martin}, month = nov, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UBBG896Q}, keywords = {Damned Lies, Digital Gender Divide or Technologically Empowered Women in Developing Countries? A Typical Case of Lies, Martin Hilbert, SSRN, and Statistics}, } @article{suleman_role_2011, title = {Role of {Educational} {Technology} at {Primary} {School} {Level} {In} {District} {Karak} ({Khyber} {Pukhtunkhwa}) {Pakistan}}, volume = {1}, abstract = {The study was conducted to explore the role of educational technology at primary school level in District Karak (Khyber Pukhtunkhwa). The main objectives of the study were; to investigate the availability, usability and importance of educational technology; and to investigate whether primary school teachers are for the effective use of technologies for teaching learning process. The study was descriptive in nature. All the teachers and students at primary level in District Karak constituted the population of the study. Only three hundred and sixty six (366) primary school teachers; and two thousand and two students (2002) of primary schools (@ of 25\% and 5\% respectively) were selected randomly as sample of the study. The study was descriptive in nature. Two different questionnaires were prepared for teachers and students for the collection of data. After analysis of data, the researcher arrived at results that educational technology is very useful for the effective teaching learning process at primary level. It was found that educational televisions, radios, film strips, flip charts, VCRs, overhead projectors, multimedia projectors, educational softwares, computers, and internet facilities were not available in schools. Majority of the teachers were not using the available technology in their teaching learning process. It was also found that teachers were not trained for the effective utilization of educational technology.}, journal = {International Journal of Academic Research in Business and Social Sciences}, author = {Suleman, Dr}, month = nov, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BEJSKZSX 2405685:V4FIB68W}, keywords = {⛔ No DOI found}, pages = {2222--6990}, } @techreport{bakshi_cost_2011, title = {Cost {Effectiveness} of {Interactive} {Radio} {Instruction} {Program} {Karnataka}: {Basic} and {Program} {Cost} {Effectiveness}}, shorttitle = {Cost {Effectiveness} of {Interactive} {Radio} {Instruction} {Program} {Karnataka}}, url = {https://ideas.repec.org/p/ess/wpaper/id4576.html}, abstract = {The Program CEA extends to the study to an impact analysis of the Radio programs to assess whether the expenditure being made for this intervention is helping the students in improving their learning outcomes. This would then serve as a true measure of effectiveness that is; linking the outreach with the outcomes. This requires tracking a cohort of treatment and control groups over a period of three years. Also the study has documented the qualitative behaviour as observed in these groups. URL:[http://cbps.in/Publications.aspx].}, language = {en}, urldate = {2020-08-06}, institution = {eSocialSciences}, author = {Bakshi, Shubhashansha}, month = nov, year = {2011}, note = {Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:L8345RND 2405685:ESR8WZQI}, keywords = {Attendance, CEA, Central Tendency, Cost Effectiveness, Enrolment, Interactive Radio Instruction Program, Karnataka, Qualitative analysis, Research, Teachers, cohort of treatment, data, outcomes, qualitative behaviour, school, villages}, } @misc{unicef_human_2011, title = {Human {Rights}-based {Approach} to {Programming}}, url = {https://sites.unicef.org/policyanalysis/rights/}, abstract = {A human rights-based approach is a conceptual framework for the process of human development that is normatively based on international human rights standards and operationally directed to promoting and protecting human rights.}, urldate = {2022-04-28}, journal = {UNICEF}, author = {{UNICEF}}, month = oct, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q4BNRITK 2405685:V424BQ63}, } @article{borokhovski_extended_2011, title = {An extended systematic review of {Canadian} policy documents on e-learning: what we’re doing and not doing}, volume = {37}, copyright = {Copyright (c) 2011 Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes}, issn = {1499-6685}, shorttitle = {An extended systematic review of canadian policy documents on e-learning}, url = {https://www.cjlt.ca/index.php/cjlt/article/view/26353}, doi = {10.21432/t22p41}, language = {en}, number = {3}, urldate = {2021-08-05}, journal = {Canadian Journal of Learning and Technology}, author = {Borokhovski, Eugene and Bernard, Robert and Mills, Erin and Abrami, Philip C. and Wade, C. Anne and Tamim, Rana and Bethel, Edward and Lowerison, Gretchen and Pickup, David and Surkes, Michael A.}, month = oct, year = {2011}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 10.21432/t22p41 10/gmfk2v 2339240:CHEZSB5X 2405685:6HB7ZEXG}, } @article{engestrom_design_2011, title = {From design experiments to formative interventions}, volume = {21}, issn = {0959-3543}, url = {https://doi.org/10.1177/0959354311419252}, doi = {10.1177/0959354311419252}, abstract = {So-called ?design experiments? have been presented as a radical alternative to traditional experimental designs in behavioral sciences. A closer scrutiny of design experiments shows that they share the basic linear methodology of traditional randomized controlled trials, and thus ignore resistance and agency of learners as a source of surprise and novelty. Formative interventions based on Vygotsky?s principle of double stimulation offer an alternative that builds on and purposefully fosters learners? agency. Formative interventions may be characterized with the help of an argumentative grammar which proposes (a) the collective activity system as a unit of analysis, (b) contradictions as a source of change and development, (c) agency as a crucial layer of causality, and (d) transformation of practice as a form of expansive concept formation. These four epistemic tenets are concretized with the help of analysis of data from a Change Laboratory formative experiment conducted in a Finnish hospital. The analysis shows that double stimulation is a multi-layered and longitudinal process in which both the initial problem situation (first stimulus) and the mediating conceptual tool (second stimulus) are reformulated and enriched in successive steps. Such a process of double stimulation generates a thirdness, a new concept for the activity under transformation.}, language = {en}, number = {5}, urldate = {2022-12-07}, journal = {Theory \& Psychology}, author = {Engeström, Yrjö}, month = oct, year = {2011}, note = {Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/0959354311419252 2339240:KAQBZKPN 2405685:ZH34YXTN}, pages = {598--628}, } @article{mulaku_gis_2011, title = {{GIS} in {Education} {Planning}: {The} {Kenyan} {School} {Mapping} {Project}}, volume = {43}, issn = {0039-6265}, shorttitle = {{GIS} in {Education} {Planning}}, url = {https://doi.org/10.1179/003962611X13117748892155}, doi = {10.1179/003962611X13117748892155}, abstract = {School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision making. Such databases contain data such as the geographic location of schools, the numbers of existing schools of different levels in the public and private sectors, their capacities, physical condition and facilities, enrolment and the number of teachers and their attributes. Also often included are data on related natural features and infrastructure such as rivers, roads, economic and administrative centers, medical facilities, religious facilities, etc. This paper describes the Kenyan School Mapping Project, whose objective was to collect such data for all Kenyan learning institutions and to integrate them in a GIS database that could be queried to provide useful information for educational planners, other professional users and average citizens. Results show that at the time of the project, there were nearly 73000 learning institutions in Kenya, ranging from early childhood schools to universities; useful information products on important educational indicators such as schools distribution, enrolments, pupil-teacher ratios and gender parity indices have also been generated from GIS analysis of the data. These results have demonstrated the utility of the database for its stated purpose and therefore shown the project to be a useful model that can be emulated by other developing countries.}, number = {323}, urldate = {2022-11-04}, journal = {Survey Review}, author = {Mulaku, G.C. and Nyadimo, E.}, month = oct, year = {2011}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1179/003962611X13117748892155 KerkoCite.ItemAlsoKnownAs: 10.1179/003962611X13117748892155 2405685:HH3GP4V2 4042040:NJ6E8C3M}, keywords = {EMIS, GIS, KENYA, SCHOOL MAPPING}, pages = {567--578}, } @article{penuel_organizing_2011, title = {Organizing research and development at the intersection of learning, implementation, and design}, volume = {40}, issn = {0013-189X, 1935-102X}, url = {http://edr.sagepub.com/cgi/doi/10.3102/0013189X11421826}, doi = {10.3102/0013189x11421826}, language = {en}, number = {7}, urldate = {2016-08-30}, journal = {Educational Researcher}, author = {Penuel, W. R. and Fishman, B. J. and Haugan Cheng, B. and Sabelli, N.}, month = oct, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x11421826 10/b6c3vr 2129771:9MT6Q4IT 2339240:7FWMXGD5 2405685:LNFPUK3V 2486141:AD27KCRG 261495:5F7GU6XV}, pages = {331--337}, } @article{spiro_guided_2011, title = {Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme}, volume = {30}, issn = {0729-4360}, shorttitle = {Guided interaction as intercultural learning}, url = {https://doi.org/10.1080/07294360.2011.598453}, doi = {10.1080/07294360.2011.598453}, abstract = {In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective.}, number = {5}, urldate = {2022-08-22}, journal = {Higher Education Research \& Development}, author = {Spiro, Jane}, month = oct, year = {2011}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/07294360.2011.598453 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2339240:H56WBEPQ 2405685:89HZUWSP}, keywords = {home student experience, intercultural competences, international competences, savoir être, task design for internationalization, teacher development, teacher reflection}, } @article{spiro_guided_2011, title = {Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme}, volume = {30}, issn = {0729-4360}, shorttitle = {Guided interaction as intercultural learning}, url = {https://doi.org/10.1080/07294360.2011.598453}, doi = {10.1080/07294360.2011.598453}, abstract = {In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective.}, number = {5}, urldate = {2022-08-22}, journal = {Higher Education Research \& Development}, author = {Spiro, Jane}, month = oct, year = {2011}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/07294360.2011.598453 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2339240:H56WBEPQ 2405685:89HZUWSP}, keywords = {home student experience, intercultural competences, international competences, savoir être, task design for internationalization, teacher development, teacher reflection}, } @techreport{glewwe_school_2011, type = {Working {Paper}}, title = {School {Resources} and {Educational} {Outcomes} in {Developing} {Countries}: {A} {Review} of the {Literature} from 1990 to 2010}, shorttitle = {School {Resources} and {Educational} {Outcomes} in {Developing} {Countries}}, url = {https://www.nber.org/papers/w17554}, abstract = {Developing countries spend hundreds of billions of dollars each year on schools, educational materials and teachers, but relatively little is known about how effective these expenditures are at increasing students' years of completed schooling and, more importantly, the skills that they learn while in school. This paper examines studies published between 1990 and 2010, in both the education literature and the economics literature, to investigate which specific school and teacher characteristics, if any, appear to have strong positive impacts on learning and time in school. Starting with over 9,000 studies, 79 are selected as being of sufficient quality. Then an even higher bar is set in terms of econometric methods used, leaving 43 "high quality" studies. Finally, results are also shown separately for 13 randomized trials. The estimated impacts on time in school and learning of most school and teacher characteristics are statistically insignificant, especially when the evidence is limited to the "high quality" studies. The few variables that do have significant effects - e.g. availability of desks, teacher knowledge of the subjects they teach, and teacher absence - are not particularly surprising and thus provide little guidance for future policies and programs.}, number = {17554}, urldate = {2022-04-07}, institution = {National Bureau of Economic Research}, author = {Glewwe, Paul W. and Hanushek, Eric A. and Humpage, Sarah D. and Ravina, Renato}, month = oct, year = {2011}, doi = {10.3386/w17554}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w17554 2339240:P9BUQZZG 2405685:BWJZZECA 4656463:ZREMRIUZ}, } @book{savoia_alberto_pretotype_2011, title = {Pretotype {It}: {Make} sure you are building the right it before you build it right}, url = {http://www.pretotyping.org/uploads/1/4/0/9/14099067/pretotype_it_2nd_pretotype_edition-2.pdf}, author = {{Savoia, Alberto}}, month = oct, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NJTENVD2 2405685:QYUB3B6L}, } @article{fernald_strategies_2011, title = {Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries}, volume = {378}, doi = {10.1016/S0140-6736(11)60889-1}, abstract = {This report is the second in a Series on early child development in low-income and middle-income countries and assesses the effectiveness of early child development interventions, such as parenting support and preschool enrolment. The evidence reviewed suggests that early child development can be improved through these interventions, with effects greater for programmes of higher quality and for the most vulnerable children. Other promising interventions for the promotion of early child development include children's educational media, interventions with children at high risk, and combining the promotion of early child development with conditional cash transfer programmes. Effective investments in early child development have the potential to reduce inequalities perpetuated by poverty, poor nutrition, and restricted learning opportunities. A simulation model of the potential long-term economic effects of increasing preschool enrolment to 25\% or 50\% in every low-income and middle-income country showed a benefit-to-cost ratio ranging from 6·4 to 17·6, depending on preschool enrolment rate and discount rate.}, journal = {Lancet}, author = {Fernald, Lia and Alderman, Harold and Behrman, Jere and O'Gara, Chloe and Yousafzai, Aisha and Cabral de Mello, Meena and Hidrobo, Melissa and Ulkuer, Nurper and Ertem, Ilgi and Iltus, Selim}, month = sep, year = {2011}, note = {shortDOI: 10/bphz4m KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(11)60889-1 10/bphz4m 2339240:U6FXSTXG 2405685:7F469WAJ 2405685:7F5HTSH8 4803016:YIU4VCUY}, pages = {1339--53}, } @book{ries_lean_2011, title = {The {Lean} {Startup}: {How} {Today}'s {Entrepreneurs} {Use} {Continuous} {Innovation} to {Create} {Radically} {Successful} {Businesses}}, shorttitle = {The {Lean} {Startup}}, abstract = {Most startups fail. But many of those failures are preventable. The Lean Startup is a new approach being adopted across the globe, changing the way companies are built and new products are launched. Eric Ries defines a startup as an organization dedicated to creating something new under conditions of extreme uncertainty. This is just as true for one person in a garage or a group of seasoned professionals in a Fortune 500 boardroom. What they have in common is a mission to penetrate that fog of uncertainty to discover a successful path to a sustainable business. The Lean Startup approach fosters companies that are both more capital efficient and that leverage human creativity more effectively. Inspired by lessons from lean manufacturing, it relies on “validated learning,” rapid scientific experimentation, as well as a number of counter-intuitive practices that shorten product development cycles, measure actual progress without resorting to vanity metrics, and learn what customers really want. It enables a company to shift directions with agility, altering plans inch by inch, minute by minute. Rather than wasting time creating elaborate business plans, The Lean Startup offers entrepreneurs—in companies of all sizes—a way to test their vision continuously, to adapt and adjust before it’s too late. Ries provides a scientific approach to creating and managing successful startups in a age when companies need to innovate more than ever.}, author = {Ries, Eric}, month = sep, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QP9JBFUG 2405685:CDNIKUQA}, } @article{boyd_effect_2011, title = {The effect of school neighborhoods on teacher retention decisions}, issn = {New York: Russell Sage Foundation Press}, url = {https://cepa.stanford.edu/content/effect-school-neighborhoods-teacher-retention-decisions}, abstract = {A substantial body of research demonstrates that schools with large populations of poor, non-white and low-achieving students, on average have more difficulty attracting and retaining teachers (Boyd et. al., 2005; Boyd et al, 2009; Hanushek et. al., 2004; Ingersoll, 2001; Scafidi et. al., 2007). However, little work assesses the extent to which differences in the neighborhoods}, language = {en}, urldate = {2022-05-16}, journal = {Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances}, author = {Boyd, Donald and Lankford, Hamilton and Loeb, Susanna and Ronfeldt, Matthew and Wyckoff, James}, month = sep, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CMZS5JR 2405685:76GIZ8LC}, keywords = {⛔ No DOI found}, pages = {377}, } @article{toh_ict_2011, title = {{ICT} reform initiatives in {Singapore} schools: a complexity theory perspective}, volume = {12}, issn = {1876-407X}, shorttitle = {{ICT} reform initiatives in {Singapore} schools}, url = {https://doi.org/10.1007/s12564-010-9130-0}, doi = {10.1007/s12564-010-9130-0}, abstract = {The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance of ICT in education. Tracing the trajectory of Singapore’s ICT-related policies in the educational sector, this paper adopts the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore’s ICT-based reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore’s educational landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders in the learning ecology. Implications for policymaking are also discussed.}, language = {en}, number = {3}, urldate = {2020-12-07}, journal = {Asia Pacific Education Review}, author = {Toh, Yancy and So, Hyo-Jeong}, month = sep, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-010-9130-0 2339240:L7HAM2DI 2405685:PK3ZLTY5}, pages = {349--357}, } @inproceedings{dieste_quantitative_2011, title = {Quantitative {Determination} of the {Relationship} between {Internal} {Validity} and {Bias} in {Software} {Engineering} {Experiments}: {Consequences} for {Systematic} {Literature} {Reviews}}, shorttitle = {Quantitative {Determination} of the {Relationship} between {Internal} {Validity} and {Bias} in {Software} {Engineering} {Experiments}}, doi = {10.1109/ESEM.2011.37}, abstract = {Quality assessment is one of the activities performed as part of systematic literature reviews. It is commonly accepted that a good quality experiment is bias free. Bias is considered to be related to internal validity (e.g., how adequately the experiment is planned, executed and analysed). Quality assessment is usually conducted using checklists and quality scales. It has not yet been proven, however, that quality is related to experimental bias. Aim: Identify whether there is a relationship between internal validity and bias in software engineering experiments. Method: We built a quality scale to determine the quality of the studies, which we applied to 28 experiments included in two systematic literature reviews. We proposed an objective indicator of experimental bias, which we applied to the same 28 experiments. Finally, we analysed the correlations between the quality scores and the proposed measure of bias. Results: We failed to find a relationship between the global quality score (resulting from the quality scale) and bias, however, we did identify interesting correlations between bias and some particular aspects of internal validity measured by the instrument. Conclusions: There is an empirically provable relationship between internal validity and bias. It is feasible to apply quality assessment in systematic literature reviews, subject to limits on the internal validity aspects for consideration.}, booktitle = {2011 {International} {Symposium} on {Empirical} {Software} {Engineering} and {Measurement}}, author = {Dieste, Oscar and Grim´n, Anna and Juristo, Natalia and Saxena, Himanshu}, month = sep, year = {2011}, note = {ISSN: 1949-3789 KerkoCite.ItemAlsoKnownAs: 10.1109/ESEM.2011.37 2405685:WVW5MNFJ}, keywords = {Checklist, Context, Correlation, Inspection, Instruments, Quality Assessment (QA) of experiments, Quality Scale, Quality assessment, Software engineering, Systematic Literature Review (SLR), Systematics}, pages = {285--294}, } @article{sullivan_getting_2011, title = {Getting off the “{Gold} {Standard}”: {Randomized} controlled trials and education research}, volume = {3}, issn = {1949-8349}, shorttitle = {Getting {Off} the “{Gold} {Standard}”}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3179209/}, doi = {10.4300/JGME-D-11-00147.1}, number = {3}, urldate = {2022-12-05}, journal = {Journal of Graduate Medical Education}, author = {Sullivan, Gail M}, month = sep, year = {2011}, pmid = {22942950}, pmcid = {PMC3179209}, note = {KerkoCite.ItemAlsoKnownAs: 10.4300/JGME-D-11-00147.1 2339240:QSGWTB3B 2405685:ATRPH2NB}, pages = {285--289}, } @article{hanushek_distribution_2011, title = {The {Distribution} of {Teacher} {Quality} and {Implications} for {Policy}}, volume = {4}, doi = {10.1146/annurev-economics-080511-111001}, abstract = {It has become commonplace to measure teacher quality in terms of teacher value-added. Operationally, this means evaluating teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of which is within schools as opposed to between schools. The policy implications of these variations are dramatic. But the underlying statistical modeling has become the subject of intense research, in part because of this direct use of value-added measures in policy discussions.}, journal = {Annual Review of Economics}, author = {Hanushek, Eric and Rivkin, Steven}, month = aug, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-economics-080511-111001 2339240:FBQY8YNZ 2405685:H5R2C39B}, pages = {131--157}, } @book{higgins_cochrane_2011, title = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}}, isbn = {978-1-119-96479-7}, url = {http://handbook-5-1.cochrane.org/}, abstract = {Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store.}, language = {en}, publisher = {John Wiley \& Sons}, author = {Higgins, Julian P. T. and Green, Sally}, month = aug, year = {2011}, note = {Google-Books-ID: NKMg9sMM6GUC KerkoCite.ItemAlsoKnownAs: 2129771:AQG5FQL5 2317526:LYDVD3NA 2405685:W4SFJU7Y 261495:9MDYPILH}, keywords = {Medical / General}, } @article{achuonye_technophobia_2011, title = {Technophobia among {Female} {Undergraduate} {Students}: {A} {Challenge} to {Attainment} of the {MDGs} in {Nigeria}}, issn = {2456-981X}, shorttitle = {Technophobia among {Female} {Undergraduate} {Students}}, url = {http://journaljesbs.com/index.php/JESBS/article/view/17676}, language = {en-US}, urldate = {2020-06-02}, journal = {Journal of Education, Society and Behavioural Science}, author = {Achuonye, Keziah Akuoma and Ezekoka, Gertrude Kanayo}, month = aug, year = {2011}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:LINCNENL}, keywords = {Millennium Development Goals (MDGs), Technophobia, computer, psychological gender, ⛔ No DOI found}, pages = {49--57}, } @article{duflo_peer_2011, title = {Peer {Effects}, {Teacher} {Incentives}, and the {Impact} of {Tracking}: {Evidence} from a {Randomized} {Evaluation} in {Kenya}}, volume = {101}, issn = {0002-8282}, shorttitle = {Peer {Effects}, {Teacher} {Incentives}, and the {Impact} of {Tracking}}, url = {https://www.aeaweb.org/articles?id=10.1257/aer.101.5.1739}, doi = {10.1257/aer.101.5.1739}, abstract = {To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15)}, language = {en}, number = {5}, urldate = {2020-07-23}, journal = {American Economic Review}, author = {Duflo, Esther and Dupas, Pascaline and Kremer, Michael}, month = aug, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/aer.101.5.1739 2339240:W5VT6F6A 2405685:98PTSC94}, keywords = {Analysis of Education, Public Sector Labor Markets, Economic Development: Human Resources, Human Development, Income Distribution, Migration}, pages = {1739--1774}, } @article{essuman_decentralisation_2011, title = {Decentralisation policy and practice in {Ghana}: the promise and reality of community participation in education in rural communities}, volume = {26}, issn = {0268-0939}, shorttitle = {Decentralisation policy and practice in {Ghana}}, url = {https://doi.org/10.1080/02680939.2011.554999}, doi = {10.1080/02680939.2011.554999}, abstract = {In 1987, the government of Ghana embarked on a process to decentralise education management to districts as part of wider social and democratic governance reforms. A central part of this reform was the prescription of active community participation in the affairs of schools within their locality. This paper explores the different meanings community participation had for school community stakeholders. It examines the multiple understandings of how community and school relations work and the factors which influence this relationship. Drawing on case study data, it argues that much of the theoretical and policy expectations on representation and participation in education by community members are only evident in form, but not as intended in practice. In poor rural contexts, it is often the local elite and relatively more educated members of the community, who become the new brokers of decision-making and, through their actions, close up the spaces for representation and participation by community members in the affairs of schools. Furthermore, the extent of community participation appears to be shaped by a ‘social contract’ based on the principle of reciprocity of roles between the community and schools, and that increasingly teachers feel accountable to the traditional hierarchical educational structure, and not to the community. The paper argues that the realisation of decentralisation policy in education has to contend with the realities of local politics of influence in the community, and tap into the positive side of this influence to improve education service delivery.}, number = {4}, urldate = {2020-03-13}, journal = {Journal of Education Policy}, author = {Essuman, Ato and Akyeampong, Kwame}, month = jul, year = {2011}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680939.2011.554999 KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.554999 10/bqzj2s 2339240:KLMLRR4J 2405685:USDNAYZW}, keywords = {Ghana, Parent Teacher Associations (PTA), School Management Committees (SMC), \_\_\_working\_potential\_duplicate, community participation, decentralisation policy}, pages = {513--527}, } @article{little_education_2011, title = {Education policy reform in {Sri} {Lanka}: the double-edged sword of political will}, volume = {26}, issn = {0268-0939}, shorttitle = {Education policy reform in {Sri} {Lanka}}, url = {https://doi.org/10.1080/02680939.2011.555005}, doi = {10.1080/02680939.2011.555005}, abstract = {In 1997, the Government of Sri Lanka launched a comprehensive set of education reforms designed to promote equitable access to basic education and improvements in learning outcomes. The package of reforms arose as a political response to widespread youth unrest in the late 1980s and attracted considerable ‘political will’, a vague but much vaunted term in the international policy discourse. Yet, despite seemingly high levels of national political will, reform has not been plain sailing. Using evidence from interviews with policy elites and an analysis of policy texts and evaluations, this paper analyses the role of political will at national and local levels in policy formulation and implementation in a policy environment characterised by ‘patronage politics’. It explores the interaction between the political, administrative, technical, human resource and financial drivers and inhibitors of five reform components and argues that local-level political will, as well as national-level political will, has played a central role in determining whether formulated policies are translated into action on the ground. ‘Political will’ is a double-edged sword.}, number = {4}, urldate = {2020-08-06}, journal = {Journal of Education Policy}, author = {Little, Angela W.}, month = jul, year = {2011}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680939.2011.555005 shortDOI: 10/dgbq9t KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.555005 10/dgbq9t 2339240:9RULM75W 2405685:9LJS6GTB}, keywords = {Sri Lanka, policy implementation, political will}, pages = {499--512}, } @phdthesis{mwale_provision_2011, type = {Thesis}, title = {Provision of continuing professional development by resource centres in selected high schools of the {Copperbelt} province}, url = {http://dspace.unza.zm/handle/123456789/482}, abstract = {The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention.}, language = {en}, urldate = {2023-05-25}, author = {Mwale, Kelly Kezala}, month = jun, year = {2011}, note = {Accepted: 2011-06-09T14:56:49Z KerkoCite.ItemAlsoKnownAs: 2405685:IX3GN9W6}, } @phdthesis{mazala_effects_2011, type = {Thesis}, title = {The effects of continuing professional development ({CPD}) through {SPRINT} on teacher classroom practices and student learning outcomes}, url = {http://dspace.unza.zm/handle/123456789/415}, abstract = {This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities.}, language = {en}, urldate = {2023-05-19}, author = {Mazala, Chileya Mbasilu}, month = may, year = {2011}, note = {Accepted: 2011-05-19T07:47:10Z KerkoCite.ItemAlsoKnownAs: 2405685:JBMTM89Y}, } @article{mwei_effect_2011, title = {The {Effect} of {Computer}-{Assisted} {Instruction} on {Student}’s {Attitudes} and {Achievement} in {Matrices} and {Transformations} in {Secondary} {Schools} in {Uasin} {Gishu} {District}, {Kenya}}, issn = {2077-4982}, url = {https://kerd.ku.ac.ke/handle/123456789/253}, abstract = {Performance in Mathematics in secondary school Education in Kenya remains poor. Consequently the Kenya secondary school examination (KCSE) Mathematics results continue to cause concern to all the stakeholders in the education sector. Therefore, there is serious and urgent need for intervention. Although research has indicated that computer-assisted instruction (CAI) enhances student achievement, promotes positive attitudes towards Mathematics and instruction, and improves interpersonal relations, few studies have focused on CAI in Kenyan secondary schools Mathematics teaching/learning. The purpose of this study was to investigate the effects of CAI on students’ attitude and achievement in matrices and transformations between form four students who received instruction using CAI module or conventional instruction methods. The pretest – posttest control group experimental research design was used. Six classes selected at random with 205 students participated in the study. Results of this study indicated higher achievement and positive attitudes with CAI treatment groups. Making connections between the goals of Mathematics education and CAI offers a valuable means for improving mathematical knowledge and skills and hence performance in Mathematics.}, language = {en}, urldate = {2021-06-03}, author = {Mwei, Philip K. and Too, Jackson K. and Wando, Dave}, month = apr, year = {2011}, note = {Accepted: 2020-04-29T08:24:24Z Publisher: World Council for Curriculum Instruction KerkoCite.ItemAlsoKnownAs: 2339240:6I5FF3K4 2405685:6SE7SU4R}, keywords = {⛔ No DOI found}, } @book{traxler_making_2011, address = {Bristol}, series = {Discussions in education}, title = {Making mobile learning work: case studies of practice}, isbn = {978-1-907207-30-3}, url = {http://escalate.ac.uk/8250}, publisher = {ESCalate, HEA Subject Centre for Education, University of Bristol}, author = {Traxler, J. and Wishart, J.}, month = apr, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4H3PMF2K 2405685:E7FQNGFX}, } @misc{government_of_sierra_leone_sierra_2011, title = {Sierra {Leone} {Teaching} {Service} {Commission} {Act}}, url = {http://www.sierra-leone.org/Laws/2011-01.pdf}, urldate = {2022-12-22}, author = {Government of Sierra Leone}, month = mar, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XVKYXQ4E 2405685:D8ZBENA6}, } @article{tamim_what_2011, title = {What {Forty} {Years} of {Research} {Says} {About} the {Impact} of {Technology} on {Learning} {A} {Second}-{Order} {Meta}-{Analysis} and {Validation} {Study}}, volume = {81}, doi = {10.3102/0034654310393361}, abstract = {This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. To validate the second-order meta-analysis, 574 individual independent effect sizes were extracted from 13 out of the 25 meta-analyses. The mean effect size was 0.33 under the random effects model, and the distribution was heterogeneous. Insights about the state of the field, implications for technology use, and prospects for future research are discussed.}, journal = {Review of Educational Research}, author = {Tamim, Rana and Bernard, Robert and Borokhovski, Eugene and Abrami, Philip and Schmid, Richard}, month = mar, year = {2011}, note = {shortDOI: 10/cg7r89 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654310393361 10/cg7r89 2405685:VFERDKE8}, pages = {4--28}, } @techreport{ikram_revitalizing_2011, title = {Revitalizing the {Planning} {Commission}: {Some} {Recommendations}}, shorttitle = {Revitalizing the {Planning} {Commission}}, url = {https://ideas.repec.org/p/ess/wpaper/id3586.html}, abstract = {This paper considers the key problems confronting the Pakistan Planning Commission; briefly examines the essentials of planning for a mixed economy; draws lessons from the experience of countries, both developed and developing, that have formulated and implemented successful plans; and suggests measures to revitalize the Planning Commission. Some suggestions are put forward for continuous upgrading of the institution’s skills in the longer run. The paper also describes ways in which policymakers can learn from their counterparts in successful countries in the neighborhood. [IGC Rapid Response]. http://www.theigc.org/node/1300}, language = {en}, urldate = {2021-02-03}, institution = {eSocialSciences}, author = {Ikram, Khalid}, month = feb, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P5S4UGSP 2405685:XF9459X7}, keywords = {Pakistan, Pakistan Planning Commission}, } @article{borgatti_network_2011, title = {On {Network} {Theory}}, doi = {10.2139/ssrn.2260993}, abstract = {Research on social networks has grown considerably in the last decade. However, there is a certain amount of confusion about network theory — for example, what it is, what is distinctive about it, and how to generate new theory. This paper attempts to remedy the situation by clarifying the fundamental concepts of the field (such as the network) and characterizing how network reasoning works. We start by considering the definition of network, noting some confusion caused by two different perspectives, which we refer to as realist and nominalist. We then analyze two well-known network theories, Granovetter’s strength of weak ties, to identify characteristic elements of network theorizing. We argue that both theories share an underlying theoretical model, which we label the network flow model, from which we derive additional implications. We also discuss network phenomena that do not appear to fit the flow model and discuss the possibility of a second fundamental model, which we call the bond model. We close with a discussion of the merits of model-based network theorizing for facilitating the generation of new theory, as well as a discussion of endogeneity in network theorizing.}, journal = {SSRN Electronic Journal}, author = {Borgatti, Stephen and Halgin, Daniel}, month = jan, year = {2011}, note = {zotzenLib.CopiedFrom: 2339240:SWTXTUQH KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2260993 2339240:SWTXTUQH 2405685:SZ42AN3H}, } @incollection{merali_complexity_2011, title = {Complexity and systems thinking}, abstract = {Once the whole is divided, the parts need names. There are already enough names. One must know when to stop. Knowing when to stop averts trouble. Tao in the world is like a river flowing home to the sea. Lau Tsu, Tao Te Ching.}, author = {Merali, Yasmin and Allen, P.}, month = jan, year = {2011}, doi = {10.4135/9781446201084.n1}, note = {KerkoCite.ItemAlsoKnownAs: 10.4135/9781446201084.n1 2339240:Y72FDIAZ 2405685:6LBKC5GR}, pages = {31--52}, } @article{rubagiza_introducing_2011, series = {Education {Quality} for {Social} {Justice}}, title = {Introducing {ICT} into schools in {Rwanda}: {Educational} challenges and opportunities}, volume = {31}, issn = {0738-0593}, shorttitle = {Introducing {ICT} into schools in {Rwanda}}, url = {http://www.sciencedirect.com/science/article/pii/S0738059310000866}, doi = {10.1016/j.ijedudev.2010.06.004}, abstract = {The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.}, number = {1}, urldate = {2019-09-20}, journal = {International Journal of Educational Development}, author = {Rubagiza, Jolly and Were, Edmond and Sutherland, Rosamund}, month = jan, year = {2011}, note = {shortDOI: 10/fbzpsx KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.06.004 10/fbzpsx 2339240:598XB2ZB 2339240:XMRM5J74 2405685:DP4TMVIX 2405685:QHGK2FVA}, keywords = {Curriculum, Education, ICT, Rwanda, Social justice}, pages = {37--43}, } @article{rubagiza_introducing_2011, title = {Introducing {ICT} into schools in {Rwanda}: {Educational} challenges and opportunities}, volume = {31}, issn = {0738-0593}, shorttitle = {Introducing {ICT} into schools in {Rwanda}}, doi = {10.1016/j.ijedudev.2010.06.004}, number = {1}, journal = {International Journal of Educational Development}, author = {Rubagiza, Jolly and Were, Edmond and Sutherland, Rosamund}, month = jan, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.06.004 2339240:KZWZNYJD 2405685:SGQ638Q2}, pages = {37--43}, } @article{rubagiza_introducing_2011, title = {Introducing {ICT} into schools in {Rwanda}: {Educational} challenges and opportunities}, volume = {31}, issn = {0738-0593}, shorttitle = {Introducing {ICT} into schools in {Rwanda}}, doi = {10.1016/j.ijedudev.2010.06.004}, number = {1}, journal = {International Journal of Educational Development}, author = {Rubagiza, Jolly and Were, Edmond and Sutherland, Rosamund}, month = jan, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.06.004 2339240:KZWZNYJD 2405685:SGQ638Q2}, pages = {37--43}, } @article{yelkpieri_patronage_2011, title = {Patronage of {Educational} {Broadcasts} and its {Effects} on {Academic} {Growth} of {Students} of {Winneba} and {Apam} {Senior} {High} {Schools} in the {Central} {Region} of {Ghana}.}, volume = {9}, issn = {1533-7812}, url = {https://scholars.fhsu.edu/alj/vol9/iss1/40}, number = {1}, journal = {Academic Leadership: The Online Journal}, author = {Yelkpieri, Daniel and Kweku, Wilson Esia-Donkoh and Kwesi}, month = jan, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:47E7FV3L 2405685:VVEAXJQI}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{abreh_preparing_2011, title = {Preparing pre-service teachers to integrate educational technology in the colleges of education curriculum in the {Central} {Region} of {Ghana}}, volume = {1}, abstract = {The enclave of education through educational technology continues to raid the whole wide world with its attendant benefits. If how 21st century classroom pre- service teachers in the colleges of education teach with educational technology is our bother then how teacher educators prepare pre-service to teach with technology should be the utmost concern. Recent changes in basic qualifications for teacher educators to teach in Ghanaian colleges of education as well as the acceptable qualification for teachers who wish to teach at the basic school level has necessitated an assessment of teacher know-how on technology integration. This study used survey method to explore 128 out of 140 teacher educators’ (tutors) opinion on how they go about integrating educational technology in their pre-service teacher preparation. The findings of the study suggest that little or nothing is being done to teach pre-service teacher candidates how to integrate technology in their classroom practices. It was consequently recommended that policy makers, researchers, curricula developers and other policy publics must take advantage of the high awareness of the usefulness of educational technology to proliferate this ubiquitous tool to education’s advantage.}, number = {10}, journal = {International Journal of Research in Computer Applications and Management}, author = {Abreh, Might}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M8R5KYWY 2405685:P94BWF8L}, keywords = {⛔ No DOI found}, pages = {18--23}, } @article{ahmad_impact_2011, title = {{IMPACT} {OF} {LEADERSHIP} {STYLE} {OF} {EDUCATIONAL} {ADMINISTRATORS} {ON} {USE} {OF} {EDUCATIONAL} {TECHNOLOGY}}, volume = {1}, url = {http://www.savap.org.pk/journals/ARInt./Vol.1(3)/2011(1.3-12).pdf}, abstract = {Besides others, educational administrators are more vulnerable to the technological advancement. In changed scenario, as the roles and responsibilities of educational administrators also change, this research was conducted to ascertain what leadership styles affect the integration of technology to improve teaching and learning. A survey of the educational administrators in the four districts of Punjab was conducted to identify the impact of leadership styles on the use of innovative instructional technology in the educational institutions, and ultimately enhancing the student achievement. This study focused on the relationship between administrative leadership styles and implementation of new technological programs or instructional strategies. For this study, a questionnaire consisting of two parts was used for collection of data from the educational administrators. The first part of the questionnaire determined the extent in the use of educational technology in the institutions, whereas the second part of the questionnaire assessed the leadership style of the administrators. The researchers adopted Hersey-Blanchard Situational Model for the study with some modifications, in view of the local circumstances. The replies received in response of technology questions were given numerical values, whereas the second part of the questionnaire reflected the leadership styles of the administrators. The data were tabulated and treated using appropriate statistical techniques to draw inferential conclusions about the impact of the leadership styles of the educational administrators on the use of educational technologies in the educational institutions. As a result of research, the selling/coaching leadership style, reflecting high task, high relationship behaviour, was found to be more encouraging in the use of educational technology. The researchers are of the view that the selling/coaching style of leadership should be promoted to enhance the use of educational technology in our educational institutions.}, language = {en}, number = {3}, author = {Ahmad, Saeed and Raza, Muhammad Aqeel}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3YJFE9DD 2405685:W8KTNHAN}, pages = {8}, } @misc{alexander_education_2011, title = {Education {Cluster} in {Pakistan} - {Lessons} {Learned}: {Flood} {Response}}, shorttitle = {Education {Cluster} in {Pakistan} - {Lessons} {Learned}}, url = {https://gdc.unicef.org/resource/education-cluster-pakistan-lessons-learned-flood-response}, abstract = {Summarizes the findings of lessons learned exercise conducted by the Global Education Cluster on its joint response to floods in July 2010, in collaboration with Save the Children and UNICEF. It also provides recommendations to improve future responses to emergencies.}, language = {en}, urldate = {2022-11-16}, journal = {UNICEF Global Development Commons}, author = {Alexander, Jessica}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6RIHG62Y 2405685:D8M2VR24}, } @article{amman_sierra_2011, title = {The {Sierra} {Leone} {Teachers} {Union}: {Labor} in a {Post}-{Conflict} {Society}}, volume = {14}, copyright = {© The Authors. WorkingUSA: The Journal of Labor and Society © 2011 Immanuel Ness and Wiley Periodicals, Inc.}, issn = {1743-4580}, shorttitle = {The {Sierra} {Leone} {Teachers} {Union}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1743-4580.2011.00320.x}, doi = {10.1111/j.1743-4580.2011.00320.x}, abstract = {The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.}, language = {en}, number = {1}, urldate = {2020-12-15}, journal = {WorkingUSA}, author = {Amman, John and O'Donnell, James}, year = {2011}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2405685:K8W49AUJ}, pages = {57--71}, } @article{anangisye_developing_2011, title = {Developing {Quality} {Teacher} {Professionals}: a {Reflective} {Inquiry} on the {Practices} and {Challenges} in {Tanzania}}, url = {https://cice.hiroshima-u.ac.jp/wp-content/uploads/publications/series/4-2/4-2-11.pdf}, journal = {Papers in Education and Development}, author = {Anangisye, William A.L.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MG76SQYP}, keywords = {⛔ No DOI found}, pages = {137--154}, } @article{anelli_ajuster_2011, title = {Ajuster l'aide pédagogique aux élèves de langue maternelle {Bushinengué}, dans les {Segpas} à l'ouest de la {Guyane}}, number = {2}, journal = {La nouvelle revue de l'adaptation et de la scolarisation}, author = {Anelli, Serge}, year = {2011}, note = {Publisher: INSHEA KerkoCite.ItemAlsoKnownAs: 2405685:V9YS3VNK 4042040:I5CJDQC6}, keywords = {⛔ No DOI found}, pages = {185--197}, } @inproceedings{apiola_pedagogical_2011, title = {Pedagogical outlines for {OLPC} initiatives: {A} case of {Ukombozi} school in {Tanzania}}, shorttitle = {Pedagogical outlines for {OLPC} initiatives}, doi = {10.1109/AFRCON.2011.6072084}, abstract = {One-to-one computing initiatives in developing countries have been criticized for ignoring pedagogical considerations and for lacking tight integration with the local educational context. Ukombozi primary school in Iringa, Tanzania, faced the same situation in 2009, when we received 100 laptop computers for pupils to use. Through a collaborative effort of local and foreign teachers we designed and tested a pedagogical approach which starts from the local educational context, and builds on theoretical literature and documented experiences of using one-to-one computing in the classroom. We developed student-centered, exploratory, and creative practices for classroom pedagogy, and we experimented on using individual (one-to-one) laptops as a support tool. We identified a number of challenges, too, and propose further research directions that extend one-to-one computer-assisted learning to other school subjects, also. This paper is aimed at educators who work and develop education in similar challenging environments, as well as educational technology researchers who wish to gain alternative views about pedagogical design.}, booktitle = {{IEEE} {Africon} '11}, author = {Apiola, M. and Pakarinen, S. and Tedre, M.}, year = {2011}, note = {ISSN: 2153-0033 KerkoCite.ItemAlsoKnownAs: 10.1109/AFRCON.2011.6072084 2339240:9VACFT8C 2405685:35V4DSJT}, keywords = {Conferences, Educational institutions, Guidelines, Medical services, OLPC initiative, One Laptop Per Child Foundation, Portable computers, Tanzania, Ukombozi school, computer aided instruction, educational institutions, local educational context, one-to-one computer-assisted learning, one-to-one computing initiative, pedagogical approach}, pages = {1--7}, } @article{asselin_unicef_2011, title = {{UNICEF} {Back}-to-{School} {Guide}}, language = {en}, author = {Asselin, Olivier}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J5CJ3T66 2405685:86HDSDD8}, keywords = {⛔ No DOI found}, } @article{axelson_defining_2011, title = {Defining student engagement}, volume = {43}, url = {http://nur655sect2jan12teama.pbworks.com/w/file/fetch/50933853/defining%20student%20engagement.pdf}, number = {1}, urldate = {2021-11-11}, journal = {Change: The Magazine of Higher Learning}, author = {Axelson, Rick D. and Flick, Arend}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4HS963IH 2405685:RSVBHYFA}, pages = {38--43}, } @inproceedings{bamgbose_african_2011, title = {African {Languages} {Today}: {The} {Challenge} of and {Prospects} for {Empowerment} under {Globalization}}, isbn = {978-1-57473-446-1}, shorttitle = {African {Languages} {Today}}, url = {http://www.lingref.com/cpp/acal/40/paper2561.pdf}, abstract = {Abstract: Ayo Bamgbose, African Languages Today: The Challenge of and Prospects for Empowerment under Globalization}, urldate = {2022-06-10}, booktitle = {Selected {Proceedings} of the 40th {Annual} {Conference} on {African} {Linguistics}}, publisher = {Cascadilla Proceedings Project}, author = {Bamgbose, Ayo}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IEWJWUT3 4042040:3KFY9V4P}, pages = {1--14}, } @book{barber_deliverology_2011, title = {Deliverology 101: {A} {Field} {Guide} {For} {Educational} {Leaders}}, isbn = {978-1-4129-8950-3}, shorttitle = {Deliverology 101}, abstract = {'Michael Barber's pioneering work as head of my Delivery Unit helped ensure real progress, not just with our education reforms, but with healthcare and policing too. It attracted worldwide attention. This guide distils the wisdom he gained at that time and has refined since. I strongly recommend it.' - Tony Blair, Former UK Prime Minister 1997-2007A step-by-step approach to delivering resultsMichael Barber, former chief advisor on delivery to British Prime Minister Tony Blair, and his colleagues Andy Moffit and Paul Kihn thoroughly describe Barber's proven reform delivery processes in this practical field guide. The timing is ideal, as Barack Obama's administration prioritizes education reform. Citing education reform case studies from more than 20 countries, the authors assert that most previous reforms were unsuccessful due to failed implementation. This book focuses on how to accomplish meaningful results, including:- Significant and ongoing education reform- Excellence and equity across public educationThe authors illustrate a field-tested program that ensures reform is achieved in the most profound sense, with students able to see, feel, and reap the benefits of a high-quality education. It is based not only on the experience of the Blair administration but also on case studies of successful implementation of reform in the U.S. and elsewhere.Listen as Barber describes the importance of the book:}, language = {en}, publisher = {Corwin Press}, author = {Barber, Michael and Moffit, Andy and Kihn, Paul}, year = {2011}, note = {Google-Books-ID: xABno3Uy4QEC KerkoCite.ItemAlsoKnownAs: 2339240:489PXSCK 2405685:VPHVU2TK}, keywords = {Education / Decision-Making \& Problem Solving, Education / Leadership}, } @techreport{bernbaum_education_2011, title = {Education {Management} {Information} {Systems}: {A} {Guide} to {Education} {Project} {Design}, {Evaluation}, and {Implementation} {Based} on {Experiences} from {EQUIP2} {Projects} in {Malawi}, {Uganda}, and {Zambia}}, url = {https://www.openemis.org/wp-content/uploads/2018/04/Lessons_Learned_in_Education_Management_Information_Systems_2011_en.pdf}, language = {en}, author = {Bernbaum, Marcia and Moses, Kurt}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HJ2STF6F 2405685:7V7B4M5J}, } @article{brown-jeffy_toward_2011, title = {Toward a conceptual framework of culturally relevant pedagogy: {An} overview of the conceptual and theoretical literature}, volume = {38}, issn = {0737-5328}, shorttitle = {Toward a {Conceptual} {Framework} of {Culturally} {Relevant} {Pedagogy}}, url = {https://eric.ed.gov/?id=EJ914924}, abstract = {The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a testable theoretical model nor has it been systematically viewed through the lens of critical race theory (CRT). By examining the evolution of CRP among some of the leading scholars, the authors broaden this work through a CRT infusion which includes race and indeed racism as normal parts of American society that have been integrated into the educational system and the systematic aspects of school relationships. Their purpose is to infuse the tenets of CRT into an overview of the literature that supports a conceptual framework for understanding and studying culturally relevant pedagogy. They present a conceptual framework of culturally relevant pedagogy that is grounded in over a quarter of a century of research scholarship. By synthesizing the literature into the five areas and infusing it with the tenets of CRT, the authors have developed a collection of principles that represents culturally relevant pedagogy. (Contains 1 figure and 1 note.)}, language = {en}, number = {1}, urldate = {2020-12-08}, journal = {Teacher Education Quarterly}, author = {Brown-Jeffy, Shelly and Cooper, Jewell E.}, year = {2011}, note = {Publisher: Caddo Gap Press KerkoCite.ItemAlsoKnownAs: 2339240:99DAXIRH 2405685:9V2M6ABC}, keywords = {Cultural Pluralism, Culturally Relevant Education, Developmentally Appropriate Practices, Educational Quality, Ethnicity, Holistic Approach, Identification (Psychology), Inclusion, Literature Reviews, Minority Groups, Multicultural Education, Student Diversity, Teacher Attitudes, Teacher Student Relationship, Teaching Methods, ⛔ No DOI found}, pages = {65--84}, } @techreport{cabinet_office_adding_2011, title = {Adding it up: improving analysis \& modelling in central government}, shorttitle = {Adding it up}, url = {http://dera.ioe.ac.uk/6321/2/coiaddin.pdf}, urldate = {2020-09-30}, institution = {Cabinet Office, UK Government}, author = {Cabinet Office}, year = {2011}, note = {Context Object: ?url\_ver=Z39.88-2004\&rft\_val\_fmt=info\%3Aofi\%2Ffmt\%3Akev\%3Amtx\%3Adc\&rft.title=Adding+it+up\%3A+improving+analysis+\%26+modelling+in+central+government\&rft.publisher=The+Stationery+Office\&rft.type=Document+from+Web\&rft.type=NonPeerReviewed\&rft.format=application\%2Fpdf\&rft.identifier=http\%3A\%2F\%2Fdera.ioe.ac.uk\%2F6321\%2F2\%2Fcoiaddin.pdf\&rft.identifier=++Cabinet+Office\%0A+Cabinet+Office+(Performance+and+Innovation+Unit)\%2C+corp+creators.+++Adding+it+up\%3A+improving+analysis+\%26+modelling+in+central+government.+++++++++++\&rft.relation=http\%3A\%2F\%2Fdera.ioe.ac.uk\%2F6321\%2F Publisher: The Stationery Office KerkoCite.ItemAlsoKnownAs: 2339240:3S4LI4VJ 2405685:EDPSIM4Z}, } @article{carrillo_information_2011, title = {Information {Technology} and {Student} {Achievement}: {Evidence} from a {Randomized} {Experiment} in {Ecuador}}, issn = {1556-5068}, shorttitle = {Information {Technology} and {Student} {Achievement}}, url = {http://www.ssrn.com/abstract=1818756}, doi = {10.2139/ssrn.1818756}, language = {en}, urldate = {2021-02-18}, journal = {SSRN Electronic Journal}, author = {Carrillo, Paul E. and Onofa, Mercedes and Ponce, Juan}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.1818756 2339240:9JK7EE7F 2405685:3YBRPD28}, } @article{chowdhury_localization_2011, title = {Localization of {Digital} {Content} for {Use} in {Secondary} {Schools} of {Bangladesh}}, url = {https://files.eric.ed.gov/fulltext/ED523765.pdf}, author = {Chowdhury, M. D. and Al-Mahmood, A and Bashar, M. A. and Ahmed, J. U.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XLFK5MLF 2405685:ZHXAJX88}, keywords = {⛔ No DOI found}, } @book{creswell_designing_2011, address = {London}, edition = {2nd Edition}, title = {Designing and conducting mixed methods research}, publisher = {SAGE}, author = {Creswell, John and Plano Clark, Vicki}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RJTZ4YRF 2405685:JYHZ2A8P}, } @techreport{datta_political_2011, title = {The political economy of policy-making in {Indonesia}}, url = {https://www.odi.org/publications/6217-political-economy-policy-making-indonesia-opportunities-improving-demand-and-use-knowledge}, language = {en}, institution = {Overseas Development Institute}, author = {Datta, Ajoy and Jones, Harry and Febriany, Vita and Harris, Dan and Dewi, Rika Kumala and Wild, Leni and Young, John}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NRSUFGI8 2405685:K72RFQIZ}, pages = {88}, } @book{department_of_basic_education_curriculum_2011, title = {Curriculum and assessment policy statement {English} first additional language. {Grade} 1-3: {Foundation} phase {Grade} 1-3 : {Foundation} phase}, isbn = {978-1-4315-0411-4}, shorttitle = {Curriculum and assessment policy statement {English} first additional language. {Grade} 1-3}, url = {https://www.education.gov.za/LinkClick.aspx?fileticket=BCaB_SnaASA%3d&tabid=571&portalid=0&mid=1561}, language = {English}, author = {{Department of Basic Education} and {Department of Basic Education}}, year = {2011}, note = {OCLC: 795890650 KerkoCite.ItemAlsoKnownAs: 2339240:85ZLV8MG 2405685:5NGUPTLB}, } @techreport{dfid_dfid_2011, title = {{DFID} {Ethics} {Principles} for {Research} and {Evaluation}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67483/dfid-ethics-prcpls-rsrch-eval.pdf}, urldate = {2021-05-09}, author = {{DFID}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UVI5MIT5 2129771:ZS9X8R6Z 2405685:N8ARLYKX}, } @techreport{dfid_dfids_2011, title = {{DFID}’s {Approach} to {Value} for {Money} ({VfM})}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67479/DFID-approach-value-money.pdf}, language = {en}, urldate = {2022-03-22}, institution = {Department for International Development}, author = {DFID}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EVQLVDTR 2405685:SEVP4XKL}, } @techreport{edc_final_2011, title = {Final {Report} of the {Somali} {Interactive} {Radio} {Instruction} {Program}}, url = {https://pdf.usaid.gov/pdf_docs/pdact951.pdf}, urldate = {2022-06-25}, author = {EDC and USAID}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6VKIBT2 2405685:X8BKJ6LT}, } @article{el-gayar_students_2011, title = {Students' {Acceptance} of {Tablet} {PCs} and {Implications} for {Educational} {Institutions}.}, volume = {14}, number = {2}, journal = {Educational Technology \& Society}, author = {El-Gayar, Omar F and Moran, Mark and Hawkes, Mark}, year = {2011}, note = {00039 KerkoCite.ItemAlsoKnownAs: 2129771:WD4ZS6N9 2405685:RTDX35AF}, keywords = {⛔ No DOI found}, pages = {58--70}, } @techreport{enge_elimu_2011, title = {Elimu kwa teknolojia ({A} {BridgeIT} {Program}) summative evaluation executive summary}, url = {https://www.iyfnet.org/sites/default/files/library/BridgeIT_Eval_Exec_Summary_Jul2011.pdf}, abstract = {The goal of the Bridgeit program in Tanzania was to significantly increase the educational quality and achievement among students at primary school level in mathematics, science and life skills through the innovative use of cell phones and digital technology. Principal evaluation findings: Test scores of BridgeIT students in maths and science were significantly higher, 10-20\%,... Read more}, language = {en-US}, urldate = {2021-01-25}, institution = {Mobiles for Education Alliance}, author = {Enge, Kjell}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GPEHCK2C 2405685:4XYAPMQW}, } @techreport{english_in_action_classroom_2011, title = {The {Classroom} {Practices} of {Primary} and {Secondary} {School} {Teachers} {Participating} in {English} in {Action}}, url = {https://assets.publishing.service.gov.uk/media/57a08ad9ed915d622c00093f/2a_the_classroom_practices-teachers_participating_in_english_in_action.pdf}, urldate = {2020-09-23}, author = {English in Action}, year = {2011}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:6D7Y5AC8}, } @article{essuman_decentralisation_2011, title = {Decentralisation policy and practice in {Ghana}: the promise and reality of community participation in education in rural communities}, volume = {26}, url = {https://www.tandfonline.com/doi/abs/10.1080/02680939.2011.554999?journalCode=tedp20}, doi = {10.1080/02680939.2011.554999}, number = {4}, journal = {Journal of Education Policy}, author = {Essuman, Ato and Akyeampong, Kwame}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.554999 2339240:367L95ZT 2405685:MRVNK2D7}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {513--527}, } @techreport{eurostat_manual_2011, address = {LU}, title = {Manual on sources and methods for the compilation of {COFOG} {Statistics} : {Classification} of the {Functions} of {Government} ({COFOG})}, shorttitle = {Manual on sources and methods for the compilation of {COFOG} {Statistics}}, url = {https://data.europa.eu/doi/10.2785/16355}, language = {en}, urldate = {2022-04-01}, institution = {European Commission}, author = {Eurostat}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EE2PEJ2Z 2405685:ZQPCFEZB}, } @book{facer_learning_2011, title = {Learning futures: {Education}, technology and social change}, shorttitle = {Learning futures}, publisher = {Taylor \& Francis}, author = {Facer, Keri}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6Y2MJWHK 2405685:9SMMWNQI}, } @incollection{faustino_development_2011, title = {Development entrepreneurship}, url = {https://asiafoundation.org/publication/built-on-dreams-grounded-in-reality-economic-policy-reform-in-the-philippines/}, language = {en}, booktitle = {Built on dreams, grounded in reality: {Economic} policy reform in the {Philippines}}, publisher = {The Asia Foundation}, author = {Faustino, J and Fabella, V.R}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XERF5XA6 2405685:LT93ZA7S}, pages = {337}, } @article{ferrer_tablet_2011, title = {Tablet {PCs}, academic results and educational inequalities}, volume = {56}, doi = {10.1016/j.compedu.2010.07.018}, number = {1}, journal = {Computers \& Education}, author = {Ferrer, Ferran and Belvís, Esther and Pàmies, Jordi}, year = {2011}, note = {00017 shortDOI: 10/dqjvx4 KerkoCite.ItemAlsoKnownAs: 10/dqjvx4 2129771:DQ7A6M8G 2405685:ZZZDM8V4}, pages = {280--288}, } @misc{foreign_commonwealth_and_development_office_khyber_2011, title = {Khyber {Pakhtunkhwa} {Education} {Sector} {Programme}}, url = {https://devtracker.fcdo.gov.uk/projects/GB-1-202328}, urldate = {2021-03-02}, author = {Foreign, Commonwealth {and} Development Office}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:THUCC6ZL 2405685:MAS6IKMY}, } @book{garcia_bilingual_2011, title = {Bilingual {Education} in the 21st {Century}}, isbn = {978-1-4443-5978-7}, url = {https://blackwells.co.uk/bookshop/product/Bilingual-Education-in-the-21st-Century-by-Ofelia-Garca/9781444359787}, abstract = {'Bilingual Education in the 21st Century' examines language and bilingualism as individual and societal phenomena, presents program types, variables, and polici}, language = {en}, urldate = {2023-02-10}, publisher = {Blackwell}, author = {García, Ofelia}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DZ39JJ7U 4042040:9TBPMGD8}, } @article{geyer_consumer_2011, title = {Consumer toy or corporate tool: the {iPad} enters the workplace}, volume = {18}, doi = {10.1145/1978822.1978832}, number = {4}, journal = {interactions}, author = {Geyer, Megan and Felske, Frances}, year = {2011}, note = {00003 shortDOI: 10/bdxm23 KerkoCite.ItemAlsoKnownAs: 10/bdxm23 2129771:EXL76G2Z 2405685:7HK9ASB7}, pages = {45--49}, } @book{giroux_critical_2011, title = {On critical pedagogy}, publisher = {Bloomsbury Publishing USA}, author = {Giroux, Henry A.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WSGBF8GV 2405685:IV8KDKWV}, } @book{gove_early_2011, address = {Washington, D.C., USA}, edition = {Report by Early Grade Learning Community of Practice (Revised edition).}, title = {Early reading: {Igniting} education for all}, url = {https://shared.rti.org/content/early-reading-igniting-education-all-report-early-grade-learning-community-practice}, publisher = {RTI}, author = {Gove, A. and Cvelich, P.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UT79GB9X 2405685:REPVRWJE}, } @techreport{guajardo_teacher_2011, title = {Teacher {Motivation}: {Theoretical} {Framework}, {Situation} {Analysis} of {Save} the {Children} {Country} {Offices}, and {Recommended} {Strategies}}, language = {EN}, institution = {Save the Children}, author = {Guajardo, Jarret}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZJTYNS5F}, } @article{gujjar_study_2011, title = {A {Study} of the {Application} of {Information} {Technology} in {Distance} {Education} in {Pakistan}}, volume = {7}, issn = {0973-0559}, url = {https://eric.ed.gov/?id=EJ1102173}, doi = {10.26634/jet.7.4.1389}, abstract = {Education plays a vital role to develop the nation culturally, economically and socially. That is why every nation focuses on this sector. For its improvement all endeavors are being made through formal education, Non-formal education and Distance Education. The trend of distance education has developed considerably in developed countries and developing countries. Information technology plays a pivotal role for the development of Distance Education. Keeping in view the importance of I.T. in education, this study was developed. The main aim of this study was to investigate the use of information technology in distance education in Pakistan. Population comprised of the I.T. users, person helping, operating or supervising the I.T. tools as planners, academicians, designers, programmers, producers, operators, regional directors and Deans of AIOU. Questionnaire on five point Likert scale was prepared. Collected data was tabulated and analyzed. The main conclusions of the study are: The use of information technology is still limited. Computer net work was not used for distance learners, Radio, T.V. programs and relevant audio material, videocassettes were prepared and CDs, software still not in use. University library was not computerized. Staff got training from time to time in I.T. Education in their specialization. But there is need to make I.T. system more sophisticated according to new trends and students' needs. There is also need to develop regional centers, which should serve as resource centers to the facilitation of distance learners.}, language = {en}, number = {4}, urldate = {2020-12-01}, journal = {Journal of Educational Technology}, author = {Gujjar, Aijaz Ahmed and Ahmed, Saira Ijaz and Ramzan, Muhammad}, year = {2011}, note = {Publisher: i-manager Publications KerkoCite.ItemAlsoKnownAs: 10.26634/jet.7.4.1389 2339240:GMBSS6P7 2405685:F2XC3TFE}, keywords = {Access to Information, Data Analysis, Data Collection, Distance Education, Electronic Libraries, Foreign Countries, Information Technology, Likert Scales, Nonformal Education, Open Universities, Questionnaires, Radio, Scores, Statistical Analysis, Student Needs, Technology Uses in Education, Television, Trend Analysis, Use Studies}, pages = {11--18}, } @article{gupta_health-related_2011, title = {Health-related rehabilitation services: assessing the global supply of and need for human resources}, volume = {11}, issn = {1472-6963}, shorttitle = {Health-related rehabilitation services}, url = {https://doi.org/10.1186/1472-6963-11-276}, doi = {10.1186/1472-6963-11-276}, abstract = {Human resources for rehabilitation are often a neglected component of health services strengthening and health workforce development. This may be partly related to weaknesses in the available research and evidence to inform advocacy and programmatic strategies. The objective of this study was to quantitatively describe the global situation in terms of supply of and need for human resources for health-related rehabilitation services, as a basis for strategy development of the workforce in physical and rehabilitation medicine.}, number = {1}, urldate = {2021-03-04}, journal = {BMC Health Services Research}, author = {Gupta, Neeru and Castillo-Laborde, Carla and Landry, Michel D.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6963-11-276 2339240:ZMDVUMKV 2405685:B5VIRCLF}, keywords = {Health Workforce, Medical Workforce, Rehabilitation Health, Rehabilitation Personnel, Rehabilitation Service}, pages = {276}, } @article{hardman_developing_2011, title = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}: emerging lessons from {Kenya}, {Tanzania} and {Uganda}}, volume = {41}, issn = {0305-7925, 1469-3623}, shorttitle = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}}, url = {http://www.tandfonline.com/doi/abs/10.1080/03057925.2011.581014}, doi = {10.1080/03057925.2011.581014}, abstract = {While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.}, language = {en}, number = {5}, urldate = {2020-05-12}, journal = {Compare: A Journal of Comparative and International Education}, author = {Hardman, Frank and Ackers, Jim and Abrishamian, Niki and O’Sullivan, Margo}, month = sep, year = {2011}, note = {shortDOI: 10/gftr63 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2011.581014 10/gftr63 2339240:7KFNHLPK 2339240:I6BDIQNZ 2339240:JJ5GL8XB 2339240:LE5N7BCQ 2405685:CBBDLLFH 2405685:J57J3RGT 2405685:PDZKWSFZ 2405685:Q7GP9QSC 2405685:QWHDI7ZH 2534378:L9VFMLYK}, keywords = {C:Kenya / Uganda / Tanzania, Education, Education for All, Education reform, Kenya, Pedagogy, Principles, Quality of education, Tanzania, Teacher education, Uganda, \_\_\_working\_potential\_duplicate, basic education, pre-service and in-service training, quality education, sub-Saharan Africa, teacher education reform}, pages = {669--683}, } @techreport{hasler_investigation_2011, address = {Cambridge}, title = {An investigation of appropriate new technologies to support interactive teaching in {Zambian} schools ({ANTSIT}). {A} joint report from {Aptivate} and the {Centre} for {Commonwealth} {Education} ({University} of {Cambridge}). {Final} {Report} to {DfID}.}, shorttitle = {An investigation of appropriate new technologies to support interactive teaching in {Zambian} schools ({ANTSIT})}, url = {http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf}, institution = {Aptivate and University of Cambridge}, author = {Haßler, Björn and Hennessy, S. and Lord, T. and Cross, A. and Jackson, A. and Simpson, M.}, year = {2011}, note = {0007 EdTechHub.Source: 2129771:ZATDIRKP EdTechHub.Source: 2129771:ZATDIRKP KerkoCite.ItemAlsoKnownAs: 2129771:ZATDIRKP 2405685:3TABTBW7}, keywords = {Author:Haßler, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{horn_rise_2011, title = {The {Rise} of {K}–12 {Blended} {Learning}}, url = {https://www.christenseninstitute.org/wp-content/uploads/2013/04/The-rise-of-K-12-blended-learning.pdf}, language = {en}, author = {Horn, Michael B and Staker, Heather}, year = {2011}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:S9RMZFD5}, } @article{hwang_research_2011, title = {Research trends in mobile and ubiquitous learning: {A} review of publications in selected journals from 2001 to 2010}, volume = {42}, issn = {00071013}, shorttitle = {Research trends in mobile and ubiquitous learning}, url = {http://doi.wiley.com/10.1111/j.1467-8535.2011.01183.x}, doi = {10.1111/j.1467-8535.2011.01183.x}, language = {en}, number = {4}, urldate = {2014-04-08}, journal = {British Journal of Educational Technology}, author = {Hwang, Gwo-Jen and Tsai, Chin-Chung}, month = jul, year = {2011}, note = {00000 shortDOI: 10/cxcftr KerkoCite.ItemAlsoKnownAs: 10/cxcftr 2129771:LRQZJR58 2405685:WTJ7YWY5}, pages = {E65--E70}, } @article{iam-khong_wiki_2011, title = {Wiki {Sign} {Dict}: {A} {Development} of an {Online} {Sharing} {Dictionary} for {Hearing} {Impaired}.}, volume = {6}, doi = {http://dx.doi.org/10.3923/jeasci.2011.397.407}, number = {6}, journal = {Journal of Engineering and Applied Sciences}, author = {Iam-Khong, N and Suksakulchai, S}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.3923/jeasci.2011.397.407 2339240:F8TGE25F 2405685:GM2EKPBV}, keywords = {⚠️ Invalid DOI}, pages = {397--407}, } @article{jessee_community_2011, title = {Community {Engagement} in {Education} {Programs}}, language = {en}, author = {Jessee, Cassandra}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S4HYM6GG 2405685:QTL6YHDD}, keywords = {⛔ No DOI found}, pages = {38}, } @techreport{jones_taking_2011, title = {Taking responsibility for complexity}, url = {https://www.odi.org/publications/5490-taking-responsibility-complexity}, abstract = {This Briefing Paper reviews the implications of complexity for policy and programme implementation. It aims to give readers the tools to decide when a problem is complex, outline why this matters and provide guidance on how to achieve results in the face of complexity.}, language = {en}, urldate = {2020-09-28}, institution = {ODI}, author = {Jones, Harry}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JX3U5B4V 2405685:L4GGZMFG}, } @techreport{jones_taking_2011, address = {London}, title = {Taking responsibility for complexity: how implementation can achieve results in the face of complex problems}, shorttitle = {Taking responsibility for complexity}, url = {http://www.odi.org.uk/resources/download/5275.pdf}, language = {en}, urldate = {2020-09-22}, institution = {ODI}, author = {Jones, Harry}, year = {2011}, note = {OCLC: 837825712 KerkoCite.ItemAlsoKnownAs: 2339240:EGQINSQ2 2405685:7YN765SC}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{jones_taking_2011, address = {London}, title = {Taking responsibility for complexity: how implementation can achieve results in the face of complex problems}, isbn = {978-1-907288-39-5}, shorttitle = {Taking responsibility for complexity}, url = {http://www.odi.org.uk/resources/download/5275.pdf}, language = {en}, urldate = {2021-02-17}, publisher = {ODI}, author = {Jones, Harry}, year = {2011}, note = {OCLC: 837825712 KerkoCite.ItemAlsoKnownAs: 2339240:QQXBCULW 2405685:AF54SH5L}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{jones_taking_2011, address = {London}, title = {Taking responsibility for complexity: how implementation can achieve results in the face of complex problems}, shorttitle = {Taking responsibility for complexity}, url = {http://www.odi.org.uk/resources/download/5275.pdf}, language = {en}, urldate = {2020-09-22}, institution = {ODI}, author = {Jones, Harry}, year = {2011}, note = {OCLC: 837825712 KerkoCite.ItemAlsoKnownAs: 2339240:EGQINSQ2 2405685:7YN765SC}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{kim_changes_2011, title = {Changes in student motivation during online learning}, volume = {44}, number = {1}, journal = {Journal of Educational Computing Research}, author = {Kim, Kyong-Jee and Frick, Theodore W}, year = {2011}, note = {00026 KerkoCite.ItemAlsoKnownAs: 2129771:LTG44LQZ 2405685:EHF665QP}, keywords = {❓ Multiple DOI}, pages = {1--23}, } @incollection{kimura_mobile_2011, title = {Mobile learning using mobile phones in {Japan}}, copyright = {Access limited to members}, isbn = {978-1-60960-613-8}, url = {https://www.igi-global.com/chapter/open-source-mobile-learning/53968}, abstract = {The past ten years has seen remarkable developments in mobile devices, especially mobile phones, and interest in the potential of using mobile phones in an educational setting has intensified recently. The author’s working group, in cooperation with eLPCO (e-learning Professional Competency) at Aoya...}, language = {en}, urldate = {2021-10-25}, booktitle = {Open {Source} {Mobile} {Learning}: {Mobile} {Linux} {Applications}}, publisher = {IGI Global}, author = {Kimura, Midori}, year = {2011}, doi = {10.4018/978-1-60960-613-8.ch005}, note = {Pages: 64-83 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-60960-613-8.ch005 2339240:9E2LIXAM 2405685:FFALMPSY}, pages = {64--83}, } @misc{kintz_first_2011, title = {First {Principles}: {Community} {Engagement} in {Education} {Programs} {Compendium}}, url = {https://www.edu-links.org/sites/default/files/media/file/ACFrOgD5YbwcFF8yK6PoJJm_VqohrxvgHI5IZpAedgEmrwNT83dVuNtP8Cli5Q1d2zTy2LS0RRhTJtOGXryJOyAPJEbESsV0k8IDMC6VeEEHOLD9SQ6CJi28uX7W4SQ_.pdf}, language = {en}, author = {Kintz, Ginny}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UZICJHW7 2405685:YDVZQLS2}, } @article{knoke_policy_2011, title = {Policy networks}, journal = {The SAGE handbook of social network analysis}, author = {Knoke, David}, year = {2011}, note = {Publisher: SAGE Publications London zotzenLib.CopiedFrom: 2339240:JDR9V7Q2 KerkoCite.ItemAlsoKnownAs: 2339240:JDR9V7Q2 2405685:NKIBXR8B}, keywords = {⛔ No DOI found}, pages = {210--222}, } @book{kolucki_communicating_2011, address = {New York}, title = {Communicating with children: principles and practices to nurture, inspire, excite, educate and heal}, language = {en}, urldate = {2020-06-09}, publisher = {UNICEF}, author = {Kolucki, Barbara and Lemish, Dafna}, year = {2011}, note = {OCLC: 1027645053 KerkoCite.ItemAlsoKnownAs: 2339240:JPJEEK76 2405685:FLICDSI2 4803016:E7VFKJWG}, } @incollection{unesco_technological_2011, address = {Paris}, title = {The {Technological}, {Economic}, and {Social} {Contexts} for {Educational} {ICT} {Policy}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000211842}, urldate = {2019-09-20}, booktitle = {Transforming education: the power of {ICT} policies}, publisher = {UNESCO}, author = {Kozma, Robert B.}, editor = {UNESCO}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N2EB24KY 2405685:IEN4NFX3}, pages = {3--18}, } @article{lall_pushing_2011, title = {Pushing the child centred approach in {Myanmar}: the role of cross national policy networks and the effects in the classroom}, volume = {52}, issn = {1750-8487, 1750-8495}, shorttitle = {Pushing the child centred approach in {Myanmar}}, url = {http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.604072}, doi = {10.1080/17508487.2011.604072}, language = {en}, number = {3}, urldate = {2020-05-22}, journal = {Critical Studies in Education}, author = {Lall, Marie}, month = oct, year = {2011}, note = {shortDOI: 10/ffvjm9 KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2011.604072 10/ffvjm9 2405685:R89YSEAB}, keywords = {C:Myanmar}, pages = {219--233}, } @techreport{lansdown_framework_2011, title = {A {Framework} for {Monitoring} and {Evaluating} {Children}’s {Participation} — a {Preparatory} {Draft} for {Piloting}}, url = {https://resourcecentre.savethechildren.net/library/framework-monitoring-and-evaluating-childrens-participation-preparatory-draft-piloting}, institution = {Save the Children}, author = {Lansdown, Gerison}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U7ZPUCKM 2405685:A2Z5M7AM 503888:UM69BURW}, keywords = {CitedIn:eCubed, eCubed}, } @article{leonard_using_2011, title = {Using {Bronfenbrenner}’s ecological theory to understand community partnerships: {A} historical case study of one urban high school}, volume = {46}, shorttitle = {Using {Bronfenbrenner}’s ecological theory to understand community partnerships}, doi = {10.1177/0042085911400337}, number = {5}, journal = {Urban Education}, author = {Leonard, Jack}, year = {2011}, note = {Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0042085911400337 2339240:MJ3KTJ82 2405685:TQLJN86X}, pages = {987--1010}, } @article{li_affordance_2011, title = {Affordance of {Deep} {Infusion} of {One}-to-{One} {Tablet}-{PCs} {Into} and {Beyond} {Classroom}.}, volume = {38}, number = {4}, journal = {International Journal of Instructional Media}, author = {Li, SC and Pow, JWC}, year = {2011}, note = {00009 KerkoCite.ItemAlsoKnownAs: 2129771:UFN7TVBT 2405685:8CTWM5GN}, keywords = {⛔ No DOI found}, pages = {319--326}, } @book{lundvall_handbook_2011, title = {Handbook of innovation systems and developing countries: building domestic capabilities in a global setting}, shorttitle = {Handbook of innovation systems and developing countries}, publisher = {Edward Elgar Publishing}, author = {Lundvall, Bengt-{\textbackslash}AAke and Joseph, K. J. and Chaminade, Cristina and Vang, Jan}, year = {2011}, note = {EdTechHub.ItemAlsoKnownAs:2405685:7T39BA9P}, keywords = {DIAL-RDO}, } @article{lynch_inclusive_2011, title = {Inclusive educational practices in {Kenya}: {Evidencing} practice of itinerant teachers who work with children with visual impairment in local mainstream schools}, volume = {31}, issn = {0738-0593}, shorttitle = {Inclusive educational practices in {Kenya}}, url = {http://www.sciencedirect.com/science/article/pii/S0738059310001203}, doi = {10.1016/j.ijedudev.2010.08.006}, abstract = {This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries.}, language = {en}, number = {5}, urldate = {2020-12-10}, journal = {International Journal of Educational Development}, author = {Lynch, Paul and McCall, Steve and Douglas, Graeme and McLinden, Mike and Mogesa, Bernard and Mwaura, Martha and Muga, John and Njoroge, Michael}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.08.006 2339240:99E5PNBZ 2405685:F3M4BRIW}, keywords = {Inclusive education, Itinerant teachers, Kenya, Participatory action research, Visual impairment}, pages = {478--488}, } @article{lyons_compounded_2011, title = {Compounded {Disadvantage}: {Race}, {Incarceration}, and {Wage} {Growth}}, volume = {58}, issn = {0037-7791}, shorttitle = {Compounded {Disadvantage}}, url = {https://www.jstor.org/stable/10.1525/sp.2011.58.2.257}, doi = {10.1525/sp.2011.58.2.257}, abstract = {Spending time in prison has become an increasingly common life event for low-skill minority men in the United States. The Bureau of Justice Statistics now estimates that one in three black men can expect to spend time in prison during his lifetime. A growing body of work implicates the prison system in contemporary accounts of racial inequality across a host of social, health, economic, and political domains. However, comparatively little work has examined the impact of the massive increase in the prison system—and growing inequality in exposure to the prison system—on racial inequality over the life course. Using a unique data set drawn from state administrative records, this project examines how spending time in prison affects wage trajectories for a cohort of men over a 14-year period. Multilevel growth curve models show no evidence of racial divergence in wages in quarters leading up to incarceration. However, after release, wages grow at a 21 percent slower rate for black compared to white ex-inmates. Blacks also enjoy fewer wage returns to work history compared to their white counterparts. This research broadens our understanding of the sources of racial stratification over the life course and underscores the relevance of recent policy interventions in the lives of low-skilled minority men.}, number = {2}, urldate = {2021-08-28}, journal = {Social Problems}, author = {Lyons, Christopher J. and Pettit, Becky}, year = {2011}, note = {Publisher: [Oxford University Press, Society for the Study of Social Problems] KerkoCite.ItemAlsoKnownAs: 10.1525/sp.2011.58.2.257 2339240:QIHJMA2I 2405685:3DUBDA85}, pages = {257--280}, } @article{malamud_home_2011, title = {Home computer use and the development of human capital}, volume = {126}, doi = {10.1093/qje/qjr008}, number = {2}, journal = {The Quarterly journal of economics}, author = {Malamud, Ofer and Pop-Eleches, Cristian}, year = {2011}, note = {Publisher: MIT Press KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjr008 2339240:AEBRXVGQ 2405685:KDJACE64}, pages = {987--1027}, } @techreport{ministry_of_foreign_affairs_of_the_netherlands_lessons_2011, title = {Lessons learnt: {Synthesis} of literature on the effectiveness of investments in education}, url = {http://archief.iob-evaluatie.nl/sites/iob-evaluatie.nl/files/355%20Lessons%20Learnt.%20Synthesis%20impact%20and%20effectiveness%20of%20investments%20in%20education.pdf}, urldate = {2020-05-25}, author = {Ministry of Foreign Affairs of the Netherlands}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N8B723NX}, } @article{mruz_2011_2011, title = {2011 {Rwanda} {TeacherMate} {Report}}, url = {https://lists.sugarlabs.org/archive/iaep/attachments/20111213/285731ce/attachment.pdf}, language = {en}, author = {Mruz, Kari}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97DLMLCN 2405685:U6CHPPTB}, keywords = {⛔ No DOI found}, pages = {19}, } @misc{national_audit_office_uk_assessing_2011, title = {Assessing value for money}, url = {https://www.nao.org.uk/successful-commissioning/general-principles/value-for-money/assessing-value-for-money/}, urldate = {2022-04-07}, author = {{National Audit Office UK}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZHUJ9HSE 2405685:WRBHMFF5 4656463:Y54ADAD3}, } @article{nkenlifack_identite_2011, title = {Identité numérique et éducation: enseignement des langues camerounaises grâce aux {TIC}}, volume = {41}, shorttitle = {Identité numérique et éducation}, number = {712}, journal = {International Journal of Information Sciences for Decision Making}, author = {Nkenlifack, Marcellin and Demsong, Bethin and Nangue, Raoul}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CBI7ZEJX 4042040:HUVQQ8SS}, keywords = {⛔ No DOI found}, pages = {1--11}, } @article{nkenlifack_approach_2011, title = {An approach for teaching of national languages and cultures through {ICT} in {Cameroon}}, volume = {2}, issn = {2156-5570}, url = {http://thesai.org/Publications/ViewPaper?Volume=2&Issue=7&Code=IJACSA&SerialNo=1}, doi = {10.14569/IJACSA.2011.020701}, abstract = {This article describes the input of ICT to the modernization of teaching national languages and cultures in order to promote cultural diversity as well as dissemination of scientific knowledge through national languages. This will also reinforce the understanding capacities of the population. This project will serve as the guideline towards development of scientific knowledge and know-how. It presents numerous psychological, pedagogic, scientific and social advantages, among which there is a sensitization of our languages and cultures, the deployment of a platform in some schools, the training of teachers in using ICT in language teaching, the distribution selflearning aids, the development of a website for analysis and dissemination of cultural data, of conservation of linguistic and cultural heritage, and worthiness of pre-requisites and local predispositions towards the emergence and development of technology. It will contribute to make concrete the introduction of teaching national languages in the school curricula in Cameroon.}, language = {en}, number = {7}, urldate = {2022-06-13}, journal = {International Journal of Advanced Computer Science and Applications}, author = {Nkenlifack, Marcellin and Demsong, Bethin and Teko, A. and Nangue, Raoul}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.14569/IJACSA.2011.020701 2405685:7SA8WE8M 4042040:9YX9TSJS}, } @misc{odera_learning_2011, title = {Learning {English} {Language} by {Radio} in {Primary} {Schools} in {Kenya}}, url = {https://docplayer.net/22250369-Learning-english-language-by-radio-in-primary-schools-in-kenya.html}, abstract = {Learning English Language by Radio in Primary Schools in Kenya By Florence Y. Odera (PhD) P.O.Box 2303, Kisumu, Kenya Introduction and background information One of the}, urldate = {2021-06-15}, author = {Odera, Florence}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H2WW7AHK 2405685:AI2IS3MP}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{oliver_technological_2011, title = {Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology}, volume = {27}, copyright = {© 2011 Blackwell Publishing Ltd}, issn = {1365-2729}, shorttitle = {Technological determinism in educational technology research}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2729.2011.00406.x}, doi = {10.1111/j.1365-2729.2011.00406.x}, abstract = {This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications.}, language = {en}, number = {5}, urldate = {2020-12-08}, journal = {Journal of Computer Assisted Learning}, author = {Oliver, M.}, year = {2011}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2011.00406.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00406.x 2339240:KJEKCKHZ 2405685:GJSF8KVX}, keywords = {affordance, educational technology, science and technology studies, technological determinism}, pages = {373--384}, } @misc{one_laptop_per_child_one_2011, title = {One laptop per child in {Rwanda}}, url = {https://wiki.laptop.org/images/5/53/Rwanda_Report-v7.pdf}, author = {One Laptop per Child.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D7HTGMCI 2405685:MDB8C2SB}, } @article{opfer_conceptualizing_2011, title = {Conceptualizing teacher professional learning}, volume = {81}, url = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.874.8856&rep=rep1&type=pdf}, doi = {10.3102/0034654311413609}, number = {3}, journal = {Review of Educational Research}, author = {Opfer, V. Darleen and Pedder, David}, year = {2011}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654311413609 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654311413609 2339240:K7VCJNKP 2405685:8GP9P3IJ 2405685:RFTSSBXB 2534378:ECXANTI8}, keywords = {Important, Read}, pages = {376--407}, } @book{osborn_les_2011, title = {Les {Langues} {Africaines} a {L}'ere {Numerique}: {Defis} {Et} {Opportunites} de {L}'informatisation {Des} {Langues} {Autochtones}}, shorttitle = {Les {Langues} {Africaines} a {L}'ere {Numerique}}, publisher = {IDRC}, author = {Osborn, Don}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MFEFAQY5 4042040:H7B5DJCZ}, } @techreport{ouane_optimising_2011, title = {Optimising learning, education and publishing in {Africa}: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-{Saharan} {Africa}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000212602/PDF/212602eng.pdf.multi}, urldate = {2023-02-10}, author = {Ouane, Adama and Glanz, Christine}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7ZCC3D2C 4042040:XHXI4QJA}, } @inproceedings{pandey_tiblo_2011, address = {New York, NY, USA}, series = {{DESIRE} '11}, title = {Tiblo: a tangible learning aid for children with dyslexia}, isbn = {978-1-4503-0754-3}, shorttitle = {Tiblo}, url = {https://doi.org/10.1145/2079216.2079247}, doi = {10.1145/2079216.2079247}, abstract = {Dyslexia is a learning disability, which affects the ability to read and spell correctly. Special schools for children with dyslexia focus on individual growth, learning and psychological difficulties faced by the child. In this paper, we describe the design, development and testing of Tiblo (Tangible Interactive BLOcks), a tangible learning aid for children with dyslexia in the age group of 8 to 12 years. Tiblo has been specifically designed keeping in mind the psychological and emotional effects of dyslexia. We explain the process and results of an ethnographic study conducted at a school for children with dyslexia; the resulting concept development and prototyping. Further, we outline the testing process with the students at the school and the results of the same. The results showed that the children have a greater engagement in their classroom activities and there is an improvement in their retention abilities on using Tiblo. Also, they had a very strong sense of attachment and ownership towards the blocks and like to personalize it. This was in sharp contrast with other digital learning aids which offer a symptomatic and subject specific approach to aiding children with dyslexia and hence do not develop a personal one to one relationship with the child.}, urldate = {2020-12-10}, booktitle = {Procedings of the {Second} {Conference} on {Creativity} and {Innovation} in {Design}}, publisher = {Association for Computing Machinery}, author = {Pandey, Sumit and Srivastava, Swati}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/2079216.2079247 2339240:99N4A4R8 2405685:ACZ65MR7}, keywords = {collaborative learning, design case study, dyslexia, emotional design, interaction design, learning aids, play and learn, tangible user interfaces}, pages = {211--220}, } @book{partridge_good_2011, address = {Strawberry Hills NSW}, title = {Good {Practice} {Report}: {Blended} {Learning}.}, isbn = {978-1-921856-81-5}, shorttitle = {Good {Practice} {Report}}, abstract = {This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.}, language = {en}, publisher = {Australian Learning and Teaching Council (ALTC)}, author = {Partridge, Helen and Ponting, Deborah and McCay, Meryl}, year = {2011}, note = {OCLC: 7831821412 KerkoCite.ItemAlsoKnownAs: 2405685:CBHXFBX7}, keywords = {C:Australia}, } @incollection{pellini_governance_2011, title = {Governance {Reforms} in three {South} {East} {Asian} countries: the {Role} of {Research}-based {Evidence} in {Promoting} {Innovations}}, url = {https://www.worldcat.org/title/innovative-trends-in-public-governance-in-asia/oclc/758834774}, booktitle = {Innovation {Trends} in {Public} {Governance} in {Asia}}, publisher = {IOS Press}, author = {Pellini, Arnaldo and Bachtiar, P.P and Alician, M.D and Nguyen, Thi Thu Hang}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2H9V56D5 2405685:MGYGFCJ2}, } @article{perry_television_2011, title = {Television, {Language}, and {Literacy} {Practices} in {Sudanese} {Refugee} {Families}: "{I} learned how to spell {English} on {Channel} 18"}, volume = {45}, issn = {0034-527X}, shorttitle = {Television, {Language}, and {Literacy} {Practices} in {Sudanese} {Refugee} {Families}}, url = {https://www.jstor.org/stable/40997767}, abstract = {This ethnographic study explored the ways in which media, particularly television, connected with English language and literacy practices among Sudanese refugees in Michigan. Three families with young children participated in this study. Data collection included participant observation, interviews, and collection of artifacts over 18 months, with a focus on television events as the units of analysis. Data analysis focused on television practices connected with literacy practices for adults and children. Results indicated that television offered important cultural connections with participants' beliefs, values, and attitudes regarding their Sudanese heritage, the new U.S. context, and religious practices. Both adults and children believed television was an important resource for learning and recognized potential problems with too much viewing. Most significantly, analysis suggested important connections between television practices and the development of both English language abilities for all family members and the development of real-world literacy practices, especially for the children.}, number = {3}, urldate = {2020-06-01}, journal = {Research in the Teaching of English}, author = {Perry, Kristen H. and Moses, Annie M.}, year = {2011}, note = {Publisher: National Council of Teachers of English KerkoCite.ItemAlsoKnownAs: 2339240:5PKJ7ENQ 2405685:IKLTTJQD 4803016:LPTQMX59}, keywords = {⛔ No DOI found}, pages = {278--307}, } @article{price_making_2011, title = {Making a difference with smart tablets}, volume = {39}, number = {1}, journal = {Teacher Librarian}, author = {Price, Amy}, year = {2011}, note = {00017 KerkoCite.ItemAlsoKnownAs: 2129771:4Y6MYCNP 2405685:L7LER484}, keywords = {⛔ No DOI found}, pages = {31--34}, } @techreport{rideout_zero_2011, title = {Zero to eight: children’s media use in {America}}, url = {https://www.commonsensemedia.org/research/past-research-reports}, institution = {Common Sense Media}, author = {Rideout, Victoria}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MGXQDSRW 2405685:YNS83P4D}, } @book{ritchhart_making_2011, address = {San Francisco, CA}, edition = {First edition}, title = {Making {Thinking} {Visible}: {How} to {Promote} {Engagement}, {Understanding}, and {Independence} for {All} {Learners}}, isbn = {978-0-470-91551-6}, shorttitle = {Making {Thinking} {Visible}}, abstract = {"Visible Thinking is a research-based approach to teaching thinking that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is an extensive and adaptable collection of practices that include thinking routines and the documentation of student thinking. The routines are a central element of the practical, functional and accessible nature of Visible Thinking. Thinking routines are easy to use mini-strategies that are repeatedly used in the classroom. They are a small set of questions or a short sequence of steps that can be used across various grade levels and content. Each routine targets a different type of thinking and by bringing their own content, teachers can integrate the routines into the fabric of their classrooms. Thinking Routines help direct student thinking and structure classroom discussion. Thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon"--}, publisher = {Jossey-Bass}, author = {Ritchhart, Ron and Church, Mark and Morrison, Karin}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LBY7LB9L}, keywords = {Cognition in children, Critical thinking, EDUCATION / Teaching Methods \& Materials / General, Study and teaching, Thought and thinking}, } @article{schweisfurth_learner-centred_2011, title = {Learner-centred education in developing country contexts: {From} solution to problem?}, volume = {31}, doi = {10.1016/j.ijedudev.2011.03.005}, language = {EN}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, year = {2011}, note = {shortDOI: 10/cnfz43 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.005 10/cnfz43 2405685:LDEHPJCR}, pages = {425--432}, } @article{sharmin_computer-aided_2011, title = {Computer-{Aided} {Learning} and {Mentoring} for {Improvement} of {Teaching} {Quality}: {An} {Assessment} of {BRAC} {Interventions}}, issn = {1556-5068}, shorttitle = {Computer-{Aided} {Learning} and {Mentoring} for {Improvement} of {Teaching} {Quality}}, url = {https://www.ssrn.com/abstract=2923676}, doi = {10.2139/ssrn.2923676}, abstract = {Methods and materials 3 Research area and sampling 3 Variables 4 Data collection techniques and tools 4 Field operation 4 Ethical consideration 4 Data management and analysis 4 Results 5 Computer-aided learning (CAL) 5 Mentoring 10 Conclusion}, language = {en}, urldate = {2021-06-10}, journal = {SSRN Electronic Journal}, author = {Sharmin, Nazia and Roy, Goutam}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2923676 10/gkm64r 2339240:UPMNTBZ3 2405685:UUD9ZMX7}, } @article{sheppard_reading_2011, title = {Reading with {iPads}–the difference makes a difference}, volume = {11}, number = {3}, journal = {Education Today}, author = {Sheppard, Dale}, year = {2011}, note = {00019 KerkoCite.ItemAlsoKnownAs: 2129771:VH94HH8M 2405685:2CPBXQ3R}, pages = {12--15}, } @inproceedings{shrestha_open-source_2011, title = {Open-source platform: exploring the opportunities for offline mobile learning}, shorttitle = {Open-source platform}, doi = {10.1145/2037373.2037476}, booktitle = {Proceedings of the 13th {International} {Conference} on {Human} {Computer} {Interaction} with {Mobile} {Devices} and {Services}}, author = {Shrestha, Sujan and Moore, John and Nocera, José Abdelnour}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/2037373.2037476 2405685:CIHRP4GP 2405685:KRHB5FXL}, pages = {653--658}, } @techreport{smith_new_2011, address = {Oxford}, title = {New technologies in cash transfer programming and humanitarian assistance}, url = {https://oxfamilibrary.openrepository.com/bitstream/handle/10546/558591/rr-new-technologies-cash-transfer-010111-en.pdf?sequence=6&isAllowed=y}, institution = {The Cash Learning Partnership}, author = {Smith, Gabrielle and Macauslan, Ian and Butters, Saul and Tromme, Mathieu}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FRZPF8JM 2405685:AU78TASE}, } @book{south_africa_curriculum_2011, address = {Pretoria, South Africa}, title = {Curriculum and assessment policy statement {English} home language. {Foundation} phase {Grades} {R}-3 {Grades} {R}-3}, isbn = {978-1-4315-0400-8}, url = {https://www.education.gov.za/LinkClick.aspx?fileticket=D86-onzL9kg%3D&tabid=571&portalid=0&mid=1560}, language = {English}, publisher = {Department of Basic Education}, author = {{South Africa} and {Department of Basic Education}}, year = {2011}, note = {OCLC: 795890502 KerkoCite.ItemAlsoKnownAs: 2339240:D8U9PCU7 2405685:PAAWE23K}, } @article{spiro_guided_2011, title = {Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme}, volume = {30}, issn = {0729-4360, 0729-4360}, url = {https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme}, doi = {10.1080/07294360.2011.598453}, abstract = {In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)}, language = {English}, number = {5}, journal = {Higher Education Research and Development}, author = {Spiro, Jane}, year = {2011}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR}, keywords = {Asia, ERIC, Current Index to Journals in Education (CIJE), Education Majors, Europe, Foreign Countries, Foreign Students, Higher Education, Interaction, Latin America, Masters Degrees, Middle East, Multicultural Education, Personal Narratives, Private Sector, Southeast Asia, Student Teachers, Teacher Education Programs, United Kingdom, Virtual Classrooms, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097655, \_\_finaldtb}, pages = {635--646}, } @article{spiro_guided_2011, title = {Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme}, volume = {30}, issn = {0729-4360, 0729-4360}, url = {https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme}, doi = {10.1080/07294360.2011.598453}, abstract = {In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)}, language = {English}, number = {5}, journal = {Higher Education Research and Development}, author = {Spiro, Jane}, year = {2011}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR}, keywords = {Asia, ERIC, Current Index to Journals in Education (CIJE), Education Majors, Europe, Foreign Countries, Foreign Students, Higher Education, Interaction, Latin America, Masters Degrees, Middle East, Multicultural Education, Personal Narratives, Private Sector, Southeast Asia, Student Teachers, Teacher Education Programs, United Kingdom, Virtual Classrooms, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097655, \_\_finaldtb}, pages = {635--646}, } @article{stell_kefalas_systems_2011, title = {On systems thinking and the systems approach}, volume = {67}, doi = {10.1080/02604027.2011.585911}, number = {4-5}, journal = {World Futures}, author = {“Stell” Kefalas, Asterios G.}, year = {2011}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/02604027.2011.585911 2339240:LP6DGVF9 2405685:6MU35TTS}, pages = {343--371}, } @article{stephens_accelerating_2011, title = {Accelerating {STEM} capacity: {A} complex adaptive system perspective}, volume = {100}, shorttitle = {Accelerating {STEM} capacity}, doi = {10.1002/j.2168-9830.2011.tb00020.x}, number = {3}, journal = {Journal of Engineering Education}, author = {Stephens, Rick and Richey, Michael}, year = {2011}, note = {Publisher: Blackwell Publishing Ltd. KerkoCite.ItemAlsoKnownAs: 10.1002/j.2168-9830.2011.tb00020.x 2339240:YKEEYYLJ 2405685:9A6MHRTV}, pages = {417}, } @article{stone_computer-adaptive_2011, title = {Computer-{Adaptive} {Testing} for {Students} with {Disabilities}: {A} {Review} of the {Literature}}, volume = {2011}, issn = {23308516}, shorttitle = {{COMPUTER}-{ADAPTIVE} {TESTING} {FOR} {STUDENTS} {WITH} {DISABILITIES}}, url = {https://onlinelibrary.wiley.com/doi/10.1002/j.2333-8504.2011.tb02268.x}, doi = {10.1002/j.2333-8504.2011.tb02268.x}, abstract = {There has been an increased interest in developing computer-adaptive testing (CAT) and multistage assessments for K-12 accountability assessments. The move to adaptive testing has been met with some resistance by those in the field of special education who express concern about routing of students with divergent profiles (e.g., some students with math-based learning disabilities may have difficulty with basic computation but not high level problem solving) and poor performance on early test questions. This paper consists of a literature review focusing on adaptive testing issues for students with disabilities in the K-12 sector. While it is clear that there are issues that will present obstacles to administering accountability tests adaptively to students with disabilities, this synthesis of research and policy developments with respect to this topic will be useful both for development of research agendas and to inform states that are currently using or are considering moving to CAT.}, language = {en}, number = {2}, urldate = {2022-06-17}, journal = {ETS Research Report Series}, author = {Stone, Elizabeth and Davey, Tim}, month = dec, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/j.2333-8504.2011.tb02268.x 2339240:A69MIC83 2405685:UQW6AGZS}, pages = {i--24}, } @article{tikly_towards_2011, title = {Towards a framework for researching the quality of education in low‐income countries}, volume = {47}, issn = {0305-0068, 1360-0486}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050068.2011.541671}, doi = {10.1080/03050068.2011.541671}, language = {en}, number = {1}, urldate = {2023-05-19}, journal = {Comparative Education}, author = {Tikly, Leon}, month = feb, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2011.541671 2405685:P5529NJL}, pages = {1--23}, } @techreport{twining_edusummit_2011, address = {Paris}, title = {{EDUsummIT} 2011 report from {TWG3}: teacher professional development}, url = {http://oro.open.ac.uk/30220/1/Twining%20et%20al%202011%20EDUsummIT%20TWG3%20Report.pdf}, language = {en}, institution = {UNESCO}, author = {Twining, Peter and Albion, Peter and Knezek, Don}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E272UVBQ 2405685:PUNUJQ3I 2405685:TT2AEKHE 2534378:T48EQGLU}, } @book{unesco_financing_2011, title = {Financing {Education} in sub-{Saharan} {Africa} : {Meeting} the {Challenges} of {Expansion}, {Equity} and {Quality}}, isbn = {978-92-9189-097-2}, shorttitle = {Financing {Education} in sub-{Saharan} {Africa}}, url = {http://uis.unesco.org/sites/default/files/documents/financing-education-in-sub-saharan-africameeting-the-challenges-of-expansion-equity-and-quality-en_0.pdf}, language = {en}, urldate = {2020-01-14}, publisher = {UNESCO Institute for Statistics}, author = {{UNESCO}}, year = {2011}, doi = {10.15220/978-92-9189-079-2-en}, note = {shortDOI: 10/ghgnfb KerkoCite.ItemAlsoKnownAs: 10.15220/978-92-9189-079-2-en 10/ghgnfb 2339240:EYQZXG2M 2405685:DSSCT5P9}, } @book{unesco_unesco_2011, title = {{UNESCO} {ICT} {COMPETENCY} {FRAMEWORKFOR} {TEACHERS}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000213475}, publisher = {UNESCO}, author = {UNESCO}, year = {2011}, note = {zotzenLib.CopiedFrom: 2339240:MVI5VWVN KerkoCite.ItemAlsoKnownAs: 2339240:MVI5VWVN 2405685:4MAR8W2A}, keywords = {⛔ No DOI found}, } @techreport{unesco_world_2011, title = {World {Data} on {Education}: {Bhutan}}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bhutan.pdf}, author = {{UNESCO}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CWJSELZ2}, } @incollection{unesco_technological_2011, address = {Paris}, title = {The {Technological}, {Economic}, and {Social} {Contexts} for {Educational} {ICT} {Policy}}, booktitle = {Transforming education: the power of {ICT} policies}, publisher = {UNESCO}, author = {UNESCO and Kozma, Robert B.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W6QPK38G 2405685:47SEME47}, pages = {3--18}, } @techreport{unicef_child_2011, title = {Child {Safety} {Online}: {Global} challenges and strategies}, shorttitle = {Child {Safety} {Online}}, url = {https://www.unicef-irc.org/publications/650-child-safety-online-global-challenges-and-strategies.html}, abstract = {The Internet, mobile phones and other electronic media provide children and young people with levels of access to information, culture, communication and entertainment impossible to imagine just 20 years ago. With many of their extraordinary benefits}, language = {en}, urldate = {2022-06-20}, institution = {Innocenti Publications}, author = {UNICEF}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J7VDW7KX 2339240:L8PZGXME 2405685:7QGM7K3Z 2405685:BDPZFDTK}, } @misc{usaid_malawi_2011, title = {Malawi {Teacher} {Professional} {Development} {Support} {Program}: {Baseline} {Report}}, url = {https://pdf.usaid.gov/pdf_docs/PA00HVSP.pdf}, urldate = {2022-10-31}, author = {USAID}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UVTM7PAJ 2405685:ECQAAQQY}, } @book{vartanian_secondary_2011, title = {Secondary data analysis}, isbn = {978-0-19-538881-7}, abstract = {In recent decades, social work and other social science research disciplines have become increasingly reliant on large secondary data sets, which have increased in both number and accessibility. When starting a new research project, how does one determine whether to use a secondary data set? Which of the thousands available should be used? This invaluable and expertly written guide provides an in-depth introduction to 29 of the most widely used data sets in social work, such as the Early Childhood Longitudinal Study, the National Health and Nutrition Examination Survey, and the U.S. Census. This book also examines the years covered by these cross-sectional and longitudinal data sets, the units of analysis, and the sample sizes.Readers will learn where to find the data and the key variables contained within, and how to use them in SAS and Stata. Screen shots guide researchers through data sets in a step-by-step process: how to download the data, how to merge it with other data sets, and how to program it when necessary. Each section also profiles studies that have used the respective data sets, giving researchers a clear feel for the depth and range of questions that a given data source can be used to answer, like the use of government data to explore issues ranging from pathways out of poverty to the relationship between marital dissolution and women's health and well-being.Exceptionally well calibrated and filled with real-world examples, this pocket guide will give beginning and advanced researchers a comprehensive understanding of these data sets that they can use in their research on clinical, policy, and other types studies.}, language = {en}, publisher = {Oxford University Press, USA}, author = {Vartanian, Thomas P.}, year = {2011}, note = {Google-Books-ID: ra0RDAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:AIX54RN4 2405685:48TA9BWR}, keywords = {Political Science / Public Policy / Social Services \& Welfare, Science / General, Social Science / Social Work}, } @techreport{wagner_smaller_2011, address = {Paris/Washington}, title = {Smaller, quicker, cheaper: {Improving} learning assessments in developing countries}, url = {http://unesdoc.unesco.org/images/0021/002136/213663e.pdf}, institution = {UNESCO-IIEP/FTI-Global Partnership for Education}, author = {Wagner, D.A.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ELML3MJU 2405685:9HDWFJL8}, } @techreport{who_world_2011, title = {World {Report} on {Disability}}, url = {https://www.who.int/teams/noncommunicable-diseases/disability-and-rehabilitation/world-report-on-disability}, author = {WHO}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RAEALDCI 2405685:8AN9JWNI}, } @techreport{who_world_2011, title = {World {Report} on {Disability}}, url = {https://www.who.int/teams/noncommunicable-diseases/disability-and-rehabilitation/world-report-on-disability}, author = {WHO}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RAEALDCI 2405685:8AN9JWNI}, } @misc{wiley_open_2011, title = {Open {Content}}, url = {http://opencontent.org/definition/}, urldate = {2016-09-28}, author = {Wiley, David}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AH2DB7SR}, } @incollection{wilkinson_systems_2011, address = {Boston, MA}, title = {Systems {Theory}}, isbn = {978-0-387-79061-9}, url = {https://doi.org/10.1007/978-0-387-79061-9_941}, language = {en}, urldate = {2021-01-04}, booktitle = {Encyclopedia of {Child} {Behavior} and {Development}}, publisher = {Springer US}, author = {Wilkinson, Lee A.}, editor = {Goldstein, Sam and Naglieri, Jack A.}, year = {2011}, doi = {10.1007/978-0-387-79061-9_941}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-0-387-79061-9\_941 2339240:2BP68ISE 2405685:HA89DRWU}, pages = {1466--1468}, } @article{wilson_ict_2011, title = {{ICT} integration in {Teacher} {Education} - {A} study of {University} of {Education}, {Winneba}}, volume = {15}, journal = {Ghana Journal of Science and Mathematics Education}, author = {Wilson, Kofi Bentum and Ayebi-Arthur, Kofi and Tenkorang, Emmanuel Yamoah}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:69GF7UX5 2405685:9DV5HUJE}, keywords = {⛔ No DOI found}, pages = {1--13}, } @techreport{world_bank_grant_2011, title = {Grant {Funding} {Proposal} ({FY11}- {Round} 33)}, url = {http://documents1.worldbank.org/curated/en/876931518086538544/pdf/123308-FP-PUBLIC-P130760-Improving-Primary-Education-Outcomes-for-the-Most-Vulnerable-Children-in-Rural-Mongolia-Propoosal-FY11.pdf}, urldate = {2020-08-31}, institution = {World Bank}, author = {World Bank}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4L2Q94DC 2405685:ZS2P84JH}, } @techreport{world_health_organization_world_2011, title = {World report on disability}, language = {en}, institution = {World Health Organization}, author = {World Health Organization}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RS9YLJWP 2405685:UDAY94DX}, } @article{yelkpieri_patronage_2011, title = {Patronage of {Educational} {Broadcasts} and its {Effects} on {Academic} {Growth} of {Students} of {Winneba} and {Apam} {Senior} {High} {Schools} in the {Central} {Region} of {Ghana}.}, volume = {9}, language = {en}, journal = {Academic Leadership: The Online Journal}, author = {Yelkpieri, Daniel and Kweku, Wilson Esia-Donkoh and Kwesi}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MEC2XVT3 2405685:AQ3UTJW3 2405685:XLPMKF4U}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {18}, } @article{yelkpieri_patronage_2011, title = {Patronage of {Educational} {Broadcasts} and its {Effects} on {Academic} {Growth} of {Students} of {Winneba} and {Apam} {Senior} {High} {Schools} in the {Central} {Region} of {Ghana}.}, volume = {9}, language = {en}, journal = {Academic Leadership: The Online Journal}, author = {Yelkpieri, Daniel and Kweku, Wilson Esia-Donkoh and Kwesi}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MEC2XVT3 2405685:AQ3UTJW3 2405685:XLPMKF4U}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {18}, } @article{zelezny-green_potential_2011, title = {The potential impact of mobile-assisted language learning on women and girls in {Africa}: {A} literature review}, volume = {3}, shorttitle = {The {Potential} {Impact} of {Mobile}-{Assisted} {Language} {Learning} on {Women} and {Girls} in {Africa}}, doi = {10.18848/1835-9795/cgp/v03i01/40257}, number = {1}, journal = {Ubiquitous Learning: An International Journal}, author = {Zelezny-Green, Ronda}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/cgp/v03i01/40257 10/ggtsmf 2339240:4YSNRS6G 2405685:MIEIJQ7T}, keywords = {Equity through Access, \_\_\_working\_potential\_duplicate}, } @article{zelezny-green_potential_2011, title = {The {Potential} {Impact} of {Mobile}-{Assisted} {Language} {Learning} on {Women} and {Girls} in {Africa}: {A} {Literature} {Review}}, volume = {3}, issn = {1835-9795}, shorttitle = {The {Potential} {Impact} of {Mobile}-{Assisted} {Language} {Learning} on {Women} and {Girls} in {Africa}}, url = {https://cgscholar.com/bookstore/works/the-potential-impact-of-mobileassisted-language-learning-on-women-and-girls-in-africa}, doi = {10.18848/1835-9795/cgp/v03i01/40257}, number = {1}, urldate = {2021-04-15}, journal = {Ubiquitous Learning: An International Journal}, author = {Zelezny-Green, Ronda}, year = {2011}, note = {zotzenLib.CopiedFrom: 2339240:BUUY4MM8 KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/CGP/v03i01/40257 10.18848/1835-9795/cgp/v03i01/40257 2339240:BUUY4MM8 2405685:VJCI6H4Z}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {69--82}, } @article{zelezny-green_potential_2011, title = {The potential impact of mobile-assisted language learning on women and girls in {Africa}: {A} literature review}, volume = {3}, url = {https://www.researchgate.net/publication/265895061_The_Potential_Impact_of_Mobile-assisted_Language_Learning_on_Women_and_Girls_in_Africa_A_Brief_Literature_Review}, doi = {10.18848/1835-9795/CGP/v03i01/40257}, number = {1}, journal = {Ubiquitous Learning: An International Journal}, author = {Zelezny-Green, Ronda}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/CGP/v03i01/40257 2339240:QN6HYJDI 2405685:3WWYI85D}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {69--82}, } @article{gronlund_effective_2010, title = {Effective {Use} of {Assistive} {Technologies} for {Inclusive} {Education} in {Developing} {Countries}: {Issues} and challenges from two case studies}, volume = {6}, issn = {1814-0556}, shorttitle = {Effective {Use} of {Assistive} {Technologies} for {Inclusive} {Education} in {Developing} {Countries}}, url = {https://www.learntechlib.org/p/42264/}, abstract = {Developing countries face many obstacles in the process of implementing inclusive education (IE). Effective use of assistive technologies (AT) can help governments in developing countries achieve inclusive education by helping children with disabilities in schools. Despite the importance and positive impact of AT, prior research on the use of AT in inclusive education especially in developing countries is limited. To fill the research gap in this area, this paper investigates the research question of, How can AT be effectively used for IE in developing countries? To address this question,...}, language = {en}, number = {4}, urldate = {2020-04-03}, journal = {International Journal of Education and Development using ICT}, author = {Grönlund, Åke and Lim, Nena and Larsson, Hannu}, month = dec, year = {2010}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:MQSJ66AT 2405685:AYQJEEVW}, keywords = {⛔ No DOI found}, pages = {5--26}, } @article{whitehead_health_2010, title = {Health outcomes in economic evaluation: the {QALY} and utilities}, volume = {96}, issn = {0007-1420, 1471-8391}, shorttitle = {Health outcomes in economic evaluation}, url = {https://academic.oup.com/bmb/article-lookup/doi/10.1093/bmb/ldq033}, doi = {10.1093/bmb/ldq033}, language = {en}, number = {1}, urldate = {2022-03-29}, journal = {British Medical Bulletin}, author = {Whitehead, S. J. and Ali, S.}, month = dec, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/bmb/ldq033 2339240:XNE7TX99 2405685:KM4Q83A4}, pages = {5--21}, } @misc{trucano_interactive_2010, title = {Interactive {Radio} {Instruction} : {A} {Successful} {Permanent} {Pilot} {Project}?}, shorttitle = {Interactive {Radio} {Instruction}}, url = {https://blogs.worldbank.org/edutech/iri}, abstract = {Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...}, language = {en}, urldate = {2021-10-11}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = nov, year = {2010}, note = {Published on EduTech KerkoCite.ItemAlsoKnownAs: 2339240:ZGSQFML6 2405685:B6SMKH4J}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{trucano_interactive_2010, title = {Interactive {Radio} {Instruction} : {A} {Successful} {Permanent} {Pilot} {Project}?}, shorttitle = {Interactive {Radio} {Instruction}}, url = {https://blogs.worldbank.org/edutech/iri}, abstract = {Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...}, language = {en}, urldate = {2021-10-11}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = nov, year = {2010}, note = {Published on EduTech KerkoCite.ItemAlsoKnownAs: 2339240:ZGSQFML6 2405685:B6SMKH4J}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{robinson_school_2010, title = {School perspectives on collaborative inquiry: lessons learned from {New} {York} {City}, 2009-2010}, shorttitle = {School perspectives on collaborative inquiry}, url = {https://repository.upenn.edu/cpre_researchreports/59/}, abstract = {The New York City Department of Education has supported collaborative inquiry as a potentially powerful process for helping administrators and teachers use student data to improve instruction and raise student achievement. Beginning with a pilot project in 2006, teams of teachers have learned to work together to diagnose the needs of students who have not been successful in their classrooms and to develop strategies to improve their learning. Collaborative inquiry sits at the heart of the Department's larger Children First initiative and aims to help educators close the achievement gap in their schools. Each year New York City schools have engaged higher proportions of faculty in the inquiry work. The goal is at least 90\% participation in collaborative inquiry. The purpose of this research report is to share lessons learned about the conditions, structures, relationships, and leadership practice that support teacher participation in inquiry. The report also presents perceived benefits of collaborative inquiry as reported by school leaders and teachers. Data come from site visits to 13 schools actively engaged in collaborative inquiry. The research team conducted 213 interviews with principals, assistant principals, instructional support staffs, and teachers participating in inquiry and 37 observations of inquiry team meetings.}, author = {Robinson, Marian and Passantino, Claire and Acerra, Marsha and Bae, Lauren and Tiehen, Katie and Pido, Eric and Kannapel, Patricia and Duffy, Mark and Langland, Connie}, month = nov, year = {2010}, doi = {10.12698/cpre.2010.rr67}, note = {KerkoCite.ItemAlsoKnownAs: 10.12698/cpre.2010.rr67 2339240:82799NQS 2405685:E9I3MCKX}, } @article{shohel_introducing_2010, title = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}: teacher perspectives}, volume = {25}, issn = {0268-0513}, shorttitle = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/02680513.2010.511953}, doi = {10.1080/02680513.2010.511953}, abstract = {This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).}, number = {3}, urldate = {2020-05-16}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Shohel, M. Mahruf C. and Power, Tom}, month = nov, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680513.2010.511953 shortDOI: 10/brrchv KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2405685:EEAEL6VW 2405685:UTNGW9R7}, keywords = {Bangladesh, C:Bangladesh, English in Action support model, \_\_\_working\_potential\_duplicate, mobile learning, mobile technology, technology intervention}, pages = {201--215}, } @article{shohel_introducing_2010, title = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}: teacher perspectives}, volume = {25}, issn = {0268-0513}, shorttitle = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/02680513.2010.511953}, doi = {10.1080/02680513.2010.511953}, abstract = {This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).}, number = {3}, urldate = {2020-05-16}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Shohel, M. Mahruf C. and Power, Tom}, month = nov, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680513.2010.511953 shortDOI: 10/brrchv KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2405685:EEAEL6VW 2405685:UTNGW9R7}, keywords = {Bangladesh, C:Bangladesh, English in Action support model, \_\_\_working\_potential\_duplicate, mobile learning, mobile technology, technology intervention}, pages = {201--215}, } @techreport{mourshed_how_2010, title = {How the world’s most improved school systems keep getting better}, url = {https://www.mckinsey.com/~/media/McKinsey/Industries/Social%20Sector/Our%20Insights/How%20the%20worlds%20most%20improved%20school%20systems%20keep%20getting%20better/How_the_worlds_most_improved_school_systems_keep_getting_better.ashx}, language = {EN}, institution = {McKinsey \& Company}, author = {Mourshed, Mona and Barber, Michael and Chijioke, Chinezi}, month = nov, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KM2TUZWI}, } @article{shohel_introducing_2010, title = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}: teacher perspectives}, volume = {25}, issn = {0268-0513, 0268-0513}, url = {https://www.researchgate.net/publication/47705071_Introducing_mobile_technology_for_enhancing_Teaching_and_Learning_in_Bangladesh_Teacher_perspectives}, doi = {10.1080/02680513.2010.511953}, abstract = {This paper reviews the themes emerging from Bangladeshi teachers' experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies-enhanced supported open distance learning programme of professional development in English-language teaching. This paper presents evidence arising from semi-structured interviews carried out with teachers from a pre-pilot study for the English in Action project. The teachers participating in this study reflect upon six months' experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text-book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). (Contains 1 table and 1 figure.)}, language = {English}, number = {3}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Shohel, M. Mahruf C. and Power, Tom}, month = nov, year = {2010}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/815957037?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2339240:9GRACLAU 2405685:BFA3BZUN 2534378:HMHCMR9X 2534378:KT2WCVFZ 2534378:QXQHZY9I 2534378:UJQAALFW 2534378:ZJT5CTY3}, keywords = {BANGLADESH, Bangladesh, COMPUTER assisted language instruction, COMPUTERS in education, CONTINUING education, Computer Assisted Instruction, DISTANCE education, Developing Nations, Digital audio players, Distance Education, Distance learning, ENGLISH language -- Study \& teaching -- Foreign speakers, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Development, Educational Technology, Educational technology, Elementary Secondary Education, English (Second Language), English in Action support model, English language, Foreign Countries, Handheld Devices, Higher Education, Inservice Teacher Education, Interviews, LANGUAGE teachers, Language instruction, Multimedia Instruction, OPEN learning, Open Universities, Pilot Projects, Postsecondary Education, Professional development, Program Descriptions, Program Development, Program Effectiveness, Protocol Materials, SECONDARY education, Second Language Instruction, Secondary Education, Secondary School Teachers, Studies, TEACHER development, TEACHERS -- Attitudes, TELEMATICS, Teacher Attitudes, Teachers, Technology Integration, United Kingdom, Video Technology, \_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098161, \_\_\_working\_potential\_duplicate, \_\_finaldtb, auto\_merged, mobile learning, mobile technology, technology intervention}, pages = {201--215}, } @article{polly_reexamining_2010, title = {Reexamining technology’s role in learner-centered professional development}, volume = {58}, issn = {1556-6501}, url = {https://doi.org/10.1007/s11423-009-9146-5}, doi = {10.1007/s11423-009-9146-5}, abstract = {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.}, language = {en}, number = {5}, urldate = {2020-08-12}, journal = {Educational Technology Research and Development}, author = {Polly, Drew and Hannafin, Michael J.}, month = oct, year = {2010}, note = {shortDOI: 10/fwd4wz KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9146-5 10/fwd4wz 2405685:E28QZPQQ}, pages = {557--571}, } @article{polly_reexamining_2010, title = {Reexamining technology’s role in learner-centered professional development}, volume = {58}, issn = {1556-6501}, url = {http://galleries.lakeheadu.ca/uploads/4/0/5/9/4059357/technologys_role_in_pd.pdf}, doi = {10.1007/s11423-009-9146-5}, abstract = {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.}, language = {en}, number = {5}, urldate = {2020-08-12}, journal = {Educational Technology Research and Development}, author = {Polly, Drew and Hannafin, Michael J.}, month = oct, year = {2010}, note = {Extra URL: https://doi.org/10.1007/s11423-009-9146-5 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9146-5 2339240:F24I3ZNF 2405685:87VETGDX}, } @article{sherman_female_2010, title = {Female leadership and school effectiveness in junior high schools in {Ghana}}, volume = {48}, issn = {0957-8234}, url = {https://www.emerald.com/insight/content/doi/10.1108/09578231011079557/full/html}, doi = {10.1108/09578231011079557}, abstract = {Purpose – The purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools.}, language = {en}, number = {6}, urldate = {2020-03-12}, journal = {Journal of Educational Administration}, author = {Kwadzo Agezo, Clement}, editor = {Sherman, Whitney H.}, month = sep, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/09578231011079557 10/fjs6cd 2339240:LEP6IYRX 2405685:439GJCYR}, pages = {689--703}, } @article{gutierrez_determinants_2010, title = {Determinants of {ICT} {Usage} among {Low}-{Income} {Groups} in {Colombia}, {Mexico}, and {Peru}}, volume = {26}, issn = {0197-2243, 1087-6537}, url = {http://www.tandfonline.com/doi/abs/10.1080/01972243.2010.511559}, doi = {10.1080/01972243.2010.511559}, abstract = {The authors examine the determinants of information and communications technology (ICT) usage among low-income people in three developing countries: Colombia, Mexico, and Peru. Using two composite indicators, they focus on cross-country differences and similarities in ICT usage across gender, age, education, and income levels. The authors’ analysis indicates that the single most important factor limiting the digitalization of low-income people in all three countries was lack of education. The impact of income itself was low although positive. Their findings also suggest that comprehensive measures that mix standard ICTs with very advanced ones can be misleading.}, language = {en}, number = {5}, urldate = {2020-06-02}, journal = {The Information Society}, author = {Gutiérrez, Luis H. and Gamboa, Luis F.}, month = sep, year = {2010}, note = {shortDOI: 10/cdbk9j KerkoCite.ItemAlsoKnownAs: 10/cdbk9j 2405685:KI5MYZCC}, pages = {346--363}, } @incollection{ellis_emergence_2010, title = {The emergence of language as a complex adaptive system}, isbn = {978-0-203-83565-4 978-1-136-85798-0 978-0-415-49067-2}, url = {https://www.taylorfrancis.com/books/9780203835654}, language = {en}, urldate = {2021-01-06}, booktitle = {The {Routledge} {Handbook} of {Applied} {Linguistics}}, publisher = {Routledge}, author = {Ellis, Nick C.}, month = sep, year = {2010}, doi = {10.4324/9780203835654.ch46}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9780203835654.ch46 2339240:CPF3F2SJ 2405685:ZGGHQJX8}, } @article{borzekowski_role_2010, title = {The role of {Kilimani} {Sesame} in the healthy development of {Tanzanian} preschool children}, volume = {31}, issn = {0193-3973}, url = {http://www.sciencedirect.com/science/article/pii/S0193397310000584}, doi = {10.1016/j.appdev.2010.05.002}, abstract = {Kilimani Sesame, a media intervention that employs print, radio, and television, was developed to entertain and educate preschool children in Tanzania. This study examined the effects of a six-week intervention delivering Kilimani Sesame material to 223 children in the rural district of Kisarawe and the city of Dar es Salaam. Results offer evidence that literacy and numeracy, social and emotional development, and health and hygiene significantly improved from baseline to post-intervention; those with the greatest receptivity to Kilimani Sesame performed the best after the intervention, controlling for baseline scores, sex, age, location, and general media receptivity. This study shows that an educational media intervention directed towards very young children can have an impact on their healthy development, even in locales where populations have minimal resources and face extreme hardships.}, language = {en}, number = {4}, urldate = {2020-03-25}, journal = {Journal of Applied Developmental Psychology}, author = {Borzekowski, Dina L. G. and Macha, Jacob E.}, month = jul, year = {2010}, note = {shortDOI: 10/dfhqrx KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2010.05.002 10/dfhqrx 2339240:DVE3B5Y9 2405685:FD5BZ3BI 2405685:I5UGE5MK}, keywords = {African children, Educational television, Literacy, Media receptivity, Preschool children, Sesame Street}, pages = {298--305}, } @article{gudmundsdottir_when_2010, title = {When does {ICT} support education in {South} {Africa}? {The} importance of teachers' capabilities and the relevance of language}, volume = {16}, issn = {0268-1102}, shorttitle = {When does {ICT} support education in {South} {Africa}?}, url = {https://doi.org/10.1080/02681102.2010.498409}, doi = {10.1080/02681102.2010.498409}, abstract = {The aim of this paper is to highlight some of the challenges of information and communication technology (ICT) integration in a South African classroom setting. The main focus is on the concept of a digital divide, and how cultural complexity with special emphasis on language can affect the divide in schools that already have material access to ICT. The study is based on fieldwork in seventh-grade classes in four primary schools in Cape Town, South Africa. The learners answered a questionnaire regarding their ICT use and skills, and interviews were conducted with learners, teachers, and principals. In conclusion, it is argued that the challenges of language in South African schools can exacerbate or maintain the digital divide among learners who are already disadvantaged due to a range of social inequalities. For learners to fully master the use of ICT in today's global knowledge society, it needs to be put in a local context, which includes use in a familiar language. Moreover, it is suggested that greater opportunities for teacher training are needed in order to enhance culturally sensitive and appropriate ICT integration based on local needs and capacity.}, number = {3}, urldate = {2022-05-19}, journal = {Information Technology for Development}, author = {Gudmundsdottir, G. B.}, month = jul, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02681102.2010.498409 KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2010.498409 2405685:U9M2N3BV 4042040:YQYVKVPN}, keywords = {ICT integration, digital divide, disadvantaged learners, language of teaching and learning, teacher training}, pages = {174--190}, } @article{kocakaya_effects_2010, title = {The {Effects} of {Computer}-{Assisted} {Instruction} designed according to {7E} {Model} of {Constructivist} {Learning} on {Physics} {Student} {Teachers}' {Achievement}, {Concept} {Learning}, {Self}-{Efficacy} {Perceptions} and {Attitudes}}, volume = {11}, issn = {1302-6488}, url = {https://files.eric.ed.gov/fulltext/EJ1042517.pdf}, urldate = {2022-08-23}, journal = {Turkish Online Journal of Distance Education-TOJDE}, author = {Kocakaya, S and Gonen, Selahattin}, month = jul, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8KT835AI 2405685:7QQUBGKF}, keywords = {⛔ No DOI found}, } @techreport{swarts_tanzania_2010, title = {Tanzania: {ICT} in education: situational analysis}, copyright = {http://creativecommons.org/licenses/by-nc-sa/3.0/}, url = {https://www.tanzania.go.tz/egov_uploads/documents/Situational_Analysis_Tanzania_sw.pdf}, urldate = {2022-02-02}, institution = {Global e-Schools and Communities Initiative}, author = {Swarts, Patti and Wachira, Esther Mwiyeria}, month = jul, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XU5IA928 2405685:U7N7RKXP}, } @article{korsah_improving_2010, title = {Improving {Child} {Literacy} in {Africa}: {Experiments} with an {Automated} {Reading} {Tutor}}, volume = {6}, issn = {1544-7529}, shorttitle = {Improving {Child} {Literacy} in {Africa}}, url = {https://itidjournal.org/index.php/itid/article/view/517}, abstract = {This paper describes Project Kan é , a research endeavor aimed at exploring the role that technology can play in improving child literacy in developing communities. An initial pilot study and a subsequent four-month-long controlled field study in Ghana investigated the viability and effectiveness of an automated reading tutor in helping urban children enhance their reading skills in English. In addition to quantitative data suggesting that automated tutoring can be useful for some children in this setting, these studies and an additional preliminary pilot study in Zambia yielded useful qualitative observations regarding the feasibility of applying technology solutions to the challenge of enhancing child literacy in developing communities. This paper presents the findings, observations, and lessons learned from the field studies.}, number = {2}, urldate = {2020-08-18}, journal = {Information Technologies \& International Development}, author = {Korsah, G. Ayorkor and Mostow, Jack and Dias, M. Bernardine and Sweet, Tracy Morrison and Belousov, Sarah M. and Dias, M. Frederick and Gong, Haijun}, month = jun, year = {2010}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2339240:DWYJEWDE 2405685:85AXN76U}, keywords = {Ghana, Zambia, child literacy, developing countries, field studies, technology solutions, ⛔ No DOI found}, pages = {pp. 1--19}, } @article{symonds_death_2010, title = {Death of mixed methods? {Or} the rebirth of research as a craft}, volume = {23}, issn = {0950-0790}, shorttitle = {Death of mixed methods?}, url = {https://doi.org/10.1080/09500790.2010.483514}, doi = {10.1080/09500790.2010.483514}, abstract = {The classification by many scholars of numerical research processes as quantitative and other research techniques as qualitative has prompted the construction of a third category, that of ‘mixed methods’, to describe studies that use elements from both processes. Such labels might be helpful in structuring our understanding of phenomena. But they can also inhibit our activities when they serve as inaccurate or limiting descriptors. Based on the observation that mixed methods are fast becoming a common research approach in the social sciences, this paper questions whether the assumptions that are used and perpetuated by mixed methods are valid. The paper calls for a critical change in how we perceive research, in order to better describe actual research processes. A ‘core’ design typology of the mechanisms underlying research structures and processes is posited to encourage creative thinking around alternatives to the three purported paradigms of quantitative, qualitative and mixed methods. This ‘return to basics’ seeks to encourage new and innovative research designs to emerge, and suggests a rebirth of research from the ashes of mixed methods.}, number = {2}, urldate = {2019-11-05}, journal = {Evaluation \& Research in Education}, author = {Symonds, Jennifer E. and Gorard, Stephen}, month = jun, year = {2010}, note = {shortDOI: 10/fkx8x7 KerkoCite.ItemAlsoKnownAs: 10.1080/09500790.2010.483514 10/fkx8x7 2339240:VLHNF2T5 2405685:K7FDAWK7}, keywords = {mixed methods, paradigm, qualitative, quantitative, research methods, research philosophy}, pages = {121--136}, } @misc{trucano_interactive_2010, type = {Worldbank.org}, title = {Interactive {Radio} {Instruction} : a successful permanent pilot project?}, shorttitle = {Interactive {Radio} {Instruction}}, url = {https://blogs.worldbank.org/edutech/iri}, abstract = {Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...}, language = {en}, urldate = {2021-11-02}, author = {Trucano, Michael}, month = may, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5WTDA9AE 2405685:SYEHVF8F}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{jensen_perceived_2010, title = {The ({Perceived}) {Returns} to {Education} and the {Demand} for {Schooling}}, volume = {125}, issn = {0033-5533}, url = {https://doi.org/10.1162/qjec.2010.125.2.515}, doi = {10.1162/qjec.2010.125.2.515}, abstract = {Economists emphasize the link between market returns to education and investments in schooling. Though many studies estimate these returns with earnings data, it is the perceived returns that affect schooling decisions, and these perceptions may be inaccurate. Using survey data for eighth-grade boys in the Dominican Republic, we find that the perceived returns to secondary school are extremely low, despite high measured returns. Students at randomly selected schools given information on the higher measured returns completed on average 0.20–0.35 more years of school over the next four years than those who were not.}, number = {2}, urldate = {2024-02-14}, journal = {The Quarterly Journal of Economics}, author = {Jensen, Robert}, month = may, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/qjec.2010.125.2.515 2339240:6Q7DVDFN 2405685:GXFXFEJM}, pages = {515--548}, } @article{meckes_two_2010, title = {Two decades of {SIMCE}: an overview of the {National} {Assessment} {System} in {Chile}}, volume = {17}, issn = {0969-594X}, shorttitle = {Two decades of {SIMCE}}, url = {https://doi.org/10.1080/09695941003696214}, doi = {10.1080/09695941003696214}, number = {2}, urldate = {2021-05-05}, journal = {Assessment in Education: Principles, Policy \& Practice}, author = {Meckes, Lorena and Carrasco, Rafael}, month = may, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09695941003696214 KerkoCite.ItemAlsoKnownAs: 10.1080/09695941003696214 2339240:G36ES3PH 2405685:PTYGL28B}, pages = {233--248}, } @article{rosas_whos_2010, title = {Who’s teaching math to our most needy students? {A} descriptive study}, volume = {33}, issn = {0888-4064}, shorttitle = {Who’s teaching math to our most needy students?}, url = {https://doi.org/10.1177/0888406409357537}, doi = {10.1177/0888406409357537}, abstract = {The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a “highly qualified teacher.” Research supports that teachers’ content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition, accountability reports indicate that the special education population did not meet the adequate yearly progress in reading and mathematics as required under NCLB. The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. Results of this study indicate a disconnect between the participants’ beliefs and perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test—Practice Eighth Grade Mathematics.}, language = {en}, number = {2}, urldate = {2021-11-10}, journal = {Teacher Education and Special Education}, author = {Rosas, Clarissa and Campbell, Lisa}, month = may, year = {2010}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0888406409357537 2339240:7V955V2Q 2405685:YHKAEKGD}, keywords = {math, special education, standardized tests, teacher’s perception}, pages = {102--113}, } @misc{trucano_worst_2010, title = {Worst practice in {ICT} use in education}, url = {https://blogs.worldbank.org/edutech/worst-practice}, abstract = {In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it ...}, language = {en}, urldate = {2021-02-23}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = apr, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5KWQPQ8G}, keywords = {auto\_merged}, } @misc{cookman_18th_2010, title = {The 18th {Amendment} and {Pakistan}’s {Political} {Transitions}}, url = {https://www.americanprogress.org/issues/security/news/2010/04/19/7587/the-18th-amendment-and-pakistans-political-transitions/}, abstract = {The passage of Pakistan’s 18th amendment to its constitution could mark a shift to a more representative federal system, writes Colin Cookman.}, language = {en-US}, urldate = {2020-07-21}, journal = {Center for American Progress}, author = {Cookman, Colin}, month = apr, year = {2010}, note = {Library Catalog: www.americanprogress.org KerkoCite.ItemAlsoKnownAs: 2339240:H7LHVCWZ 2405685:FRU6GRD7 2405685:LTPLGRV2}, } @article{ayere_e-learning_2010, title = {E-learning in secondary {Schools} in {Kenya}: {A} {Case} of the {NEPAD} {E}-schools}, volume = {5}, shorttitle = {E-learning in secondary {Schools} in {Kenya}}, abstract = {The New Partnership for Africa's Development (NEPAD) schools were set up as centres of excellence in Information and Communication Technology (ICT) integration, so that other schools could copy their model in e-learning. It was for this reason that they were provided with computers, e-materials, internet appliances and trained personnel. But to gauge their levels of success as e-learning centres there was need to compare them to other schools offering ICT education in Kenya. It was for this reason that this study compared the application of the e-learning in NEPAD and non-NEPAD schools in Kenya. Specifically, the study: Identified significant differences in levels of integration of ICT in curriculum subjects; surveyed the differences in use of e-materials in education research; examined availability of e-libraries; identified significant differences in academic performance of NEPAD and non-NEPAD schools attributed to e-learning. The study used a combination of an exploratory approach using descriptive survey and ex-post-facto design. It was carried out in six of the eight provinces in Kenya, where the NEPAD schools are located. It targeted 1600 form four students from 35 secondary schools involved in ICT education (NEPAD schools included). Saturated sampling was used for the six NEPAD schools while six non-NEPAD schools were selected through simple random sampling. The sample consisted of three officials from the ministry of education, twelve principals and twelve heads of ICT department (HODs), and 570 of the form four students. The main data collection instrument was the questionnaire; administered to the students, the principals, and the HODs. The interview schedule was administered to the ministry of education personnel while an observation checklist was used as a confirmatory tool. Analysis was done using both descriptive and inferential statistics. The study found that, there was a significant difference in the application of e-learning in NEPAD and non-NEPAD schools. Based on these findings, it was recommended that schools involved in ICT education should intensify teacher facilitation and support teacher roles that are required in e-learning Key words: E-Learning, ICT integration, ICT education, new partnership for Africa's development (NEPAD).}, journal = {Educational Research and Reviews}, author = {Ayere, Mildred and Odera, F and Agak, John}, month = apr, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2UFRZUA4 2405685:C5RVGKXP}, keywords = {⛔ No DOI found}, pages = {218--223}, } @article{valk_using_2010, title = {Using mobile phones to improve educational outcomes: {An} analysis of evidence from {Asia}}, volume = {11}, issn = {1492-3831}, shorttitle = {Using mobile phones to improve educational outcomes}, url = {http://www.irrodl.org/index.php/irrodl/article/view/794}, doi = {10.19173/irrodl.v11i1.794}, abstract = {Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning.}, language = {en}, number = {1}, urldate = {2020-05-19}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Valk, John-Harmen and Rashid, Ahmed T. and Elder, Laurent}, month = mar, year = {2010}, note = {shortDOI: 10/gf5f5b KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v11i1.794 10/gf5f5b 2339240:F5U9J9FX 2405685:I6IN2PZY 2405685:UM2C54QN}, keywords = {distance learning, educational outcomes, information and communication technologies, mobile learning, mobile phones, new learning}, pages = {117--140}, } @misc{chapman_early_2010, title = {Early {Childhood} {Longitudinal} {Study}, {Kindergarten} {Class} of 1998–99 ({ECLS}) correct theta scores for the kindergarten through eighth grade data collections errata}, url = {https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010052}, abstract = {Find information about and locate all publications and data products on education information from the National Center for Education Statistics--NCES--. In most cases you may also browse the content of publications or download data files.}, language = {EN}, urldate = {2022-03-04}, publisher = {National Center for Education Statistics}, author = {Chapman, Chris}, month = mar, year = {2010}, note = {Publisher: National Center for Education Statistics KerkoCite.ItemAlsoKnownAs: 2339240:EQ6XZLZG 2339240:WSU7RL5V 2405685:FIB7ELXL 2405685:L4SZDBCW}, } @article{luschei_educational_2010, title = {Educational production and the distribution of teachers in {Uruguay}}, volume = {30}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059309001138}, doi = {10.1016/j.ijedudev.2009.08.004}, abstract = {In this paper we discuss results from an analysis of a large dataset that includes virtually all sixth-grade students in Uruguay in 1996. We analyze the relationship between teacher attributes and student achievement scores and we explore the distribution of teachers according to characteristics identified as important by this analysis. We find that teachers with “important” attributes are distributed in a way that systematically favors schools with higher average achievement and socioeconomic context. Policy-related factors that may explain these patterns include Uruguay's system of teacher compensation, teachers’ working conditions, the level and locus of educational decision making in Uruguay, and teacher recruitment and assignment policies. The results are particularly interesting because Uruguay is a relatively equal society in Latin American terms, so the unequal distribution of teacher attributes is probably more accentuated in other Latin American societies.}, language = {en}, number = {2}, urldate = {2022-07-04}, journal = {International Journal of Educational Development}, author = {Luschei, Thomas F. and Carnoy, Martin}, month = mar, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2009.08.004 2339240:FXAV58GR 2405685:8AEB7BIB}, keywords = {Comparative education, Educational policy, Teacher distribution, Teacher quality, Uruguay}, pages = {169--181}, } @article{shapley_evaluating_2010, title = {Evaluating the {Implementation} {Fidelity} of {Technology} {Immersion} and its {Relationship} with {Student} {Achievement}}, volume = {9}, issn = {1540-2525}, url = {http://napoleon.bc.edu/ojs/index.php/jtla/article/view/1609}, abstract = {In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement.}, number = {4}, urldate = {2015-05-01}, journal = {The Journal of Technology, Learning and Assessment}, author = {Shapley, Kelly S. and Sheehan, Daniel and Maloney, Catherine and Caranikas-Walker, Fanny}, month = mar, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NJE58HBR 2405685:HMXQHGHR}, keywords = {⛔ No DOI found}, } @article{hussain_improving_2010, title = {Improving public school teachers in {Pakistan}: challenges and opportunities. {Improving} {Schools}}, volume = {13}, shorttitle = {Improving public school teachers in {Pakistan}}, doi = {10.1177/1365480209352404}, abstract = {This article tries to respond to a basic question: ‘can in-service teachers of public sectors in Pakistan be reformed?’The authors ’ response to this question is: ‘yes, public teachers can be reformed, if contextual possibilities are exploited efficiently’. Although a straightforward and simplistic response to the question, this was felt necessary to counter an unfavourable bias against public sector teachers in Pakistan without recognizing the challenges that they face, and without recognizing the potential of many of the public teachers who continuously strive to change these negative perceptions. This article recognizes the potential of public teachers and shares a relatively successful example of improving competencies among public teachers to support the response – the Cluster-Based Mentoring Programme (CBMP). Important features of the programmes are described along with discussion on its effective-ness and sustainability.}, number = {1}, journal = {Improving Schools}, author = {Hussain, Rana and Ali, Sajid}, month = mar, year = {2010}, note = {shortDOI: 10/drkb8p KerkoCite.ItemAlsoKnownAs: 10.1177/1365480209352404 10/drkb8p 2405685:JV9I656L}, pages = {70--80}, } @article{banerjee_pitfalls_2010, title = {Pitfalls of {Participatory} {Programs}: {Evidence} from a {Randomized} {Evaluation} in {Education} in {India}}, volume = {2}, issn = {1945-7731, 1945-774X}, shorttitle = {Pitfalls of {Participatory} {Programs}}, url = {https://pubs.aeaweb.org/doi/10.1257/pol.2.1.1}, doi = {10.1257/pol.2.1.1}, abstract = {Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality. We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India: providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps. These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school. However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills. This suggests that citizens face constraints in influencing public services. (JEL H52, I21, I28, O15)}, language = {en}, number = {1}, urldate = {2020-08-30}, journal = {American Economic Journal: Economic Policy}, author = {Banerjee, Abhijit V and Banerji, Rukmini and Duflo, Esther and Glennerster, Rachel and Khemani, Stuti}, month = feb, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/pol.2.1.1 2339240:I9GC9MIA 2339240:SHAS8VPC 2405685:6DRYV3BJ 2405685:VZFH9VKJ}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {1--30}, } @article{kalogiannakis_training_2010, title = {Training with {ICT} for {ICT} from the trainee’s perspective. a local {ICT} teacher training experience}, volume = {15}, url = {https://www.researchgate.net/publication/225616234_Training_with_ICT_for_ICT_from_the_trainee's_perspective_A_local_ICT_teacher_training_experience}, doi = {10.1007/s10639-008-9079-3}, abstract = {The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice. KeywordsIn-service training-Teachers-ICT-Greece}, journal = {Education and Information Technologies}, author = {Kalogiannakis, Michail}, month = feb, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-008-9079-3 2339240:T9FFA6HC 2405685:DXHT4AIY}, pages = {3--17}, } @article{unwin_digital_2010, title = {Digital learning management systems in {Africa}: myths and realities}, volume = {25}, issn = {0268-0513}, shorttitle = {Digital learning management systems in {Africa}}, url = {https://doi.org/10.1080/02680510903482033}, doi = {10.1080/02680510903482033}, abstract = {This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. There remain very considerable infrastructural constraints to be overcome before they can be widely adopted for open and distance learning across the continent, and there is still reluctance in many institutions to develop systems that can enable learning resources to be made available in this way. This does not mean that the potential of high‐quality digital learning management systems should be ignored in Africa, but rather that much more sustained work needs to be done in human capacity development and infrastructural provision if African learners are truly to benefit from the interactive learning experiences that such systems can deliver.}, number = {1}, urldate = {2019-10-28}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Unwin, Tim and Kleessen, Beate and Hollow, David and Williams, James B. and Oloo, Leonard Mware and Alwala, John and Mutimucuio, Inocente and Eduardo, Feliciana and Muianga, Xavier}, month = feb, year = {2010}, note = {shortDOI: 10/cdqw26 KerkoCite.ItemAlsoKnownAs: 10/cdqw26 2339240:RR3PWQF9 2405685:MUXPSWA7}, keywords = {Africa, ICT, LMS, OER, universities}, pages = {5--23}, } @article{lassibille_managing_2010, title = {Managing for results in primary education in {Madagascar}: evaluating the impact of selected workflow interventions}, volume = {24}, issn = {0258-6770}, shorttitle = {Managing for {Results} in {Primary} {Education} in {Madagascar}}, url = {https://doi.org/10.1093/wber/lhq009}, doi = {10.1093/wber/lhq009}, abstract = {The impact of specific actions designed to streamline and tighten the workflow processes of key actors in Madagascar's primary education sector are evaluated. To inform the strategy for scaling up, a randomized experiment was carried out over two school years. The results show that interventions at the school level, reinforced by interventions at the subdistrict and district levels, succeeded in changing the behavior of the actors toward better management of key pedagogical functions. In terms of education outcomes, the interventions improved school attendance, reduced grade repetition, and raised test scores (particularly in Malagasy and mathematics), although the gains in learning at the end of the evaluation period were not always statistically significant. Interventions limited to the subdistrict and district levels proved largely ineffective.}, number = {2}, urldate = {2021-08-03}, journal = {The World Bank Economic Review}, author = {Lassibille, Gérard and Tan, Jee-Peng and Jesse, Cornelia and Van Nguyen, Trang}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/wber/lhq009 10/b4x2w7 2339240:TMEVVJHD 2405685:TUKPX44V}, pages = {303--329}, } @article{maurer_genetic_2010, title = {Genetic {Identity} in {Mauritius}}, volume = {6}, url = {http://www.antrocom.net/upload/sub/antrocom/060110/08-Antrocom.pdf}, abstract = {Mauritius is a small island of 1,865 square kilometres. This is equivalent to a third of the surface of Savoy. It is situated in the Indian Ocean at 20° south of the equator, on the east of Madagascar. Mauritius is a land without any evidence of human habitation until the seventeenth century. As a result, Mauritius has no indigenous population in the traditional sense, according to the definition from the United Nations: Indigenous peoples have been defined by U.N. as those having a historical continuity with pre-invasion and pre-colonial societies that developed on their own territories, consider themselves distinct from the other sectors of society prevailing in those territories, or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institution and legal systems (http://esaconf.un.org/WB/default.asp? action=9\&boardid=30\&read=1826\&fid=309).}, journal = {Antrocom}, author = {Maurer, Sylvie}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W2Z2VWS5 4042040:4Z9R583J}, keywords = {⛔ No DOI found}, pages = {53--62}, } @article{reinders_towards_2010, title = {Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills}, volume = {35}, issn = {1835517X}, shorttitle = {Towards a classroom pedagogy for learner autonomy}, url = {http://ro.ecu.edu.au/ajte/vol35/iss5/4}, doi = {10.14221/ajte.2010v35n5.4}, abstract = {In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford \& Pachler, 2007; Benson, 2000; Breen, 2001; Conacher \& Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide to increasing learner responsibility. Although this framework was developed in the context of language education, its underlying theories apply to all educational settings.}, language = {en}, number = {5}, urldate = {2021-08-05}, journal = {Australian Journal of Teacher Education}, author = {Reinders, Hayo}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2010v35n5.4 10/gj3s8t 2339240:X9MKNXMG 2405685:ZLGSPJQE}, pages = {40--55}, } @article{wagner_technology_2010, title = {Technology and {Mother}-{Tongue} {Literacy} in {Southern} {India}: {Impact} {Studies} among {Young} {Children} and {Out}-of-{School} {Youth}}, volume = {6}, shorttitle = {Technology and {Mother}-{Tongue} {Literacy} in {Southern} {India}}, url = {https://repository.upenn.edu/literacyorg_articles/5}, number = {4}, journal = {International Technologies \& International Development}, author = {Wagner, Daniel and Daswani, C. and Karnati, Romilla}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XZ4RH2A2 4042040:XM2RMYLT}, keywords = {⛔ No DOI found}, pages = {23--43}, } @article{alam_dynamics_2010, title = {Dynamics in {Management} of {Open} {Schooling}: a case of {Open} {School} of {Bangladesh} {Open} {University}}, url = {http://oasis.col.org/handle/11599/2091}, abstract = {The Open School (OS) of Bangladesh Open University (BOU) runs three pre-University programs namely Junior School Certificate (JSC) for Grade 6-8, Secondary School Certificate (SSC) for Grade 9-10, and Higher Secondary Certificate (HSC) for grade 11-12 through open and distance learning (ODL) mode. Management of these programs is highly influenced by the government policy particularly at the time of political change in Bangladesh. Normally, formal school syllabus and curriculum are subject to change as per the wills of the current government although BOUOS has the autonomy to design its curriculum. This change affects total management of open school because BOU Open School also maintains the curriculum for its school programs which is at par to the formal curriculum. This discusses the dynamics of open school management at the time of educational policy change in Bangladesh.}, language = {en}, author = {Alam, Shafiul and Rahman, M}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S7IUXWG8 2405685:3KB7XYCF}, keywords = {⛔ No DOI found}, pages = {6}, } @article{altinyelken_pedagogical_2010, title = {Pedagogical renewal in sub‐{Saharan} {Africa}: the case of {Uganda}}, volume = {46}, issn = {0305-0068, 1360-0486}, shorttitle = {Pedagogical renewal in sub‐{Saharan} {Africa}}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050061003775454}, doi = {10.1080/03050061003775454}, language = {en}, number = {2}, urldate = {2020-05-16}, journal = {Comparative Education}, author = {Altinyelken, Hülya K.}, month = may, year = {2010}, note = {shortDOI: 10/cns9bx KerkoCite.ItemAlsoKnownAs: 10.1080/03050061003775454 10/cns9bx 2405685:LE8JDQQF}, keywords = {C:sub-Saharan Africa}, pages = {151--171}, } @article{andersson_increasing_2010, title = {Increasing {Interactivity} in {Distance} {Educations}: {Case} {Studies} {Bangladesh} and {Sri} {Lanka}}, volume = {16}, issn = {0268-1102, 1554-0170}, shorttitle = {Increasing {Interactivity} in {Distance} {Educations}}, url = {http://www.tandfonline.com/doi/full/10.1080/02681100903533719}, doi = {10/fwqgg2}, language = {en}, number = {1}, urldate = {2021-05-07}, journal = {Information Technology for Development}, author = {Andersson, Annika and Hatakka, Mathias}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10/fwqgg2 2339240:E6E7FILP 2405685:3HQDVULN}, pages = {16--33}, } @inproceedings{ball_educational_2010, address = {Paris}, title = {Educational equity for children from diverse language backgrounds: {Mother} tongue-based bilingual or multilingual education in the early years}, language = {en}, author = {Ball, Jessica}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N6QQYUVI 4042040:8UDVVC6X}, keywords = {⛔ No DOI found}, } @article{ball_teachers_2010, title = {The {Teacher}'s {Soul} and the {Terrors} of {Performativity}}, volume = {March-April 2003}, doi = {10.1080/0268093022000043065}, abstract = {This paper is the latest in a short series on the origins, processes and effects of performativity in the public sector. Performativity, it is argued, is a new mode of state regulation which makes it possible to govern in an ‘advanced liberal’ way. It requires individual practitioners to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of fabrications.}, journal = {Journal of Education Policy}, author = {Ball, Stephen}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/0268093022000043065 2339240:XZ27I8QP 2405685:YS73W7I6}, pages = {215--228}, } @incollection{tashakkori_using_2010, address = {Thousand Oaks, CA}, edition = {2}, title = {Using mixed methods in monitoring and evaluation: experiences from international development}, isbn = {978-1-4129-7266-6 978-1-5063-3519-3}, shorttitle = {Using mixed methods in monitoring and evaluation}, url = {http://methods.sagepub.com/book/sage-handbook-of-mixed-methods-social-behavioral-research-2e/n24.xml}, urldate = {2021-11-09}, booktitle = {{SAGE} handbook of mixed methods in social \& behavioral research}, publisher = {SAGE Publications, Inc.}, author = {Bamberger, Michael and Rao, Vijayendra and Woolcock, Michael}, collaborator = {Tashakkori, Abbas and Teddlie, Charles}, year = {2010}, doi = {10.4135/9781506335193.n24}, note = {KerkoCite.ItemAlsoKnownAs: 10.4135/9781506335193.n24 2339240:5MW89JI8 2405685:BVIE6VGI}, pages = {613--642}, } @article{bebell_educational_2010, title = {Educational outcomes and research from 1:1 computing settings}, volume = {9}, shorttitle = {Educational outcomes and research from 1:1 computing settings}, url = {http://www.jtla.org}, abstract = {Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.}, number = {1}, journal = {Journal of Technology, Learning, and Assessment}, author = {Bebell, D. and O'Dwyer, L. M.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TV2JLSG4 2405685:3HZ7QNKB}, keywords = {⛔ No DOI found}, pages = {5--13}, } @article{brunskill_evaluating_2010, title = {Evaluating an adaptive multi-user educational tool for low-resource environments}, url = {https://www.cs.cmu.edu/~ebrun/ictd_brunskill2010.pdf}, journal = {Proceedings of the IEEE/ACM International Conference on Information and Communication Technologies and Development}, author = {Brunskill, Emma and Garg, Sunil and Tseng, Clint and Pal, Joyojeet and Findlater, Leah}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JLXT8FY7 2405685:JI99TA9R}, keywords = {⛔ No DOI found}, } @book{cameron_access_2010, address = {University of Sussex Centre for International Education}, series = {{CREATE} {Pathways} to {Access}}, title = {Access to and exclusion from primary education in slums of {Dhaka}, {Bangladesh}}, isbn = {978-0-901881-52-6}, url = {https://files.eric.ed.gov/fulltext/ED513311.pdf}, language = {en}, number = {Research Monograph No. 45}, author = {Cameron, Stuart}, year = {2010}, note = {OCLC: 749900177 Consortium for Research on Educational Access, Transitions and Equity KerkoCite.ItemAlsoKnownAs: 2339240:5C85GC9N 2405685:9GI5WMTR}, } @misc{ccsso_common_2010, title = {Common {Core} {State} {Standards} for {English} {Language} {Arts} \& {Literacy} in {History}/{Social} {Studies}, {Science}, and {Technical} {Subjects}}, url = {http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf}, publisher = {National Governors Association Center for Best Practices, Council of Chief State School Officers}, author = {CCSSO and NGA}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7RAPP7G9 2405685:XKP2YDQD}, } @article{clarke-midura_assessment_2010, title = {Assessment, technology, and change}, volume = {42}, doi = {10.1080/15391523.2010.10782553}, number = {3}, journal = {Journal of Research on Technology in Education}, author = {Clarke-Midura, Jody and Dede, Chris}, year = {2010}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2010.10782553 2339240:CPXR4MNB 2405685:QM5ZHDJQ}, pages = {309--328}, } @book{creswell_designing_2010, address = {Thousand Oaks}, edition = {2nd ed.}, title = {Designing and conducting mixed methods research}, isbn = {978-1-4129-9365-4}, url = {https://books.google.co.uk/books/about/Designing_and_Conducting_Mixed_Methods_R.html?id=6tYNo0UpEqkC&redir_esc=y}, abstract = {PREFACE; Chapter 1. The Nature of Mixed Methods Research; Chapter 2. The Foundations of Mixed Methods Research; Chapter 3. Choosing a Mixed Methods Research Design; Chapter 4. Examples of Mixed Methods Designs; Chapter 5. Introducing a Mixed Methods Study; Chapter 6. Collecting Data in Mixed Methods Research; Chapter 7. Analyzing and Interpreting Data in Mixed Methods Research; Chapter 8. Writing and Evaluating Mixed Methods Research; Chapter 9. Summary and Recommendations; Appendix A: An Example of the Convergent Parallel Design; Appendix B: An Example of the Explanatory Sequential Design; Appendix C: An Example of the Exploratory Sequential Design; Appendix D: An Example of the Embedded Design; Appendix E: An Example of the Transformative Design; Appendix F: An Example of the Multiphase Design; Appendix G. Glossary; References; Subject Index; Author Index; About the Authors; List of Tables; List of Figures;}, language = {eng}, urldate = {2022-05-31}, publisher = {SAGE Publications}, author = {Creswell, John W. and Plano Clark, Vicki L.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MJ9GH854 2405685:58HWXRSA}, keywords = {Evaluation, Methodology, Research, Social sciences}, } @book{creswell_designing_2010, address = {Thousand Oaks}, edition = {2nd ed.}, title = {Designing and conducting mixed methods research}, isbn = {978-1-4129-9365-4}, url = {https://books.google.co.uk/books/about/Designing_and_Conducting_Mixed_Methods_R.html?id=6tYNo0UpEqkC&redir_esc=y}, abstract = {PREFACE; Chapter 1. The Nature of Mixed Methods Research; Chapter 2. The Foundations of Mixed Methods Research; Chapter 3. Choosing a Mixed Methods Research Design; Chapter 4. Examples of Mixed Methods Designs; Chapter 5. Introducing a Mixed Methods Study; Chapter 6. Collecting Data in Mixed Methods Research; Chapter 7. Analyzing and Interpreting Data in Mixed Methods Research; Chapter 8. Writing and Evaluating Mixed Methods Research; Chapter 9. Summary and Recommendations; Appendix A: An Example of the Convergent Parallel Design; Appendix B: An Example of the Explanatory Sequential Design; Appendix C: An Example of the Exploratory Sequential Design; Appendix D: An Example of the Embedded Design; Appendix E: An Example of the Transformative Design; Appendix F: An Example of the Multiphase Design; Appendix G. Glossary; References; Subject Index; Author Index; About the Authors; List of Tables; List of Figures;}, language = {eng}, urldate = {2022-05-31}, publisher = {SAGE Publications}, author = {Creswell, John W. and Plano Clark, Vicki L.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MJ9GH854 2405685:58HWXRSA}, keywords = {Evaluation, Methodology, Research, Social sciences}, } @article{derksen_influence_2010, title = {The influence of ecological theory in child and youth care: {A} review of the literature}, volume = {1}, shorttitle = {The influence of ecological theory in child and youth care}, doi = {10.18357/ijcyfs13/420102091}, number = {3/4}, journal = {International Journal of Child, Youth and Family Studies}, author = {Derksen, Teri}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.18357/ijcyfs13/420102091 2339240:NNK7PE3M 2405685:6SZRHDGF}, pages = {326--339}, } @techreport{douglas_international_2010, address = {Ireland}, title = {International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children}, url = {http://www.ncse.ie/research}, institution = {National Council for Special Education (NCSE)}, author = {Douglas, Graeme and McLinden, Mike and Steve, McCall and Pavey, Susan and Ware, J and Farrell, A}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:45QZZCB8 2405685:MZA7MRZ8}, } @book{duit_governance_2010, title = {Governance, complexity, and resilience}, publisher = {Elsevier}, author = {Duit, Andreas and Galaz, Victor and Eckerberg, Katarina and Ebbesson, Jonas}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:56KLFLGR 2405685:LTUZFYI9}, } @inproceedings{duveskog_working_2010, title = {Working for my dreams - a {Tanzanian} {OLPC} experience}, abstract = {Students at Tumaini University in Tanzania won a prestigious OLPC project where Ukombozi primary school in Tanzania was given 100 XO laptops for the children at the school. After teachers and students had undertaken basic training in using the laptops the workshop “Working for my Dreams” was organized at the school. The XO laptop, specially designed for young learners in developing countries showed a number of short comings including the poor functionality of the mouse, difficulties in installing additional applications and the limited storage space, which raised several questions around the technology and its usefulness. Much time was spent on figuring out solutions on how to use the XO laptops for basic things such as showing recorded videos in the browser which would have been minor tasks on any other commercially available platform. The outcome of the workshop was however a success and XO was eventually able to perform according to our needs for the workshop. We will evaluate the XO platform based on the context of Ukombozi primary school and on the tasks required of the XO laptop for the success of the workshop. The technical challenges encountered during the workshop and our solutions in overcoming the challenges will be discussed.}, booktitle = {2010 {IST}-{Africa}}, author = {Duveskog, M. and Sedano, C. I. and Sutinen, E.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JL9XPEWL 2405685:PG3IVJWK}, keywords = {Conferences, Context, Educational institutions, Human immunodeficiency virus, Materials, OLPC, OLPC project, Portable computers, Tanzania, Tumaini University, Ukombozi primary school, XO, XO laptops, application installation, computer based training, context, developing countries, dreams, educational institutions, laptop computers, mouse, mouse controllers (computers), storage space, training, working for my dreams, workshop, ⛔ No DOI found}, pages = {1--10}, } @article{ebitz_stakeholder_2010, title = {Stakeholder {Analysis} for {Educators}: {Obtaining} {Support} and {Reducing} {Obstacles}}, volume = {35}, issn = {1059-8650, 2051-6169}, shorttitle = {Stakeholder {Analysis} for {Educators}}, url = {http://www.tandfonline.com/doi/full/10.1080/10598650.2010.11510665}, doi = {10.1080/10598650.2010.11510665}, abstract = {Stakeholder analysis is a tool that can help museum edu cators identify and assess the potential influence of key people, groups of people, constituencies, and institutions on the success of their plans and programs. Educators, skilled at working with people, can use their well honed interpersonal skills to understand networks of relationships to an ticipate the kind of influence, positive or negative, individuals or groups may render to support or hinder initiatives in the face of potential oppor tunities or reduced budgets.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Journal of Museum Education}, author = {Ebitz, David}, month = jun, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10598650.2010.11510665 2339240:DL5YDJC9 2405685:IS9BMREJ}, pages = {187--191}, } @book{ezumah_toward_2010, title = {Toward a {Successful} {Plan} for {Educational} {Technology} for {Low}-{Income} {Communities}: {A} {Formative} {Evaluation} of {One} {Laptop} {Per} {Child} ({OLPC}) {Projects} in {Nigeria} and {Ghana}}, shorttitle = {Toward a {Successful} {Plan} for {Educational} {Technology} for {Low}-{Income} {Communities}}, publisher = {Howard University}, author = {Ezumah, Bellarmine Anthonia}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QACMCJHK 2405685:RVDBGKGG}, keywords = {\_\_\_working\_potential\_duplicate}, } @phdthesis{ezumah_toward_2010, address = {United States -- District of Columbia}, type = {Ph.{D}.}, title = {Toward a {Successful} {Plan} for {Educational} {Technology} for {Low}-income {Communities}: {A} {Formative} {Evaluation} of {One} {Laptop} {Per} {Child} ({OLPC}) {Projects} in {Nigeria} and {Ghana}}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, shorttitle = {Toward a {Successful} {Plan} for {Educational} {Technology} for {Low}-income {Communities}}, url = {https://search.proquest.com/docview/861340927/abstract/DF462B3222614CE3PQ/1}, abstract = {Copious educational technology projects have been implemented in several low-income communities by multilateral institutions, individuals, and governmental agencies. Statistics show that the majority of these initiatives fail to accomplish their objectives, thereby wasting colossal amounts of money, talent, and resources. Scholars aver that poor planning and implementation are the major deterrents to a successful technology project (Flagg, 1990; Osin, 1998; Warschauer, 2006). Responding to this problem, the current work seeks to provide a model for an effective plan for introducing educational technology that will yield a better result for elementary education. Using as a case the One Laptop Per Child (OLPC), a computer program initiated by MIT professor Nicholas Negroponte to enhance education in low-income communities, this study specifically evaluates the planning and implementation strategies employed in the OLPC pilot projects in Abuja, Nigeria and Accra, Ghana. A participatory research approach was employed and qualitative data were collected in situ using in-depth interviews and questionnaires with parents, school leaders, students, public educational officials, community leaders, subject-matter experts, and OLPC personnel involved in the OLPC projects at LEA Galadima Primary School, Abuja, Nigeria and Kanda Primary School, Accra, Ghana. The project under study is a Western initiative; thus, the dominant paradigm of development communication theory and its alternative, the participatory action research, were employed as the theoretical framework. Results from the study allowed the researcher to posit a model toward a better plan for educational technology adoption in low-income communities. Some highlights include the need for every country to establish a standardized educational technology objective, ability to raise funds enough to keep it going, the need to incorporate local materials as major content, and acknowledging input of local experts, and the teachers' role in the entire process.}, language = {English}, urldate = {2020-03-17}, school = {Howard University}, author = {Ezumah, Bellarmine Anthonia}, year = {2010}, note = {ISBN: 9781124554051 KerkoCite.ItemAlsoKnownAs: 2339240:3C5KL7WE 2405685:UGU8C7RW}, keywords = {Applied sciences, Communication and the arts, Constructivist pedagogy, Education, Educational technology, Formative evaluation, Ghana, Low-income, Nigeria, One Laptop Per Child, \_\_\_working\_potential\_duplicate}, } @misc{federal_government_of_nigeria_nigeria_2010, title = {Nigeria {Vision} 20: 2020}, url = {https://www.nigerianstat.gov.ng/pdfuploads/Abridged_Version_of_Nigeria%20Vision%202020.pdf}, urldate = {2020-07-07}, author = {Federal Government of Nigeria}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:J2G2NMSN}, } @techreport{government_of_rwanda_nici-2010_2010, title = {The {NICI}-2010 {Plan}}, url = {https://nyabihu.gov.rw/fileadmin/user_upload/NICI_II.pdf}, author = {Government of Rwanda}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XFC7GT49 2405685:YP3XVYES}, } @article{greenleaf_limitations_2010, title = {Limitations of {Malaysia}’s {Data} {Protection} {Bill}}, language = {en}, author = {Greenleaf, Graham}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CB72STTR 2405685:PSA77FZR}, keywords = {⛔ No DOI found}, pages = {4}, } @techreport{gutnick_always_2010, address = {New York}, title = {Always connected: the new digital media habits of young children}, shorttitle = {Always connected}, url = {https://www.researchgate.net/publication/216841554_Always_connected_The_new_digital_media_habits_of_young_children}, institution = {The Joan Ganz Cooney Center at Sesame Workshop}, author = {Gutnick, A. and Robb, Michael and Takeuchi, Lori and Kotler, Jennifer}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S7ATT27X 2405685:UY859QN8}, } @article{hargreaves_evaluating_2010, title = {Evaluating system change: {A} planning guide}, shorttitle = {Evaluating system change}, author = {Hargreaves, Margaret B.}, year = {2010}, note = {Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2339240:AXZ8XGT6 2405685:TUJCU3WK}, keywords = {⛔ No DOI found}, } @article{hasler_bridging_2010, title = {Bridging the {Bandwidth} {Gap}: {Open} {Educational} {Resources} and the {Digital} {Divide}}, volume = {3}, issn = {1939-1382}, url = {http://bjohas.de/wiki/Bridging_the_Bandwidth_Gap_-_OER_and_the_Digital_Divide}, doi = {10.1109/tlt.2010.8}, abstract = {http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8}, number = {2}, journal = {IEEE Transactions on Learning Technologies}, author = {Haßler, Björn and Jackson, Alan McNeil}, year = {2010}, note = {00008 EdTechHub.Source: 2129771:WU5VWEPS shortDOI: 10/dxgcg5 KerkoCite.ItemAlsoKnownAs: 10/dxgcg5 2129771:WU5VWEPS 2405685:VCQFS2J9}, keywords = {Author:Haßler, dode\_eth-src-dode, dode\_eth-trf2-dode}, pages = {110--115}, } @techreport{hennessy_developing_2010, address = {Cambridge, UK and Dar es Salaam, TZ}, title = {Developing use of {ICT} to enhance teaching and learning in {East} {African} schools: a review of the literature}, shorttitle = {Developing use of {ICT} to enhance teaching and learning in {East} {African} schools: a review of the literature}, url = {http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf}, number = {1}, institution = {Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa.}, author = {Hennessy, S. and Onguko, B. and Ang'ondi, E.K. and Harrison, D. and Namalefe, S. and Naseem, A. and Wamakote, L.}, year = {2010}, note = {00005, 4316 KerkoCite.ItemAlsoKnownAs: 2129771:LK7DM4JL 2339240:GZVFPL8L 2405685:8RKDCB7L 2405685:UJYURVSI}, pages = {121}, } @article{hennessy_teacher_2010, title = {Teacher factors influencing classroom use of {ICT} in sub-{Saharan} {Africa}}, volume = {2}, url = {https://pdfs.semanticscholar.org/56ec/8d2248a546352fed0f520972b57034334a45.pdf}, abstract = {This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.}, journal = {Itupale Online Journal of African Studies}, author = {Hennessy, Sara and Harrison, David and Wamakote, Leonard}, year = {2010}, note = {EdTechHub.Copy: 2129771:J94BQM7C KerkoCite.ItemAlsoKnownAs: 2129771:J94BQM7C 2339240:957DANTW 2405685:RXIW5GY7}, keywords = {Schools, Secondary, Scientific literature, ⛔ No DOI found}, pages = {39--54}, } @book{hoyles_mathematics_2010, series = {New {ICMI} {Study} {Series}}, title = {Mathematics {Education} and {Technology}-{Rethinking} the {Terrain}: {The} 17th {ICMI} {Study}}, isbn = {978-1-4419-0145-3}, shorttitle = {Mathematics {Education} and {Technology}-{Rethinking} the {Terrain}}, url = {https://www.springer.com/gp/book/9781441901453}, abstract = {Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.}, language = {en}, urldate = {2020-08-31}, publisher = {Springer US}, editor = {Hoyles, Celia and Lagrange, Jean-Baptiste}, year = {2010}, doi = {10.1007/978-1-4419-0146-0}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4419-0146-0 2339240:WT42ZDIR 2405685:IXWTT5D6}, } @techreport{inee_inee_2010, title = {{INEE} {Minimum} {Standards} for {Education}: {Preparedness}, {Response}, {Recovery}}, url = {https://inee.org/resources/inee-minimum-standards}, abstract = {The Handbook is designed to give governments and humanitarian workers the tools that they need to address both local and global goals. It is the first step toward ensuring that education initiatives in emergency situations provide a solid and sound basis for post-conflict and disaster reconstruction. The INEE Minimum Standards express a commitment that all individuals – children, youth, and adults – have a right to education during emergencies and fragile contexts. They echo the core beliefs of the Sphere Project: that all possible steps should be taken to alleviate human suffering arising out of calamity and conflict, and that people affected by disaster have a right to life with dignity.}, urldate = {2022-11-16}, institution = {Inter-agency Network for Education in Emergencies (INEE)}, author = {{INEE}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FAJ3UVBG 2405685:WGWD3QAP}, } @techreport{international_organization_for_migration_world_2010, title = {World {Migration} {Report} 2010: {The} future of migration—{Building} capacities for change}, url = {http://publications.iom.int/bookstore/index.php?main_page=product_info&cPath=37&products_id=665}, institution = {International Organization for Migration}, author = {International Organization for Migration}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3ZCKWM7G 2405685:IZLNIX2Y}, } @inproceedings{kamei_eskwela_2010, address = {India}, title = {{eSkwela} project - {eSchool} for out-of-school youths and adults, {Philippines}}, url = {https://ieeexplore.ieee.org/document/5550039}, doi = {10.1109/T4E.2010.5550039}, abstract = {There are 774 million non-literates globally (UNESCO, 2009) and there is the acute problem of illiteracy grave in South Asian region. The paper discusses the implementation of eSkwela project as Alternative Learning System (ALS) in Philippines. The initiative responds directly to a national development priority to bring elearning opportunities and Information Communication Technology (ICT) for learning resources to mobile teachers / instructional managers and out-of-school learners in the Philippines. The paper assesses how the eSkwela project initiatives have provided opportunities for remote and elearning, blended learning and how Alternative Learning System (ALS) has been supported by innovative use of ICT for content development. It presents a macro view, case study of the strategic approach, design, challenges and successes faced by the eSkwela project which is still a work in progress. Rudiments in ICT for Education for citizens to attain the new-age literacy and lifelong learning opportunities are also evaluated.}, author = {Kamei, M}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2010.5550039 2339240:AI3YLAUJ 2405685:6XUSKM7F}, } @book{karim_applying_2010, title = {Applying systems approach to educational-organizational change: {Improvement} of an interdisciplinary program}, shorttitle = {Applying {Systems} {Approach} to {Educational}-{Organizational} {Change}-{Improvment} of an {Interdisciplinary} {Program}}, publisher = {Uppsala University}, author = {Karim, Sanaz}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8RAJEDAT 2405685:PK4FS3HC}, } @article{khan_empowerment_2010, title = {Empowerment through {ICT} education, access and use: {A} gender analysis of {Muslim} youth in {India}}, volume = {22}, shorttitle = {Empowerment through {ICT} education, access and use}, url = {https://onlinelibrary.wiley.com/doi/10.1002/jid.1718}, doi = {10.1002/jid.1718}, number = {5}, journal = {Journal of International Development}, author = {Khan, Farida and Ghadially, Rehana}, year = {2010}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1002/jid.1718 10/bkm6d4 2339240:HZRQ6VXB 2339240:IVKTZNV9 2405685:K53M3I4L 2405685:N7VMP8GS}, keywords = {Equity through Access}, pages = {659--673}, } @book{khandker_handbook_2010, address = {Washington, DC}, title = {Handbook on impact evaluation: quantitative methods and practices}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, isbn = {978-0-8213-8028-4}, shorttitle = {Handbook on impact evaluation}, url = {https://openknowledge.worldbank.org/handle/10986/2693}, abstract = {This book reviews quantitative methods and models of impact evaluation. The formal literature on impact evaluation methods and practices is large, with a few useful overviews. Yet there is a need to put the theory into practice in a hands-on fashion for practitioners. This book also details challenges and goals in other realms of evaluation, including monitoring and evaluation (M\&E), operational evaluation, and mixed-methods approaches combining quantitative and qualitative analyses. This book is organized as follows. Chapter two reviews the basic issues pertaining to an evaluation of an intervention to reach certain targets and goals. It distinguishes impact evaluation from related concepts such as M\&E, operational evaluation, qualitative versus quantitative evaluation, and ex-ante versus ex post impact evaluation. Chapter three focuses on the experimental design of an impact evaluation, discussing its strengths and shortcomings. Various non-experimental methods exist as well, each of which are discussed in turn through chapters four to seven. Chapter four examines matching methods, including the propensity score matching technique. Chapter five deal with double-difference methods in the context of panel data, which relax some of the assumptions on the potential sources of selection bias. Chapter six reviews the instrumental variable method, which further relaxes assumptions on self-selection. Chapter seven examines regression discontinuity and pipeline methods, which exploit the design of the program itself as potential sources of identification of program impacts. Specifically, chapter eight presents a discussion of how distributional impacts of programs can be measured, including new techniques related to quantile regression. Chapter nine discusses structural approaches to program evaluation, including economic models that can lay the groundwork for estimating direct and indirect effects of a program. Finally, chapter ten discusses the strengths and weaknesses of experimental and non-experimental methods and also highlights the usefulness of impact evaluation tools in policy making.}, language = {English}, urldate = {2021-11-09}, publisher = {World Bank}, author = {Khandker, Shahidur R. and Koolwal, Gayatri B. and Samad, Hussain A.}, year = {2010}, doi = {10.1596/978-0-8213-8028-4}, note = {Accepted: 2012-03-19T10:04:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-8028-4 2339240:4WDB6M8F 2405685:WLXHGRA7}, keywords = {Accountability, Audits, Beneficiaries, Capacity Building, Clinics, Community Development, Community Participation, Comparison Groups, Control Groups, Counterfactual, Counterfactuals, Data Analysis, Data Collection, Decision Making, Development Research, Economic Factors, Evaluation Design, Evaluation Methods, Evaluation Studies, Evaluators, Ex Ante Analysis, Ex Post Evaluation, Ex Post Impact Evaluation, Exercises, Experimental Data, Experimental Design, Families, Final Indicators, Financial Support, Flexibility, General Practice, Gross Domestic Product, Household Income, Hygiene, Impact Assessment, Impact Evaluation, Impact Evaluation Tools, Impact Indicators, Income, Inequality, Instrumental Variables, Intermediate Indicators, Intermediate Outcomes, Intervention, Interviews, Labor Markets, Learning, M\&e Systems, Matching Methods, Methodologies, Microdata Set, Modeling, Mortality, Nonexperimental Methods, Nongovernmental Organizations, Nonparticipant Groups, Nutrition, Performance Indicators, Policy Changes, Pollution, Poverty Alleviation, Poverty Impacts, Poverty Reduction, Poverty Reduction Programs, Program Beneficiaries, Program Effectiveness, Program Effects, Program Evaluation, Program Impacts, Program Implementation, Program Interventions, Program Outcomes, Programs, Project Management, Project Monitoring, Project Objectives, Propensity Score Matching, Qualitative Analysis, Qualitative Data, Qualitative Methods, Quantitative Data, Quantitative Evaluation, Quantitative Methods, Quantitative Research, Questionnaires, Reducing Poverty, Reflexive Comparisons, Reliability, Research Projects, Researchers, Secondary Schools, Selection Bias, Service Delivery, Simulation, Simulations, Social Networks, Survey Data, Survey Instruments, Targeting, Techniques, Training Programs, Transparency, Treatment Effects, Wages, Well-Being}, } @article{kiptalam_accessibility_2010, title = {Accessibility and {Utilization} of {ICTs} {Among} {Secondary} {School} {Teachers} in {Kenya}}, author = {Kiptalam, GK and Rodrigues, AJ}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3EPLC3Q9 2405685:LRH5W4WW}, keywords = {⛔ No DOI found}, } @article{li_empowering_2010, title = {Empowering student learning through {Tablet} {PCs}: {A} case study}, volume = {15}, doi = {10.1007/s10639-009-9103-2}, number = {3}, journal = {Education and Information Technologies}, author = {Li, Sandy C and Pow, Jacky WC and Wong, Emily ML and Fung, Alex CW}, year = {2010}, note = {00020 shortDOI: 10/b9nvxb KerkoCite.ItemAlsoKnownAs: 10/b9nvxb 2129771:C2WDC5BW 2405685:VEIBI2JH}, pages = {171--180}, } @article{li_geography_2010, title = {Geography and rural household income: {A} village level study in {Henan} {Province}, {China}}, volume = {20}, issn = {1002-0063, 1993-064X}, shorttitle = {Geography and rural household income}, url = {http://link.springer.com/10.1007/s11769-010-0001-8}, doi = {10.1007/s11769-010-0001-8}, abstract = {This study uses the data from a sample survey conducted in April 2007 on 1 251 rural households in 11 villages of Henan Province, the largest less developed agricultural province in China, to examine how geography affects rural household income (RHI). The quantitative analysis indicates following results. 1) The significance of the traditional geographical factors reduces as RHI rank increases. 2) The landform does not affect the RHI significantly. The per capita income of rural household in a plain area is lower than that in a mountainous area. And 3) the capital endowment and status of non-farm economic activities contribute to the increase of RHI. But the probability and intensity of non-farm economic activities of rural households in urban outskirts villages are higher than that in non-urban outskirts villages. Based on the results, the paper further concludes that geography still plays a significant role in rural development, but it is changing over time. The agricultural resources (such as per capita arable land) significantly affect RHI with the relatively lower income level, while the geographical location shows a more significant impact on RHI with the relatively high income level. Along with economic development, the proximity replaces the traditional geographical factors such as landform and physical resources as the major determining factor in RHI.}, language = {en}, number = {1}, urldate = {2020-01-30}, journal = {Chinese Geographical Science}, author = {Li, Xiaojian and Fan, Xinsheng}, month = feb, year = {2010}, note = {shortDOI: 10/dndbzt KerkoCite.ItemAlsoKnownAs: 10.1007/s11769-010-0001-8 10/dndbzt 2339240:8FLCU9Z3 2405685:IURAQUEZ}, pages = {1--8}, } @article{lockheed_policies_2010, title = {Policies, performance and panaceas: {The} role of international large-scale assessments in developing countries}, volume = {42}, number = {3}, journal = {Compare: A Journal of Comparative and International Education}, author = {Lockheed, M.E.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q9XH5JKL 2405685:2CZ3PBXV}, keywords = {⛔ No DOI found}, pages = {509--545}, } @article{love_native_2010, title = {The native speaker and the mother tongue}, volume = {32}, issn = {03880001}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0388000110000653}, doi = {10.1016/j.langsci.2010.09.003}, abstract = {This article presents a historical account of the role and function in linguistic theorising of the concepts ‘‘native speaker” and ‘‘mother tongue”, and serves to introduce a number of articles (Language Sciences vol. 32 no. 6) raising questions about various aspects of the idealised monolingualism that underlies much modern linguistics.}, language = {en}, number = {6}, urldate = {2022-06-24}, journal = {Language Sciences}, author = {Love, Nigel and Ansaldo, Umberto}, month = nov, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.langsci.2010.09.003 2405685:SBZCJYS3 4042040:VPK5PTT8}, pages = {589--593}, } @book{lundvall_national_2010, title = {National systems of innovation: {Toward} a theory of innovation and interactive learning}, volume = {2}, shorttitle = {National systems of innovation}, publisher = {Anthem Press}, author = {Lundvall, Bengt-{\textbackslash}AAke}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M8W9JU49 261495:T38AFXER}, keywords = {DIAL-RDO}, } @misc{mayeku_use_2010, title = {Use of low cost wireless communication technology for education in rural {Kenya} {\textbar} {Proceedings} of the 4th {ACM} {Workshop} on {Networked} {Systems} for {Developing} {Regions}}, url = {https://dl.acm.org/doi/10.1145/1836001.1836014}, urldate = {2021-05-22}, author = {Mayeku, B. and Kilwake, J. and Bertarelli, F}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MM4XR5EJ 2405685:8D3XN52L}, } @phdthesis{mcpherson_international_2010, type = {Ph.{D}.}, title = {International distance learning in special education: a program evaluation of a {US}-{Ecuador} collaboration}, url = {https://digital.library.unt.edu/ark:/67531/metadc30493/m2/1/high_res_d/dissertation.pdf}, abstract = {The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely.}, language = {English}, school = {University of North Texas}, author = {McPherson, Rebekah}, year = {2010}, note = {ISBN: 978-1-124-34768-4 Publication Title: ProQuest Dissertations and Theses 3436539 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/818457302?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:RU2VEJFD 2405685:37N9VRF7 2405685:PGTN56VE 2534378:3DJPRT2X 2534378:ERVGUH59 2534378:NSJ46FI4}, keywords = {0529:Special education, 0530:Teacher education, 0710:Educational technology, Curriculum Design, Data Collection, Disabilities, Distance Education, Distance learning, ERIC, Resources in Education (RIE), Ecuador, Education, Educational Technology, Educational technology, Evidence, Foreign Countries, Graduate Students, Higher Education, International collaboration, Interviews, Masters Programs, Online instruction, Online learning, Program Evaluation, Program evaluation, Research Design, Special Education, Special education, Surveys, Teacher education, Texas, Unfolding model, United States, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098174, \_\_finaldtb}, } @techreport{means_evaluation_2010, title = {Evaluation of {Evidence}-{Based} {Practices} in {Online} {Learning}: {A} {Meta}-analysis and {Review} of {Online} {Learning} {Studies}}, url = {https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf}, language = {en}, urldate = {2020-07-20}, institution = {US Department of Education}, author = {Means, Barbara and Toyama, Yukie and Murphy, Robert and Bakia, Marianne and Jones, Karla}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:57ASU8B5}, } @article{mele_brief_2010, title = {A {Brief} {Review} of {Systems} {Theories} and {Their} {Managerial} {Applications}}, volume = {2}, issn = {2164-3962, 2164-3970}, url = {http://pubsonline.informs.org/doi/10.1287/serv.2.1_2.126}, doi = {10.1287/serv.2.1_2.126}, language = {en}, number = {1-2}, urldate = {2020-12-22}, journal = {Service Science}, author = {Mele, Cristina and Pels, Jacqueline and Polese, Francesco}, month = jun, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1287/serv.2.1\_2.126 2339240:PTMWF9VA 2405685:KNBTFISN}, pages = {126--135}, } @article{melhuish_k__falloon_g_looking_2010, title = {Looking to the future: {M}-learning with the {iPad}}, volume = {22}, url = {http://researchcommons.waikato.ac.nz/handle/10289/5050}, number = {3}, journal = {Computers in New Zealand Schools: Learning, Leading, Technology}, author = {{Melhuish, K. \& Falloon, G.}}, year = {2010}, note = {00079 KerkoCite.ItemAlsoKnownAs: 2129771:J6NU5K3S 2405685:CSPSASH6}, keywords = {⛔ No DOI found}, pages = {1--16}, } @techreport{ministry_of_education_national_2010, title = {National {Education} {Policy} 2010}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_national_education_policy_2010.pdf}, institution = {Ministry of Education}, author = {Ministry of Education}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BZGSXZAH 2405685:HIZL4LGA}, } @techreport{ministry_of_education_national_2010, title = {National {Education} {Policy} 2010}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_national_education_policy_2010.pdf}, institution = {Ministry of Education}, author = {Ministry of Education}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BZGSXZAH 2405685:HIZL4LGA}, } @techreport{ministry_of_education_and_vocational_training_tanzania_2010, title = {Tanzania secondary education development plan 2010-2015}, url = {http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/tanzania_sedp_2010_2015.pdf}, urldate = {2021-02-04}, institution = {The United Republic of Tanzania Ministry of Education and Vocational Training}, author = {{Ministry of Education and Vocational Training}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XQ3P8THV 2405685:BUCQE72U}, } @techreport{ministry_of_education_youth_and_sports_sierra_leone_national_2010, title = {National {Education} {Policy}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/03/2010-National-Education-Policy.pdf}, urldate = {2020-06-25}, author = {Ministry of Education, Youth {and} Sports (Sierra Leone)}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YLXI3EW2}, } @techreport{ministry_of_education_national_2010, address = {Islamabad, Pakistan}, title = {National {Information} and {Communications} {Strategy} for {Education} in {Pakistan}, 2004–2005}, url = {https://www.scribd.com/document/30166522/NICT-Strategy-for-Education-in-Pakistan}, institution = {Government of Pakistan}, author = {{Ministry of Education} and {Education Sector Reform Assistance (ESRA) Program}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IJ5DFTDW 2405685:MKVR57HU 2405685:ZKWNIP7B}, } @techreport{moe_national_2010, title = {National {Education} {Policy} 2010}, institution = {Ministry of Education Government of the People's Republic of Bangladesh}, author = {MoE}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UTLS7RYN 2405685:6I47IM2H}, } @article{moloney_scaling_2010, title = {Scaling online education: {Increasing} access to higher education.}, volume = {14}, shorttitle = {Scaling online education}, number = {1}, journal = {Journal of Asynchronous Learning Networks}, author = {Moloney, Jacqueline F. and Oakley, Burks}, year = {2010}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:KX2AUEQV 2405685:RCM56VG3}, keywords = {⛔ No DOI found}, pages = {55--70}, } @incollection{moon_creating_2010, address = {Vancouver}, series = {Perspectives on distance education}, title = {Creating new forms of teacher education: {Open} {Educational} {Resources} ({OERs}) and the {Teacher} {Education} in {Sub}-{Saharan} {Africa} ({TESSA}) programme}, shorttitle = {Creating new forms of teacher education}, url = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.9604&rep=rep1&type=pdf#page=134}, booktitle = {Teacher education through open and distance learning}, publisher = {Commonwealth of Learning (COL)}, author = {Moon, Bob}, editor = {Danaher, Patrick Alan and Abdurrahman, Umar}, year = {2010}, note = {Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2405685:JQZG4SQP 2534378:PCFN73ZM}, keywords = {⛔ No DOI found}, pages = {121--142}, } @phdthesis{mwansa_implemantation_2010, title = {Implemantation of the school programme of in service for the term ({SPRINT}) in selected basic schools of {Chipata} district of {Zambia}}, author = {Mwansa, Phillip}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WU9BNHBF}, } @mastersthesis{njeru_slum_2010, address = {Nairobi}, title = {Slum dwellers' response to free primary education: a case study of {Kibera} slum, {Nairobi}}, url = {http://erepository.uonbi.ac.ke/bitstream/handle/11295/3457/Njeru_Slum%20Dwellers%27%20Response%20To%20Free%20Primary%20Education%20A%20Case%20Study%20Of%20Kibera%20Slum,%20Nairobi.pdf?sequence=1}, language = {en}, school = {University of Nairobi}, author = {Njeru, Caroline N.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WQ65TY5H 2405685:6GFTYXEX}, } @article{nkansah_contribution_2010, title = {The contribution of {ICTs} to the delivery of special educational needs in {Ghana}: practices and potent}, volume = {16}, doi = {10.1080/02681102.2010.497273}, language = {en}, number = {3}, journal = {Information Technology for Development}, author = {Nkansah, Godfred Bonnah and Unwin, Tim}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2010.497273 2339240:6W2XSNXE 2405685:GP3VLXGC}, pages = {191--211}, } @inproceedings{norton_egranary_2010, title = {{eGranary} as a digital resource in {Uganda}: {Preliminary} findings}, shorttitle = {{eGranary} as a digital resource in {Uganda}}, booktitle = {Cultural {Attitudes} towards {Technology} and {Communication} 2010 {Proceedings} of the {Seventh} {International} {Conference} on {Cultural} {Attitudes} towards {Technology} and {Communication} {Vancouver}, {Canada}, 15-18 {June} 2010}, publisher = {School of Information Technology, Murdoch University}, author = {Norton, Bonny and Early, Margaret and Tembe, Juliet}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KTRC2M6P}, keywords = {⛔ No DOI found}, pages = {35--41}, } @techreport{oecd_are_2010, title = {Are the new millennium learners making the grade? {Technology} use and educational performance in {PISA} 2006}, shorttitle = {Are the {New} {Millennium} {Learners} {Making} the {Grade}?}, url = {https://www.oecd-ilibrary.org/education/are-the-new-millennium-learners-making-the-grade_9789264076044-en}, abstract = {OECD's dissemination platform for all published content - books, serials and statistics}, language = {en}, urldate = {2020-12-08}, institution = {OECD}, author = {OECD}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7LPHP87J 2405685:ZK4PRGRH}, } @article{okkolin_successful_2010, title = {The successful education sector development in {Tanzania} – comment on gender balance and inclusive education}, volume = {22}, issn = {0954-0253}, url = {https://doi.org/10.1080/09540250802555416}, doi = {10.1080/09540250802555416}, abstract = {In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education.}, number = {1}, urldate = {2021-01-19}, journal = {Gender and Education}, author = {Okkolin, Mari-Anne and Lehtomäki, Elina and Bhalalusesa, Eustella}, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09540250802555416 KerkoCite.ItemAlsoKnownAs: 10.1080/09540250802555416 2339240:7Z3K4YGB 2405685:I6TUSX4P}, keywords = {Tanzania, disability, education, educational outcomes, gender, inclusive education}, pages = {63--71}, } @article{owusu_effects_2010, title = {Effects of computer-assisted instruction on performance of senior high school biology students in {Ghana}}, volume = {55}, issn = {0360-1315}, url = {http://www.sciencedirect.com/science/article/pii/S0360131510001089}, doi = {10.1016/j.compedu.2010.04.001}, abstract = {This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used. The students in the experimental group learned science concepts (cell cycle) through the CAI, whereas the students in the control group were taught the same concepts by the conventional approach. The conventional approach consisted of lecture, discussions and question and answer teaching methods. Mann–Whitney U tests were used to analyze students’ pretest and posttests scores. The results indicated that students that were instructed by the conventional approach performed better on the posttest than those instructed by the CAI. However, the performance of low achievers within the experimental group improved after they were instructed by the CAI. Even though the CAI group did not perform better than the conventional approach group, the students in the CAI group perceived CAI to be interesting when they were interviewed.}, language = {en}, number = {2}, urldate = {2020-03-17}, journal = {Computers \& Education}, author = {Owusu, K. A. and Monney, K. A. and Appiah, J. Y. and Wilmot, E. M.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2010.04.001 10/bk93cw 2339240:EMEYL9Z3 2405685:DECKMC2P}, keywords = {Achievement, Cell cycle, Computer-assisted instruction, Conventional approach, ICT and senior high school}, pages = {904--910}, } @article{papaioannou_literature_2010, title = {Literature searching for social science systematic reviews: consideration of a range of search techniques}, volume = {27}, copyright = {© 2009 The authors. Journal compilation © 2009 Health Libraries Group}, issn = {1471-1842}, shorttitle = {Literature searching for social science systematic reviews}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00863.x}, doi = {10.1111/j.1471-1842.2009.00863.x}, abstract = {Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.}, language = {en}, number = {2}, urldate = {2024-01-18}, journal = {Health Information \& Libraries Journal}, author = {Papaioannou, Diana and Sutton, Anthea and Carroll, Christopher and Booth, Andrew and Wong, Ruth}, year = {2010}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00863.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00863.x 2405685:8DNWJW52 2486141:9NRSNVM9 2486141:CSZNDTJB}, keywords = {\_TBC for use ailr-2024}, pages = {114--122}, } @misc{parliament_of_malaysia_personal_2010, title = {Personal {Data} {Protection} {Act} 2010}, url = {https://www.pdp.gov.my/jpdpv2/assets/2019/09/Personal-Data-Protection-Act-2010.pdf}, urldate = {2022-06-14}, author = {Parliament of Malaysia}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7N4Z6LX7 2405685:HDBUTEEF}, } @article{peugh_practical_2010, title = {A practical guide to multilevel modeling}, volume = {48}, issn = {0022-4405}, doi = {10.1016/j.jsp.2009.09.002}, abstract = {Collecting data from students within classrooms or schools, and collecting data from students on multiple occasions over time, are two common sampling methods used in educational research that often require multilevel modeling (MLM) data analysis techniques to avoid Type-1 errors. The purpose of this article is to clarify the seven major steps involved in a multilevel analysis: (1) clarifying the research question, (2) choosing the appropriate parameter estimator, (3) assessing the need for MLM, (4) building the level-1 model, (5) building the level-2 model, (6) multilevel effect size reporting, and (7) likelihood ratio model testing. The seven steps are illustrated with both a cross-sectional and a longitudinal MLM example from the National Educational Longitudinal Study (NELS) dataset. The goal of this article is to assist applied researchers in conducting and interpreting multilevel analyses and to offer recommendations to guide the reporting of MLM analysis results. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}, number = {1}, journal = {Journal of School Psychology}, author = {Peugh, James L.}, year = {2010}, note = {Place: Netherlands Publisher: Elsevier Science KerkoCite.ItemAlsoKnownAs: 10.1016/j.jsp.2009.09.002 2339240:PZ2Y7AVZ 2405685:FZH78CSI}, keywords = {Classrooms, Data Collection, Schools, Simulation}, pages = {85--112}, } @article{powell_effects_2010, title = {Effects of an {Early} {Literacy} {Professional} {Development} {Intervention} on {Head} {Start} {Teachers} and {Children}}, volume = {102}, doi = {10.1037/a0017763}, number = {2}, journal = {Journal of Educational Psychology}, author = {Powell, Douglas and Diamond, Karen and Burchinal, Margaret}, year = {2010}, note = {shortDOI: 10/cgt5m7 KerkoCite.ItemAlsoKnownAs: 10.1037/a0017763 10/cgt5m7 2405685:BYGJSXSA}, } @article{prew_using_2010, title = {Using {School} {Performance} {Data} to {Drive} {School} and {Education} {District} {Office} {Accountability} and {Improvement}: {The} {Case} of {Ghana}}, volume = {38}, issn = {1741-1432, 1741-1440}, shorttitle = {Using {School} {Performance} {Data} to {Drive} {School} and {Education} {District} {Office} {Accountability} and {Improvement}}, url = {http://journals.sagepub.com/doi/10.1177/1741143210379057}, doi = {10.1177/1741143210379057}, abstract = {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)}, language = {en}, number = {6}, urldate = {2020-03-10}, journal = {Educational Management Administration \& Leadership}, author = {Prew, Martin and Quaigrain, Kenneth}, month = nov, year = {2010}, note = {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}, pages = {728--744}, } @techreport{pwc_policy_2010, title = {Policy {Coherence} in the {Application} of {ICTs} for {Education}}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_1031.pdf}, author = {PwC}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZHCMFJ8L 2405685:PUJTD7DD}, } @book{reynolds_systems_2010, address = {London}, title = {Systems {Approaches} to {Managing} {Change}: {A} {Practical} {Guide}}, isbn = {978-1-84882-808-7 978-1-84882-809-4}, shorttitle = {Systems {Approaches} to {Managing} {Change}}, url = {http://link.springer.com/10.1007/978-1-84882-809-4}, language = {en}, urldate = {2021-03-08}, publisher = {Springer London}, editor = {Reynolds, Martin and Holwell, Sue}, year = {2010}, doi = {10.1007/978-1-84882-809-4}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-84882-809-4 2339240:C85WP28D 2405685:CXWZRP2E}, } @article{rosendal_languages_2010, title = {Languages in competition in {Rwanda}: {Who} is winning on the linguistic market?}, url = {tandfonline.com/doi/abs/10.1080/10228195.2010.516007}, doi = {10.1080/10228195.2010.516007}, author = {Rosendal, Tove}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZILHHSVY 4042040:CCB7GAQE}, } @incollection{sharples_theory_2010, title = {A theory of learning for the mobile age}, booktitle = {Medienbildung in neuen {Kulturräumen}}, publisher = {Springer}, author = {Sharples, Mike and Taylor, Josie and Vavoula, Giasemi}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UCZH8HRH 2405685:WXPCE8AT}, pages = {87--99}, } @article{shohel_teachers_2010, title = {Teachers’ professional development through the {English} in {Action} {Secondary} {Teaching} and {Learning} {Programme} in {Bangladesh}: experience from the {UCEP} schools}, volume = {2}, shorttitle = {Teachers’ professional development through the {English} in {Action} secondary teaching and learning programme in {Bangladesh}}, url = {https://www.researchgate.net/publication/222568736_Teachers'_professional_development_through_the_English_in_action_secondary_teaching_and_learning_programme_in_Bangladesh_Experience_from_the_UCEP_schools}, doi = {10.1016/j.sbspro.2010.03.894}, abstract = {This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training}, number = {2}, journal = {Procedia-Social and Behavioral Sciences}, author = {Shohel, M. Maruf C and Banks, Frank}, year = {2010}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2010.03.894 2339240:WE7Z36DR 2405685:VDJRNRTI 2534378:A22MYIWP 2534378:HS2WT9YY 2534378:Q2THK4LH}, keywords = {EiA Intervention, Experiential Learning, Secondary Teaching and Learning Programme, Teachers’ Professional Development, UCEP-Bangladesh, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457264, \_\_finaldtb}, } @article{shohel_teachers_2010, title = {Teachers’ professional development through the {English} in action secondary teaching and learning programme in {Bangladesh}: {Experience} from the {UCEP} schools}, volume = {2}, issn = {18770428}, shorttitle = {Teachers’ professional development through the {English} in action secondary teaching and learning programme in {Bangladesh}}, url = {https://linkinghub.elsevier.com/retrieve/pii/S1877042810009341}, doi = {10/bfg65g}, abstract = {This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training.}, language = {en}, number = {2}, urldate = {2021-04-16}, journal = {Procedia - Social and Behavioral Sciences}, author = {Shohel, M and Banks, F and Banks, F}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10/bfg65g 2339240:M5TKZEV8 2405685:LQTN958P}, pages = {5483--5494}, } @misc{symantec_symantec_2010, title = {Symantec {Global} {Internet} {Security} {Threat} {Report}: {Trends} for 2009}, url = {https://web.archive.org/web/20100804203739/http://eval.symantec.com/mktginfo/enterprise/white_papers/b-whitepaper_internet_security_threat_report_xv_04-2010.en-us.pdf}, urldate = {2022-08-10}, author = {{Symantec}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:22R2IIX6 2405685:NA7VYN8H}, } @techreport{tan_eskwela_2010, title = {{eSkwela}: {ICT} for alternative learning system}, url = {https://www.seiservices.com/APEC/WikiFiles/9.3.pdf}, institution = {APEC ICT4D Expo}, author = {Tan, Maria Melizza}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W2AZQGMQ 2405685:K9ST6RTJ}, } @book{tashakkori_sage_2010, address = {Los Angeles}, edition = {2nd ed}, title = {Sage handbook of mixed methods in social \& behavioral research}, isbn = {978-1-4129-7266-6}, url = {https://methods.sagepub.com/book/sage-handbook-of-mixed-methods-social-behavioral-research-2e}, publisher = {SAGE Publications}, editor = {Tashakkori, Abbas and Teddlie, Charles}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BE9HCCSW 2405685:B7JM4898}, keywords = {Handbooks, Research Methodology, Social sciences, etc, manuals}, } @misc{the_gazette_of_pakistan_18th_2010, title = {18th {Amendment}}, url = {https://na.gov.pk/uploads/documents/1302138356_934.pdf}, urldate = {2022-06-15}, author = {The Gazette of Pakistan}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WRFZU3KY 2405685:HEDDQYSB}, } @article{traxler_students_2010, title = {Students and mobile devices}, volume = {18}, doi = {10.1080/09687769.2010.492847}, number = {2}, journal = {Research in Learning Technology}, author = {Traxler, John}, year = {2010}, note = {00037 shortDOI: 10/crbzh7 KerkoCite.ItemAlsoKnownAs: 10/crbzh7 2129771:2WEAG4L8 2405685:UQVSEMXV}, } @misc{trucano_interactive_2010, title = {Interactive {Radio} {Instruction} : {A} {Successful} {Permanent} {Pilot} {Project}?}, shorttitle = {Interactive {Radio} {Instruction}}, url = {https://blogs.worldbank.org/edutech/iri}, abstract = {Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...}, language = {en}, urldate = {2020-04-21}, author = {Trucano, M.}, year = {2010}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:SIMZJ8BB 2405685:KZ8XDZND}, keywords = {Commitment, Cost, Equity \& access, \_\_\_working\_potential\_duplicate}, } @techreport{unesco_efa_2010, address = {Paris, France}, title = {{EFA} {Global} {Monitoring} {Report} 2010: {Reaching} the marginalized}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186606}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GBLL8LEK 2405685:I3MDE3UF}, } @misc{unesco_regional_2010, title = {Regional overview: {Latin} {America} and the {Caribbean}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186524/PDF/186524eng.pdf.multi}, urldate = {2022-04-19}, author = {UNESCO}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYU2PU5A 2405685:4W5YEBIW}, } @techreport{unicef_child_2010, address = {New York}, title = {Child disciplinary practices at home: evidence from a range of low- and middle-income countries}, shorttitle = {Child disciplinary practices at home}, url = {https://data.unicef.org/resources/child-disciplinary-practices-at-home-evidence-from-a-range-of-low-and-middle-income-countries/}, abstract = {The UNICEF report on Child Disciplinary Practices at Home addresses the development of a national research agenda on violence against children across settings where violence occurs.}, language = {en-US}, urldate = {2022-03-12}, author = {{UNICEF}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F5YZWV5X 2405685:QD3QIADQ}, } @misc{university_246_2010, title = {246 6 {Accessibility} and {Utilization} of {ICTs} {Among} {Secondary} {School} {Teachers} in {Kenya}}, url = {/paper/246-6-ACCESSIBILITY-AND-UTILIZATION-OF-ICTS-AMONG-University/5be038cebb212a2c01d4ce3f25cc02ba3c5beec9}, abstract = {This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content.}, language = {en}, urldate = {2021-03-23}, author = {University, G.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FR7DD5E8 2405685:8Z2L4L66}, } @techreport{usaid_taonga_2010, title = {Taonga {Market} {Programme} {Review}}, url = {http://idd.edc.org/sites/idd.edc.org/files/Zambia%20QUESTT%20IRI.pdf}, language = {EN}, author = {USAID}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYIXUSM9 2405685:WX47KHBN}, pages = {2}, } @techreport{usaid_technology_2010, title = {Technology {Tools} for {Teaching} and {Training} {Results}}, url = {http://idd.edc.org/sites/idd.edc.org/files/T4%20Results.pdf}, urldate = {2020-08-12}, author = {USAID}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q7SYHPXZ 2405685:38SBFY8Y}, } @techreport{valiente_1-1_2010, type = {{OECD} {Education} {Working} {Papers}}, title = {1-1 in {Education}: {Current} {Practice}, {International} {Comparative} {Research} {Evidence} and {Policy} {Implications}}, url = {https://www.oecd-ilibrary.org/content/paper/5kmjzwfl9vr2-en}, number = {No. 44}, institution = {OECD}, author = {Valiente, Oscar}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G8QNGWQP 2405685:WPNQTDQZ}, } @article{wagner_technology_2010, title = {Technology and mother-tongue literacy in {Southern} {India}: {Impact} studies among young children and out-of-school youth}, volume = {6}, abstract = {The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity.}, language = {en}, number = {4}, journal = {Information Technology and International Development}, author = {Wagner, Daniel A and Daswani, C J and Karnati, Romilla}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FMDF5K5E 2405685:IT38D8P5}, keywords = {⛔ No DOI found}, pages = {23--43}, } @article{wagner_technology_2010, title = {Technology and mother-tongue literacy in {Southern} {India}: {Impact} studies among young children and out-of-school youth}, volume = {6}, abstract = {The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity.}, language = {en}, number = {4}, journal = {Information Technology and International Development}, author = {Wagner, Daniel A and Daswani, C J and Karnati, Romilla}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FMDF5K5E 2405685:IT38D8P5}, keywords = {⛔ No DOI found}, pages = {23--43}, } @article{warschauer_can_2010, title = {Can {One} {Laptop} {Per} {Child} {Save} the {World}'s {Poor}?}, volume = {64}, issn = {0022-197X}, url = {https://www.jstor.org/stable/24385184}, abstract = {The One Laptop per Child (OLPC) program is one of the most ambitious educational reform initiatives the world has ever seen. The program has developed a radically new low-cost laptop computer and aggressively promoted its plans to put the computer in the hands of hundreds of millions of children around the world, including in the most impoverished nations. Though fewer than 2 million of OLPC's XO computers have been distributed as of this writing, the initiative has caught the attention of world leaders, influenced developments in the global computer industry and sparked controversy and debate about the best way to improve the lot of the world's poor. With six years having passed since Nicholas Negroponte first unveiled the idea, this paper appraises the program's progress and impact and, in so doing, takes a fresh look at OLPC's assumptions. The paper reviews the theoretical underpinnings of OLPC, analyzes the program's development and summarizes the current state of OLPC deployments around the world. The analysis reveals that provision of individual laptops is a utopian vision for the children in the poorest countries, whose educational and social futures could be more effectively improved if the same investments were instead made on more sustainable and proven interventions. Middle- and high-income countries may have a stronger rationale for providing individual laptops to children, but will still want to eschew OLPC's technocentric vision. In summary, OLPC represents the latest in a long line of technologically utopian development schemes that have unsuccessfully attempted to solve complex social problems with overly simplistic solutions.}, number = {1}, urldate = {2020-07-20}, journal = {Journal of International Affairs}, author = {Warschauer, Mark and Ames, Morgan}, year = {2010}, note = {Publisher: Journal of International Affairs Editorial Board KerkoCite.ItemAlsoKnownAs: 2339240:GXQVYARZ 2405685:9BRCRSSN 2405685:PUTV3LIS}, keywords = {⛔ No DOI found}, pages = {33--51}, } @article{woolf_roadmap_2010, title = {A roadmap for education technology}, author = {Woolf, Beverly Park}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JRU5TLIL 2405685:THRU8AZY}, keywords = {⛔ No DOI found}, } @techreport{world_bank_education_2010, title = {The {Education} {System} in {Malawi}}, url = {https://openknowledge.worldbank.org/handle/10986/5937}, urldate = {2022-10-30}, author = {World Bank}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C8TPFLBY 2405685:PTLTAQEY}, } @book{mulkeen_teachers_2009, title = {Teachers in {Anglophone} {Africa}: {Issues} in {Teacher} {Supply}, {Training}, and {Management}}, isbn = {978-0-8213-8053-6 978-0-8213-8071-0}, shorttitle = {Teachers in {Anglophone} {Africa}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-8053-6}, language = {en}, urldate = {2020-05-16}, publisher = {The World Bank}, author = {Mulkeen, Aidan}, month = dec, year = {2009}, doi = {10.1596/978-0-8213-8053-6}, note = {shortDOI: 10/bbrt3g KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-8053-6 10/bbrt3g 2405685:ZEPFSZBW}, } @article{borg_assistive_2009, title = {Assistive technology in developing countries: national and international responsibilities to implement the {Convention} on the {Rights} of {Persons} with {Disabilities}}, volume = {374}, issn = {0140-6736, 1474-547X}, shorttitle = {Assistive technology in developing countries}, url = {https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(09)61872-9/abstract}, doi = {10.1016/S0140-6736(09)61872-9}, abstract = {In developing countries, disability is often associated with poverty caused by reduced participation in education, work, and community life.1–4 Education and employment contributes to reduction of poverty, improvement of health, and increased participation in society.2,5,6 According to findings from studies in high-income countries, assistive technology can have a positive socioeconomic effect on the lives of people with disabilities by improving access to education and increasing achievement.7,8 The use of assistive technology is a successful strategy to help participation in work,9,10 and maintenance of health.}, language = {English}, number = {9704}, urldate = {2020-04-03}, journal = {The Lancet}, author = {Borg, Johan and Lindström, Anna and Larsson, Stig}, month = nov, year = {2009}, pmid = {19944867}, note = {Publisher: Elsevier shortDOI: 10/cfn5gp KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(09)61872-9 10/cfn5gp 2339240:W45H7KRY 2405685:YQJM4J5B}, pages = {1863--1865}, } @article{mukama_interplay_2009, title = {The interplay between learning and the use of {ICT} in {Rwandan} student teachers' everyday practice}, volume = {25}, url = {https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2009.00326.x}, doi = {10.1111/j.1365-2729.2009.00326.x}, number = {6}, urldate = {2022-08-22}, journal = {Journal of Computer Assisted Learning}, author = {Mukama, E}, month = nov, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2009.00326.x 2339240:UKZXPXZF 2405685:RXKHESR8}, } @techreport{ministry_of_information_and_communications_national_2009, title = {National {ICT} {Policy} of {Sierra} {Leone}}, url = {https://www.ellipsis.co.za/wp-content/uploads/2016/07/SierraLeone.pdf}, language = {en}, institution = {Government of Sierra Leone}, author = {{Ministry of Information and Communications}}, month = oct, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GI5IQFVY 2405685:BVA56A3C}, keywords = {⛔ No DOI found}, pages = {63}, } @article{durlak_how_2009, title = {How to select, calculate, and interpret effect sizes}, volume = {34}, issn = {0146-8693}, url = {https://doi.org/10.1093/jpepsy/jsp004}, doi = {10.1093/jpepsy/jsp004}, abstract = {The objective of this article is to offer guidelines regarding the selection, calculation, and interpretation of effect sizes (ESs). To accomplish this goal, ESs are first defined and their important contribution to research is emphasized. Then different types of ESs commonly used in group and correlational studies are discussed. Several useful resources are provided for distinguishing among different types of effects and what modifications might be required in their calculation depending on a study's purpose and methods. This article should assist producers and consumers of research in understanding the role, importance, and meaning of ESs in research reports.}, number = {9}, urldate = {2023-10-06}, journal = {Journal of Pediatric Psychology}, author = {Durlak, Joseph A.}, month = oct, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jpepsy/jsp004 2339240:VIP48LY8 2405685:PNEQWL2D}, pages = {917--928}, } @book{jumani_study_2009, title = {Study on {Role} of {Radio} for {Rural} {Education} in {Pakistan}}, volume = {10}, url = {https://eric.ed.gov/?id=ED506780}, abstract = {It was found that the majority of the listeners possessed radio sets and was getting benefit from the educational programmes of radio. The programmes were informative and motivating. The strategies of radio for rural education were appreciable because these infused mobility, widened horizon of rural people and focused attention on the goals and problems of rural people. It could be used to enhance literacy (through distance and non-formal education). The producers/comperes were found keenly interested in their job. It was revealed that priority was given to education and rural development programmes of radio. Programmes needed detail and summary at the end. Furthermore language was not easy. Mobile radio station was needed for rural educational programme to cater to the needs of far flung areas. School broadcast (distance and non-formal teaching) was the need of the day. Social workers/opinion leaders opined that there was need of developing self reliance. Radio provides guidance to rural people in solving the problems of rural development. They felt the need of starting school broadcasting. Radio was being utilized for apprising villagers with their problem. There was need of maintaining more educational programmes. Rural programmes were to be in mother tongue. It was recommended that for educational purposes Radio Pakistan and AIOU may produce programmes which have their strong links/roots in the surroundings of the rural people. Radio schools like Interactive Radio instruction (IRI) may be used for effective teaching learning process in rural areas. Time of educational programmes should be enhanced. Programmes like radio rural forum may be started as well as open broadcasting should be adopted for rural development programme. (Contains 5 tables.)}, language = {en}, urldate = {2020-12-01}, author = {Jumani, Nabi Bux}, month = oct, year = {2009}, note = {ISSN: 1302-6488 Issue: 4 Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:6QWQ77L4 2405685:H456VCTC}, keywords = {Distance Education, Educational Technology, Foreign Countries, Instructional Effectiveness, Nonformal Education, Radio, Rural Areas, Rural Development, Rural Education, Teaching Methods}, } @article{boitshwarelo_exploring_2009, title = {Exploring {Blended} {Learning} for {Science} {Teacher} {Professional} {Development} in an {African} {Context}}, volume = {10}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/687}, doi = {10.19173/irrodl.v10i4.687}, abstract = {This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.}, language = {en}, number = {4}, urldate = {2020-05-16}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Boitshwarelo, Bopelo}, month = sep, year = {2009}, note = {shortDOI: 10/gfv5xv KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 10/gfv5xv 2339240:7YYFFQ4U 2405685:DBG2GKJP 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ}, keywords = {C:Botswana, ICTs, Pedagogy, Professional Development, Teacher Training, \_\_\_working\_potential\_duplicate}, pages = {1--19}, } @article{sampong_evaluative_2009, title = {An {Evaluative} {Study} of a {Distance} {Teacher} {Education} {Program} in a {University} in {Ghana}}, volume = {10}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/725}, doi = {10.19173/irrodl.v10i4.725}, abstract = {The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana.}, language = {en}, number = {4}, urldate = {2020-05-16}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Sampong, Kwasi Addo}, month = sep, year = {2009}, note = {shortDOI: 10/gf7gv5 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.725 10/gf7gv5 2405685:6GPHTVKC}, } @techreport{mclaughlin_building_2009, type = {White {Paper}}, title = {Building {Quality} in {Summer} {Learning} {Programs}: {Approaches} and {Recommendations}}, language = {en}, institution = {The Wallace Foundation}, author = {McLaughlin, Brenda and Pitcock, Sarah}, month = sep, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HL4JUCJP 2405685:3M5GY93V}, keywords = {⛔ No DOI found}, pages = {39}, } @article{liberati_prisma_2009, title = {The {PRISMA} {Statement} for {Reporting} {Systematic} {Reviews} and {Meta}-{Analyses} of {Studies} {That} {Evaluate} {Health} {Care} {Interventions}: {Explanation} and {Elaboration}}, volume = {6}, issn = {1549-1676}, shorttitle = {The {PRISMA} {Statement} for {Reporting} {Systematic} {Reviews} and {Meta}-{Analyses} of {Studies} {That} {Evaluate} {Health} {Care} {Interventions}}, url = {https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000100}, doi = {10.1371/journal.pmed.1000100}, abstract = {Alessandro Liberati and colleagues present an Explanation and Elaboration of the PRISMA Statement, updated guidelines for the reporting of systematic reviews and meta-analyses.}, language = {en}, number = {7}, urldate = {2021-06-08}, journal = {PLOS Medicine}, author = {Liberati, Alessandro and Altman, Douglas G. and Tetzlaff, Jennifer and Mulrow, Cynthia and Gøtzsche, Peter C. and Ioannidis, John P. A. and Clarke, Mike and Devereaux, P. J. and Kleijnen, Jos and Moher, David}, month = jul, year = {2009}, note = {Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed.1000100 2339240:6UIGEI94 2405685:5W5L99LJ}, keywords = {Clinical research design, Database searching, Medical risk factors, Metaanalysis, Publication ethics, Randomized controlled trials, Research reporting guidelines, Systematic reviews}, pages = {e1000100}, } @article{moher_preferred_2009, title = {Preferred reporting items for systematic reviews and meta-analyses: the {PRISMA} statement}, url = {https://www.bmj.com/content/339/bmj.b2535}, doi = {10.1136/bmj.b2535}, language = {en}, journal = {British Medical Journal}, author = {Moher, David and Liberati, Alessandro and Tetzlaff, Jennifer and Altman, Douglas G}, month = jul, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:59LXUVEU 2405685:T8R5AV4B 2534378:V3VIP5A2}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{moher_preferred_2009, title = {Preferred reporting items for systematic reviews and meta-analyses: the {PRISMA} statement}, url = {https://www.bmj.com/content/339/bmj.b2535}, doi = {10.1136/bmj.b2535}, language = {en}, journal = {British Medical Journal}, author = {Moher, David and Liberati, Alessandro and Tetzlaff, Jennifer and Altman, Douglas G}, month = jul, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:59LXUVEU 2405685:NV8VHX6N 2534378:V3VIP5A2}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{scher_professional_2009, title = {Professional {Development} for {K}–12 {Math} and {Science} {Teachers}: {What} {Do} {We} {Really} {Know}?}, volume = {2}, issn = {1934-5747, 1934-5739}, shorttitle = {Professional {Development} for {K}–12 {Math} and {Science} {Teachers}}, url = {http://www.tandfonline.com/doi/abs/10.1080/19345740802641527}, doi = {10.1080/19345740802641527}, abstract = {As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs influence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the field are supported by the evidence. Although this study does find some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices.}, language = {en}, number = {3}, urldate = {2020-05-15}, journal = {Journal of Research on Educational Effectiveness}, author = {Scher, Lauren and O'Reilly, Fran}, month = jul, year = {2009}, note = {shortDOI: 10/cxp3nf KerkoCite.ItemAlsoKnownAs: 10.1080/19345740802641527 10/cxp3nf 2405685:35I9GLWU}, keywords = {C:United States}, pages = {209--249}, } @techreport{statistics_sierra_leone_sierra_2009, address = {Freetown, Sierra Leone}, title = {Sierra {Leone} {Demographic} and {Health} {Survey} 2008}, url = {https://dhsprogram.com/pubs/pdf/FR225/FR225.pdf}, language = {en}, institution = {Ministry of Health and Sanitation}, author = {{Statistics Sierra Leone}}, month = jul, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XJLGGACD}, pages = {459}, } @article{prell_stakeholder_2009, title = {Stakeholder {Analysis} and {Social} {Network} {Analysis} in {Natural} {Resource} {Management}}, volume = {22}, issn = {0894-1920}, url = {https://doi.org/10.1080/08941920802199202}, doi = {10.1080/08941920802199202}, abstract = {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.}, number = {6}, urldate = {2021-05-10}, journal = {Society \& Natural Resources}, author = {Prell, Christina and Hubacek, Klaus and Reed, Mark}, month = jun, year = {2009}, note = {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}, pages = {501--518}, } @article{porter_three_2009, title = {Three {Views} of {Systems} {Theories} and their {Implications} for {Sustainability} {Education}}, volume = {33}, doi = {10.1177/1052562908323192}, abstract = {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.}, journal = {Journal of Management Education}, author = {Porter, Terry and Córdoba, José-Rodrigo}, month = jun, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1052562908323192 2339240:5HPUXINS 2405685:U496TYXX}, pages = {323--347}, } @article{leu_comments_2009, title = {Comments on {Greenhow}, {Robelia}, and {Hughes}: expanding the {New} {Literacies} conversation}, volume = {38}, issn = {0013-189X}, shorttitle = {Comments on {Greenhow}, {Robelia}, and {Hughes}}, url = {https://doi.org/10.3102/0013189X09336676}, doi = {10.3102/0013189X09336676}, abstract = {Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.}, language = {en}, number = {4}, urldate = {2021-11-09}, journal = {Educational Researcher}, author = {Leu, Donald J. and O’Byrne, W. Ian and Zawilinski, Lisa and McVerry, J. Greg and Everett-Cacopardo, Heidi}, month = may, year = {2009}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X09336676 2339240:G7HBV3LN 2405685:KGVLTZTW}, keywords = {literacy, new literacies, online reading comprehension, technology}, pages = {264--269}, } @article{potter_evaluating_2009, title = {Evaluating large‐scale interactive radio programmes}, volume = {30}, issn = {0158-7919}, url = {https://doi.org/10.1080/01587910902845980}, doi = {10.1080/01587910902845980}, abstract = {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.}, number = {1}, urldate = {2020-04-21}, journal = {Distance Education}, author = {Potter, Charles and Naidoo, Gordon}, month = may, year = {2009}, note = {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}, pages = {117--141}, } @article{vavrus_cultural_2009, title = {The cultural politics of constructivist pedagogies: {Teacher} education reform in the {United} {Republic} of {Tanzania}}, volume = {29}, issn = {0738-0593}, shorttitle = {The cultural politics of constructivist pedagogies}, url = {http://www.sciencedirect.com/science/article/pii/S0738059308000485}, doi = {10.1016/j.ijedudev.2008.05.002}, abstract = {This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching.}, language = {en}, number = {3}, urldate = {2020-05-22}, journal = {International Journal of Educational Development}, author = {Vavrus, Frances}, month = may, year = {2009}, note = {shortDOI: 10/cfjzn4 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2008.05.002 10/cfjzn4 2405685:4LJMMWWE}, keywords = {Development, Educational policy, International education, Tanzania, Teacher education}, pages = {303--311}, } @article{he_better_2009, title = {A {Better} {Way} to {Teach} {Children} to {Read}? {Evidence} from a {Randomized} {Controlled} {Trial}}, language = {en}, author = {He, Fang and Linden, Leigh L and MacLeod, Margaret}, month = may, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GGBU8YTM 2405685:3RUPLEZR}, keywords = {⛔ No DOI found}, pages = {42}, } @techreport{kelani_professional_2009, title = {A {Professional} {Development} {Study} of {Technology} {Education} in {Secondary} {Science} {Teaching} in {Benin}: {Issues} of {Teacher} {Change} and {Self}-{Efficacy} {Beliefs}}, language = {EN}, author = {Kelani, Razacki Raphael}, month = may, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2DHZ7BES}, pages = {222}, } @article{ponitz_structured_2009, title = {A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes}, volume = {45}, issn = {0012-1649}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2009-05916-001&site=ehost-live&scope=site}, doi = {10.1037/a0015365}, abstract = {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 {\textless} .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 {\textless} .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)}, number = {3}, urldate = {2019-11-04}, journal = {Developmental Psychology}, author = {Ponitz, Claire Cameron and McClelland, Megan M. and Matthews, J. S. and Morrison, Frederick J.}, month = may, year = {2009}, note = {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}, pages = {605--619}, } @book{birger_abolishing_2009, title = {Abolishing {School} {Fees} in {Africa}: {Lessons} {Learned} in {Ethiopia}, {Ghana}, {Kenya} and {Mozambique}}, isbn = {978-0-8213-7540-2 978-0-8213-7541-9}, shorttitle = {Abolishing {School} {Fees} in {Africa}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-7540-2}, language = {en}, urldate = {2023-07-21}, publisher = {The World Bank}, editor = {Birger, Fredriksen and Craissati, Di}, month = apr, year = {2009}, doi = {10.1596/978-0-8213-7540-2}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7540-2 2405685:I7PGXI5E}, } @article{dcruze_use_2009, title = {The {Use} of {Information} and {Communications} {Technology} ({ICT}) {To} {Improve} {Access} to {In}-{Service} {Teacher} {Education} {Programmes} {For} {Educational} {Development} in {Pakistan}}, volume = {10}, abstract = {The use of ICT and distance education in the delivery of professional developmentprogrammers for in-service teachers to improve access to educational opportunitiesis explored in this article. Further, the link between teacher development and thedevelopment of human capital to aid educational and national development isdiscussed. The role of ICT and distance education is highlighted in enabling thisventure which eventually leads to overall educational and national development.}, journal = {The Turkish Online Journal of Distance Education}, author = {D‘CRUZE, Melaine}, month = apr, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8HUGUZKS 2405685:ZSFVUL79}, keywords = {⛔ No DOI found}, } @article{mohiuddin_urdu_2009, title = {Urdu version of {Sesame} {Street} from {April}}, url = {https://www.thenews.com.pk/archive/print/167150-urdu-version-of-sesame-street-from-april}, abstract = {Pakistani children would be able to watch the Urdu version of Sesame Street – the most-watched children’s television show in the world – five days a week on both PTV 1 and PTV 2...}, language = {en}, urldate = {2020-08-11}, journal = {The News International}, author = {Mohiuddin, Saeed}, month = mar, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JFFPPRY2}, } @article{borgatti_network_2009, title = {Network {Analysis} in the {Social} {Sciences}}, volume = {323}, issn = {0036-8075, 1095-9203}, url = {https://www.sciencemag.org/lookup/doi/10.1126/science.1165821}, doi = {10.1126/science.1165821}, abstract = {Over the past decade, there has been an explosion of interest in network research across the physical and social sciences. For social scientists, the theory of networks has been a gold mine, yielding explanations for social phenomena in a wide variety of disciplines from psychology to economics. Here, we review the kinds of things that social scientists have tried to explain using social network analysis and provide a nutshell description of the basic assumptions, goals, and explanatory mechanisms prevalent in the field. We hope to contribute to a dialogue among researchers from across the physical and social sciences who share a common interest in understanding the antecedents and consequences of network phenomena.}, language = {en}, number = {5916}, journal = {Science (New York, N.Y.)}, author = {Borgatti, Stephen and Mehra, Ajay and Brass, Daniel and Labianca, Giuseppe}, month = mar, year = {2009}, note = {zotzenLib.CopiedFrom: 2339240:JQA9PRDZ KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165821 2339240:JQA9PRDZ 2339240:Q5CZNBGL 2339240:U9MVWGVE 2405685:CKE79F7A 2405685:I3FUN5JU 2405685:W7TMXCNH}, pages = {892--5}, } @article{barrera-osorio_use_2009, title = {The {Use} and {Misuse} of {Computers} in {Education}: {Evidence} from a {Randomized} {Controlled} {Trial} of a {Language} {Arts} {Program}}, shorttitle = {The {Use} and {Misuse} of {Computers} in {Education}}, url = {http://www.leighlinden.com/Barrera-Linden%20Computadores_2009-03-25.pdf}, abstract = {This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students’ test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum.}, language = {en}, author = {Barrera-Osorio, Felipe and Linden, Leigh L}, month = mar, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2B5GGTLG 2339240:9GDU893D 2405685:EJCKQUGC 2405685:PWS6BFPA}, keywords = {⛔ No DOI found}, pages = {41}, } @incollection{colman_cognitive_2009, title = {Cognitive psychology}, isbn = {978-0-19-953406-7}, url = {https://www.oxfordreference.com/view/10.1093/acref/9780199534067.001.0001/acref-9780199534067-e-1617}, abstract = {The branch of psychology concerned with all forms of cognition, including attention, perception, learning (1,}, language = {en}, urldate = {2019-12-05}, booktitle = {A {Dictionary} of {Psychology}}, publisher = {Oxford University Press}, author = {Colman, Andrew M.}, month = jan, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H3P6ET45 2405685:GTRTVE6D}, } @article{glewwe_many_2009, title = {Many {Children} {Left} {Behind}? {Textbooks} and {Test} {Scores} in {Kenya}}, volume = {1}, issn = {1945-7782, 1945-7790}, shorttitle = {Many {Children} {Left} {Behind}?}, url = {https://pubs.aeaweb.org/doi/10.1257/app.1.1.112}, doi = {10.1257/app.1.1.112}, abstract = {A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)}, language = {en}, number = {1}, urldate = {2020-08-05}, journal = {American Economic Journal: Applied Economics}, author = {Glewwe, Paul and Kremer, Michael and Moulin, Sylvie}, month = jan, year = {2009}, note = {shortDOI: 10/drw8rs KerkoCite.ItemAlsoKnownAs: 10.1257/app.1.1.112 10/drw8rs 2339240:AZL4A6J7 2405685:KTGQM3Y3}, pages = {112--135}, } @article{smith_stills_2009, title = {Stills, not full motion, for interactive spatial training: {American}, {Turkish} and {Taiwanese} female pre-service teachers learn spatial visualization}, volume = {52}, issn = {0360-1315}, shorttitle = {Stills, not full motion, for interactive spatial training}, url = {https://www.sciencedirect.com/science/article/pii/S0360131508001127}, doi = {10.1016/j.compedu.2008.07.011}, abstract = {This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement.}, language = {en}, number = {1}, urldate = {2022-08-23}, journal = {Computers \& Education}, author = {Smith, Glenn Gordon and Gerretson, Helen and Olkun, Sinan and Yuan, Yuan and Dogbey, James and Erdem, Aliye}, month = jan, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2008.07.011 2339240:4JEBPYJ9 2405685:2TFCTXTC}, keywords = {Applications in subject areas, Improving classroom teaching, Interactive learning environments, Pedagogical issues, Teaching/learning strategies}, } @misc{noauthor_prisma_2009, title = {{PRISMA} 2009 flow diagram}, url = {http://www.prisma-statement.org/documents/PRISMA%202009%20flow%20diagram.doc}, publisher = {PRISMA}, year = {2009}, note = {EdTechHub.ItemAlsoKnownAs:2405685:XJQNYUPF}, } @article{alves_assistive_2009, title = {Assistive technology applied to education of students with visual impairment}, volume = {26}, issn = {1020-4989, 1020-4989, 1680-5348}, url = {https://scielosp.org/article/rpsp/2009.v26n2/148-152/en/}, doi = {10.1590/S1020-49892009000800007}, abstract = {OBJECTIVES: Verify the application of assistive technology, especially information technology in the education of blind and low-vision students from the perceptions of their teachers. METHODS: Descriptive survey study in public schools in three municipalities of the state of São Paulo, Brazil. The sample comprised 134 teachers. RESULTS: According to the teachers' opinions, there are differences in the specificities and applicability of assistive technology for blind and low-vision students, for whom specific computer programs are important. Information technology enhances reading and writing skills, as well as communication with the world on an equal basis, thereby improving quality of life and facilitating the learning process. The main reason for not using information technology is the lack of planning courses. The main requirements for the use of information technology in schools are enough computers for all students, advisers to help teachers, and pedagogical support. CONCLUSIONS: Assistive technology is applied to education of students with visual impairment; however, teachers indicate the need for infrastructure and pedagogical support. Information technology is an important tool in the inclusion process and can promote independence and autonomy of students with visual impairment.}, language = {en}, urldate = {2021-03-16}, journal = {Revista Panamericana de Salud Pública}, author = {Alves, Cássia Cristiane de Freitas and Monteiro, Gelse Beatriz Martins and Rabello, Suzana and Gasparetto, Maria Elisabete Rodrigues Freire and Carvalho, Keila Monteiro de}, year = {2009}, note = {Publisher: Organización Panamericana de la Salud KerkoCite.ItemAlsoKnownAs: 10.1590/S1020-49892009000800007 2339240:XPR64H24 2405685:3NT8DKE3}, keywords = {Assistive technology, Brazil, information technology, visually impaired persons}, pages = {148--152}, } @book{baxter_alternative_2009, address = {Paris}, series = {Education in emergencies and reconstruction}, title = {Alternative education: filling the gap in emergency and post-conflict situations}, isbn = {978-92-803-1332-1}, shorttitle = {Alternative education}, language = {en}, publisher = {IIEP Publications, International Institute for Educational Planning, 7-9, rue Eugene-Delacroix, 75016 Paris, FRANCE}, author = {Baxter, Pamela and Bethke, Lynne}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97HCHUV9 2405685:69679R62}, } @article{beckner_language_2009, title = {Language {Is} a {Complex} {Adaptive} {System}: {Position} {Paper}}, volume = {59}, issn = {00238333, 14679922}, shorttitle = {Language {Is} a {Complex} {Adaptive} {System}}, url = {http://doi.wiley.com/10.1111/j.1467-9922.2009.00533.x}, doi = {10.1111/j.1467-9922.2009.00533.x}, language = {en}, urldate = {2021-01-06}, journal = {Language Learning}, author = {Beckner, Clay and Blythe, Richard and Bybee, Joan and Christiansen, Morten H. and Croft, William and Ellis, Nick C. and Holland, John and Ke, Jinyun and Larsen-Freeman, Diane and Schoenemann, Tom}, month = dec, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-9922.2009.00533.x 2339240:C9W3P6YU 2405685:RWN7ZYWK}, pages = {1--26}, } @techreport{beteille_absenteeism_2009, address = {Stanford, California}, title = {Absenteeism, transfers and patronage: the political economy of labor markets in {India}}, url = {https://searchworks.stanford.edu/view/8496945}, institution = {School of Education, University of Stanford}, author = {Béteille, Tara}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RC4AWY4B 2405685:E9S2AD53}, } @techreport{bethke_alternative_2009, title = {Alternative education: filling the gap in emergency and post-conflict situations}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000184938/PDF/184938eng.pdf.multi}, urldate = {2022-08-25}, author = {Bethke, Lynne}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VFT8G57N 2405685:2BNDFIF2}, } @techreport{bird_promoting_2009, title = {Promoting resilience: developing capacity within education systems affected by conflict}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000191302/PDF/191302eng.pdf.multi}, institution = {UNESCO}, author = {Bird, Lyndsay}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N63YGE4H 2405685:3WF43YA8}, } @book{brookhart_exploring_2009, title = {Exploring formative assessment}, isbn = {978-1-4166-0826-4}, url = {https://books.google.co.uk/books/about/Exploring_Formative_Assessment.html?id=Jsc6PgAACAAJ&redir_esc=y}, abstract = {About the PLC series: Welcome to an adventure! If you are a teacher who is interested in developing a professional learning community to develop your classroom repertoire and increase your students achievement and motivation, you are in for a treat. A professional learning community (PLC) is a small group of teachers or administrators that meets regularly and works between meetings to accomplish shared goals. PLCs are vehicles for connecting teacher practice and student outcomes, improving both. About this book: Exploring Formative Assessment is your guide to creating a PLC to help further your understanding of how to use formative assessment in your school or classroom. You ll find everything you need to organize and run your PLC, including agendas, handouts, worksheets, and the background reading for each of seven sessions. You ll get the chance to try out new techniques and to collaborate with your colleagues as you deepen your understanding of formative assessment.}, language = {en}, publisher = {ASCD}, author = {Brookhart, Susan M.}, year = {2009}, note = {Google-Books-ID: Jsc6PgAACAAJ KerkoCite.ItemAlsoKnownAs: 2339240:BGD3K778 2405685:N5DDGE6D}, keywords = {Education / Professional Development, Education / Testing \& Measurement}, } @book{carden_knowledge_2009, address = {Los Angeles : Ottawa}, title = {Knowledge to policy: making the most of development research}, isbn = {978-81-7829-930-3}, shorttitle = {Knowledge to policy}, url = {https://www.idrc.ca/en/book/knowledge-policy-making-most-development-research}, language = {en}, publisher = {SAGE ; International Development Research Centre}, author = {Carden, F.}, year = {2009}, note = {OCLC: ocn310715459 KerkoCite.ItemAlsoKnownAs: 2339240:DXBA9N7R 2405685:UCMNA8EW}, keywords = {Economic development, Economic policy, Evaluation, Research Evaluation}, } @book{carl_teacher_2009, title = {Teacher {Empowerment} {Through} {Curriculum} {Development}: {Theory} {Into} {Practice}}, isbn = {978-0-7021-7751-4}, shorttitle = {Teacher {Empowerment} {Through} {Curriculum} {Development}}, url = {https://books.google.co.th/books/about/Teacher_Empowerment_Through_Curriculum_D.html?id=KHck3QIyu0kC&redir_esc=y}, abstract = {Treating curriculum studies as an educational field in its own right, this critical resource gives teachers the power to control the focus and direction their classes take by revealing the variety of benefits gained from rigorous curriculum planning. Stressing the importance of a teacher’s own involvement in the creation of curriculum, the guide shows teachers how to deal with the constant changes they face. For educators looking to contribute responsibly and dynamically to the content of their classes, this valuable and updated tool reveals new techniques that will empower educators and the significance behind involved curriculum development.}, language = {en}, publisher = {Juta and Company Ltd}, author = {Carl, Arend E.}, year = {2009}, note = {Google-Books-ID: KHck3QIyu0kC KerkoCite.ItemAlsoKnownAs: 2339240:TYRB2LRT 2405685:IKG6DI9I}, keywords = {Education / Curricula, Education / Professional Development}, } @article{clarke_design_2009, title = {Design for scalability: {A} case study of the {River} {City} curriculum}, volume = {18}, shorttitle = {Design for scalability}, doi = {10.1007/s10956-009-9156-4}, number = {4}, journal = {Journal of Science Education and Technology}, author = {Clarke, Jody and Dede, Chris}, year = {2009}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10956-009-9156-4 2339240:QUPKNCUZ 2405685:KM59HIC2}, pages = {353--365}, } @book{cuban_oversold_2009, title = {Oversold and underused}, publisher = {Harvard university press}, author = {Cuban, Larry}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HNRE54DM 2405685:BC5BDIB2}, } @article{davis_training_2009, title = {Training teachers to use new technologies impacts multiple ecologies: {Evidence} from a national initiative}, volume = {40}, copyright = {© 2008 The Authors. Journal compilation © 2008 British Educational Communications and Technology Agency}, issn = {1467-8535}, shorttitle = {Training teachers to use new technologies impacts multiple ecologies}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8535.2008.00875.x}, doi = {10.1111/j.1467-8535.2008.00875.x}, abstract = {A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an ‘organic’ approach that provided training in schools was highly rated, whereas a centralised computer-assisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers.}, language = {en}, number = {5}, urldate = {2020-01-07}, journal = {British Journal of Educational Technology}, author = {Davis, Niki and Preston, Christina and Sahin, Ismail}, year = {2009}, note = {shortDOI: 10/fhvbvz KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2008.00875.x 10/fhvbvz 2339240:DKEUNWLW 2339240:T72DR3LB 2405685:7P3XSK9S 2405685:ULQ4J6GL}, pages = {861--878}, } @article{dede_immersive_2009, title = {Immersive interfaces for engagement and learning}, volume = {323}, doi = {10.1126/science.1167311}, number = {5910}, journal = {science}, author = {Dede, Chris}, year = {2009}, note = {Publisher: American Association for the Advancement of Science KerkoCite.ItemAlsoKnownAs: 10.1126/science.1167311 2339240:SQQA37XD 2405685:2I8IGL6S}, pages = {66--69}, } @article{dedrick_multilevel_2009, title = {Multilevel modeling: {A} review of methodological issues and applications}, volume = {79}, issn = {0034-6543}, shorttitle = {Multilevel {Modeling}}, url = {https://www.jstor.org/stable/40071161}, doi = {10.3102/0034654308325581}, abstract = {This study analyzed the reporting of multilevel modeling applications of a sample of 99 articles from 13 peer-reviewed journals in education and the social sciences. A checklist, derived from the methodological literature on multilevel modeling and focusing on the issues of model development and specification, data considerations, estimation, and inference, was used to analyze the articles. The most common applications were two-level models where individuals were nested within contexts. Most studies were non-experimental and used nonprobability samples. The amount of data at each level varied widely across studies, as did the number of models examined. Analyses of reporting practices indicated some clear problems, with many articles not reporting enough information for a reader to critique the reported analyses. For example, in many articles, one could not determine how many models were estimated, what covariance structure was assumed, what type of centering if any was used, whether the data were consistent with assumptions, whether outliers were present, or how the models were estimated. Guidelines for researchers reporting multilevel analyses are provided.}, number = {1}, urldate = {2023-10-06}, journal = {Review of Educational Research}, author = {Dedrick, Robert F. and Ferron, John M. and Hess, Melinda R. and Hogarty, Kristine Y. and Kromrey, Jeffrey D. and Lang, Thomas R. and Niles, John D. and Lee, Reginald S.}, year = {2009}, note = {Publisher: [Sage Publications, Inc., American Educational Research Association] KerkoCite.ItemAlsoKnownAs: 2339240:MDFXZA8N 2405685:7GK3HEME}, pages = {69--102}, } @article{desimone_improving_2009, title = {Improving impact studies of teachers’ professional development: toward better conceptualizations and measures}, volume = {38}, shorttitle = {Improving impact studies of teachers’ professional development}, url = {https://isidore.udayton.edu/access/content/group/48d85ee6-68d7-4a63-ac4e-db6c0e01d494/EDT650/readings/Desimone_Laura_M.pdf}, doi = {10.3102/0013189X08331140}, number = {3}, journal = {Educational Researcher}, author = {Desimone, Laura M.}, year = {2009}, note = {Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08331140 2339240:IVT6T99S 2405685:ERA79A94 2405685:FHEZEEQ8 2534378:7B6KIFA3}, pages = {181--199}, } @techreport{dfid_political_2009, title = {Political {Economy} {Analysis} ’{How} to {Note}’}, url = {https://www.odi.org/publications/4797-political-economy-analysis-how-note}, abstract = {In 2008-9, POGO members teamed up with staff of The Policy Practice to contribute ideas and draft text to the DFID team preparing a ‘How To Note’ on Political Economy Analysis.}, language = {en}, urldate = {2020-09-29}, institution = {DFID}, author = {DFID}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U9SDZJID 2405685:UEGBUW57}, } @misc{education_development_center_inc_tuned_2009, title = {Tuned in to {Student} {Success}: {Assessing} the {Impact} of {IRI}}, shorttitle = {Tuned in to {Student} {Success}}, url = {https://www.edc.org/tuned-student-success-assessing-impact-iri}, abstract = {This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas.}, language = {en}, urldate = {2023-05-29}, author = {{Education Development Center, Inc.}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RXJXAI35 2405685:JCHFPDXZ}, } @article{elmadfa_assessment_2009, title = {Assessment of {Computer}-{Based} {Nutrition} {Education} {Model} in {Primary} {Schools} of {Lahore}, {Pakistan}}, volume = {55}, issn = {0250-6807}, language = {English}, journal = {Annals of Nutrition and Metabolism}, author = {Elmadfa, I. and Siddique, A.}, year = {2009}, note = {Place: Basel Publisher: Karger WOS:000270827202303 KerkoCite.ItemAlsoKnownAs: 2339240:ZAGF2JAT 2405685:327QGPS7}, keywords = {⛔ No DOI found}, pages = {577--577}, } @misc{em-dat_classification_2009, title = {Classification {\textbar} {EM}-{DAT}}, url = {https://www.emdat.be/classification}, author = {{EM-DAT}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2Y72MJ9B 2405685:8WJ37L9P}, } @article{frohberg_mobile_2009, title = {Mobile learning projects–a critical analysis of the state of the art}, volume = {25}, doi = {10.1111/j.1365-2729.2009.00315.x}, number = {4}, journal = {Journal of Computer Assisted Learning}, author = {Frohberg, Dirk and Göth, Christoph and Schwabe, Gerhard}, year = {2009}, note = {00168 shortDOI: 10/bg3h47 KerkoCite.ItemAlsoKnownAs: 10/bg3h47 2129771:295A7BM7 2405685:VR3WUCW5}, pages = {307--331}, } @article{grant_typology_2009, title = {A typology of reviews: an analysis of 14 review types and associated methodologies}, volume = {26}, copyright = {© 2009 The authors. Journal compilation © 2009 Health Libraries Group}, issn = {1471-1842}, shorttitle = {A typology of reviews}, url = {https://www.researchgate.net/publication/26260835_A_typology_of_reviews_An_analysis_of_14_review_types_and_associated_methologies}, doi = {10.1111/j.1471-1842.2009.00848.x}, abstract = {Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain.}, language = {en}, number = {2}, urldate = {2020-06-15}, journal = {Health Information \& Libraries Journal}, author = {Grant, Maria J. and Booth, Andrew}, year = {2009}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00848.x Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00848.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00848.x 2405685:4QUG24KV 2405685:CMA32K5M 2534378:Z2PSQF5J}, pages = {91--108}, } @article{habib_role_2009, title = {The role of government and {NGOs} in slum development: the case of {Dhaka} {City}}, volume = {19}, issn = {0961-4524}, shorttitle = {The role of government and ngos in slum development}, url = {https://www.jstor.org/stable/27752043}, doi = {10.1080/09614520802689576}, abstract = {This article addresses the situation of slums in Dhaka City in relation to government and NGO mechanisms and priorities for slum development and upgrading. It concludes with specific suggestions for better slum management in the Bangladesh capital.}, number = {2}, urldate = {2021-10-25}, journal = {Development in Practice}, author = {Habib, Enamul}, year = {2009}, note = {Publisher: [Taylor \& Francis, Ltd., Oxfam GB] KerkoCite.ItemAlsoKnownAs: 10.1080/09614520802689576 2339240:V34LB5LZ 2405685:UMWM9PHR}, pages = {259--265}, } @article{hall_engaging_2009, title = {Engaging in and engaging with research: teacher inquiry and development}, volume = {15}, issn = {1354-0602, 1470-1278}, shorttitle = {Engaging in and engaging with research}, url = {https://nrl.northumbria.ac.uk/id/eprint/42445/1/Engaging%20In%20and%20Engaging%20With%20Research%20-%20Teacher%20Inquiry%20and%20Development.pdf}, doi = {10.1080/13540600903356985}, language = {en}, number = {6}, urldate = {2021-05-31}, journal = {Teachers and Teaching}, author = {Hall, Elaine}, month = dec, year = {2009}, note = {Extra URL: https://www.tandfonline.com/doi/full/10.1080/13540600903356985 KerkoCite.ItemAlsoKnownAs: 10.1080/13540600903356985 2339240:UPZ52PGQ 2405685:KPTTD3X9 2405685:X5KU2IDB 2534378:LPFXMVTM}, pages = {669--681}, } @article{hall_addressing_2009, title = {Addressing quality through school fees and school funding}, copyright = {Attribution-NonCommercial-NoDerivatives 4.0 International}, url = {https://open.uct.ac.za/handle/11427/3988}, language = {eng}, urldate = {2022-06-01}, author = {Hall, Katharine and Giese, Sonja}, year = {2009}, note = {Accepted: 2014-07-30T08:28:13Z Publisher: Children's Institute KerkoCite.ItemAlsoKnownAs: 2339240:GJJMMNXQ 2405685:C4UF8585 4656463:NXRM4SN2}, keywords = {⛔ No DOI found}, } @article{hardman_changing_2009, title = {Changing pedagogical practice in {Kenyan} primary schools: the impact of school‐based training}, volume = {45}, issn = {0305-0068, 1360-0486}, shorttitle = {Changing pedagogical practice in {Kenyan} primary schools}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050060802661402}, doi = {10.1080/03050060802661402}, language = {en}, number = {1}, urldate = {2020-05-16}, journal = {Comparative Education}, author = {Hardman, Frank and Abd‐Kadir, Jan and Agg, Catherine and Migwi, James and Ndambuku, Jacinta and Smith, Fay}, month = feb, year = {2009}, note = {shortDOI: 10/d4pwg6 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802661402 10/d4pwg6 2405685:YDTY3JCV}, keywords = {C:Kenya}, pages = {65--86}, } @article{hartling_risk_2009, title = {Risk of bias versus quality assessment of randomised controlled trials: cross sectional study}, volume = {339}, language = {en}, number = {1}, journal = {British Medical Journal}, author = {Hartling, L. and Ospina, M. and Liang, Y.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:98CY3A45 2486141:LCID6Q5M}, keywords = {⛔ No DOI found}, pages = {1--6}, } @techreport{hasler_access_2009, title = {Access to {Open} {Educational} {Resources}: {Report} of a {UNESCO} {OER} {Community} {Discussion}.}, copyright = {Creative Commons: Attribution Share Alike 2.5}, language = {en}, institution = {IIEP}, author = {Haßler, Björn}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ADE7A9P 2129771:A62ZDWFW 2129771:YNRBBDKJ 2405685:Z4IIZ3IE 261451:3WM33AEQ 261495:8IVTDTR9}, keywords = {Author:Haßler, Björn-CV-OECS, ⛔ No DOI found}, pages = {59}, } @article{heemskerk_gender_2009, title = {Gender inclusiveness in educational technology and learning experiences of girls and boys}, volume = {41}, issn = {1539-1523, 1945-0818}, url = {http://www.tandfonline.com/doi/abs/10.1080/15391523.2009.10782531}, doi = {10.1080/15391523.2009.10782531}, language = {en}, number = {3}, urldate = {2021-04-29}, journal = {Journal of Research on Technology in Education}, author = {Heemskerk, Irma and ten Dam, Geert and Volman, Monique and Admiraal, Wilfried}, month = mar, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2009.10782531 2339240:5WAQ9NGS 2405685:T4NTK59H}, pages = {253--276}, } @article{ho_tuned_2009, title = {Tuned {In} {To} {Student} {Success} {Assessing} the {Impact} of {Interactive} {Radio} {Instruction} for the {Hardest}-to-{Reach}}, url = {https://www.semanticscholar.org/paper/Tuned-In-To-Student-Success-Assessing-the-Impact-of-Ho-Thukral/0765a41432c64203104422c32a129ce947315a17}, abstract = {A review of recent research was conducted to assemble evidence on the impact that Interactive Radio Instruction (IRI) may have on improving student learning outcomes. IRI is an instructional tool designed to deliver a family of active learning packages via radio broadcast using a dual-audience approach. IRI exposes students to regular, curriculum-based learning content while modeling effective learning activities and classroom organization techniques for teachers. As IRI continues to be called upon to improve teaching and learning in low-resource and hard-to-reach areas, a better understanding of the empirical data available is critical to guide the way forward. IRI has been implemented by Education Development Center, Inc. (EDC) in over 50 countries over the past 30 years. This paper is a review of existing student and teacher data collected by EDC’s IRI projects. Effect sizes are used to summarize what is known about the effect of IRI on student learning gains in Grades K-4 for English, Mathematics, Science, Social Studies, and Local Language. In all, student test results from 13 projects, ranging from Nicaragua in 1977 through Indonesia in 2008, are reviewed, as are teacher observation outcomes from Mali and Madagascar.}, language = {en}, urldate = {2022-06-25}, author = {Ho, J. and Thukral, H. and Laflin, M.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QXWFNRPL 2405685:X87WD2EZ}, keywords = {⛔ No DOI found}, } @techreport{ho_tuned_2009, address = {Washington DC}, title = {Tuned in to {Student} {Success}: {Assessing} the {Impact} of {Interactive} {Radio} {Instruction} for the {Hardest}-{To}-{Reach}}, shorttitle = {Tuned in to {Student} {Success}}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.507.3541&rep=rep1&type=pdf}, abstract = {This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas.}, language = {EN}, institution = {Education Development Center}, author = {Ho, Jennifer and Thukral, Hetal}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4A5246Z6 2339240:62K8ZTKG 2339240:J5GYXMFY 2405685:V73WF7EZ 2405685:VF7IM4CW 2405685:WH7JDBUP}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{ho_tuned_2009, title = {Tuned in to {Student} {Success}, {Assessing} the impact of {Interactive} {Radio} {Instruction} for the hardest-to-reach}, volume = {4}, language = {en}, number = {2: ICT and Education}, journal = {Journal of Education for International Development}, author = {Ho, Jennifer and Thukral, Hetal}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C9UYYZTE 2339240:SX76SLEZ 2405685:5TDGEFV4 2405685:6LNNLS62 2405685:LQEM4ZCI 2534379:58BVKHVC}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {69}, } @article{hoodbhoy_pakistans_2009, title = {Pakistan's {Higher} {Education} {System}—{What} {Went} {Wrong} and {How} to {Fix} {It}}, volume = {48}, issn = {0030-9729}, url = {https://www.jstor.org/stable/41261335}, doi = {10.30541/v48i4iipp.581-594}, number = {4}, urldate = {2021-02-02}, journal = {The Pakistan Development Review}, author = {Hoodbhoy, Pervez}, year = {2009}, note = {Publisher: Pakistan Institute of Development Economics, Islamabad KerkoCite.ItemAlsoKnownAs: 10.30541/v48i4IIpp.581-594 10.30541/v48i4iipp.581-594 10/ghzt9f 2339240:WS4MICAT 2405685:JS95GND5}, pages = {581--594}, } @techreport{idrc_idrc_2009, title = {{IDRC} in {Pakistan}}, url = {https://www.idrc.ca/sites/default/files/sp/Documents%20EN/idrc-in-pakistan.pdf}, institution = {IRDC}, author = {IDRC}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CFIXEMFB 2405685:CTCDCYPM}, } @book{institut_de_statistique_de_lunesco_guide_2009, address = {Montréal}, title = {Guide to measuring information and communication technologies ({ICT}) in education.}, isbn = {978-92-9189-078-1}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186547}, language = {English}, publisher = {UNESCO Institute for Statistics}, author = {{Institut de statistique de l'Unesco}}, year = {2009}, note = {OCLC: 757431595 KerkoCite.ItemAlsoKnownAs: 2339240:VDRFQ2BH 2405685:H7DDQDWI}, } @techreport{jones_policy-making_2009, title = {Policy-making as discourse: a review of recent knowledge-to-policy literature}, url = {https://www.emergentworks.net/sites/default/files/ikmemergent_archive/090911-ikm-working-paper-5-policy-making-as-discourse.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Jones, Harry}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ETMVZP8E 2405685:85MXGEIF}, pages = {37}, } @article{kalra_design_2009, title = {Design of a braille writing tutor to combat illiteracy}, volume = {11}, issn = {1572-9419}, url = {https://doi.org/10.1007/s10796-009-9171-2}, doi = {10.1007/s10796-009-9171-2}, abstract = {Less than 3\% of the 145 million blind people living in developing countries are literate (Helander, Prejudice and dignity: An introduction to community-based rehabilitation. New York: UNDP 1998). This low literacy rate is partly due to the lack of trained teachers and the challenges associated with learning to write braille on a traditional slate and stylus. These challenges include writing from right to left, writing mirrored images of letters, and receiving significantly delayed feedback. Extensive conversations with the Mathru Educational Trust for the Blind near Bangalore, India, revealed the need for a robust, low-power, low-cost braille writing tutor. We present an iterative and participatory process resulting in the creation and refinement of a prototype braille writing tutor system. This system uses a novel input device to capture a student’s activity on a slate using a stylus and uses a range of techniques to teach braille writing skills to both beginner and advanced students. We report on lessons learned from the implementation of this project and from a 6-week pilot study at Mathru, and outline future directions for improvement.}, language = {en}, number = {2}, urldate = {2021-03-04}, journal = {Information Systems Frontiers}, author = {Kalra, N. and Lauwers, T. and Dewey, D. and Stepleton, T. and Dias, M. B.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10796-009-9171-2 2339240:DMTM67T4 2405685:FFILLF45}, pages = {117--128}, } @article{kamens_globalization_2009, title = {Globalization and the growth of international educational testing and national assessment}, volume = {54}, doi = {10.1086/648471}, number = {1}, journal = {Comparative Education Review}, author = {Kamens, D.H. and McNeely, C.L.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/648471 2339240:5B96GY8M 2405685:GK3NERIR}, pages = {5--25}, } @techreport{khattak_research_2009, title = {Research in {Difficult} {Settings}: {Reflections} on {Pakistan} and {Afghanistan}}, url = {http://hdl.handle.net/10625/40067}, language = {en}, institution = {International Development Research Center (IDRC)}, author = {Khattak, Saba Gul}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XSWXCUZW 2405685:MES6JCMC}, keywords = {⛔ No DOI found}, } @article{king_automation_2009, title = {The automation of science}, volume = {324}, doi = {10.1126/science.1165620}, language = {en}, number = {5923}, journal = {Science}, author = {King, R.D. and Rowland, J. and Oliver, S.G.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165620 2405685:2H439GC6 2486141:QY3VWCSF}, keywords = {\_Added-ailr-2024}, pages = {85--89}, } @article{kitchenham_systematic_2009, title = {Systematic literature reviews in software engineering -- a systematic literature review}, volume = {51}, issn = {09505849}, url = {https://www.cin.ufpe.br/~in1037/leitura/meta-systematic-reviews-kitchenham-jan09ist.pdf}, doi = {10.1016/j.infsof.2008.09.009}, abstract = {Background: In 2004 the concept of evidence-based software engineering (EBSE) was introduced at the ICSE04 conference. Aims: This study assesses the impact of systematic literature reviews (SLRs) which are the recommended EBSE method for aggregating evidence. Method: We used the standard systematic literature review method employing a manual search of 10 journals and 4 conference proceedings. Results: Of 20 relevant studies, eight addressed research trends rather than technique evaluation. Seven SLRs addressed cost estimation. The quality of SLRs was fair with only three scoring less than 2 out of 4. Conclusions: Currently, the topic areas covered by SLRs are limited. European researchers, particularly those at the Simula Laboratory appear to be the leading exponents of systematic literature reviews. The series of cost estimation SLRs demonstrate the potential value of EBSE for synthesising evidence and making it available to practitioners.}, language = {en}, number = {1}, urldate = {2021-06-13}, journal = {Information and Software Technology}, author = {Kitchenham, Barbara and Pearl Brereton, O. and Budgen, David and Turner, Mark and Bailey, John and Linkman, Stephen}, month = jan, year = {2009}, note = {Extra URL: https://linkinghub.elsevier.com/retrieve/pii/S0950584908001390 KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2008.09.009 2405685:UHB3JJEW 2534378:VLJPW5LY}, pages = {7--15}, } @book{kratli_mobile_2009, address = {London}, title = {Mobile pastoralists and education: strategic options}, isbn = {978-1-84369-759-6}, shorttitle = {Mobile pastoralists and education}, url = {https://pubs.iied.org/pdfs/10021IIED.pdf?}, language = {en}, publisher = {International Institute for Environment and Development (UK)}, author = {Krätli, Saverio and Dyer, Caroline}, year = {2009}, note = {OCLC: 530332024 KerkoCite.ItemAlsoKnownAs: 2339240:9K8YBQ5V 2405685:9UUV7432}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{kratli_mobile_2009, address = {London}, title = {Mobile pastoralists and education: strategic options}, shorttitle = {Mobile pastoralists and education}, url = {https://pubs.iied.org/10021IIED/}, language = {en}, institution = {International Institute for Environment and Development (UK)}, author = {Krätli, Saverio and Dyer, Caroline}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VM5C8CTC 2405685:67CTNWXD}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{kratli_mobile_2009, address = {London}, title = {Mobile pastoralists and education: strategic options}, isbn = {978-1-84369-759-6}, shorttitle = {Mobile pastoralists and education}, url = {https://pubs.iied.org/pdfs/10021IIED.pdf?}, language = {en}, publisher = {International Institute for Environment and Development (UK)}, author = {Krätli, Saverio and Dyer, Caroline}, year = {2009}, note = {OCLC: 530332024 KerkoCite.ItemAlsoKnownAs: 2339240:9K8YBQ5V 2405685:9UUV7432}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{kratli_mobile_2009, address = {London}, title = {Mobile pastoralists and education: strategic options}, shorttitle = {Mobile pastoralists and education}, url = {https://pubs.iied.org/10021IIED/}, language = {en}, institution = {International Institute for Environment and Development (UK)}, author = {Krätli, Saverio and Dyer, Caroline}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VM5C8CTC 2405685:67CTNWXD}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{lansdown_see_2009, title = {See me, hear me. {A} guide to using the {UN} {Convention} on the {Rights} of {Persons} with {Disabilities}}, url = {https://resourcecentre.savethechildren.net/node/1947/pdf/1947.pdf}, language = {en}, urldate = {2019-11-05}, institution = {Save the Children}, author = {Lansdown, Gerison}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GFWUHXF 2405685:KCTNIF3M 503888:P78X4BL7}, keywords = {CitedIn:eCubed, eCubed}, } @techreport{lee_sisimpurs_2009, address = {New York}, title = {Sisimpur’s reach and educational impact: {Evidence} from a national longitudinal survey of a {Sesame} {Street} project in {Bangladesh}.}, institution = {Sesame Workshop}, author = {Lee, H.J.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KIX4GIDD 2405685:JU9AZWT2 4803016:35JDVYDE}, } @article{liberati_prisma_2009, title = {The {PRISMA} statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration.}, volume = {339}, doi = {10.1136/bmj.b2700}, abstract = {Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.}, journal = {BMJ (Clinical research ed.)}, author = {Liberati, Alessandro and Altman, Douglas G. and Tetzlaff, Jennifer and Mulrow, Cynthia and Gøtzsche, Peter C. and Ioannidis, John P.A. and Clarke, Mike and Devereaux, P. J. and Kleijnen, Jos and Moher, David}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2700 2405685:IY3KR6K9}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @article{liberati_prisma_2009, title = {The {PRISMA} statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration.}, volume = {339}, doi = {10.1136/bmj.b2700}, abstract = {Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.}, journal = {BMJ (Clinical research ed.)}, author = {Liberati, Alessandro and Altman, Douglas G. and Tetzlaff, Jennifer and Mulrow, Cynthia and Gøtzsche, Peter C. and Ioannidis, John P.A. and Clarke, Mike and Devereaux, P. J. and Kleijnen, Jos and Moher, David}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2700 2405685:IY3KR6K9}, keywords = {\_\_\_working\_potential\_duplicate}, } @inproceedings{markauskaite_designing_2009, title = {Designing for complex {ICT}-based learning: understanding teacher thinking to help improve educational design}, language = {en}, author = {Markauskaite, Lina and Goodyear, Peter}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CVKX9PML 2405685:4SAUCKC2}, keywords = {⛔ No DOI found}, pages = {12}, } @book{merriam_qualitative_2009, title = {Qualitative {Research}: {A} {Guide} to {Design} and {Implementation}}, abstract = {Praise for the Third Edition of Qualitative Research: "Sharan B. Merriam synthesizes twenty years of developments in qualitative research with clarity and acumen." ?Michael Quinn Patton, author, Qualitative Research and Evaluation Methods "Here is a qualitative research methods book that reinforces the connection between professional experience and qualitative inquiry." ?Robert Stake, author, The Art of Case Study Research and Multiple Case Study Analysis "In this new edition, Sharan Merriam once again presents the world of qualitative research in language engaging and accessible?for new and experienced readers alike. If you can have only one book about qualitative research, this is it!" ?Patricia M. Reeves, associate professor, School of Social Work, University of Georgia "Mystified by qualitative research? You couldn't ask for a better guide than Sharan Merriam, who introduces you to the fundamental concepts of this research method, explains its complex forms, and then shows you exactly how to do a high-quality qualitative study." ?M. Carolyn Clark, coeditor, The International Journal of Qualitative Studies in Education}, language = {en}, publisher = {John Wiley \& Sons}, author = {Merriam, Sharan B.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N3J2Y93P 2405685:7G2UTPZC}, keywords = {Education / General}, } @techreport{ministry_of_education_national_2009, title = {National {Education} {Policy} 2009}, url = {http://itacec.org/document/2015/7/National_Education_Policy_2009.pdf}, urldate = {2020-07-21}, institution = {Government of Pakistan}, author = {{Ministry of Education}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K3JILXD8 2405685:9ZZ2SVMJ 2405685:M94ZQF5Z}, } @techreport{ministry_of_education_and_federal_training_pakistan_national_2009, title = {National {Education} {Policy}}, url = {http://itacec.org/document/2015/7/National_Education_Policy_2009.pdf}, urldate = {2020-06-11}, author = {Ministry of Education {and} Federal Training (Pakistan)}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:C2TJ7SEC}, } @misc{ministry_of_education_and_vocational_training_education_2009, title = {Education and {Training} {Policy}}, url = {http://www.tzdpg.or.tz/fileadmin/documents/dpg_internal/dpg_working_groups_clusters/cluster_2/education/3-Core_Documents/Education_and_Training_Policy_2009-Translated_Draft.pdf}, author = {Ministry of Education {and} Vocational Training}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U2T3JYR8 2405685:NV4VKFX9}, } @techreport{ministry_of_education_and_vocational_training_education_2009, title = {Education and {Training} {Policy} 2009 -{Translated} {Draft}}, url = {http://www.tzdpg.or.tz/fileadmin/documents/dpg_internal/dpg_working_groups_clusters/cluster_2/education/3-Core_Documents/Education_and_Training_Policy_2009-Translated_Draft.pdf}, urldate = {2021-03-12}, institution = {United Republic of Tanzania}, author = {Ministry of Education {and} Vocational Training}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2TPZCUZ8 2405685:RNFHTS7E}, } @techreport{miyazawa_literacy_2009, title = {Literacy {Promotion} through {Mobile} {Phones}}, url = {http://www.unesco.org.pk/education/documents/Project%20Brief%20Paper_ICT.pdf}, language = {en}, institution = {UNESCO}, author = {Miyazawa, Ichiro}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ITZEFIGS}, } @article{moher_prisma_2009, title = {{PRISMA}: {Preferred} {Reporting} {Items} for {Systematic} {Reviews} and {Meta}-{Analyses}}, volume = {6}, url = {http://www.prisma-statement.org/}, doi = {10.1371/journal.pmed100097}, abstract = {PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses. PRISMA focuses on the reporting of reviews evaluating randomized trials, but can also be used as a basis for reporting systematic reviews of other types of research, particularly evaluations of interventions.}, number = {7}, urldate = {2019-07-18}, journal = {PLoS Med}, author = {Moher, D and Liberati, A and Altman, DG}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed100097 2339240:D6R5ZTGB 2405685:W8ACXNRM}, keywords = {THEME: Education management, ⚠️ Invalid DOI}, } @article{moher_preferred_2009, title = {Preferred reporting items for systematic reviews and meta-analyses: the {PRISMA} statement}, volume = {339}, issn = {1756-1833}, shorttitle = {Preferred reporting items for systematic reviews and meta-analyses}, url = {https://www.bmj.com/content/339/bmj.b2535}, doi = {10.1136/bmj.b2535}, abstract = {{\textless}p{\textgreater}\textbf{David Moher and colleagues} introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses{\textless}/p{\textgreater}}, language = {en}, urldate = {2020-12-10}, journal = {BMJ}, author = {Moher, David and Liberati, Alessandro and Tetzlaff, Jennifer and Altman, Douglas G.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:92S5HDHK 2405685:VPGSHUXL}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {b2535}, } @techreport{morpeth_open_2009, address = {Nepal}, title = {Open and distance learning for basic education in {South} {Asia}: its potential for hard-to-reach children and children in conflict and disaster areas.}, shorttitle = {Open and distance learning for basic education in {South} {Asia}}, url = {http://oro.open.ac.uk/25572/1/ODL_for_Hard_to_Reach_Children_Main__Report_.pdf}, language = {en}, institution = {United Nations Children's Fund}, author = {Morpeth, R and Creed, C and Cullen, J and Page, E and Raynor, J}, year = {2009}, note = {OCLC: 732344293 KerkoCite.ItemAlsoKnownAs: 2339240:QT6HVKXS 2405685:WLVSJWJH}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{morpeth_open_2009, address = {Nepal}, title = {Open and distance learning for basic education in {South} {Asia}: its potential for hard-to-reach children and children in conflict and disaster areas.}, shorttitle = {Open and distance learning for basic education in {South} {Asia}}, language = {en}, institution = {UNICEF}, author = {Morpeth, Ros and Creed, Charlotte and Cullen, Jane and Page, Elspeth and Raynor, Janet}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NJVAHKIY 2405685:4T4243XR}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{morris_radio_2009, title = {Radio {Instruction} to {Strengthen} {Education} ({RISE}) in {Zanzibar}. {Learning} gains assessment: more than child's play.}, url = {https://cupdf.com/document/radio-instruction-to-strengthen-education-rise-in-iddedcorgsitesiddedcorgfilesradio.html}, abstract = {Students at a RISE learning center, who now have access to an early childhood education. RADIO INSTRUCTION TO STRENGTHEN EDUCATION (RISE) IN ZANZIBAR LEARNING GAINS ASSESSMENT:…}, language = {en}, urldate = {2021-11-02}, institution = {Education Development Center, Inc. and Ministry of Education and Vocational Training}, author = {Morris, Emily and Philip, Miriam and Othman, Abrahman Faki and Mitchell, James and Quiones, Esteban J. and Leatxe, Denisse}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B9UUQVJH 2405685:9E3KIGN5}, } @article{murchan_teacher_2009, title = {Teacher learning and policy intention: selected findings from an evaluation of a large‐scale programme of professional development in the {Republic} of {Ireland}}, volume = {32}, issn = {0261-9768, 1469-5928}, shorttitle = {Teacher learning and policy intention}, url = {https://www.researchgate.net/publication/232831310_Teacher_learning_and_policy_intention_Selected_findings_from_an_evaluation_of_a_large-scale_programme_of_professional_development_in_the_Republic_of_Ireland}, doi = {10.1080/02619760903247292}, language = {en}, number = {4}, urldate = {2021-05-31}, journal = {European Journal of Teacher Education}, author = {Murchan, Damian and Loxley, Andrew and Johnston, Keith}, month = nov, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02619760903247292 2339240:TT6DVECV 2405685:5VUMZ5WA}, } @book{oecd_creating_2009, address = {Paris}, title = {Creating effective teaching and learning environments: first results from {TALIS}}, isbn = {978-92-64-05605-3}, shorttitle = {Creating effective teaching and learning environments}, language = {en}, publisher = {OECD}, editor = {OECD}, year = {2009}, note = {OCLC: 845567686 KerkoCite.ItemAlsoKnownAs: 2405685:9N4IMAQN}, keywords = {C:OECD countries}, } @article{pascarella_blogging_2009, title = {Blogging as a {Critical} {Praxis}: {Becoming} a {Critical} {Teacher} {Educator} in the {Ague} of {Participatory} {Culture}}, url = {https://escholarship.mcgill.ca/concern/file_sets/hh63sw768?locale=en}, urldate = {2022-08-22}, author = {Pascarella, John}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9JYTR4IK 2405685:V5UQRXDR}, keywords = {⛔ No DOI found}, } @phdthesis{pascarella_blogging_2009, type = {Ph.{D}.}, title = {Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture}, url = {https://escholarship.mcgill.ca/concern/theses/wp988k86s}, abstract = {This self-study of becoming a critical teacher educator extends the research on blogs as a vehicle of critical self-reflection in teaching and teacher education. While the primary focus of this thesis is a self-study of the process of becoming a teacher educator, the author presents findings based on discursive data collected from blogs produced by teacher candidates in two case studies, which inform this process of becoming. The case studies are represented as two “strands”: one carried out in Montréal, Quebec, Canada, at McGill University, and the other carried out near Durban, KwaZulu-Natal, South Africa, at the University of KwaZulu-Natal. Like prior studies involving the use of blogs in teacher preparation, this study examines pre-service teachers’ critical engagement with topics and issues endemic to their current field experiences and future careers in K-12 classrooms. The instructional techniques deployed in the case studies adhered to principles of modeling technology integration in order to transform teaching and learning activities by facilitating a learning environment for pre-service teacher candidates informed by the tenets of critical pedagogy. In this vein, this study examines the implementation of a particular instructional strategy, problem-posing pedagogy, as a practice that integrates the use of blogs to aid the achievement of pre-service teacher candidates’ “critical self-engagement” as well as contribute to the author’s development as a critical teacher educator.}, language = {English}, school = {McGill University}, author = {Pascarella, John}, year = {2009}, note = {ISBN: 978-0-494-61838-7 Publication Title: ProQuest Dissertations and Theses NR61838 Loc in Archive 305106950 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/305106950?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3MNATQZE 2534378:IZK6PKSA 2534378:L3NWKKA3}, keywords = {0530:Teacher education, 0710:Educational technology, Blogging, Critical praxis, Culture, Education, Educational technology, Participatory culture, Teacher education, Teacher educator, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097704, \_\_finaldtb}, } @incollection{paulson_tvet_2009, address = {London}, title = {{TVET} and community reintegration: exploring the connections in {Sierra} {Leone}'s {DDR} process}, volume = {2}, isbn = {978-1-4020-5280-4}, shorttitle = {{TVET} and community reintegration}, url = {http://researchspace.bathspa.ac.uk/2554/}, urldate = {2020-12-15}, booktitle = {International handbook of education for the changing world of work: bridging academic and vocational learning}, publisher = {Springer}, author = {Paulson, J.}, editor = {Maclean, R. and Wilson, D.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SI333Z4W}, } @misc{petersen_waterfall_2009, title = {The {Waterfall} {Model} in {Large}-{Scale} {Development} {\textbar} {SpringerLink}}, url = {https://link.springer.com/chapter/10.1007/978-3-642-02152-7_29}, urldate = {2022-04-25}, author = {Petersen, Kai and Wohlin, Claes and Baca, Dejan}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CUTJVXRU 2405685:AAQZP9JA}, } @article{prah_mother-tongue_2009, title = {Mother-tongue education in {Africa} for emancipation and development: {Towards} the intellectualisation of {African} languages}, shorttitle = {Mother-tongue education in {Africa} for emancipation and development}, journal = {Languages and education in Africa: A comparative and transdisciplinary analysis}, author = {Prah, Kwesi Kwaa}, year = {2009}, note = {Publisher: Symposium books Oxford KerkoCite.ItemAlsoKnownAs: 2405685:VRXH527K 4042040:FRQ62ZAC}, keywords = {⛔ No DOI found}, pages = {83--104}, } @misc{renault-lescure_langues_2009, title = {Langues et école en {Guyane}}, publisher = {L'Harmattan}, author = {Renault-Lescure, Odile and Migge, Bettina}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:655T4Y9E 4042040:NEF5UXZT}, } @misc{robinson_summary_2009, title = {A summary of '{Diffusion} of innovations'}, url = {https://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf}, urldate = {2021-08-05}, author = {Robinson, Les}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QR5H3TLM 2405685:IGDMG7E5}, } @misc{sadler_futility_2009, title = {The futility of attempting to codify academic achievement standards {\textbar} {SpringerLink}}, url = {https://link.springer.com/article/10.1007/s10734-013-9649-1}, urldate = {2022-06-24}, author = {Sadler, Royce}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WLDMM9AL 2405685:E3CC57J7}, } @inproceedings{sanchez_using_2009, title = {Using system dynamics to model student interest in science technology, engineering, and mathematics}, language = {en}, booktitle = {Proceedings of {The} 27th {International} {Conference} of the {System} {Dynamics} {Society}}, author = {Sanchez, H. Alex and Wells, Brian and Attridge, Joanne M.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ERANKEMP 2405685:XR5WTEMG}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {18}, } @article{straub_understanding_2009, title = {Understanding technology adoption: theory and future directions for informal learning}, volume = {79}, issn = {0034-6543, 1935-1046}, shorttitle = {Understanding technology adoption}, url = {http://journals.sagepub.com/doi/10.3102/0034654308325896}, doi = {10.3102/0034654308325896}, abstract = {How and why individuals adopt innovations has motivated a great deal of research. This article examines individuals’ computing adoption processes through the lenses of three adoption theories: Rogers’s innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Incorporating all three models, this article suggests technology adoption is a complex, inherently social, developmental process; individuals construct unique yet malleable perceptions of technology that influence their adoption decisions. Thus, successfully facilitating technology adoption must address cognitive, emotional, and contextual concerns. This article also focuses specific attention on adoption theory outside of a formal organization and the implications of adoption theory on informal environments.}, language = {en}, number = {2}, urldate = {2021-11-10}, journal = {Review of Educational Research}, author = {Straub, Evan T.}, month = jun, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0034654308325896 2339240:SXNKWGBZ 2405685:UMNMVJE4}, pages = {625--649}, } @article{tilvawala_information_2009, title = {Information {Literacy} in {Kenya}}, volume = {39}, issn = {1681-4835}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1681-4835.2009.tb00275.x}, doi = {10.1002/j.1681-4835.2009.tb00275.x}, abstract = {There are a growing number of information and communications technologies (ICT) initiatives in developing countries. These initiatives are usually undertaken on the basis that they are important for social and economic development. However, one barrier to the efficient utilisation of ICT in developing countries is the relatively low level of information literacy. Without the ability to manipulate and use information effectively, investments in ICT-for-development projects may be unsuccessful. In this research project, three ICT initiatives in Kenya are analysed in the light of the dimensions of information literacy. Implications for other developing countries are discussed.}, language = {en}, number = {1}, urldate = {2021-03-19}, journal = {The Electronic Journal of Information Systems in Developing Countries}, author = {Tilvawala, Khushbu and Myers, Michael D. and Andrade, Antonio Díaz}, year = {2009}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.1681-4835.2009.tb00275.x KerkoCite.ItemAlsoKnownAs: 10.1002/j.1681-4835.2009.tb00275.x 10/gj37f3 2339240:BP8W3QED 2405685:2BHNSFRF}, keywords = {Information and communications technology, Kenya, developing countries, information literacy}, pages = {1--11}, } @misc{trucano_-line_2009, title = {On-line safety for students in developing countries}, url = {https://blogs.worldbank.org/edutech/online-safety-for-students}, abstract = {When participating in discussions with officials planning for the use of computers and the Internet in schools in many developing countries, I am struck by how child Internet safety issues are often only considered as an afterthought -- if indeed they are considered at all. Yet these issues almost *always* present themselves during implementation, and ...}, language = {en}, urldate = {2022-11-18}, author = {Trucano, Mike}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6F2RLCQS 2405685:5W4VQIV4}, } @techreport{undp_human_2009, address = {New York, NY, USA}, title = {Human {Development} {Report} 2009: {Overcoming} barriers—{Human} mobility and development}, url = {https://www.un.org/en/development/desa/population/events/pdf/8/UNDP_OHDR_Klugmann.pdf}, institution = {United Nations Development Programme (UNDP)}, author = {UNDP}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JCKNGM3L 2405685:XEIHRBY3}, } @book{unesco_overcoming_2009, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Overcoming inequality: why governance matters}, shorttitle = {Overcoming inequality}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2009-governance/}, urldate = {2014-05-14}, author = {UNESCO}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X7ICVKB8 2405685:3YGT6Z7I}, keywords = {EfA, GMR}, } @misc{univeristy_of_virginia_citizens_2009, title = {Citizens {In} 34 {Countries} {Show} {Implicit} {Bias} {Linking} {Males} {More} {Than} {Females} {With} {Science}}, url = {https://www.sciencedaily.com/releases/2009/06/090622171410.htm}, abstract = {Implicit stereotypes -- thoughts that people may be unwilling to express or may not even know that they have -- may have a powerful effect on gender equity in science and mathematics engagement and performance, according to a new study.}, language = {en}, urldate = {2021-12-14}, journal = {ScienceDaily}, author = {Univeristy of Virginia}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SQGPCWLJ 2405685:TMHVFA4Z}, } @article{vernaudon_vers_2009, title = {Vers une école plurilingue: {Dans} les collectivités françaises d'{Océanie} et de {Guyane}}, shorttitle = {Vers une école plurilingue}, journal = {Vers une école plurilingue}, author = {Vernaudon, Jacques and Fillol, Véronique}, year = {2009}, note = {Publisher: L'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:KS8MMNGD 4042040:IF35AMA6}, keywords = {⛔ No DOI found}, pages = {1--322}, } @book{wedell_planning_2009, title = {Planning for educational change: putting people and their contexts first}, language = {en}, publisher = {Bloomsbury publishing}, author = {Wedell, Martin}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:97JNXGSM}, keywords = {⛔ No DOI found}, } @article{williamson_educational_2009, title = {Educational reform, enquiry‐based learning and the re‐professionalisation of teachers}, volume = {20}, issn = {0958-5176, 1469-3704}, url = {https://www.researchgate.net/publication/248993852_Educational_reform_enquiry-based_learning_and_the_re-professionalisation_of_teachers}, doi = {10.1080/09585170903195894}, language = {en}, number = {3}, urldate = {2021-05-31}, journal = {The Curriculum Journal}, author = {Williamson, Ben and Morgan, John}, year = {2009}, note = {Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170903195894 KerkoCite.ItemAlsoKnownAs: 10.1080/09585170903195894 2339240:UECZRQMK 2405685:3J8IQVHB 2405685:BU4DA77T 2405685:JR8QJ4C7 2534378:ZGC3LGMX}, pages = {287--304}, } @techreport{world_bank_briefing_2009, title = {Briefing note on e-learning}, url = {https://web.worldbank.org/archive/website01006/WEB/0__C-331.HTM}, language = {EN}, urldate = {2020-04-26}, author = {World Bank}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R8SD9XHC 2405685:IRPDPJ5Z}, } @article{yu_political_2009, title = {The {Political} {Economy} of {Data} {Protection}}, volume = {84}, language = {en}, author = {Yu, Peter K}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJFB55TY 2405685:QQ2D5FDM}, pages = {27}, } @article{wayne_experimenting_2008, title = {Experimenting {With} {Teacher} {Professional} {Development}: {Motives} and {Methods}}, volume = {37}, issn = {0013-189X}, shorttitle = {Experimenting {With} {Teacher} {Professional} {Development}}, url = {https://doi.org/10.3102/0013189X08327154}, doi = {10.3102/0013189X08327154}, abstract = {A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.}, number = {8}, urldate = {2020-05-15}, journal = {Educational Researcher}, author = {Wayne, Andrew J. and Yoon, Kwang Suk and Zhu, Pei and Cronen, Stephanie and Garet, Michael S.}, month = nov, year = {2008}, note = {Publisher: American Educational Research Association shortDOI: 10/fhz33n KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08327154 10/fhz33n 2405685:FDVV5CN4}, keywords = {C:United States / International}, pages = {469--479}, } @article{poole_egra_2008, title = {{EGRA} {Liberia}: {Baseline} assessment of reading levels and associated factors}, shorttitle = {{EGRA} {Liberia}}, url = {https://www.rti.org/publication/egra-liberia}, abstract = {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.}, language = {en}, urldate = {2020-07-30}, author = {Poole, Medina Korda and Crouch, Luis}, month = oct, year = {2008}, note = {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}, } @misc{evans_can_2008, title = {Can technology enable effective teacher coaching at scale?}, url = {https://blogs.worldbank.org/impactevaluations/can-technology-enable-effective-teacher-coaching-scale}, abstract = {Teachers are important. And many teachers in low- and middle-income countries would benefit from support to improve their pedagogical skills. But how to do it? Again and again, evidence suggests that short teacher trainings – usually held in a central location – don’t do much of anything to improve teacher ...}, language = {en}, urldate = {2020-01-17}, author = {Evans, David}, month = oct, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7UY4JMR3 7UY4JMR3}, } @techreport{stubbs_inclusive_2008, address = {Oslo, Norway}, title = {Inclusive {Education} {Where} there are {Few} {Resources}}, url = {http://www.eenet.org.uk/resources/docs/IE%20few%20resources%202008.pdf}, institution = {The Atlas Alliance}, author = {Stubbs, Sue}, month = sep, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KTZ6U4JX 2405685:UNKUFT5B}, pages = {156}, } @techreport{adb_mongolia_2008, type = {Rapid {Sector} {Assessment}}, title = {Mongolia: {Education} {Sector}}, url = {https://www.oecd.org/countries/mongolia/42227981.pdf}, urldate = {2020-07-14}, institution = {Asian Development Bank}, author = {ADB}, month = aug, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RKTBLIFG 2405685:RFY5AKQK}, } @techreport{international_monetary_fund_sierra_2008, address = {Washington D.C.}, title = {Sierra {Leone} : {Poverty} {Reduction} {Strategy} {Paper}-{Progress} {Report} (2005-2007)}, shorttitle = {Sierra {Leone}}, url = {https://www.imf.org/en/Publications/CR/Issues/2016/12/31/Sierra-Leone-Poverty-Reduction-Strategy-Paper-Progress-Report-22204}, abstract = {This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided.}, language = {en}, number = {08/250}, urldate = {2020-12-15}, author = {{International Monetary Fund}}, month = jul, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WDN7YDZH}, } @article{lovett_jime_2008, title = {{JIME} - {The} {Open} {Learning} {Initiative}: {Measuring} the {Effectiveness} of the {OLI} {Statistics} {Course} in {Accelerating} {Student} {Learning}}, volume = {2008}, copyright = {Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access ). All third-party images reproduced on this journal are shared under Educational Fair Use. For more information on Educational Fair Use , please see this useful checklist prepared by Columbia University Libraries . All copyright of third-party content posted here for research purposes belongs to its original owners. Unless otherwise stated all references to characters and comic art presented on this journal are ©, ® or ™ of their respective owners. No challenge to any owner’s rights is intended or should be inferred.}, issn = {1365-893X}, shorttitle = {{JIME} - {The} {Open} {Learning} {Initiative}}, url = {http://jime.open.ac.uk/articles/10.5334/2008-14/}, doi = {10.5334/2008-14}, abstract = {The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors to support and complement face-to-face classroom instruction. Our evaluation efforts have investigated OLI courses’ effectiveness in both of these instructional modes – stand-alone and hybrid. This report documents several learning effectiveness studies that were focused on the OLI-Statistics course and conducted during Fall 2005, Spring 2006, and Spring 2007. During the Fall 2005 and Spring 2006 studies, we collected empirical data about the instructional effectiveness of the OLI-Statistics course in stand-alone mode, as compared to traditional instruction. In both of these studies, in-class exam scores showed no significant difference between students in the stand-alone OLI-Statistics course and students in the traditional instructor-led course. In contrast, during the Spring 2007 study, we explored an accelerated learning hypothesis, namely, that learners using the OLI course in hybrid mode will learn the same amount of material in a significantly shorter period of time with equal learning gains, as compared to students in traditional instruction. In this study, results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students learning from traditional instruction over a full semester. Editor: Stephen Godwin (Open University, UK). Reviewers: Tim de Jong (Open University, NL), Elia Tomadaki (Open University, UK), and Stephen Godwin (Open University, UK). Interactive elements: A demonstration of the StatTutor statistics tutorial is available for playback from http://jime.open.ac.uk/2008/14/stattutor\_tour/ . The demonstration is in Flash format. http://jime.open.ac.uk/2008/14/stattutor\_tour/}, language = {en}, number = {1}, urldate = {2020-07-22}, journal = {Journal of Interactive Media in Education}, author = {Lovett, Marsha and Meyer, Oded and Thille, Candace}, month = may, year = {2008}, note = {Number: 1 Publisher: Ubiquity Press shortDOI: 10/ghcsxd KerkoCite.ItemAlsoKnownAs: 10/ghcsxd 2405685:U4FGVWP3}, keywords = {IDR, Mathematics Learning, case studies, design patterns, games, methodology, open learning, pattern languages}, pages = {Art. 13}, } @article{conole_using_2008, title = {Using learning design as a framework for supporting the design and reuse of {OER}}, volume = {2008}, copyright = {Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access ). All third-party images reproduced on this journal are shared under Educational Fair Use. For more information on Educational Fair Use , please see this useful checklist prepared by Columbia University Libraries . All copyright of third-party content posted here for research purposes belongs to its original owners. Unless otherwise stated all references to characters and comic art presented on this journal are ©, ® or ™ of their respective owners. No challenge to any owner’s rights is intended or should be inferred.}, issn = {1365-893X}, url = {http://jime.open.ac.uk/articles/10.5334/2008-5/}, doi = {10.5334/2008-5}, abstract = {The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and implemented at the Open University in the UK. The aim is to develop a 'pick and mix' learning design toolbox of different resources and tools to help designers/teachers make informed decisions about creating new or adapting existing learning activities. The methodology is applicable for designers/teachers designing in a traditional context – such as creation of materials as part of a formal curriculum, but also has value for those wanting to create OERs or adapt and repurpose existing OERs. With the increasing range of OERs now available through initiatives as part of the Open Courseware movement, we believe that methodologies, such as the one we describe in this paper, which can help guide reuse and adaptation will become increasingly important and arguably are an important aspect of ensuring longer term sustainability and uptake of OERs. Our approach adopts an empirically based approach to understanding and representing the design process. This includes a range of evaluation studies (capturing of case studies, interviews with designers/teachers, in-depth course evaluation and focus groups/workshops), which are helping to develop our understanding of how designers/teachers go about creating new learning activities. Alongside this we are collating an extensive set of tools and resources to support the design process, as well as developing a new Learning Design tool that helps teachers articulate and represent their design ideas. The paper will describe how we have adapted a mind mapping and argumentation tool, Compendium, for this purpose and how it is being used to help designers and teachers create and share learning activities. It will consider how initial evaluation of the use of the tool for learning design has been positive; users report that the tool is easy to use and helps them organise and articulate their learning designs. Importantly the tool also enables them to share and discuss their thinking about the design process. However it is also clear that visualising the design process is only one aspect of design, which is complex and multi-faceted. Editors: Alexandra Okada (Open University, UK). Reviewers: Teresa Conolly (Open University, UK), Rose Luckin (Institute of Education, UK), and Alexandra Okada (Open University, UK)}, language = {en}, number = {1}, urldate = {2019-11-25}, journal = {Journal of Interactive Media in Education}, author = {Conole, Gráinne and Weller, Martin}, month = may, year = {2008}, note = {shortDOI: 10/ghgn54 KerkoCite.ItemAlsoKnownAs: 10/ghgn54 2405685:PTSWVK6M}, keywords = {IMS learning design, Learning Design, e-learning, mind mapping}, pages = {Art. 5}, } @article{lakhan_open_2008, title = {Open {Source} {Software} in {Education}}, volume = {31}, copyright = {Creative Commons Attribution-Share Alike 3.0 license}, url = {https://er.educause.edu/-/media/files/article-downloads/eqm0824.pdf}, abstract = {Educational institutions have rushed to put their academic resources and services online, bringing the global community onto a common platform and awa}, language = {en}, number = {2}, urldate = {2020-09-15}, journal = {EDUCAUSE Quarterly}, author = {Lakhan, Shaheen E. and Jhunjhunwala, Kavita}, month = may, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PCFNCUP7}, keywords = {⛔ No DOI found}, } @techreport{gertler_empowering_2008, title = {Empowering {Parents} to {Improve} {Education}: {Evidence} from {Rural} {Mexico}}, language = {en}, author = {Gertler, Paul and Patrinos, Harry and Rubio-Codina, Marta}, month = may, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SEBXC6F6 2405685:K6YBLQ64}, keywords = {❓ Multiple DOI}, pages = {31}, } @article{levin_learning_2008, title = {Learning about {System} {Renewal}}, volume = {36}, doi = {10.1177/1741143207087778}, abstract = {Incl. bibl., abstract Our focus in this article is on the lessons learned about effective change from international experience with large-scale reform over the last 20 years. The central lesson now evident is that sustained improvement in student outcomes requires a sustained effort to change teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and its partners. Key components of this work include a small number of ambitious yet achievable goals, publicly stated; a positive stance with a focus on motivation; multi-level engagement with strong leadership and a "guiding coalition"; emphasis on capacity building with a focus on results; keeping a focus on key strategies while also managing other interests and issues; effective use of resources; and constant and growing transparency including public and stakeholder communication and feedback. Although we believe the use of change knowledge is increasing internationally, future prospects remain mixed because the work is hard to do.}, journal = {http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=027046/(100)}, author = {Levin, Ben and Fullan, Michael}, month = apr, year = {2008}, note = {shortDOI: 10/dccxs9 KerkoCite.ItemAlsoKnownAs: 10.1177/1741143207087778 10/dccxs9 2339240:3LWL9VYA 2405685:J5NZ3E5U}, } @article{mitchell_lets_2008, title = {"{Let}'s not leave this problem": exploring inclusive education in rural {South} {Africa}}, volume = {38}, issn = {0033-1538, 0033-1538}, url = {https://www.academia.edu/14219181/_Let_s_not_leave_this_problem_exploring_inclusive_education_in_rural_South_Africa}, doi = {10.1007/s11125-008-9057-y}, abstract = {Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.}, language = {English}, number = {1}, journal = {Prospects: Quarterly Review of Comparative Education}, author = {Mitchell, Claudia and De Lange, Naydene and Thuy, Nguyen-Thi Xuan}, month = mar, year = {2008}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/61950460?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-008-9057-y 2339240:BV8QZH7J 2405685:G5SZS5H6 2405685:X66PVJWQ 2534378:RJ6ZCAD4 2534378:TTCJ2RZE 2534378:WG3HWTSN}, keywords = {Access to Education, Acquired Immunodeficiency Syndrome (AIDS), Developing Nations, Disabilities, ERIC, Current Index to Journals in Education (CIJE), Education, Education reform, Educational Change, Educational Policy, Foreign Countries, Human immunodeficiency virus--HIV, Inclusive Schools, Mainstreaming, Multicultural education, Policymakers, Poverty, Researchers, Rural Areas, Rural areas, Social Attitudes, Social Bias, Social Isolation, Social Justice, Social activism, South Africa, Special Needs Students, Teacher Attitudes, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098725, \_\_finaldtb}, pages = {99--112}, } @inproceedings{sahni_using_2008, address = {New York}, title = {Using {Digital} {Video} in {Rural} {Indian} {Schools}: {A} {Study} of {Teacher} {Development} and {Student} {Achievement}}, url = {https://static1.squarespace.com/static/593ef400d2b85780fbc82544/t/5d700b1522833b0001a0181d/1567623958011/Using+Digital+Video+in+Rural+Indian+Schools+-+A+Study+of+Teacher+Development+and+Student+Achievement.pdf}, abstract = {This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400\% higher in English and almost 300\% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age.}, language = {en}, author = {Sahni, Urvashi and Gupta, Rahul and Hull, Glynda and Javid, Paul and Setia, Tanuja and Toyama, Kentaro and Wang, Randy}, month = mar, year = {2008}, note = {EdTechHub.ItemAlsoKnownAs:2405685:3F66MR43}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {30}, } @article{zame_educational_2008, title = {Educational reform in {Ghana}: the leadership challenge}, volume = {22}, issn = {0951-354X}, shorttitle = {Educational reform in {Ghana}}, url = {https://www.emerald.com/insight/content/doi/10.1108/09513540810853521/full/html}, doi = {10.1108/09513540810853521}, language = {en}, number = {2}, urldate = {2020-03-10}, journal = {International Journal of Educational Management}, author = {Zame, Martin Y. and Hope, Warren C. and Respress, Trinetia}, month = feb, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/09513540810853521 2339240:ID5R2WPC 2405685:GKKVCZ85}, pages = {115--128}, } @article{borko_video_2008, title = {Video as a tool for fostering productive discussions in mathematics professional development}, volume = {24}, issn = {0742-051X}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X0600179X}, doi = {10.1016/j.tate.2006.11.012}, abstract = {This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.}, language = {en}, number = {2}, urldate = {2020-08-05}, journal = {Teaching and Teacher Education}, author = {Borko, Hilda and Jacobs, Jennifer and Eiteljorg, Eric and Pittman, Mary Ellen}, month = feb, year = {2008}, note = {shortDOI: 10/d9k7g8 KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.11.012 10/d9k7g8 2339240:HJGRG585 2405685:BWHR8RIX 2405685:TJYWA229 2534378:E4Z5FI4E}, keywords = {C:United States, Mathematics education, Mathematics teachers, Professional development, Teacher learning, Video}, pages = {417--436}, } @techreport{gulati_technology-enhanced_2008, title = {Technology-{Enhanced} {Learning} in {Developing} {Nations}: {A} review}, url = {http://www.irrodl.org/index.php/irrodl/article/view/477/1012}, urldate = {2020-08-31}, institution = {The International Review of Research in Open and Distributed Learning}, author = {Gulati, Shalni}, month = feb, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WAF5DV6Y 2405685:FDZCE3JY}, } @article{larson_open_2008, title = {Open {Educational} {Resources} for {Blended} {Learning} in {High} {Schools}: {Overcoming} {Impediments} in {Developing} {Countries}}, volume = {12}, issn = {1939-5256}, shorttitle = {Open {Educational} {Resources} for {Blended} {Learning} in {High} {Schools}}, url = {https://eric.ed.gov/?id=EJ837471}, abstract = {With today's computer and telecommunications technologies, every young person can have a quality education regardless of his or her place of birth. This is the dream that Open Educational Resources (OERs), when viewed as a right rather than a privilege, are directed to realize. For developing countries, we propose a type of OER initiative that leverages not only technology but also the skills of the in-class teacher, that utilizes not only the Internet but also lower-tech delivery platforms, and that is created not only by developed countries of the West but also by educators in many countries worldwide. We outline the design of a cross-border, collaborative learning and teaching system called the Blended Learning Open Source Science or Math Studies Initiative (BLOSSOMS), with an associated partnership network established for its implementation in developing countries. BLOSSOMS is to develop a large, free repository of blended-learning video modules for high school math and science classes, created by gifted volunteer educators from around the world and designed to offer potentially transformative learning exercises that will enhance critical thinking skills and retain students' interest in math and science. The initiative has been designed and developed within a multinational network of partner organizations in the developing world, a characteristic that distinguishes it from many other OER projects.}, language = {en}, number = {1}, urldate = {2020-11-27}, journal = {Journal of Asynchronous Learning Networks}, author = {Larson, Richard C. and Murray, M. Elizabeth}, month = feb, year = {2008}, note = {Publisher: Sloan Consortium KerkoCite.ItemAlsoKnownAs: 2339240:5VQ32RRZ 2405685:WN423VFU}, keywords = {Asynchronous Communication, Barriers, Blended Learning, Cooperative Programs, Developing Nations, Educational Resources, Educational Technology, High Schools, Instructional Innovation, Learning Modules, Program Development, Shared Resources and Services, Social Networks, Video Technology, ⛔ No DOI found}, pages = {85--103}, } @article{juarez_extracting_2008, title = {Extracting or {Empowering}?: {A} {Critique} of {Participatory} {Methods} for {Marginalized} {Populations}}, volume = {27}, issn = {0277-2426, 1553-2704}, shorttitle = {Extracting or {Empowering}?}, url = {http://lj.uwpress.org/cgi/doi/10.3368/lj.27.2.190}, doi = {10.3368/lj.27.2.190}, language = {en}, number = {2}, urldate = {2023-05-19}, journal = {Landscape Journal}, author = {Juarez, J. A. and Brown, K. D.}, month = jan, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.3368/lj.27.2.190 2405685:UN7SIQZR}, pages = {190--204}, } @article{quartz_careers_2008, title = {Careers in {Motion}: {A} {Longitudinal} {Retention} {Study} of {Role} {Changing} {Among} {Early}-{Career} {Urban} {Educators}}, volume = {110}, shorttitle = {Careers in {Motion}}, doi = {10.1177/016146810811000102}, abstract = {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.}, journal = {Teachers College Record}, author = {Quartz, Karen and Thomas, Andrew and Anderson, Lauren and Masyn, Katherine and Lyons, Kimberly and Olsen, Brad}, month = jan, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/016146810811000102 2339240:ZSPZ3JAH 2405685:NKJ867DR}, } @techreport{noauthor_making_2008, address = {United Kingdom}, title = {Making {Schools} {Inclusive}: {How} change can happen}, url = {https://www.eenet.org.uk/resources/docs/Making%20schools%20inclusive%20SCUK.pdf}, institution = {Save the Children UK}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LDSPRXL5 2405685:UE78R5FZ}, } @incollection{abbott_gender_2008, address = {New York}, title = {Gender equity in the use of educational technology}, booktitle = {Handbook for achieving gender equity through education}, publisher = {Taylor \& Francis}, author = {Abbott, G. and Benvenue, L. and Damain, S. and Kramarae, C. and Jepkemboi, G. and Strawn, C.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RMTJVAFV}, pages = {191--212}, } @techreport{abraham_opening_2008, address = {Cape Town}, title = {Opening {Access} to {Knowledge} in {Southern} {African} {Universities}}, url = {https://www.sarua.org/files/publications/OpeningAccess/Opening_Access_Knowledge_2008.pdf}, urldate = {2020-01-08}, institution = {SARUA}, author = {Abraham, L. and Burke, M. and Gray, E. and Rens, A.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TJWVQFG7 2405685:4F5CP8EU}, } @article{ampiah_investigation_2008, title = {An {Investigation} of {Provision} of {Quality} {Basic} {Education} in {Ghana}: {A} {Case} {Study} of {Selected} {Schools} in the {Central} {Region}}, volume = {11}, number = {3}, journal = {Journal of International Cooperation in Education}, author = {Ampiah, Joseph}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NDYK3WSP}, keywords = {⛔ No DOI found}, } @techreport{andrabi_pakistan_2008, title = {Pakistan - {Learning} and {Educational} {Achievements} in {Punjab} {Schools} ({LEAPS}): insights to inform the education policy debate}, shorttitle = {Pakistan - {Learning} and {Educational} {Achievements} in {Punjab} {Schools} ({LEAPS})}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/997531468090281061/Pakistan-Learning-and-Educational-Achievements-in-Punjab-Schools-LEAPS-insights-to-inform-the-education-policy-debate}, abstract = {This report shares the findings of first round of the Learning and Educational Achievement in Punjab Schools (LEAPS) survey carried out in all the public and private schools offering primary level education in 112 villages of the province. This survey includes learning outcomes for 12,000 children in Class III in Urdu, English, and Mathematics together with detailed information on the beliefs and behavior of schools, teachers and parents. This large and independent exercise provides critical information on every aspect of the educational marketplace, including performance of all types of schools in select districts of the province. This report presents findings from the first round of the survey in 2003 along with trends for a few key outcomes between 2003 and 2007; a further report will incorporate all other information from the four rounds collected between 2003 and 2007.}, language = {en}, urldate = {2021-02-13}, institution = {World Bank}, author = {Andrabi, Tahir and Das, Jishnu and Khwaja, A. I. and Vishwanath, T. and Zajonc, Tristan}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JNUWM4UI 2339240:TTHQC2V4 2405685:9ZDCBLKK 2405685:LKSB8HEW}, } @book{angrist_mostly_2008, title = {Mostly harmless econometrics: {An} empiricist's companion}, shorttitle = {Mostly harmless econometrics}, publisher = {Princeton university press}, author = {Angrist, Joshua D. and Pischke, Jörn-Steffen}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JDPD88JL 2405685:S3Z6NLIV}, } @article{banerjee_putting_2008, title = {Putting a band-aid on a corpse: {Incentives} for nurses in the {Indian} public health care system}, volume = {6}, issn = {1542-4766}, shorttitle = {Putting a {Band}-{Aid} on a {Corpse}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2826809/}, doi = {10.1162/JEEA.2008.6.2-3.487}, abstract = {The public Indian health care system is plagued by high staff absence, low effort by providers, and limited use by potential beneficiaries who prefer private alternatives. This artice reports the results of an experiment carried out with a district administration and a nongovernmental organization (NGO). The presence of government nurses in government public health facilities (subcenters and aid-posts) was recorded by the NGO, and the government took steps to punish the worst delinquents. Initially, the monitoring system was extremely effective. This shows that nurses are responsive to financial incentives. But after a few months, the local health administration appears to have undermined the scheme from the inside by letting the nurses claim an increasing number of “exempt days.” Eighteen months after its inception, the program had become completely ineffective.}, number = {2-3}, urldate = {2020-12-21}, journal = {Journal of the European Economic Association}, author = {Banerjee, Abhijit V. and Glennerster, Rachel and Duflo, Esther}, year = {2008}, pmid = {20182650}, pmcid = {PMC2826809}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/JEEA.2008.6.2-3.487 2339240:CLM2U2YT 2339240:YGTUCIRS 2405685:L4UGI8BT 2405685:MYJMRV9F 4656463:38AY7FGI 4656463:FF98U3AQ}, pages = {487--500}, } @techreport{buhmann_mother_2008, title = {Mother tongue matters: local language as a key to effective learning}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000161121/PDF/161121eng.pdf.multi}, urldate = {2023-02-10}, author = {Bühmann, Dörthe and Trudell, Barbara}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HFA8ZXYQ 4042040:NTU58H84}, } @techreport{craig_developing_2008, address = {London}, title = {Developing and evaluating complex interventions: new guidance}, institution = {Medical Research Council}, author = {Craig, Peter and Dieppe, Paul and Macintyre, Sally and Michie, Susan and Nazareth, Irwin and Petticrew, Mark}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:K93PM7IL 2405685:7UXMTNYV}, } @misc{datta_mobile_2008, title = {Mobile phone-based cash transfers: lessons from the {Kenya} emergency response}, url = {https://odihpn.org/magazine/mobile-phone-based-cash-transfers-lessons-from-the-kenya-emergency-response/}, journal = {Humanitarian Practice Network}, author = {Datta, Dipankar and Ejakait, Anne and Odak, Monica}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CRBDY6VP 2405685:8ELURAYZ}, } @article{davis_complexity_2008, title = {Complexity as a theory of education}, volume = {5}, number = {2}, journal = {TCI (Transnational Curriculum Inquiry)}, author = {Davis, Brent and Sumara, Dennis}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:39X6GJAR 2339240:86ZMTCZH 2339240:SAZSBSR8 2405685:EIIWSFNX}, keywords = {⛔ No DOI found}, pages = {33--44}, } @misc{dfid_dfid_2008, title = {{DFID} {Education} {Policy} 2018: {Get} {Children} {Learning} - {GOV}.{UK}}, shorttitle = {{DFID} {Education} {Policy} 2018}, url = {https://www.gov.uk/government/publications/dfid-education-policy-2018-get-children-learning}, abstract = {DFID calls for action to tackle the learning crisis; prioritising effective teaching and education systems, and renewed focus on poor and marginalised children.}, language = {en}, urldate = {2018-03-28}, author = {DFID}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LHRC5X58 261495:KJSETUJ2}, keywords = {IMPORT\_FROM\_DFID\_RITE}, } @article{ely_frameworks_2008, title = {Frameworks of educational technology*}, volume = {39}, abstract = {This paper, written from a 20th-century perspective, traces the development of, and influences on, the field of instructional technology and attempts to describe a framework within which we can better understand the field.}, language = {en}, number = {2}, author = {Ely, Donald}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VC2Y8TS2 2405685:BRVAVBB3}, pages = {7}, } @article{fraser_teaching_2008, title = {Teaching life sciences to blind and visually impaired learners}, volume = {42}, issn = {0021-9266, 2157-6009}, url = {http://www.tandfonline.com/doi/abs/10.1080/00219266.2008.9656116}, doi = {10.1080/00219266.2008.9656116}, language = {en}, number = {2}, urldate = {2020-12-10}, journal = {Journal of Biological Education}, author = {Fraser, William John and Maguvhe, Mbulaheni Obert}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00219266.2008.9656116 2339240:PVI7R3K4 2405685:UTVX7QVA}, pages = {84--89}, } @techreport{georgescu_preparation_2008, address = {Eschborn}, title = {Preparation for {Life} and {Work}. {Comparative} {Study} with a {Focus} on {Basic} ({Primary} and {Lower} {Secondary}) {Education} in {Developing} {African} {Countries}; 2008}, language = {en}, institution = {Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ}, author = {Georgescu, Dakmara and Stabback, Philip and Jahn, Klaus and Ag-Muphtah, Elmehdi and de Castro, Philippe}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y6P3CDEU 2405685:XPZ5HC4W}, } @article{gibson_technology_2008, title = {Technology acceptance in an academic context: {Faculty} acceptance of online education}, volume = {83}, shorttitle = {Technology acceptance in an academic context}, doi = {10.3200/JOEB.83.6.355-359}, number = {6}, journal = {Journal of Education for Business}, author = {Gibson, Shanan G. and Harris, Michael L. and Colaric, Susan M.}, year = {2008}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.3200/JOEB.83.6.355-359 2339240:5NK4IDFV 2405685:B4RIUAAK}, pages = {355--359}, } @misc{government_of_kenya_social_2008, title = {Social {Pillar} {\textbar} {Kenya} {Vision} 2030}, url = {https://vision2030.go.ke/social-pillar/}, urldate = {2023-04-04}, author = {Government of Kenya}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7JSKC98G 2405685:3596BZPZ}, } @techreport{greaney_assessing_2008, address = {Washington DC, USA}, title = {Assessing national achievement levels in education. {National} assessments of educational achievement. {Volume} 1.}, url = {https://openknowledge.worldbank.org/handle/10986/6904}, institution = {The World Bank}, author = {Greaney, V. and Kellaghan, T.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JDWCYWP3 2405685:VRH6UB2V}, } @article{haggis_knowledge_2008, title = {‘{Knowledge} {Must} {Be} {Contextual}’: {Some} possible implications of complexity and dynamic systems theories for educational research}, volume = {40}, shorttitle = {‘{Knowledge} {Must} {Be} {Contextual}’}, doi = {10.1111/j.1469-5812.2007.00403.x}, number = {1}, journal = {Educational philosophy and theory}, author = {Haggis, Tamsin}, year = {2008}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1111/j.1469-5812.2007.00403.x 2339240:6ND5C5SW 2405685:ZZUNKU8W}, pages = {158--176}, } @book{hattie_visible_2008, address = {Routledge}, title = {Visible {Learning}: {A} {Synthesis} of over 800 {Meta}-analyses relating to {Achievement}}, publisher = {Abingdon}, author = {Hattie, John}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EIVFBEH5 2405685:87S2M9YT 2486141:ZQ95LPZK}, } @unpublished{he_how_2008, title = {How to teach {English} in {India}: testing the relative productivity of instruction methods within the {Pratham} {English} language education program}, url = {https://users.nber.org/~confer/2008/si2008/LS/linden.pdf}, abstract = {Using a pair of randomized evaluations, we assess the relative productivity of several modes of implementing an Indian English education curriculum. Each consists of a specially designed machine or flash card based activities implemented either indirectly through a teacher training program or directly by externally supervised teaching assistants. The new methods are very effective and, on average, all implementation strategies yield gains of about 0.25-0.35 standard deviations in students’ knowledge of English. Weaker students benefit more from interventions that include teacher directed activities while stronger students benefit more from the more self-paced machine-based implementation. Compared to an externally implemented version of the curriculum, the treatments implemented through the teacher training program improved students’ math and English scores rather than just their English scores, a result that may be due to the fact that teachers implemented the interventions more efficiently.}, language = {en}, author = {He, Fang and Linden, Leigh L and MacLeod, Margaret}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YK589CIH 2405685:RQYG6BYY 683578:JQU56E9F}, keywords = {THEME: Curriculum and resources, ⛔ No DOI found}, } @book{higgins_cochrane_2008, address = {Chichester, UK}, title = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}}, language = {en}, publisher = {John Wiley \& Sons, Ltd}, author = {Higgins, JPT and Green, S}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q8VEVR5Y 2486141:2G6J9ZEA}, } @book{hornberger_encyclopedia_2008, address = {Heidelberg, Germany}, title = {Encyclopedia of language and education, volume 8: {Research} methods in language and education}, publisher = {Kluwer Academic}, author = {Hornberger, N.H. and Corson, D.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6MV8LRB9 2405685:5H9LYZJN}, } @article{imhanlahimi_evaluation_2008, title = {An evaluation of the effectiveness of computer assisted learning strategy and expository method of teaching biology: a case study of lumen {Christi} international high school, {Uromi}, {Nigeria}}, volume = {16}, shorttitle = {An evaluation of the effectiveness of computer assisted learning strategy and expository method of teaching biology}, doi = {10.1080/09718923.2008.11892621}, number = {3}, journal = {Journal of Social Sciences}, author = {Imhanlahimi, E. O. and Imhanlahimi, R. E.}, year = {2008}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/09718923.2008.11892621 10/ggppsj 2339240:BM5PL29D 2405685:JYCRNIYS}, pages = {215--220}, } @article{johnson_ecological_2008, title = {Ecological {Systems}, {Complexity}, and {Student} {Achievement}: {Towards} an {Alternative} {Model} of {Accountability} in {Education}}, volume = {3}, shorttitle = {Ecological {Systems}, {Complexity}, and {Student} {Achievement}}, number = {3}, journal = {School Leadership Review}, author = {Johnson, Eileen S.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R2BS8Z3Z 2405685:UPKJH3ZY}, keywords = {⛔ No DOI found}, pages = {4}, } @article{jongbloed_higher_2008, title = {Higher education and its communities: {Interconnections}, interdependencies and a research agenda}, volume = {56}, issn = {0018-1560, 1573-174X}, shorttitle = {Higher education and its communities}, url = {http://link.springer.com/10.1007/s10734-008-9128-2}, doi = {10.1007/s10734-008-9128-2}, abstract = {Universities everywhere are being forced to carefully reconsider their role in society and to evaluate the relationships with their various constituencies, stakeholders, and communities. In this article, stakeholder analysis is put forward as a tool to assist universities in classifying stakeholders and determining stakeholder salience. Increasingly universities are expected to assume a third mission and to engage in interactions with industrial and regional partners. While incentive schemes and government programmes try to encourage universities to reach out more to external communities, some important barriers to such linkages still remain. To fulfil their obligation towards being a socially accountable institution and to prevent mission overload, universities will have to carefully select their stakeholders and identify the ‘right’ degree of differentiation. For the university, thinking in terms of partnerships with key stakeholders has important implications for its governance and accountability arrangements. For the future of the universities we foresee a change towards networked governance and arrangements to ensure accountability along the lines of corporate social responsibility. In order to further explore some of these concepts and to empirically investigate the tendencies suggested here, this article proposes an ambitious research agenda for tackling the emerging issues of governance, stakeholder management and higher education’s interaction with society.}, language = {en}, number = {3}, urldate = {2020-12-01}, journal = {Higher Education}, author = {Jongbloed, Ben and Enders, Jürgen and Salerno, Carlo}, month = sep, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-008-9128-2 2339240:ECNFVUP2 2405685:LFR7BP53}, pages = {303--324}, } @article{joshi_efficacy_2008, title = {The {Efficacy} of {Low} {Vision} {Devices} for {Students} in {Specialized} {Schools} for {Students} who are {Blind} in {Kathmandu} {Valley}, {Nepal}}, volume = {102}, issn = {0145-482X}, url = {https://doi.org/10.1177/0145482X0810200706}, doi = {10.1177/0145482X0810200706}, abstract = {In Nepal, children with low vision attend specialized schools for students who are totally blind and are treated as if they were totally blind. This study identified children with low vision and provided low vision devices to them. Of the 22\% of the students in the school who had low vision, 78.5\% benefited from the devices. Proper devices and counseling improved the quality of life of a significant number of these students.}, language = {en}, number = {7}, urldate = {2020-12-10}, journal = {Journal of Visual Impairment \& Blindness}, author = {Joshi, Mahesh R. and Yamagata, Yoshitaka and Akura, Junsuke and Shakya, Suraj}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0145482X0810200706 2339240:NAYABQLP 2405685:KZELTSAK}, pages = {430--435}, } @phdthesis{karnati_computer_2008, address = {United States – Pennsylvania}, type = {Ph.{D}.}, title = {Computer aided instruction for out-of-school children in {India}: {An} impact study in {Andhra} {Pradesh}}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, shorttitle = {Computer aided instruction for out -of -school children in {India}}, url = {https://www.proquest.com/docview/304493546/abstract/96CFD7A446444C9CPQ/1}, abstract = {India has the largest number of out-of-school children, the majority of whom are girls. Against this backdrop, the Bridges to the Future Initiative (BFI), a computer-aided instruction (CAI) intervention was launched in Andhra Pradesh to bring children back to school. The BFI used multimedia software to teach basic literacy and numeracy skills through interactive stories and activities, in the local language Telugu. The methodology employed in the study was a quasi experimental design on a sample of around 140 children (age range 7-19 years). The research study included BFI sites which offered two hours of CAI a day and comparison sites which provided five hours of teacher-based instruction (TBI) a day. According to several socio-economic indicators on the survey, the sample came from poor families with low literacy levels. Findings from the survey indicated that these out-of-school children had a positive attitude toward education and a favorable perception of educated people. A majority of the sample dropped out of school to assist with domestic tasks or family run businesses and did not earn wages. The impact analysis indicated that learning took place in both contexts and learners achieved similar learning gains between pretest and posttest. However, learners in the BFI intervention were learning at a faster pace per hour than learners in the comparison sites. Learners in the CAI intervention achieved similar gains as learners in the TBI intervention in one-third of the instruction time. As such, there is a strong case to be made for the BFI program being more efficient in raising levels of literacy and numeracy scores. Within the BFI intervention group, there was evidence to suggest that the number of days attended resulted in an increase in posttest scores, particularly in reading. Furthermore, older students in the BFI intervention had consistently shown higher gains in learning across reading, writing, math and information and communication technology (ICT) literacy domains. Finally, girls in the BFI sample outperformed the boys and the biggest difference in test scores was seen in Math. The impact of the BFI intervention could also be documented by the fact that approximately 45\% of the BFI sample returned to school in the next academic year. In sum, this research was one of the first to explore the context of out-of-school children in poor communities and the use of CAI in Telugu (local language) to bring these learners back to school. The results support the use of ICT with marginalized sections of society in developing countries in order to improve literacy skills. The findings of this study have the potential to inform policy makers on educational and gender equity issues.}, language = {English}, urldate = {2021-11-05}, school = {University of Pennsylvania}, author = {Karnati, Romilla}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JE6NXAA5 2405685:8XTQWYRM}, keywords = {Bridges to the Future Initiative, Computer-aided instruction, Education, India, Information and communication technologies, Information and communication technology (ICT), Literacy, Out-of-school children, School dropouts}, } @techreport{kirk_building_2008, title = {Building back better: post-earthquake responses and educational challenges in {Pakistan}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000163575/PDF/163575eng.pdf.multi}, urldate = {2023-03-14}, institution = {UNESCO}, author = {Kirk, Jackie}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:86QE8UYC 2405685:IPHTPGVQ}, } @book{lankshear_digital_2008, title = {Digital {Literacies}: {Concepts}, {Policies} and {Practices}}, isbn = {978-1-4331-0169-4}, shorttitle = {Digital {Literacies}}, abstract = {This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies - the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media.}, language = {en}, publisher = {Peter Lang}, author = {Lankshear, Colin and Knobel, Michele}, year = {2008}, note = {Google-Books-ID: doVQq67wWSwC KerkoCite.ItemAlsoKnownAs: 2339240:M2KPWTSY 2405685:W2ZFAFBN}, keywords = {Computers / Interactive \& Multimedia, Computers / Social Aspects}, } @techreport{linden_complement_2008, title = {Complement or {Substitute}? {The} {Effect} of {Technology} on {Student} {Achievement} in {India}}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A%2F%2Fdocuments1.worldbank.org%2Fcurated%2Fen%2F804371468034237060%2Fpdf%2F448630NWP0Box31er17010Gyan0Shala111.pdf&clen=560959&chunk=true}, abstract = {Abstract: Using a pair of randomized evaluations, I evaluate a computer assisted learning program designed to reinforce students understanding of material presented in class. The program was implemented in both an in-school and out-of-school model allowing me to assess different strategies for integrating the technology into the existing schools. The effect of the program critically depends on the method of implementation. The program was a poor substitute for the teacher delivered curriculum and as a result, the in-school model caused students to learn significantly less than they otherwise would have learned (-0.57 standard deviations). When implemented as a complement to the normal program in the out-of-school model, however, the program generated average gains of 0.28 standard deviations reflecting small positive (but statistically insignificant) gains by most students and large positive gains by the weakest and older students in the class (from 0.4 to 0.69 standard deviations). The results emphasize the importance of understanding how new technologies and teaching methods both interact with existing resources and differentially affect students with different needs and abilities.}, language = {en}, number = {17}, institution = {World Bank}, author = {Linden, Leigh}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UNYD2PYZ 2339240:W5LJ3B2E 2405685:8ICCPSNR 2405685:BJL8IBBJ 2405685:DZJE7MAV}, keywords = {⛔ No DOI found}, pages = {38}, } @book{mason_complexity_2008, address = {Malden, MA}, title = {Complexity theory and the philosophy of education}, isbn = {978-1-4051-8042-9}, language = {en}, publisher = {Wiley-Blackwell}, editor = {Mason, Mark}, year = {2008}, note = {OCLC: 300093083 zotzenLib.CopiedFrom: 2339240:9CIZYUCK KerkoCite.ItemAlsoKnownAs: 2339240:9CIZYUCK 2405685:DCJSZV4C}, } @article{mccormick_using_2008, title = {Using eco-mapping to understand family strengths and resources}, volume = {11}, url = {https://journals.sagepub.com/doi/10.1177/1096250607311932}, doi = {10.1177/1096250607311932}, number = {2}, journal = {Young Exceptional Children}, author = {McCormick, K and Stricklin, S and Nowak, T and Rous, B}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1096250607311932 2339240:P5GG4HK3 2405685:JQJRVE83}, } @book{mcfarlane_researching_2008, title = {Researching mobile learning-{Interim} report to {Becta}}, publisher = {UK: Becta}, author = {McFarlane, A and Triggs, P and Yee, W}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N4M9IQKC 2405685:4RENJPLQ}, } @book{meadows_thinking_2008, title = {Thinking in systems: {A} primer}, shorttitle = {Thinking in systems}, publisher = {Chelsea Green Publishing}, author = {Meadows, Donella H.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GEWWSVJ2 2405685:QCW9AAW9}, keywords = {\_C:Austria AUT, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Egypt EGY, \_C:France FRA, \_C:Germany DEU, \_C:Guatemala GTM, \_C:Hungary HUN, \_C:India IND, \_C:Iraq IRQ, \_C:Israel ISR, \_C:Japan JPN, \_C:Kuwait KWT, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:Poland POL, \_C:Romania ROU, \_C:South Africa ZAF, \_C:State of Palestine PSE, \_C:Sweden SWE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1}, } @misc{ministry_of_education_and_vocational_training_moevt_inset_2008, title = {{INSET} {Strategy} and operational plan linked to the {Teacher} {Development} and {Management} {Strategy} ({TDMS}), 2008–2013}, publisher = {Dar es Salaam: Ministry of Education and Vocational Training.}, author = {{Ministry of Education and Vocational Training (MoEVT)}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7JJ9TNCV 2405685:HK92J5MN}, } @techreport{opfer_schools_2008, address = {London, UK}, title = {Schools and continuing professional development ({CPD}) in {England} – {State} of the {Nation} research project: survey report}, url = {https://www.researchgate.net/profile/David-Pedder/publication/242118392_Schools_and_continuing_professional_development_CPD_in_England_-_State_of_the_Nation_research_project/links/543a98b70cf204cab1daef5c/Schools-and-continuing-professional-development-CPD-in-England-State-of-the-Nation-research-project.pdf}, institution = {TDA}, author = {Opfer, D. and Pedder, D. and Lavicza, Z.}, year = {2008}, note = {URL is to 'Synthesis report'. KerkoCite.ItemAlsoKnownAs: 2339240:A77QXN4I 2405685:D7DC2JBK}, } @article{ozok_comparative_2008, title = {A comparative study between tablet and laptop {PCs}: {User} satisfaction and preferences}, volume = {24}, doi = {10.1080/10447310801920524}, number = {3}, journal = {Intl. Journal of human–computer interaction}, author = {Ozok, A Ant and Benson, Dana and Chakraborty, Joyram and Norcio, Anthony F}, year = {2008}, note = {00047 shortDOI: 10/dhz4w2 KerkoCite.ItemAlsoKnownAs: 10/dhz4w2 2129771:7A88X7JK 2405685:KMK6IXCK}, pages = {329--352}, } @misc{pandey_public_2008, title = {Public {Participation}, {Teacher} {Accountability}, and {School} {Outcomes}: {Findings} from {Baseline} {Surveys} in {Three} {Indian} {States}}, url = {https://openknowledge.worldbank.org/handle/10986/6346}, urldate = {2022-06-14}, author = {Pandey, Priyanka and Goyal, Sangeeta and Sundararaman, Venkatesh}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GCT8T9GY 2405685:YAWQIN6H}, } @techreport{parliament_of_the_republic_of_ghana_ghana_2008, title = {Ghana {Education} {Act}, 2008}, url = {https://sapghana.com/data/documents/Education-Act-778.pdf}, urldate = {2020-06-23}, author = {Parliament of the Republic of Ghana}, year = {2008}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:F32Y6KU7}, } @techreport{pedder_schools_2008, title = {Schools and continuing professional development ({CPD}) in {England} - {State} of the {Nation} research project}, url = {https://www.researchgate.net/publication/242118392_Schools_and_continuing_professional_development_CPD_in_England_-_State_of_the_Nation_research_project}, institution = {Cambridge University and The Open University}, author = {Pedder, David and Storey, Anne and Opfer, V Darleen}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UJ6WMSC4 2405685:578A8A52 2534378:HW98HKEG 2534378:M79YITS6}, } @techreport{pinnock_making_2008, title = {Making {Schools} {Inclusive} {How} change can happen}, url = {https://www.eenet.org.uk/resources/docs/Making%20schools%20inclusive%20SCUK.pdf}, institution = {Save the Children UK}, author = {Pinnock, H and Lewis, I}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MR5PYRAQ 2405685:NZTF5XG9}, } @article{sahni_using_2008, title = {Using {Digital} {Video} in {Rural} {Indian} {Schools}: {A} {Study} of {Teacher} {Development} and {Student} {Achievement}}, abstract = {This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400\% higher in English and almost 300\% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age.}, language = {en}, author = {Sahni, Urvashi and Gupta, Rahul and Hull, Glynda and Javid, Paul and Setia, Tanuja and Toyama, Kentaro and Wang, Randy}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E2UC5Z9S}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {30}, } @article{sahni_using_2008, title = {Using {Digital} {Video} in {Rural} {Indian} {Schools}: {A} {Study} of {Teacher} {Development} and {Student} {Achievement}}, abstract = {This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400\% higher in English and almost 300\% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age.}, language = {en}, author = {Sahni, Urvashi and Gupta, Rahul and Hull, Glynda and Javid, Paul and Setia, Tanuja and Toyama, Kentaro and Wang, Randy}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E2UC5Z9S}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {30}, } @techreport{smits_home_2008, title = {Home language and education in the developing world}, url = {https://www.observatoireplurilinguisme.eu/images/Education/home%20language%20and%20education%20in%20the%20developping%20world.pdf}, abstract = {In this report the relationship between the language spoken at home and educational attendance and attainment is studied for 26 developing countries from all regions of the developing world. For these 26 countries, we have constructed country profiles that show the percentages of the population belonging to the major linguistic groups and the variation in adult educational attainment and children’s educational attendance among the these groups. The profiles reveal for most of the countries substantial variation in educational attendance and attainment according to home language. This variation is present both for men and women and in urban and rural areas. To gain insight into the causes of the variation in attendance of children, two multivariate analyses are performed. The first analysis focuses on the variation within the countries. It shows that in most countries a substantial part of the variation in attendance among linguistic groups is due to variation in household wealth, parental education, gender, and urbanization of place of living of the members of the groups. In the second analysis we use multilevel models to study for 153 linguistic groups whether the variation in attendance of children is related to variation in the availability of mothertongue based multilingual education, in concentration of the groups in rural areas, and in the country’s degree of linguistic fractionalization. Educational attendance is higher when there is mother-tongue instruction in the language spoken by the group and it is lower for groups concentrated in rural areas. The positive effects of mother-tongue instruction are stronger for groups concentrated in rural areas, thus highlighting its potential for improving the situation of groups in more difficult circumstances. Group size and linguistic fractionalization of the country have no effect on attendance and the effects of mother-tongue instruction are about equally strong for girls and boys.}, language = {en}, author = {Smits, Jeroen and Huisman, Janine and Kruijff, Karine}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FI2FQN9D 4042040:YLXVSDB3}, } @book{unesco_education_2008, title = {Education for {All} by 2015: will we make it? {EFA} global monitoring report, 2008}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000154743}, urldate = {2022-11-11}, author = {{UNESCO}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6SPS224U 2339240:YBX3GHWA 2405685:E9PR3GI4 2405685:GMYQD3MX 4656463:7WI3RQ4H 4656463:NKLWNZFL}, } @techreport{unesco_ict_2008, address = {Paris}, title = {{ICT} competency standards for teachers: policy framework}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000156210}, institution = {UNESCO}, author = {{UNESCO}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WJ3FMNHE 2534378:DFXARHI2}, } @techreport{unicef_quality_2008, address = {Dar Es Salaam}, title = {The quality of teaching and learning in {Tanzanian} primary schools: {A} baseline study.}, institution = {UNICEF}, author = {{UNICEF}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NVXUG589 2405685:5GITRF8Z}, } @book{voogt_international_2008, address = {New York, NY}, series = {Springer international handbooks of education}, title = {International handbook of information technology in primary and secondary education}, volume = {20}, isbn = {978-0-387-73314-2}, url = {https://teachwithict.files.wordpress.com/2011/08/dede.pdf}, language = {en}, publisher = {Springer Science+Business Media}, editor = {Voogt, Joke and Knezek, Gerald}, year = {2008}, note = {Extra URL: https://www.springer.com/gp/book/9780387733142 KerkoCite.ItemAlsoKnownAs: 2405685:9BC9Z253 2534378:ZTADYSJJ}, } @article{wagner_who_2008, title = {Who is responsible for {E}-{Learning} {Success} in {Higher} {Education}? {A} {Stakeholders}' {Analysis}}, url = {https://www.jstor.org/stable/pdf/jeductechsoci.11.3.26.pdf}, doi = {https://www.jstor.org/stable/pdf/jeductechsoci.11.3.26.pdf}, author = {Wagner, Nicole and Hassanein, Khaled and Head, Milena}, year = {2008}, note = {zotzenLib.CopiedFrom: 2339240:P7FRB8GG KerkoCite.ItemAlsoKnownAs: 2339240:P7FRB8GG 2405685:IFHE4TQT}, keywords = {⚠️ Invalid DOI}, } @techreport{watson_blending_2008, title = {Blending {Learning}: {The} {Convergence} of {Online} and {Face}-to-{Face} {Education}}, url = {https://files.eric.ed.gov/fulltext/ED509636.pdf}, language = {en}, institution = {North American Council for Online Learning}, author = {Watson, John}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5YJCZ5U6}, keywords = {⛔ No DOI found}, } @inproceedings{ananny_designing_2007, address = {Bangalore, India}, title = {Designing for development: {Understanding} {One} {Laptop} {Per} {Child} in its historical context}, shorttitle = {Designing for development}, url = {https://ieeexplore.ieee.org/document/4937397}, doi = {10.1109/ICTD.2007.4937397}, abstract = {We argue that the One Laptop Per Child (OLPC) can be better understood by examining the general history of development communication and, specifically, through a historical debate between communication scholars Ithiel de Sola Pool and Herbert Schiller. Although originally conducted around broadcast media, the Pool-Schiller conversation identifies questions still relevant to contemporary information and communication for development (ICT4D) projects like the OLPC. Our analysis of their debate identifies five key questions we can apply to the OLPC or any given ICTD4D project: where does change happen? How does change happen? What obligations do designers and researchers have as change agents? What is the role of technology in change? What is the relationship between change, technology and international development? Equipped with this framework, we argue that one place to see OLPC's answers to these Pool-Schiller questions - and, thus, an understanding of OLPC development ideologies - can be found in a textual analysis of the OLPC software design guidelines. This preliminary analysis suggests that OLPC sees the child as the agent of change and the network as the mechanism of change.}, booktitle = {2007 {International} {Conference} on {Information} and {Communication} {Technologies} and {Development}}, author = {Ananny, Mike and Winters, Niall}, month = dec, year = {2007}, note = {ISSN: null shortDOI: 10/dmzbpd KerkoCite.ItemAlsoKnownAs: 10.1109/ICTD.2007.4937397 10.1109/ictd.2007.4937397 10/dmzbpd 2339240:FSC5KINY 2339240:WJKU5JYP 2405685:P4NRIXTU 2405685:UI2Y66TI}, keywords = {Broadcasting, Computer science education, Computer vision, Context, Educational technology, Guidelines, History, Information analysis, Materials science and technology, Pool-Schiller questions, Portable computers, one laptop per child, public domain software, software design, software development management, systems analysis, textual analysis}, pages = {1--12}, } @article{de_moya-anegon_coverage_2007, title = {Coverage analysis of {Scopus}: {A} journal metric approach}, volume = {73}, issn = {1588-2861}, shorttitle = {Coverage analysis of {Scopus}}, url = {https://doi.org/10.1007/s11192-007-1681-4}, doi = {10.1007/s11192-007-1681-4}, abstract = {Our aim is to compare the coverage of the Scopus database with that of Ulrich, to determine just how homogenous it is in the academic world. The variables taken into account were subject distribution, geographical distribution, distribution by publishers and the language of publication. The analysis of the coverage of a product of this nature should be done in relation to an accepted model, the optimal choice being Ulrich’s Directory, considered the international point of reference for the most comprehensive information on journals published throughout the world. The results described here allow us to draw a profile of Scopus in terms of its coverage by areas — geographic and thematic — and the significance of peer-review in its publications. Both these aspects are highly pragmatic considerations for information retrieval, the evaluation of research, and the design of policies for the use of scientific databases in scientific promotion.}, language = {en}, number = {1}, urldate = {2019-11-27}, journal = {Scientometrics}, author = {de Moya-Anegón, Félix and Chinchilla-Rodríguez, Zaida and Vargas-Quesada, Benjamín and Corera-Álvarez, Elena and Muñoz-Fernández, Francisco José and González-Molina, Antonio and Herrero-Solana, Victor}, month = oct, year = {2007}, note = {shortDOI: 10/b9bdx9 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-007-1681-4 10/b9bdx9 2339240:9H2F3ZHY 2405685:TB3BSKQU}, keywords = {Coverage Analysis, Journal Citation Report, Percentage Distribution, Subject Coverage, Subject Ranking}, pages = {53--78}, } @article{medhi_text-free_2007, title = {Text-free user interfaces for illiterate and semiliterate users}, volume = {4}, issn = {1544-7529}, url = {https://doi.org/10.1162/itid.2007.4.1.37}, doi = {10.1162/itid.2007.4.1.37}, abstract = {We describe work toward the goal of a user interface (UI) designed such that even novice, illiterate users require absolutely no intervention from anyone at all to use. Our text-free UI is based on many hours of ethnographic design conducted in collaboration with a community of illiterate domestic laborers in three Bangalore slums. An ethnographic design process was used to understand what kind of application subjects would be interested in, how they respond to computing technology, and how they react to specific UI elements. We built two applications using these principles, one for job search for domestic laborers and another for a generic map that could be used for navigating a city. The resulting designs are based on key lessons that we gained through the design process. This article describes the design process, the design principles, which evolved out of the process, the final application designs, and results from initial user testing. Our results confirm previous work that emphasizes the need for semiabstracted graphics and voice feedback, but we additionally find that some aspects of design for illiterate users that have been previously overlooked (such as a consistent help feature). Results also show that the text-free designs are strongly preferred over standard text-based interfaces by the communities which we address and that they are potentially able to bring even complex computer functions within the reach of users who are unable to read.}, number = {1}, urldate = {2020-12-10}, journal = {Information Technologies and International Development}, author = {Medhi, Indrani and Sagar, Aman and Toyama, Kentaro}, month = oct, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/itid.2007.4.1.37 2339240:M358ZYM4 2405685:666MYDQ3}, pages = {37--50}, } @book{bukhsh_empowerment_2007, title = {Empowerment of {Women} through {Distance} {Education} in {Pakistan}}, volume = {8}, url = {https://eric.ed.gov/?id=ED499353}, abstract = {The present study was undertaken to highlight the gender disparities of Pakistan as well as at regional and international level. The study, measured the comparative outcome of formal and non-formal system of education in Pakistan. To achieve the desired goal, documentary analysis was considered appropriate. The number of schools and enrollment during the years 2001 to 2004 of the formal system for primary, middle and high level was considered and enrollment during the year 198-1999 and 2004 for Secondary School Certificate to Ph.D level of non-formal system was considered. Data was analyzed in term of percentage and average. It was found that enrollment of female is less than male in formal system while enrollment of female is higher than male in non-formal system of education in Pakistan. (Contains 16 tables.)}, language = {en}, urldate = {2020-12-01}, author = {Bukhsh, Qadir}, month = oct, year = {2007}, note = {Issue: 4 Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:GH4W93KG 2405685:HC78WJKZ}, keywords = {Access to Education, Computer Uses in Education, Distance Education, Elementary Secondary Education, Empowerment, Enrollment Trends, Females, Foreign Countries, Gender Differences, Nonformal Education, Postsecondary Education, Womens Education}, } @techreport{government_of_kenya_kenya_2007, title = {Kenya {Vision} 2030: {A} {Globally} {Competitive} and {Prosperous} {Kenya}}, url = {https://www.researchictafrica.net/countries/kenya/Kenya_Vision_2030_-_2007.pdf}, urldate = {2020-12-15}, institution = {Republic of Kenya}, author = {{Government of Kenya}}, month = oct, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IPSRUIML}, } @article{khamis_investigating_2007, title = {Investigating educational change: {The} {Aga} {Khan} {University} {Institute} for educational development teacher education for school improvement model}, volume = {27}, issn = {0738-0593}, shorttitle = {Investigating educational change}, url = {http://www.sciencedirect.com/science/article/pii/S0738059307000132}, doi = {10.1016/j.ijedudev.2006.12.006}, abstract = {This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (A. Khamis, P. Sammons, 2004. The development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255–268). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate improvement in schools in Pakistan. The article considers the ‘teacher education for school improvement model’ based on findings from the case studies of nine co-operating school. Lessons are presented to further inform the development of teacher education programmes and the measurement of effectiveness of such programmes in developing country contexts. The article further considers relevant international research on educational change and reform to draw further lessons. These lessons include the need to pay greater attention to the cultural contexts and milieu in Pakistan, and the need to create models of school improvement and teacher education that originate within developing country contexts rather than the adaptation of European/North American models that are based on sources of data in those contexts. The article concludes by arguing for the need to develop better theoretical understandings from the current innovations underway and placing the onus on intervening agencies to better inform educational change strategies promoted in developing country contexts.}, language = {en}, number = {5}, urldate = {2020-11-27}, journal = {International Journal of Educational Development}, author = {Khamis, Anil and Sammons, Pamela}, month = sep, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.12.006 2339240:9NIU3EAU 2405685:AVG9NPXF}, keywords = {Developing countries, Educational change, Innovation, Pakistan, School improvement, Teacher education}, pages = {572--580}, } @techreport{cordingley_what_2007, address = {London}, title = {What do specialists do in {CPD} programmes for which there is evidence of positive outcomes for pupils and teachers?}, url = {https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/CPD4%20Report%20-%20SCREEN.pdf?ver=2007-09-28-142054-167}, abstract = {What do we want to know? This review aims to explore and describe the role of the specialist in CPD programmes that provide evidence of positive outcomes for pupils as well as teachers within a broad range of indicators, including (for pupils) achievement, attainment, motivation and attitudes; and (for teachers) behaviours, knowledge, understanding and a range of affective outcomes, such as beliefs, attitudes and motivation. Who wants to know and why? The issue of how best to support teachers in their CPD is of interest to teachers, professional associations and agencies responsible for the quality and provision of teacher training. What did we find? • We only found studies where the ‘results’ indicated a positive impact of CPD. Most of the ‘evaluations’ were designed and conducted by the specialists themselves using research approaches with limited capacity to control for the potential biases arising from such a situation. • Pupil impact data was reported in the areas of learning and achievement, and affective development, including attitudes to learning and self-esteem. • Changes in teacher practice resulted from teachers learning more about teaching strategies, learning theories, the use of technology, educational policy and subject knowledge. • Specialists supported teachers through modelling, workshops, observation, feedback, coaching, and planned and informal meetings for discussion. Nearly all specialist support took place on school premises. More than half the CPD involved the specialists in observing teachers and providing feedback and debriefing. They discussed pupil needs, examined test results, reviewed the results of interviews conducted with and by pupils, and observed pupil interaction in the classroom. The quantity of formal ‘input’ was extensive and sustained. • Peer support was a consistent feature. • Specialists encouraged teachers to take on a degree of leadership in their CPD. What are the implications? The limitations of the evidence reviewed mean that we are cautious about putting forward any definitive interpretation of the implications of this review for the practices of specialist CPD. It is clear that we need more rigorous independent evaluation of CPD initiatives. The review evidence highlighted an intensive pattern of support in terms of the variety of skills specialists brought with them, and the amount of time they spent on input and support. This suggests we need to develop a more sophisticated approach to identifying, developing and drawing on the knowledge and skills both of professionals within school, and across networks, so that capacity can be built based on existing resources. More specifically, the review suggests the need for professional development for lead practitioners and CPD leaders to develop specific, specialist knowledge, understanding and skills related to adult professional learning. How did we get these results? The Review Group screened over 3,000 titles and abstracts, from which 239 studies reporting the impact and processes of CPD which involved specialists were identified. Scrutiny of the full reports led to a final sample of 22 studies for in-depth review. All these studies contained teacher and pupil data. Nineteen studies with overall medium or high weight of evidence were used to create a synthesis of findings.}, number = {1504R}, urldate = {2021-06-01}, institution = {EPPI-Centre, Social Science Research Unit, Institute of Education, University of London}, author = {Cordingley, Philippa and Bell, Miranda and Isham, Colin and Evans, Donald and Firth, Antonia}, month = sep, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:37QKUMKA 2405685:DCHP4J9A}, } @article{banerjee_remedying_2007, title = {Remedying education: {Evidence} from two randomized experiments in {India}}, volume = {122}, issn = {0033-5533}, shorttitle = {Remedying {Education}}, url = {https://academic.oup.com/qje/article/122/3/1235/1879525}, doi = {10.1162/qjec.122.3.1235}, abstract = {Abstract. This paper presents the results of two randomized experiments conducted in schools in urban India. A remedial education program hired young women to}, language = {en}, number = {3}, urldate = {2020-07-18}, journal = {Quarterly Journal of Economics}, author = {Banerjee, Abhijit V. and Cole, Shawn and Duflo, Esther and Linden, Leigh}, month = aug, year = {2007}, note = {Publisher: Oxford Academic shortDOI: 10/czpd95 KerkoCite.ItemAlsoKnownAs: 10.1162/qjec.122.3.1235 10/czpd95 2339240:747NT3J4 2339240:EPHYLBXE 2339240:IKGAU9RR 2339240:NGLYN2VC 2339240:S5D4XKYR 2339240:WMMDCE36 2405685:3MGJJXVG 2405685:523DCQ9L 2405685:6BPFCDM4 2405685:AN44K8QN 2405685:BU8WS9PN 2405685:D6J5WDVQ 2405685:ENTM94YW 2405685:T9KGTUK4 2534379:PEF997EE}, keywords = {Quality: H, Relevance: M, \_\_\_working\_potential\_duplicate}, pages = {1235--1264}, } @phdthesis{alaro_study_2007, type = {Thesis}, title = {A {Study} on {The} {Implementation} of {English} {Interactive} {Radio} {Instruction} ({IRI}) in {Selected} {Government} {Primary} {Schools} in {Addis} {Ababa}}, url = {http://etd.aau.edu.et/handle/123456789/2227}, abstract = {As its central objective, this study attempts to assess the implementation of English Interactive Radio Instruction (IRI) in selected government primary schools in Addis Ababa. In line with that, the researcher has framed specific questions that address issues related to classroom management, training given to the teachers, links among different stakeholders and the suitability and clarity of the program. Students and teachers of Grade Three from Biherawi Betemengist, Edget Besira , Karalo , Lafto and Salayish Primary Schools are participants of this study .To undertake the study descriptive research design is used . Accordingly, data that is pertinent to the study is collected using different tools such as questionnaire, observation, focus group discussion, interview and document analysis. The findings of the study reveal that the implementation of the program seems to face grave challenges. These mainly emanate from loose link among stakeholders, failure of supplying basic facilities needed to promote the fruitfulness of the program and failure to arrange suitable conditions for the broadcast. Moreover, based on the opinion of the participants, results of the study highlight that in some cases contents of the program is not suitable compared to the students language proficiency .It is also noticed from the findings of the study that classroom practice is not effectively carried out as per the very goal of the program. Despite that, both students and teachers forward positive comments about the utilization of the program for the teaching of English. Based on the findings recommendations for better service and suggestions for further studies are given.}, language = {en}, urldate = {2020-09-29}, school = {Addis Ababa University}, author = {Alaro, Meseret}, month = aug, year = {2007}, note = {Accepted: 2018-06-20T09:54:22Z KerkoCite.ItemAlsoKnownAs: 2405685:P9GW7UMM}, } @article{shalom_integrating_2007, title = {Integrating technology into mother-tongue education: {Examples} from {Hebrew}}, volume = {7}, copyright = {Copyright (c) 2021 L1-Educational Studies in Language and Literature}, issn = {1573-1731}, shorttitle = {Integrating technology into mother-tongue education}, url = {https://l1research.org/article/view/237}, doi = {10.17239/L1ESLL-2007.07.02.03}, abstract = {This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer. The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums. The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.}, language = {en}, urldate = {2022-04-06}, journal = {L1-Educational Studies in Language and Literature}, author = {Shalom, Tsila and Nir-Sagiv, Bracha}, month = jul, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.17239/L1ESLL-2007.07.02.03 2405685:I9YKXUSB 4042040:BLP2VH55}, keywords = {technology}, pages = {121--140}, } @article{mertens_transformative_2007, title = {Transformative {Paradigm}: {Mixed} {Methods} and {Social} {Justice}}, volume = {1}, url = {https://www.researchgate.net/publication/240730451_Transformative_Paradigm_Mixed_Methods_and_Social_Justice}, doi = {10.1177/1558689807302811}, abstract = {The intersection of mixed methods and social justice has implications for the role of the researcher and choices of specific paradigmatic perspectives. The transformative paradigm with its associated philosophical assumptions provides a framework for addressing inequality and injustice in society using culturally competent, mixed methods strategies. The recognition that realities are constructed and shaped by social, political, cultural, economic, and racial/ethnic values indicates that power and privilege are important determinants of which reality will be privileged in a research context. Methodological inferences based on the underlying assumptions of the transformative paradigm reveal the potential strength of combining qualitative and quantitative methods. A qualitative dimension is needed to gather community perspectives at each stage of the research process, while a quantitative dimension provides the opportunity to demonstrate outcomes that have credibility for community members and scholars. Transformative mixed methodologies provide a mechanism for addressing the complexities of research in culturally complex settings that can provide a basis for social change. … Read more}, language = {en}, number = {3}, urldate = {2023-10-18}, journal = {Journal of Mixed Methods Research}, author = {Mertens, Donna}, month = jul, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1558689807302811 2339240:38S9CL6A 2405685:SJIPRXXD}, pages = {212--225}, } @article{demirbas_learning_2007, title = {Learning styles of design students and the relationship of academic performance and gender in design education}, volume = {17}, doi = {10.1016/j.learninstruc.2007.02.007}, abstract = {The study focuses on design education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of freshman design students in three successive academic years. Findings indicate that the distribution of design students through learning style type preference was more concentrated in assimilating and converging groups. Further study indicates that the first and third groups were found to be more balancing while the second group being mostly a southerner. The learning style preferences did not significantly differ by gender in all three groups. Although there is no consistency in all three groups, results indicate that the performance scores of males were higher in technology-based courses, whereas scores of females were higher in artistic and fundamental courses and in the semester academic performance scores (GPA). Also, it was found that the performance scores of converging and diverging students differed significantly in favor of converging students only in design courses. In design education, instructors should provide a strategy that is relevant to the style of each learner in design studio process.}, number = {3}, journal = {Learning and Instruction}, author = {Demirbas, Ozgen and Demirkan, Halime}, month = jun, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.learninstruc.2007.02.007 2339240:XEQ9QHRJ 2405685:2IG3V8IB}, pages = {345--359}, } @article{hew_integrating_2007, title = {Integrating technology into {K}-12 teaching and learning: current knowledge gaps and recommendations for future research}, volume = {55}, issn = {1556-6501}, shorttitle = {Integrating technology into {K}-12 teaching and learning}, url = {https://doi.org/10.1007/s11423-006-9022-5}, doi = {10.1007/s11423-006-9022-5}, abstract = {Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.}, language = {en}, number = {3}, urldate = {2021-05-10}, journal = {Educational Technology Research and Development}, author = {Hew, Khe Foon and Brush, Thomas}, month = jun, year = {2007}, note = {zotzenLib.CopiedFrom: 2339240:742UC4RT KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-006-9022-5 2339240:742UC4RT 2405685:FCFEJK4Z}, pages = {223--252}, } @techreport{world_bank_dhaka_2007, address = {The World Bank Office, Dhaka}, title = {Dhaka: improving living conditions for the urban poor}, url = {https://documents1.worldbank.org/curated/en/938981468013830990/pdf/404240BD0Dhaka10ALSO03582401PUBLIC1.pdf}, number = {No. 17}, urldate = {2021-10-25}, author = {{World Bank}}, month = jun, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4KX2CI5 2405685:U5Y84Z3H}, } @inproceedings{hanssen_e-learning_2007, title = {E-{Learning} as {Part} of {Disaster} {Recovery} {Planning}}, url = {https://eric.ed.gov/?id=ED500138}, abstract = {The world has recently witnessed large natural disasters with the Asian tsunami, the Pakistan earthquake, etc, which has resulted in loss of life measured in hundreds of thousands. One or two years later surveys of reconstruction work have revealed less than 25\% of schools have been re-established, implicating long term economic and social consequences. Disaster Recovery planning could include rapid deployment of E-learning systems adapted to disaster zones, even with an apparent lack of broadband telecommunications infrastructure. This paper proposes technically innovative solutions to the rapid re-starting of education in disaster-struck communities by introducing the concept of a mobile E-school. Planning for Disaster Recovery could include the solutions proposed herein, as it is also possible to imagine in this Globalization World that budgets of wealthier nations encompassing these concepts. (Contains 1 figure.)}, language = {en}, urldate = {2020-12-01}, author = {Hanssen, Graeme M. and Rana, Tohid Ahmed}, month = may, year = {2007}, note = {Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:TNQWGH3K 2405685:7VPDA68G}, keywords = {Computer Uses in Education, Distance Education, Educational Technology, Emergency Programs, Foreign Countries, Global Approach, Natural Disasters, Online Courses, Telecommunications, Virtual Classrooms}, } @article{kayuni_teacher_2007, title = {Teacher {Turnover} in {Malawi}'s {Ministry} of {Education}: {Realities} and {Challenges}}, volume = {8}, issn = {1443-1475}, shorttitle = {Teacher {Turnover} in {Malawi}'s {Ministry} of {Education}}, url = {https://eric.ed.gov/?id=EJ841708}, abstract = {The teaching profession is no longer a concern of academicians but the public in general who yearn for positive results. Internationally, the profession is continuously beset by several serious problems. One of the most serious problems in the teaching profession is teacher turnover. Governments are finding it difficult to retain teachers in schools. In Malawi, this problem is profound and overwhelming, even by Sub-Saharan standards. The paper heavily relies on secondary data derived from general trends and observations of several research findings as well as government publications, newspapers and several academic papers. The paper argues that main cause of this problem in Malawi can be attributed to general poor working conditions. The paper further argues that retention measures derived by the Malawi government may take time to bear fruits and it is unlikely that they can seriously affect teachers positively because they do not address the basic immediate needs of the teachers. (Contains 1 footnote.)}, language = {en}, number = {1}, urldate = {2022-12-09}, journal = {International Education Journal}, author = {Kayuni, Happy and Tambulasi, Richard}, month = apr, year = {2007}, note = {Publisher: Australian and New Zealand Comparative and International Education Society ERIC Number: EJ841708 KerkoCite.ItemAlsoKnownAs: 2339240:FYJD5CWX 2405685:ZNEQ55JY}, keywords = {Developing Nations, Educational Development, Educational Policy, Faculty Mobility, Foreign Countries, Teacher Attitudes, Teacher Persistence, Teaching (Occupation), Teaching Conditions, ⛔ No DOI found}, pages = {89--99}, } @book{nutley_using_2007, title = {Using {Evidence}: {How} {Research} {Can} {Inform} {Public} {Services}}, isbn = {978-1-86134-664-3}, shorttitle = {Using {Evidence}}, url = {https://books.google.co.uk/books/about/Using_Evidence.html?id=UfMefp4rO9sC}, abstract = {This book provides a timely and novel contribution to understanding and enhancing evidence use. It builds on and complements the popular and best-selling What Works?: Evidence-based policy and practice in public services (Davies, Nutley and Smith, Policy Press, 2000), by drawing together current knowledge about how research gets used and how this can be encouraged and improved. In particular, the authors explore various multidiscipliary frameworks for understanding the research use agenda; consider how research use and the impact of research can be assessed; summarise the empirical evidence from the education, health care, social care and criminal justice fields about how research is used and how this can be improved and draw out practical issues that need to be addressed if research is to have greater impact on public services. Using evidence is important reading for university and government researchers, research funding bodies, public service managers and professionals, and students of public policy and management. It will also prove an invaluable guide for anyone involved in the implementation of evidence-based policy and practice.}, language = {en}, publisher = {Policy Press}, author = {Nutley, Sandra M. and Isabel, Walter and Davies, Huw T. O.}, month = mar, year = {2007}, note = {Google-Books-ID: UfMefp4rO9sC KerkoCite.ItemAlsoKnownAs: 2339240:ZMN2KQDV 2405685:NQSYULZI}, keywords = {Political Science / Public Affairs \& Administration, Political Science / Public Policy / General, Social Science / Sociology / General}, } @article{hedges_intraclass_2007, title = {Intraclass correlation values for planning group-randomized trials in education}, volume = {29}, issn = {0162-3737}, url = {https://doi.org/10.3102/0162373707299706}, doi = {10.3102/0162373707299706}, abstract = {Experiments that assign intact groups to treatment conditions are increasingly common in social research. In educational research, the groups assigned are often schools. The design of group-randomized experiments requires knowledge of the intraclass correlation structure to compute statistical power and sample sizes required to achieve adequate power. This article provides a compilation of intraclass correlation values of academic achievement and related covariate effects that could be used for planning group-randomized experiments in education. It also provides variance component information that is useful in planning experiments involving covariates. The use of these values to compute the statistical power of group-randomized experiments is illustrated.}, language = {en}, number = {1}, urldate = {2023-10-06}, journal = {Educational Evaluation and Policy Analysis}, author = {Hedges, Larry V. and Hedberg, E. C.}, month = mar, year = {2007}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0162373707299706 2339240:SH7TIT4V 2405685:32US7S89}, pages = {60--87}, } @article{evoh_icts_2007, title = {{ICTs}, secondary education, and the knowledge economy: {Exploring} the roles of the private sector in post-apartheid {South} {Africa}}, volume = {3}, shorttitle = {{ICTs}, {Secondary} {Education}, and the {Knowledge} {Economy}}, number = {1}, journal = {Journal of Education for International Development}, author = {Evoh, Chijioke}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DZTHK4NH 4042040:37YKH65P}, keywords = {⛔ No DOI found}, pages = {1--25}, } @techreport{gaible_using_2007, title = {Using {Technology} to {Train} {Teachers}: {Appropriate} {Uses} of {ICT} for {Teacher} {Professional} {Development} in {Developing} {Countries}}, institution = {World Bank}, author = {Gaible, Edmond and Burns, Mary}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HDT8VYCL}, } @article{schwille_global_2007, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning}, url = {https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice}, abstract = {This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... {\textbar} Find, read and cite all the research you need on ResearchGate}, language = {en}, urldate = {2020-09-15}, journal = {UNESCO-IIEP}, author = {Schwille, Jack and Dembelé, Martial}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E54PCBBP 2534378:Q4HM2RDT}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{schwille_global_2007, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning}, url = {https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice}, abstract = {This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... {\textbar} Find, read and cite all the research you need on ResearchGate}, language = {en}, urldate = {2020-09-15}, journal = {UNESCO-IIEP}, author = {Schwille, Jack and Dembelé, Martial}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E54PCBBP 2534378:Q4HM2RDT}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{schwille_global_2007, title = {Global {Perspectives} on {Teacher} {Learning}: improving policy and practice {\textbar} {Request} {PDF}}, shorttitle = {Global {Perspectives} on {Teacher} {Learning}}, url = {https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice}, abstract = {Request PDF {\textbar} Global Perspectives on Teacher Learning: improving policy and practice {\textbar} Incl. bibl. This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... {\textbar} Find, read and cite all the research you need on ResearchGate}, language = {en}, urldate = {2020-09-15}, journal = {UNESCO-IIEP}, author = {Schwille, Jack and Dembelé, Martial}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AHQCWIAH 2534378:Q4HM2RDT}, keywords = {⛔ No DOI found}, } @book{akyeampong_access_2007, title = {Access to {Basic} {Education} in {Ghana}: {The} {Evidence} and the {Issues}. {Country} {Analytic} {Report}.}, shorttitle = {Access to {Basic} {Education} in {Ghana}}, publisher = {ERIC}, author = {Akyeampong, Kwame and Djangmah, Jerome and Oduro, Abena and Seidu, Alhassan and Hunt, Frances}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3J9P3MC2 2405685:AQYBAYCI}, } @techreport{akyeampong_open_2007, title = {Open and distance learning ({ODL}) teacher education to support teacher development in {Ghana}: an evaluation report}, institution = {Ghana Education Service}, author = {Akyeampong, Kwame and Mensa, D and Abu-Yeboah}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:U7KFD662}, } @misc{anonymous_project_2007, title = {Project overseas: {Teachers} helping teachers}, url = {https://www.teachers.ab.ca/News%20Room/ata%20news/Volume%2042/Number%204/Project%20Overseas/Pages/Ghana%20Celebrating%2050%20years%20of%20independence.aspx}, abstract = {Ghana\&\#58; Celebrating 50 years of independence}, language = {en-US}, urldate = {2020-03-10}, journal = {Alberta Teachers Association}, author = {Anonymous}, year = {2007}, note = {Library Catalog: www.teachers.ab.ca KerkoCite.ItemAlsoKnownAs: 2339240:VVWG5RMI 2405685:S7YVP89B}, } @article{barrett_beyond_2007, title = {Beyond the polarization of pedagogy: models of classroom practice in {Tanzanian} primary schools}, volume = {43}, issn = {0305-0068, 1360-0486}, shorttitle = {Beyond the polarization of pedagogy}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050060701362623}, doi = {10.1080/03050060701362623}, language = {en}, number = {2}, urldate = {2020-05-22}, journal = {Comparative Education}, author = {Barrett, Angeline M.}, month = may, year = {2007}, note = {shortDOI: 10/c9kz62 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060701362623 10/c9kz62 2405685:6DFFLQG2}, pages = {273--294}, } @article{bax_systematic_2007, title = {A systematic comparison of software dedicated to meta-analysis of causal studies}, volume = {7}, doi = {10.1186/1471-2288-7-40}, language = {en}, number = {1}, journal = {BMC Medical Research Methodology}, author = {Bax, L. and Yu, L.-M. and Ikeda, N.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1471-2288-7-40 2405685:CBA7Y2HX 2486141:GZCUKBSW}, pages = {1--9}, } @techreport{benavot_growth_2007, title = {The growth of national learning assessments in the world, 1995–2006}, institution = {In: Education for All by 2015: will we make it? EFA global monitoring report 2008.Paris: UNESCO, pp. 1–17.}, author = {Benavot, A. and Tanner, E.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQJS4DFZ 2405685:IXHXN9RS}, } @techreport{bennell_teacher_2007, title = {Teacher {Motivation} in {Sub}-{Saharan} {Africa} and {South} {Asia}}, url = {https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf}, abstract = {This is one of a series of Education Papers issued by the Central Research Department of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material produced would be of interest to a wider audience, particularly those whose work focuses on developing countries.This report synthesises the main findings and recommendations of an international research project on teacher motivation and incentives in sub-Sahara Africa and South Asia. The study has addressed the following four main questions: • To what extent is there a problem of poor motivation among teachers in sub-Saharan Africa and South Asia? Does this amount to a ‘crisis’, as has been suggested by some observers? • If so, what are the main reasons for poor teacher motivation? • How do poor motivation and incentives affect teacher performance and the overall effectiveness of national education systems? • What should be done to ensure that teachers are adequately motivated?}, language = {en}, institution = {DFID}, author = {Bennell, Paul and Akyeampong, Kwame}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5XS5KY3U 2339240:4YDHY6PL 2405685:25GLFYDL 2405685:WPFEWHNL 4556019:J65GX7JX}, keywords = {C:sub-Saharan Africa and South Asia, ⛔ No DOI found}, pages = {114}, } @article{contreras_refuerzo_2007, title = {Refuerzo escolar para niños pobres: ¿funciona?}, volume = {74}, issn = {2448-718X}, shorttitle = {http}, url = {http://www.scielo.org.mx/scielo.php?script=sci_abstract&pid=S2448-718X2007000100123&lng=es&nrm=iso&tlng=es}, doi = {10.20430/ete.v74i293.360}, number = {293}, urldate = {2021-08-13}, journal = {El trimestre económico}, author = {Contreras, Dante and Herrera, Rodrigo}, month = mar, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.20430/ete.v74i293.360 2339240:V2Z4TKYF 2405685:L2YSACUE}, pages = {123--159}, } @article{de_bot_dynamic_2007, title = {A {Dynamic} {Systems} {Theory} approach to second language acquisition}, volume = {10}, issn = {1366-7289, 1469-1841}, url = {http://www.journals.cambridge.org/abstract_S1366728906002732}, doi = {10.1017/S1366728906002732}, language = {en}, number = {01}, urldate = {2021-01-06}, journal = {Bilingualism: Language and Cognition}, author = {De Bot, Kees and Lowie, Wander and Verspoor, Marjolijn}, month = apr, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1017/S1366728906002732 2339240:3NSRK3MN 2405685:L7F3YIU4}, pages = {7}, } @article{dynarski_effectiveness_2007, title = {Effectiveness of {Reading} and {Mathematics} {Software} {Products}: {Findings} from the {First} {Student} {Cohort} {Report} to {Congress} {March} 2007}, language = {en}, author = {Dynarski, Mark}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJDX8758 2405685:FD9JZK3F}, keywords = {⛔ No DOI found}, pages = {140}, } @techreport{farrell_enquete_2007, title = {Enquete sur les {TICS} et l'éducation en {Afrique}}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_370.pdf}, language = {fr}, institution = {Information for Development Program}, author = {Farrell, Glen and Isaacs, Shafika}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WDJ9VEJL}, keywords = {⛔ No DOI found}, } @article{gorard_mixing_2007, title = {Mixing methods is wrong: {An} everyday approach to educational justice}, shorttitle = {Mixing methods is wrong}, journal = {British Educational Research Association. London}, author = {Gorard, Stephen}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EG4DLTVC}, keywords = {⛔ No DOI found}, } @article{gough_weight_2007, title = {Weight of evidence: a framework for the appraisal of the quality and relevance of evidence}, volume = {22}, shorttitle = {Weight of evidence}, url = {http://www.tandfonline.com/doi/abs/10.1080/02671520701296189}, doi = {10.1080/02671520701296189}, number = {2}, urldate = {2014-08-08}, journal = {Research papers in education}, author = {Gough, David}, year = {2007}, note = {00104 shortDOI: 10/bg5pkx KerkoCite.ItemAlsoKnownAs: 10/bg5pkx 2129771:53P6FBBJ 2405685:NPI8PJK8}, pages = {213--228}, } @misc{government_of_kenya_vision_2007, title = {Vision 2030 {Collaboration} with {Central} {Planning} and {Projects} {Monitoring} {Units} {\textbar} {Kenya} {Vision} 2030}, url = {http://vision2030.go.ke/vision-2030-collaboration-with-central-planning-and-projects-monitoring-units/}, urldate = {2021-08-31}, author = {Government of Kenya}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UHUJANNA 2405685:DEL5DD87}, } @article{grant_comparison_2007, title = {Comparison of {Fixed}-{Item} and {Response}-{Sensitive} {Versions} of an {Online} {Tutorial}}, volume = {57}, issn = {0033-2933, 2163-3452}, url = {http://link.springer.com/10.1007/BF03395576}, doi = {10.1007/BF03395576}, language = {en}, number = {2}, urldate = {2020-07-20}, journal = {The Psychological Record}, author = {Grant, Lyle K. and Courtoreille, Marni}, month = apr, year = {2007}, note = {shortDOI: 10/ghgn4z KerkoCite.ItemAlsoKnownAs: 10.1007/BF03395576 10/ghgn4z 2405685:IJZ2KVBN}, pages = {265--272}, } @techreport{hare_survey_2007, address = {Washington D.C.}, type = {Survey of {ICT} and {Education} in {Africa} ({Volume} 2): 53 {Country} {Reports}.}, title = {Survey of {ICT} in education in {Tanzania}. {In} {G}. {Farrell} \& {I}. {Shafika} ({Eds}.),}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_354.pdf}, urldate = {2022-02-02}, institution = {InfoDev / World Bank}, author = {Hare, H}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K5K7BS6D 2405685:BSYD4H3Q}, pages = {Tanzania 1--9}, } @techreport{hovland_making_2007, address = {London}, title = {Making a difference: {M} \& {E} of policy research}, shorttitle = {Making a difference}, url = {https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/2426.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Hovland, Ingie}, year = {2007}, note = {OCLC: 500676766 KerkoCite.ItemAlsoKnownAs: 2339240:ICAZ93Q5 2405685:AUEA75GB}, } @article{hubbard_putting_2007, title = {Putting the {Power} of {Transparency} in {Context}: {Information}'s {Role} in {Reducing} {Corruption} in {Uganda}'s {Education} {Sector} - {Working} {Paper} 136}, shorttitle = {Putting the {Power} of {Transparency} in {Context}}, url = {https://www.cgdev.org/publication/putting-power-transparency-context-informations-role-reducing-corruption-ugandas}, abstract = {One story popular in development circles tells how Uganda slashed corruption simply by publicly disclosing the amount of monthly grants to schools--thus making it harder for officials to siphon off money for their own enrichment. This working paper finds that while the percentage of funds being diverted did indeed drop, the real value of funds diverted only fell by a modest 12 percent over six years. And the information campaign was no panacea; other policies and reforms also contributed to the improvement. Learn More}, language = {en}, urldate = {2022-04-07}, journal = {Center for Global Development {\textbar} Ideas to Action}, author = {Hubbard, Paul}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D845HEUR 2405685:44ZDCVTQ 4656463:QM48GHF3}, keywords = {⛔ No DOI found}, } @article{hussain_emerging_2007, title = {Emerging {Technologies}: {An} {Overview} of {Practices} in {Distance} {Education}}, volume = {3}, issn = {0973-2217}, shorttitle = {Emerging {Technologies}}, url = {https://eric.ed.gov/?id=EJ1066927}, doi = {10.26634/jsch.3.2.751}, abstract = {In contemporary society, information technologies and communication technologies (ICTs) are playing crucial role in dissemination of knowledge and information the world over. Universities/ higher education institutions, particularly distance education universities in developed countries are making best use of these technologies for effective and interactive teaching learning process. Developing countries are also trying to adopt the model of developed countries according to their resources and circumstances. Distance education universities in developed countries like United States of America and United Kingdom are using advanced (emerging) technologies such as computers, Internet (World Wide Web) satellite communication, teleconferencing (videoconferencing and audio conferencing) and virtual reality in education and training. In developing countries like India, Pakistan and Thailand, distance education universities are using Radio, Television and Internet for teaching learning purpose and students support services. They are using computers mostly for office work. They are trying to adopt advanced technologies like developed countries but they have some limitations of resources (human \& material resources). In future it is hoped that developing countries will also be using emerging technologies for teaching learning purpose.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Journal on School Educational Technology}, author = {Hussain, Irshad}, year = {2007}, note = {Publisher: i-manager Publications KerkoCite.ItemAlsoKnownAs: 10.26634/jsch.3.2.751 2339240:C2AIV4L4 2405685:C5QWP7I4}, keywords = {Case Studies, Computer Mediated Communication, Distance Education, Educational Development, Educational Practices, Educational Technology, Educational Television, Foreign Countries, Influence of Technology, Information Networks, Online Systems, Open Universities, Technological Advancement, Technology Integration, Technology Uses in Education, Telecommunications, Virtual Universities}, pages = {10--17}, } @techreport{iicd_les_2007, title = {Les {TIC} au service de l'éducation : {Impact} et enseignements retenus des activités appuyées par {IICD}}, url = {https://www.bibalex.org/Search4Dev/files/287779/118685.pdf}, urldate = {2020-07-14}, author = {IICD}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TW37BR7D}, } @article{johnson_toward_2007, title = {Toward a definition of mixed methods research}, volume = {1}, doi = {10.1177/1558689806298224}, number = {2}, journal = {Journal of mixed methods research}, author = {Johnson, R. Burke and Onwuegbuzie, Anthony J. and Turner, Lisa A.}, year = {2007}, note = {shortDOI: 10/fksqf8 KerkoCite.ItemAlsoKnownAs: 10.1177/1558689806298224 10/fksqf8 2339240:95XZTNSZ 2405685:BSAC8M3C}, pages = {112--133}, } @techreport{kitchenham_guidelines_2007, title = {Guidelines for performing systematic literature reviews in software engineering}, url = {https://www.cs.auckland.ac.nz/~norsaremah/2007%20Guidelines%20for%20performing%20SLR%20in%20SE%20v2.3.pdf}, urldate = {2014-08-08}, institution = {Technical report, EBSE Technical Report EBSE-2007-01}, author = {Kitchenham, B and Charters, S}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2317526:HSIWMWZ4 2339240:N8YQHF8P 2405685:EDAG684W UA-06ccd9ca-95f9-4791-8ece-974e855c5c3e}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, P:Methods, Reviewed, publicImportV1}, } @book{kitchenham_guidelines_2007, title = {Guidelines for performing systematic literature reviews in software engineering}, language = {en}, publisher = {EBSE Technical Report}, author = {Kitchenham, BA and Charters, S}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ETPE564Y 2486141:KVCIQUQU}, } @article{lai_affordances_2007, title = {Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices}, volume = {23}, doi = {10.1111/j.1365-2729.2007.00237.x}, number = {4}, journal = {Journal of Computer Assisted Learning}, author = {Lai, C-H and Yang, J-C and Chen, F-C and Ho, C-W and Chan, T-W}, year = {2007}, note = {00128 shortDOI: 10/b9gjjp KerkoCite.ItemAlsoKnownAs: 10/b9gjjp 2129771:WLJT7DZ7 2405685:JL2LF9RS}, pages = {326--337}, } @article{leuven_effect_2007, title = {The effect of extra funding for disadvantaged pupils on achievement}, volume = {89}, doi = {10.1162/rest.89.4.721}, number = {4}, journal = {The Review of Economics and Statistics}, author = {Leuven, Edwin and Lindahl, Mikael and Oosterbeek, Hessel and Webbink, Dinand}, year = {2007}, note = {Publisher: MIT Press KerkoCite.ItemAlsoKnownAs: 10.1162/rest.89.4.721 2339240:LF274ZEU 2405685:9HHD5MSV}, pages = {721--736}, } @article{luke_globalization_2007, title = {Globalization, corporatism, and critical language education}, volume = {1}, doi = {10.1080/19313150709336861}, number = {1}, journal = {International Multilingual Research Journal}, author = {Luke, Allan and Luke, Carmen and Graham, Phil}, year = {2007}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 2405685:G4MPSTII 4042040:WMA7NTXG}, pages = {1--13}, } @techreport{mangesi_ict_2007, title = {{ICT} in {Education} in {Liberia}}, language = {en}, institution = {World Bank Group}, author = {Mangesi, Kofi}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97GN7HVT 2405685:QQNTJEB4}, keywords = {⛔ No DOI found}, } @article{mennin_small-group_2007, title = {Small-group problem-based learning as a complex adaptive system}, volume = {23}, issn = {0742051X}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0742051X06002150}, doi = {10.1016/j.tate.2006.12.016}, abstract = {Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed.}, language = {en}, number = {3}, urldate = {2021-01-06}, journal = {Teaching and Teacher Education}, author = {Mennin, Stewart}, month = apr, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.12.016 2339240:6J33JNEG 2339240:KJUSTUD8 2405685:DNHIV4ZM 2405685:X6ZBQLYW}, pages = {303--313}, } @techreport{ministry_of_basic_education_sport_and_culture_namibia_2007, title = {Namibia: {ICT} {Policy} for {Education} {\textbar} {ICT} in education policy toolkit}, url = {https://en.unesco.org/icted/content/namibia-ict-policy-education}, urldate = {2022-12-02}, author = {{Ministry of Basic Education, Sport and Culture} and {Ministry of Higher Education, Training and Employment Creation}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:F8N4EST5}, } @misc{ministry_of_education_and_vocational_training_information_2007, title = {Information and communication technology ({ICT}) policy for basic education}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/tanzania_ict_policy_for_basiceducation_2007.pdf}, author = {Ministry of Education {and} Vocational Training}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H8NR2XJW 2405685:XAH8WZ9L}, } @techreport{ministry_of_education_and_vocational_training_information_2007, address = {Dar es Salaam}, title = {Information \& {Communication} {Technology} ({ICT}) policy for {Basic} {Education}}, url = {http://www.moe.go.tz/sw/machapisho/send/27-policy-sera/219-ict-policy-for-basic-education-2007.html}, language = {EN}, urldate = {2021-01-15}, institution = {United Republic of Tanzania}, author = {{Ministry of Education and Vocational Training}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D9RUP2XP 2405685:44KATUPE}, } @article{moon_schoolbased_2007, title = {School‐based teacher development in {Sub}‐{Saharan} {Africa}: building a new research agenda}, volume = {18}, issn = {0958-5176, 1469-3704}, shorttitle = {School‐based teacher development in {Sub}‐{Saharan} {Africa}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170701590007}, doi = {10.1080/09585170701590007}, language = {en}, number = {3}, urldate = {2020-05-12}, journal = {The Curriculum Journal}, author = {Moon, Bob}, month = sep, year = {2007}, note = {shortDOI: 10/cdnf7g KerkoCite.ItemAlsoKnownAs: 10.1080/09585170701590007 10/cdnf7g 2405685:A94IN6L2}, pages = {355--371}, } @techreport{oecd_new_2007, address = {Paris, France}, title = {The new millennium learners: {Emerging} issues from the first expert meeting}, url = {https://www.oecd.org/education/ceri/38444174.pdf}, institution = {Organisation for Economic Cooperation and Development (OECD)}, author = {OECD}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R9C4NL8M 2405685:HZ6N3ZN3}, } @incollection{patrinos_maximising_2007, address = {Washington D.C.}, title = {Maximising the performance of education systems: {The} case of teacher absenteeism}, booktitle = {The {Many} {Faces} of {Corruption}: {Tracking} {Vulnerabilities} at the {Sector} {Level}}, publisher = {World Bank Group; Education Development Center}, author = {Patrinos, Harry and Kagia, Ruth}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YR6LJPJT 2405685:3UN8AR43}, } @incollection{roth_epistemic_2007, address = {New York}, title = {Epistemic mediation: {Video} data as filters for the objectification of teaching by teachers}, abstract = {Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth \& Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way.}, booktitle = {Video {Research} in the {Learning} {Sciences}}, publisher = {Routledge}, author = {Roth, Wolff-Michael}, editor = {Goldman, Ricki and Pea, Roy and Barron, Brigid and Derry, Sharon}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MSWLJ5Z6}, } @techreport{rubagumya_three-tier_2007, address = {University of Dar es Salaam, Tanzania}, type = {Working {Paper}}, title = {A three-tier citizenship: can the state in {Tanzania} guarantee linguistic human rights?}, shorttitle = {A three-tier citizenship}, language = {en}, number = {5}, institution = {EdQual Research Programme Consortium}, author = {Rubagumya, Casmir M}, year = {2007}, note = {OCLC: 1045801457 KerkoCite.ItemAlsoKnownAs: 2339240:BNLYE2NE 2405685:BUDHVKXP}, } @inproceedings{sarfo_views_2007, address = {Nigata, Japan}, title = {The {Views} of {Educational} {Practitioners} in {Ghana} on {ICT} {Use} and {Instructional} {Design} {Practice} for {Promoting} {Quality} {Education}}, isbn = {978-0-7695-2916-5}, url = {http://ieeexplore.ieee.org/document/4281156/}, doi = {10.1109/icalt.2007.255}, abstract = {Many ICT boosters are of the view that ICT on its own can promote quality teaching and learning. In line with this metaphor, the need to provide computers in the classrooms often takes precedence over training teachers to acquire skills in instructional design. However, it is evident in the instructional technology literature that good design of the learning task by the teacher is the fundamental requirement for quality teaching. This study was intended to explore the views of 90 educational practitioners (students, teachers and policy makers) in Ghana on the use of ICT and good design of instruction by the teacher for quality teaching and learning. Five Point Likert-type scales were used for the data collection. The results of the study indicate that in Ghana students are not very certain as to whether ICT or teachers can facilitate the implementation of the first five principles of instruction for quality teaching and learning. Moreover, a great number of teachers and policy makers are of the view that teachers can facilitate the implementation of the first five principles of instruction better than an ICT. However, it was recommended by the students, teachers and policy makers that both teachers and students should be trained to use ICT to facilitate teaching and learning.}, language = {en}, urldate = {2020-03-17}, booktitle = {Seventh {IEEE} {International} {Conference} on {Advanced} {Learning} {Technologies} ({ICALT} 2007)}, publisher = {IEEE}, author = {Sarfo, Frederick Kwaku}, month = jul, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/icalt.2007.255 10/fpzwx6 2339240:85JT2CKA 2405685:L4RXKRZF}, pages = {775--779}, } @techreport{schwille_global_2007, address = {Paris}, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning: improving policy and practice}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000150261}, institution = {International Institute for Educational Planning}, author = {Schwille, J. and Dembélé, M.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R5FQ338D 2339240:FS3FY3F7 2405685:9WSGNMX9}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{schwille_global_2007, address = {Paris}, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning: improving policy and practice}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000150261}, institution = {International Institute for Educational Planning}, author = {Schwille, J. and Dembélé, M.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R5FQ338D 2339240:FS3FY3F7 2405685:9WSGNMX9}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{schwille_global_2007, address = {Paris}, title = {Global perspectives on teacher learning: improving policy and practice}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000150261}, publisher = {UNESCO: International Institute for Educational Planning}, author = {Schwille, John and Dembélé, Martial}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XX6H8UUD}, keywords = {C:International, \_\_\_working\_potential\_duplicate}, } @techreport{shriberg_teaching_2007, title = {Teaching {Well}? {Educational} reconstruction efforts and support to teachers in postwar {Liberia}}, url = {http://www.ungei.org/resources/files/doc_1_Teaching_Well_-_IRC_Liberia_Report-1.pdf}, urldate = {2020-05-19}, institution = {International Rescue Committee}, author = {Shriberg, Janet}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HZ5IGX9C}, } @book{silvernail_maines_2007, title = {Maine’s middle school laptop program: {Creating} better writers}, publisher = {Gorham, ME: Maine Education Policy Research Institute}, author = {Silvernail, David L and Gritter, Aaron K}, year = {2007}, note = {00079 KerkoCite.ItemAlsoKnownAs: 2129771:KSDKETRQ 2405685:62DD3BB5}, } @article{snowden_leaders_2007, title = {A leader's framework for decision making}, volume = {85}, number = {11}, journal = {Harvard business review}, author = {Snowden, David J. and Boone, Mary E.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:98AMTKKA 2405685:E4NREQGZ}, keywords = {⛔ No DOI found}, pages = {68}, } @article{sonawat_study_2007, title = {A study on {NGO} services for children in {Mumbai}, {India}}, volume = {4}, doi = {10.24002/jik.v4i1.231}, abstract = {The present research was conducted to study NGOs services for children in Mumbai through a child rights perspective. The study was exploratory in nature and aimed to assess the implementation of child rights by the NGOs. 35 NGOs working for children in the city of Mumbai comprised the sample and were studied using a questionnaire and rating scale as tools. Findings revealed that education (74 percent) and health (54 percent) were the most common concerns of the organizations. Only 17 percent of the NGOs considered child rights to be a concern. The NGOs implemented the right to participation better than any other right. The right to survival was, however, grossly neglected. It was concluded that there are several gaps and areas of lack in the services offered to children. There is also an urgent need to spread awareness amongst the NGO workers themselves to make child rights a part of organizational mandates.}, number = {1}, journal = {Jurnal Ilmu Komunikasi}, author = {Sonawat, Reeta and Sikh, Shanna}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.24002/jik.v4i1.231 2339240:D29VTY5F 2405685:T4MF6TW7}, pages = {73--94}, } @techreport{suda_teacher_2007, address = {Melbourne}, title = {Teacher {Learning} {Circles}: {Reading} {Theory} in {Practice} {Through} {Dialogue}}, url = {https://d1wqtxts1xzle7.cloudfront.net/39855136/LizSuda_TeacherLearningCircles-paper-libre.pdf?1447141994=&response-content-disposition=attachment%3B+filename%3DTeacher_Learning_Circles.pdf&Expires=1699054502&Signature=OenCSaZ7Nm8kDcdGxBjpZl6heJCRJ9WlAie5Jp~py4b8nO1lUNsMVNec28e3T-PKHSLa~QwVsWP9i6WJq5vJjlS49uyHfd8mtr29ue72I3T~cfyc0qn0JcMf7PkJT2fb9axQJHntvGKb2R6j7lyqSw45WQR1e1hTApxASgAEquP3qG6re3zyrU-VG5jCbjjbZxCh0z6Dq55kugcpLzs3xRikAS4~0e48mO858N9ecuNEoSRvwOC65N5lDH0UkMQiJTFQBzxN5i0eW-rn9JlEvMagijY1WjiDDm9QEkr2VKPRvY2XbRL0guR36u339y9G-OmIpOeKYAYy2pKvlXtljw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA}, language = {en}, author = {Suda, Liz}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:73SGFQU8 2405685:QKTS75KP}, } @misc{swiss_agency_for_development_and_cooperation_sdc_story_2007, title = {Story {Guide}: {Building} bridges using narrative techniques – {Story}-telling aid}, shorttitle = {Story {Guide}}, url = {https://www.eda.admin.ch/deza/en/home/suche/suchresultat.html/content/publikationen/en/deza/diverse-publikationen/geschichten-handbuch}, language = {en}, urldate = {2023-05-19}, publisher = {SDC}, author = {{Swiss Agency for Development and Cooperation [SDC]}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IL49VDHX}, } @techreport{tilya_ict_2007, address = {The Hague}, type = {Thematic {Brief}}, title = {{ICT} in education in {Tanzania}: {Lessons} and experiences from {IICD}-supported projects}, url = {http://www.bibalex.org/search4dev/files/287918/118801.pdf}, language = {EN}, urldate = {2022-02-02}, institution = {International Institute for Communication and Development (IICD)}, author = {Tilya, Frank}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NFKEZ7I9 2405685:FW2NJQDZ}, pages = {8}, } @book{timperley_teacher_2007, address = {Wellington, N.Z.}, title = {Teacher professional learning and development: best evidence synthesis iteration ({BES})}, isbn = {978-0-7903-2628-3}, shorttitle = {Teacher professional learning and development}, url = {https://thehub.swa.govt.nz/assets/documents/42432_TPLandDBESentireWeb_0.pdf}, language = {eng}, publisher = {Ministry of Education}, author = {Timperley, Helen}, year = {2007}, note = {OCLC: 191120634 KerkoCite.ItemAlsoKnownAs: 2339240:637XHZ8P 2339240:VMDWGMWX 2405685:FUMAUAXK 2405685:J6RGES7A 2405685:QMWASTW4 2405685:RWFWTTS2 2405685:TKHJYKZR}, keywords = {C:New Zealand}, } @book{wegerif_dialogic_2007, title = {Dialogic education and technology: {Expanding} the space of learning}, volume = {7}, shorttitle = {Dialogic education and technology}, publisher = {Springer Science \& Business Media}, author = {Wegerif, Rupert}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KMLUFFVC 2405685:XZNNLE7Y}, } @article{wims_investing_2007, title = {Investing in {ICTs} in educational institutions in developing countries: {An} evaluation of their impact in {Kenya}}, shorttitle = {Investing in {ICTs} in educational institutions in developing countries}, url = {/paper/Investing-in-ICTs-in-educational-institutions-in-An-Wims-Lawler/b03fde9c23d7a02d3bbcffb9350e9910e007d80b}, abstract = {ABSTRACT The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in Kenya. Teaching staff, current students and former students together with parents of current students were surveyed. Key informants were also interviewed to establish the current policies concerning ICT in education in Kenya. An absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40\% of secondary school teachers had never used a computer. The research revealed tangible benefits to students from exposure to ICT. It was also found that exposure to computers in schools influenced the career choices of former students. It was concluded that reform of the telecommunications sector is necessary to hasten the rollout of computer technology in educational institutions in Kenya. At school level, the key issues which arose included staff training, mainstreaming of ICT across the curriculum and provision of adequate ICT equipment. Keywords: ICTs; Developing Countries; Education INTRODUCTION This paper investigates the use of computers in educational institutions in the Rift Valley province in Kenya. The adoption of Information and Communication Technologies (ICT) has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this study examines ICT projects in educational institutions in Kenya, in order to establish normal practice and to determine the effects of adopting ICTs at school level. BACKGROUND TO THE RESEARCH The country of Kenya experiences many of the problems typical of sub Sahara Africa enumerated by Langmia (2006) in that it is lagging behind in information superhighway technology. In terms of telecommunications infrastructural developments, the growth of the fixed telephone network throughout Kenya has been below expectations; according to the Central Bureau of Statistics (2006), the fixed line tele-density was 1.02\% (number of fixed lines per one hundred population) during the year 2003 but this has actually deteriorated since then due to the steady population increase in the absence of infrastructural developments. Most of these fixed line subscribers are concentrated in urban areas which account for 94\% of the fixed lines while 6\% are in rural areas (ibid). In contrast, cellular services have expanded rapidly from under 15,000 customers in 1999 to over 2.8 million in 2004 (Export Processing Zones Authority, 2005). By April 2004, there were an estimated one million internet users and over one thousand cyber cafes throughout the country (ibid.). Keiyo District is one of 18 districts of the Rift Valley Province and lies just north of the equator, at its centre approximately 350km north west of Nairobi. The western and southern areas of the district are fertile and support the highest population. Livestock rearing and tillage farming are the main occupations of the community. To the north of Iten, the administrative centre, the land gradually rises through forests of indigenous trees and bleak high merino-sheep country. Lumbering is also carried on in this area. The total population of Keiyo District was estimated at 144,000 in 2004, and the population density was estimated to be 100 persons per square km (CKRC, 2004). Keiyo District is the eighth most densely populated district in the Rift Valley Province and has an average life expectancy of 61 years. …}, language = {en}, urldate = {2021-05-22}, journal = {undefined}, author = {Wims, Pádraig and Lawler, M.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZNLA847W 2405685:EQDB5T6L}, keywords = {⛔ No DOI found}, } @article{wood_new_2007, title = {New {Look} at {Habits} and the {Habit}-{Goal} {Interface}}, volume = {114}, url = {https://www.researchgate.net/publication/5936907_A_New_Look_at_Habits_and_the_Habit-Goal_Interface}, doi = {10.1037/0033-295X.114.4.843}, language = {en}, number = {4}, urldate = {2020-08-20}, journal = {Psychological Review}, author = {Wood, Wendy and Neil, David}, year = {2007}, note = {shortDOI: 10/dsb8bv KerkoCite.ItemAlsoKnownAs: 10.1037/0033-295X.114.4.843 10/dsb8bv 2405685:XZK2S4WM}, pages = {843--863}, } @techreport{yoon_reviewing_2007, title = {Reviewing the evidence on how teacher professional development affects student achievement}, language = {en}, number = {033}, institution = {National Center for Education Evaluation and Regional Assistance}, author = {Yoon, Kwang Suk and Duncan, Teresa and Wen-yu Lee, Sylvia and Scarloss, Beth and Shapley, Kathy}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YJCET4KE}, keywords = {C:United States}, pages = {62}, } @book{maxwell_policy_2006, title = {Policy {Entrepreneurship} for {Poverty} {Reduction}}, isbn = {978-1-78044-563-2}, url = {https://practicalactionpublishing.com/book/1646/policy-entrepreneurship-for-poverty-reduction}, urldate = {2020-09-24}, publisher = {PRACTICAL ACTION PUBLISHING}, author = {Maxwell, Simon and Court, Julius}, month = dec, year = {2006}, doi = {10.3362/9781780445632}, note = {Pages: 1-160 KerkoCite.ItemAlsoKnownAs: 10.3362/9781780445632 2339240:HTYCQ2TU 2405685:F6IAFHD3}, } @article{martin_digeulit_2006, title = {{DigEuLit}: {Concepts} and {Tools} for {Digital} {Literacy} {Development}}, volume = {5}, issn = {null}, shorttitle = {{DigEuLit}}, url = {https://doi.org/10.11120/ital.2006.05040249}, doi = {10.11120/ital.2006.05040249}, abstract = {In the e-permeated society, a society also increasingly unpredictable and uncertain, “digital literacy” becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. The DigEuLit project, funded by the EC eLearning Initiative, has a task of defining digital literacy and developing a framework and tools for digital literacy development in European educational settings. We have observed converging literacies which have gained new relevance in digital environments, and proposed a definition of digital literacy which focuses on the processes of using digital tools to support the achievement of goals in the individual’s life-situation. A suite of online tools is being developed to enable digital literacy progress to be tracked by teachers and learners, and evolution of these tools will continue beyond the life of the project.}, number = {4}, urldate = {2022-09-21}, journal = {Innovation in Teaching and Learning in Information and Computer Sciences}, author = {Martin, Allan and Grudziecki, Jan}, month = dec, year = {2006}, note = {Publisher: Routledge \_eprint: https://doi.org/10.11120/ital.2006.05040249 KerkoCite.ItemAlsoKnownAs: 10.11120/ital.2006.05040249 2339240:MYSWTRD6 2405685:PUWANT8R}, pages = {249--267}, } @article{judge_closing_2006, title = {Closing the {Digital} {Divide}: {Update} {From} the {Early} {Childhood} {Longitudinal} {Study}}, volume = {100}, issn = {0022-0671}, shorttitle = {Closing the {Digital} {Divide}}, url = {https://doi.org/10.3200/JOER.100.1.52-60}, doi = {10.3200/JOER.100.1.52-60}, abstract = {The authors examined the progress made toward equitable technology access and use over children's first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Children's use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement.}, number = {1}, urldate = {2021-02-19}, journal = {The Journal of Educational Research}, author = {Judge, Sharon and Puckett, Kathleen and Bell, Sherry Mee}, month = sep, year = {2006}, note = {Publisher: Routledge \_eprint: https://doi.org/10.3200/JOER.100.1.52-60 KerkoCite.ItemAlsoKnownAs: 10.3200/JOER.100.1.52-60 2339240:V6BL23DF 2405685:N35LVTCM}, keywords = {Early Childhood Longitudinal Study, computer access in high- and low-poverty schools, first- and third-grade children, kindergarten}, pages = {52--60}, } @techreport{ofsted_logical_2006, title = {The logical chain: continuing professional development in effective schools}, url = {https://dera.ioe.ac.uk/5999/1/The%20logical%20chain%20continuing%20professional%20development%20in%20effective%20schools%20(PDF%20format).pdf}, urldate = {2021-06-01}, author = {{Ofsted}}, month = jul, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6RVN2CE5 2405685:7W8DVFNS}, } @article{troseth_young_2006, title = {Young children's use of video as a source of socially relevant information}, volume = {77}, issn = {0009-3920}, doi = {10.1111/j.1467-8624.2006.00903.x}, abstract = {Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children.}, language = {English}, number = {3}, journal = {Child Development}, author = {Troseth, G. L. and Saylor, M. M. and Archer, A. H.}, month = jun, year = {2006}, note = {Place: Hoboken Publisher: Wiley WOS:000237394700018 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8624.2006.00903.x 2339240:RLTHFNDK 2405685:53A22D6L}, keywords = {behavior, blues-clues, comprehension, find, guide, imitation, infants, learn, perception, television}, pages = {786--799}, } @article{zelazo_dimensional_2006, title = {The {Dimensional} {Change} {Card} {Sort} ({DCCS}): a method of assessing executive function in children}, volume = {1}, copyright = {2006 Nature Publishing Group}, issn = {1750-2799}, shorttitle = {The {Dimensional} {Change} {Card} {Sort} ({DCCS})}, url = {https://www.nature.com/articles/nprot.2006.46}, doi = {10.1038/nprot.2006.46}, abstract = {The dimensional change card sort (DCCS) is an easily administered and widely used measure of executive function that is suitable for use with participants across a wide range of ages. In the standard version, children are required to sort a series of bivalent test cards, first according to one dimension (e.g., color), and then according to the other (e.g., shape). Most 3-year-olds perseverate during the post-switch phase, exhibiting a pattern of inflexibility similar to that seen in patients with prefrontal cortical damage. By 5 years of age, most children switch when instructed to do so. Performance on the DCCS provides an index of the development of executive function, and it is impaired in children with disorders such as attention-deficit/hyperactivity disorder (ADHD) and autism. We describe the protocol for the standard version (duration = 5 min) and the more challenging border version (duration = 5 min), which may be used with children as old as 7 years. *Note: In the version of the article originally published, the boat in the upper right of the figure was blue. It should be red. The error has been corrected in the HTML and PDF versions of the article.}, language = {en}, number = {1}, urldate = {2019-12-09}, journal = {Nature Protocols}, author = {Zelazo, Philip David}, month = jun, year = {2006}, note = {shortDOI: 10/b9853h KerkoCite.ItemAlsoKnownAs: 10.1038/nprot.2006.46 10/b9853h 2339240:4NWH2QGZ 2405685:JDIERCD8}, pages = {297--301}, } @article{bryman_paradigm_2006, title = {Paradigm {Peace} and the {Implications} for {Quality}}, volume = {9}, issn = {1364-5579}, url = {https://doi.org/10.1080/13645570600595280}, doi = {10.1080/13645570600595280}, abstract = {In this article it is shown that the paradigm wars that raged concerning the incompatibility of quantitative and qualitative research have largely subsided. In the process, discussions of epistemological and ontological issues have become less prominent. The peace that has broken out has proved to be more favourable to research combining quantitative and qualitative research than was the case during the paradigm wars. Drawing on interviews with social researchers who employ a mixed‐methods approach and on the literature, it is shown that a spirit of pragmatism with regard to combining quantitative and qualitative research prevails which encourages researchers to consider using mixed‐methods research when the research question is suited to it. However, the issue of which quality criteria should be employed in investigations combining quantitative and qualitative research has not been given a great deal of consideration. The author argues for a contingency approach, in which issues to do with quality are decided in relation to the nature of the study.}, number = {2}, urldate = {2019-11-05}, journal = {International Journal of Social Research Methodology}, author = {Bryman, Alan}, month = apr, year = {2006}, note = {shortDOI: 10/b8wtt2 KerkoCite.ItemAlsoKnownAs: 10.1080/13645570600595280 10/b8wtt2 2339240:T3KNAFUP 2405685:RKS7ELJH}, pages = {111--126}, } @article{paas_optimising_2006, series = {Recent {Worked} {Examples} {Research}: {Managing} {Cognitive} {Load} to {Foster} {Learning} and {Transfer}}, title = {Optimising worked example instruction: {Different} ways to increase germane cognitive load}, volume = {16}, issn = {0959-4752}, shorttitle = {Optimising worked example instruction}, url = {http://www.sciencedirect.com/science/article/pii/S0959475206000181}, doi = {10.1016/j.learninstruc.2006.02.004}, abstract = {Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer.}, language = {en}, number = {2}, urldate = {2020-08-20}, journal = {Learning and Instruction}, author = {Paas, Fred and van Gog, Tamara}, month = apr, year = {2006}, note = {shortDOI: 10/bg2wtc KerkoCite.ItemAlsoKnownAs: 10.1016/j.learninstruc.2006.02.004 10/bg2wtc 2405685:GQ7VHTE3}, pages = {87--91}, } @article{gathercole_working_2006, title = {Working memory in children with reading disabilities}, volume = {93}, issn = {0022-0965}, url = {http://www.sciencedirect.com/science/article/pii/S0022096505001402}, doi = {10.1016/j.jecp.2005.08.003}, abstract = {This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of fluid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deficits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading difficulties within the sample was significantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These findings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered.}, language = {en}, number = {3}, urldate = {2019-12-09}, journal = {Journal of Experimental Child Psychology}, author = {Gathercole, Susan Elizabeth and Alloway, Tracy Packiam and Willis, Catherine and Adams, Anne-Marie}, month = mar, year = {2006}, note = {shortDOI: 10/b59c23 KerkoCite.ItemAlsoKnownAs: 10.1016/j.jecp.2005.08.003 10/b59c23 2339240:HV2K4TBE 2405685:5A7J3C4R}, keywords = {IQ, Mathematics, NOTdocs.opendeved.net, Reading disabilities, Short-term memory, Working memory}, pages = {265--281}, } @article{burnham_scopus_2006, title = {Scopus database: {A} review}, volume = {3}, doi = {10.1186/1742-5581-3-1}, abstract = {The Scopus database provides access to STM journal articles and the references included in those articles, allowing the searcher to search both forward and backward in time. The database can be used for collection development as well as for research. This review provides information on the key points of the database and compares it to Web of Science. Neither database is inclusive, but complements each other. If a library can only afford one, choice must be based in institutional needs.}, language = {English}, journal = {National Library of Medicine}, author = {Burnham, Judy F.}, month = mar, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1742-5581-3-1 2339240:6RMWD3XC 2405685:U9CFT7QG}, } @article{webb_does_2006, title = {Does changing behavioral intentions engender behavior change? {A} meta-analysis of the experimental evidence}, volume = {132}, issn = {0033-2909}, shorttitle = {Does changing behavioral intentions engender behavior change?}, doi = {10.1037/0033-2909.132.2.249}, abstract = {Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.}, language = {eng}, number = {2}, journal = {Psychological Bulletin}, author = {Webb, Thomas L. and Sheeran, Paschal}, month = mar, year = {2006}, pmid = {16536643}, note = {shortDOI: 10/c9ffrz KerkoCite.ItemAlsoKnownAs: 10.1037/0033-2909.132.2.249 10/c9ffrz 2405685:FQQMQ9MQ}, keywords = {Attitude, Cooperative Behavior, Female, Humans, Intention, Male, Social Behavior}, pages = {249--268}, } @article{burns_improving_2006, title = {Improving teaching quality in {Guinea} with interactive radio instruction}, volume = {Working paper}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_500.pdf}, abstract = {Guinea's Sous le Fromager project is an excellent example of radio as an effective delivery system for enhancing teachers’ basic content skills and for helping teachers with little or no instructional skills acquire those skills.}, language = {en}, number = {2}, author = {Burns, Mary}, month = feb, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IB9MSTJD 2405685:EB5MX5GI}, pages = {15}, } @article{ritter_effectiveness_2006, title = {The {Effectiveness} of {Volunteer} {Tutoring} {Programs}: {A} {Systematic} {Review}}, volume = {2006}, author = {Ritter, Gary and Denny, George and Albin, Ginger and Barnett, Joshua and Blankenship, Virginia}, month = jan, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WFIBLC8T 2405685:BSZTHPDM}, } @article{braun_using_2006, title = {Using thematic analysis in psychology}, volume = {3}, doi = {10.1191/1478088706qp063oa}, abstract = {Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.}, number = {2}, journal = {Qualitative Research in Psychology}, author = {Braun, Virginia and Clarke, Victoria}, month = jan, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1191/1478088706qp063oa 2339240:ZG2T2YCR 2405685:K6VHKKI9}, keywords = {epistemology, flexibility, patterns, qualitative psychology, thematic analysis}, pages = {77--101}, } @techreport{geeves_new_2006, title = {"{A} new beginning" {Children}, primary schools and social change in post-conflict {Preah} {Vihear} {Province} {Cambodia}}, url = {https://norad.no/globalassets/import-2162015-80434-am/www.norad.no-ny/filarkiv/ngo-evaluations/docs-50668-v1-a_new_beginning_-_primary-school-and-social-change-in-post-conflict-cambodia.pdf}, urldate = {2020-05-15}, institution = {Save the Children}, author = {Geeves, Richard and Eng, Kim Ly and Lorn, Sa and Borrmei, Lon and Saran, Sok}, month = jan, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QKDQ5FLL}, } @misc{noauthor_zanzibar_2006, title = {Zanzibar {Education} {Policy}}, url = {https://www.moez.go.tz/docs/pwA4nrszmk_Zanzibar_Education_Policy.pdf}, publisher = {Ministry of Education and Vocational Training}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:74HUJH9W 2405685:P9RU84Z5}, } @techreport{alidou_optimising_2006, address = {Paris}, title = {Optimising learning and education in {Africa}: {The} language factor}, url = {https://uil.unesco.org/literacy/multilingual-research/optimising-learning-education-and-publishing-africa-language-factor}, language = {English}, institution = {ADEA, UIE, GTZ}, author = {Alidou, H. and Boly, A. and Brock-Utne, B. and Diallo, Y.S. and Heugh, K. and Wolff, H.E.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DZMRMG7P 2405685:SDDDDUBW}, pages = {1 -- 186}, } @techreport{binns_teacher_2006, title = {Teacher {Education} at a {Distance}: {Impact} on {Development} in the {Community}}, language = {en}, institution = {DFID}, author = {Binns, Felicity and Wrightson, Tony}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3IPM5K7Y}, keywords = {C:Low- and middle-income countries, ⛔ No DOI found}, pages = {74}, } @techreport{cassidy_education_2006, address = {Washington, D.C.}, title = {Education {Management} {Information} {Systems} ({EMIS}) in {Latin} {America} and the {Caribbean}: lessons and challenges}, url = {https://publications.iadb.org/en/publication/education-management-information-systems-emis-latin-america-and-caribbean-lessons-and}, urldate = {2021-08-03}, institution = {Inter-American Development Bank}, author = {Cassidy, T}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8BQ9STIT 2339240:T6Y5INQI 2339240:UJBGNXBA 2405685:4AA66EFV 2405685:4LG5ZKEP 2405685:FE5G8PH4 4656463:G2RQ9X5X}, keywords = {⛔ No DOI found}, } @inproceedings{daniel_application_2006, title = {Application of a {Systems} {Approach} to {Distance} {Education}}, booktitle = {Proceedings of the 50th {Annual} {Meeting} of the {ISSS}-2006, {Sonoma}, {CA}, {USA}}, author = {Daniel, Teresa A.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VERZ4VBV 2339240:ZEQWKAD9 2339240:ZRRNGZP7 2405685:C9JUSLSE}, keywords = {⛔ No DOI found}, } @article{destefano_meeting_2006, title = {Meeting {EFA}: {Reaching} the underserved through complementary models of effective schooling}, shorttitle = {Meeting {EFA}}, journal = {Academy for Educational Development (AED)}, author = {DeStefano, Joseph and Hartwell, A. and Schuh-Moore, A. and Balwanz, D.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VNT7QNLH 2405685:KLXN3KCY}, keywords = {⛔ No DOI found}, } @article{government_of_malawi_malawi_2006, title = {Malawi {National} {ICT} for {Development} ({ICT4D}) {Policy}}, language = {en}, author = {Government of Malawi}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GDT8RMBE 2405685:PT3CV2YM}, keywords = {⛔ No DOI found}, pages = {65}, } @techreport{kadzamira_teacher_2006, address = {Centre for Educational Research and Training, University of Malawi}, title = {Teacher motivation and incentives in {Malawi}}, author = {Kadzamira, Esme Chipo}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SWGNG2DL 2405685:VPVQV7I7}, } @techreport{kadzamira_teacher_2006, address = {Zomba, Malawi}, title = {Teacher motivation and incentives in {Malawi}}, url = {https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b}, language = {en}, institution = {Centre for Educational Research and Training, University of Malawi}, author = {Kadzamira, Esme Chipo}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 2339240:3RTX2ISG 2405685:RYZ5A4F2 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK}, keywords = {C:Malawi, \_C:Malawi MWI, ⛔ No DOI found}, pages = {1--26}, } @techreport{kadzamira_teacher_2006, address = {Zomba, Malawi}, title = {Teacher motivation and incentives in {Malawi}}, url = {https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b}, language = {en}, institution = {Centre for Educational Research and Training, University of Malawi}, author = {Kadzamira, Esme Chipo}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 2339240:3RTX2ISG 2405685:RYZ5A4F2 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK}, keywords = {C:Malawi, \_C:Malawi MWI, ⛔ No DOI found}, pages = {1--26}, } @techreport{kadzamira_teacher_2006, address = {Zomba, Malawi}, title = {Teacher motivation and incentives in {Malawi}}, url = {https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b}, language = {en}, institution = {Centre for Educational Research and Training, University of Malawi}, author = {Kadzamira, Esme Chipo}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 2339240:3RTX2ISG 2405685:RYZ5A4F2 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK}, keywords = {C:Malawi, \_C:Malawi MWI, ⛔ No DOI found}, pages = {1--26}, } @techreport{leach_deep_2006, address = {London}, title = {{DEEP} {IMPACT}: an investigation of the use of information and communication technologies for teacher education in the global south}, url = {http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf}, language = {en}, institution = {DFID}, author = {Leach, Jenny}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {158}, } @techreport{leach_deep_2006, address = {London}, title = {{DEEP} {IMPACT}: an investigation of the use of information and communication technologies for teacher education in the {Global} {South}}, url = {http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf}, language = {en}, institution = {DFID}, author = {Leach, Jenny and Ahmed, Atef and Makalima, Shumi and Power, Tom}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T 2405685:V427KR5D 2534378:7SP4UDPQ}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{leu_quality_2006, title = {Quality of {Education} and {Teacher} {Learning}: {A} {Review} of the {Literature}}, url = {https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf}, language = {en}, institution = {American Institutes for Research under the EQUIP1 LWA Academy for Educational Development}, author = {Leu, Elizabeth and Price-Rom, Alison}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K3KECM73 2405685:TTR5IKQQ}, pages = {28}, } @techreport{leu_quality_2006, title = {Quality of education and teacher learning: a review of the literature}, url = {https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf}, language = {en}, institution = {American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development}, author = {Leu, Elizabeth and Price-Rom, Alison}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B7A7AZI7 2405685:7Z8J5D5F}, } @techreport{leu_quality_2006, title = {Quality of education and teacher learning: a review of the literature}, url = {https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf}, language = {en}, institution = {American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development}, author = {Leu, Elizabeth and Price-Rom, Alison}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B7A7AZI7 2405685:7Z8J5D5F}, } @article{mahadeo_english_2006, title = {English {Language} {Teaching} in {Mauritius}: {A} {Need} for clarity of vision regarding {English} {Language} {Policy}}, url = {https://aaref.com.au/wp-content/uploads/2018/05/18-2.pdf}, language = {en}, number = {18}, journal = {The International Journal of Language, Society and Culture}, author = {Mahadeo, Satish Kumar}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7ALSDVWF 4042040:YJ6L3RJF}, keywords = {⛔ No DOI found}, } @techreport{mattson_field-based_2006, title = {Field-{Based} {Models} of {Primary} {Teacher} {Training}: {Case} {Studies} of {Student} {Support} {Systems} from {Sub}-{Saharan} {Africa}}, language = {en}, institution = {Department for International Development}, author = {Mattson, Elizabeth}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:48KESELW}, keywords = {C:sub-Saharan Africa, ⛔ No DOI found}, } @misc{ministry_of_education_kenya_national_2006, title = {National {Information} and {Communication} {Technology} {Strategy} for {Education} and {Training}}, url = {http://nepadkenya.org/documents/MOE-ICT%20in%20Education.pdf}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZTFFZSKR}, } @book{paracka_athens_2006, title = {The {Athens} of {West} {Africa}: {A} {History} of {International} {Education} at {Fourah} {Bay} {College}, {Freetown}, {Sierra} {Leone}}, url = {https://www.routledge.com/The-Athens-of-West-Africa-A-History-of-International-Education-at-Fourah/Paracka-Jr/p/book/9781138987630}, abstract = {This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001).}, author = {Paracka, Daniel J.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:993UCWCL 2405685:3CTGQYRP}, } @book{petticrew_systematic_2006, address = {Malden}, series = {Systematic reviews in the social sciences: {A} practical guide}, title = {Systematic reviews in the social sciences: {A} practical guide}, isbn = {978-1-4051-2110-1}, shorttitle = {Systematic reviews in the social sciences}, abstract = {This book is a guide to planning and conducting a particular type of literature review, one that is increasingly used as a scientific tool: the systematic literature review. The book is aimed at social science researchers, but it provides a more general discussion of systematic reviews for those who want to use and understand them, but don't necessarily want to do one themselves. Most of the recent interest in systematic reviews focuses on reviews of the effectiveness of interventions, reflected in the growth of initiatives like the Campbell and Cochrane Collaborations. This book therefore focuses on reviews of effectiveness, but not exclusively. Systematic reviews are also widely used to synthesize other sorts of evidence, for example in order to answer questions about etiology (causes of problems), or about people's experiences, and we discuss and present examples of such reviews. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}, publisher = {Blackwell Publishing}, author = {Petticrew, Mark and Roberts, Helen}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WXDFWS9M 2405685:KTBSA4AP}, keywords = {Literature Review, Social Sciences}, } @techreport{powell_rethinking_2006, title = {Rethinking {Education} {Management} {Information} {Systems}: lessons from and options for less developed countries}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_504.pdf}, number = {6}, urldate = {2021-08-03}, institution = {InfoDev}, author = {Powell, Marcus}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D7B95ZM6 2405685:T67DWXBM}, } @techreport{powell_rethinking_2006, title = {Rethinking {Education} {Management} {Information} {Systems}: {Lessons} from and {Options} for {Less} {Developed} {Countries}}, shorttitle = {Rethinking {Education} {Management} {Information} {Systems}}, url = {https://www.infodev.org/articles/rethinking-education-management-information-systems-lessons-and-options-less-developed}, abstract = {Donors and planners often have unrealistic expectations about what can be achieved in a short time period and underestimate the challenges facing EMIS.}, language = {en}, urldate = {2022-05-31}, author = {Powell, Marcus}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RQI7KJCY 2405685:TVYWHVG3 4656463:IKM46ZNW}, } @techreport{powell_rethinking_2006, title = {Rethinking {Education} {Management} {Information} {Systems}: {Lessons} from and {Options} for {Less} {Developed} {Countries}}, shorttitle = {Rethinking {Education} {Management} {Information} {Systems}}, url = {https://www.infodev.org/articles/rethinking-education-management-information-systems-lessons-and-options-less-developed}, abstract = {Donors and planners often have unrealistic expectations about what can be achieved in a short time period and underestimate the challenges facing EMIS.}, language = {en}, urldate = {2022-05-31}, author = {Powell, Marcus}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RQI7KJCY 2405685:TVYWHVG3 4656463:IKM46ZNW}, } @book{ramalingam_tools_2006, address = {London, UK}, title = {Tools for knowledge and learning: a guide for development and humanitarian organizations}, isbn = {978-0-85003-813-2}, shorttitle = {Tools for knowledge and learning}, language = {en}, publisher = {Overseas Development Institute}, author = {Ramalingam, Ben}, year = {2006}, note = {OCLC: 749000861 KerkoCite.ItemAlsoKnownAs: 2339240:KAPZXX6J 2405685:4V6LJZNM}, } @incollection{ray_aspirations_2006, address = {New York}, title = {Aspirations, poverty, and economic change}, isbn = {978-0-19-530519-7}, url = {https://www.google.co.uk/books/edition/Understanding_Poverty/qVNLt3Cei1EC?hl=en&gbpv=0}, abstract = {This essay discusses a particular aspect of poverty: its close and brutal association with a failure of aspirations. This is not an assertion about individuals who are poor; it is a statement about the condition of poverty itself. Poverty stifles dreams, or at least the process of attaining dreams. Thus, poverty and the failure of aspirations may be reciprocally linked in a self-sustaining trap. This essay seeks to draw out various aspects of this theme and, in the process, to introduce and discuss an aspirations-based view of individual behavior.}, language = {eng}, urldate = {2022-03-04}, booktitle = {Understanding {Poverty}}, publisher = {Oxford University Press}, author = {Ray, Debraj}, year = {2006}, doi = {10.1093/0195305191.003.0028}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/0195305191.003.0028 2339240:2T4ZNREX 2405685:BNLHW8HH}, keywords = {aspirations failure, aspirations window, collective action, individual behavior, poor, social polarization}, pages = {409--422}, } @book{rose_universal_2006, title = {Universal {Design} for {Learning}: {Is} {It} for {Everyone}?}, isbn = {978-1-891792-30-4}, url = {https://eric.ed.gov/?id=ED515447}, abstract = {Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners. In this first UDL Reader, Anne Meyer and David H. Rose, cofounders of CAST, the educational nonprofit that developed the UDL framework, bring together a collection of articles on the practical, classroom dimensions of the UDL revolution in education. The authors offer insights on learner differences, the capacities of new media in the classroom, and effective teaching and assessment practices. The volume also includes lessons from teacher professional development workshops, classroom-based research, and UDL practitioners themselves. A highly readable volume aimed particularly at school teachers and administrators, this book is also an uncommonly accessible introduction to UDL for all readers committed to creating improved and universal access to educational materials for all students. Following a preface (Anne Meyer and David H. Rose), this book contains the following chapters: (1) Applying Universal Design for Learning in the Classroom (Peggy Coyne, Patricia Ganley, Tracey Hall, Grace Meo, Elizabeth Murray, and David Gordon); (2) A UDL Case Story and Model Lesson: Reading Challenges in Geography and Social Studies (The Staff at CAST); (3) Frequent Questions about Universal Design for Learning (Grace Meo); (4) A Level Playing Field: UDL in the Classroom (Lani Harac); (5) Teacher Perspectives: UDL in the Elementary Classroom (Kirsten Lee Howard); (6) Teacher Perspectives: Strategy Instruction Goes Digital (Nicole Strangman); (7) Implications of Universal Design for Learning for Classroom Assessment (David H. Rose and Robert P. Dolan); (8) The Promise of New Learning Environments for Students with Disabilities (Bart Pisha and Skip Stahl); (9) Transforming the Textbook to Improve Learning (Skip Stahl); (10) Engaging the Text: Brain Research and the Universal Design of Reading Strategy Supports (David H. Rose and Bridget Dalton); and (11) Teaching Internet Literacy Strategies: The Hero Inquiry Project (Maya B. Eagleton, Kathleen Guinee, and Karen Langlais). An index is also included.}, author = {Rose, D and Meyer, A}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RTHAM8C5 2405685:2IJJICCL}, } @article{sims_beyond_2006, title = {Beyond {Instructional} {Design}: {Making} {Learning} {Design} a {Reality}}, volume = {1}, issn = {1832-8342}, shorttitle = {Beyond {Instructional} {Design}}, url = {https://eric.ed.gov/?id=EJ1066491}, abstract = {When we reflect on the emergence of online education and e-learning as the leading contender to confront the traditions of face-to-face teaching and learning, it is not only a case of better understanding the characteristics of online environments, but also timely to assess the relevance of theories and frameworks informing the design and implementation of those environments. Over the past twenty five years, the value of technology to education has been a significant focus of teachers, learners and institutional administration; it is also a period that has been characterised by lighthouse success stories, rigorous research, technological determinism and unfulfilled promises. As each new generation of technology appeared in the classroom (microcomputers, colour monitors, hypermedia, multimedia, internet), a new generation of early adopters appeared, each seemingly unaware of the research and knowledge gained by the previous generation. In this paper the argument is proposed that even with the strong foundation of knowledge that informs the appropriate ways to use technology for teaching and learning, too often that knowledge has been misunderstood or misused or ignored. The paper is based on the keynote presentation to the Online Learning and Teaching Conference held in Brisbane on September 23rd, 2005. The theme of the conference, "Beyond Delivery," was extremely timely as it marked the assertion that it was time to put the simple digitisation of materials behind us and focus on the active, engaging learning opportunities that effectively put the learning back into e-learning to take advantage of collaborative tools, learning communities and mediated conversation for new millennial learners. More importantly the statement that we are "beyond delivery" also suggests that it is time to embrace change and reflect on new ways to conceptualise the design of online learning environments. Through this paper an argument is presented for a proactive approach to the conceptualisation, formation and maintenance of online environments that cater specifically for the individual learner. Through an analysis of design strategies, proactive modelling and interactive metrics, a new framework is presented to address the pedagogy of online environments and present an alternative to common instructional design practices. For those committed to online teaching and learning environments populated with collaborating and reflective participants, this framework goes well beyond delivery to a pedagogy centred on emancipation and empowerment for the engaged learner.}, language = {en}, number = {2}, urldate = {2020-09-18}, journal = {Journal of Learning Design}, author = {Sims, Rod}, year = {2006}, note = {Publisher: Queensland University of Technology KerkoCite.ItemAlsoKnownAs: 2405685:RX8KWKNW}, keywords = {Active Learning, Audio Equipment, Cognitive Style, Communities of Practice, Computer Mediated Communication, Conferences (Gatherings), Cooperative Learning, Educational Technology, Electronic Learning, Empowerment, Epistemology, Feedback (Response), Guidelines, Instructional Design, Models, Online Courses, Student Role, Teacher Role, Teaching Methods, Video Technology, ⛔ No DOI found}, pages = {1--9}, } @book{siraj-blatchford_guide_2006, title = {A guide to developing the {ICT} curriculum for early childhood education.}, publisher = {Stylus Publishing, LLC.}, author = {Siraj-Blatchford, I and Siraj-Blatchford, J}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZC6SPGTJ 2405685:2UIM9IDR}, } @article{sterman_learning_2006, title = {Learning from evidence in a complex world}, volume = {96}, doi = {10.2105/AJPH.2005.066043}, number = {3}, journal = {American journal of public health}, author = {Sterman, John D.}, year = {2006}, note = {Publisher: American Public Health Association KerkoCite.ItemAlsoKnownAs: 10.2105/AJPH.2005.066043 2339240:S4A7BF3D 2405685:47LVMS7V}, pages = {505--514}, } @book{theobald_increasing_2006, title = {Increasing student motivation: strategies for middle and high school teachers}, isbn = {978-1-4522-1521-1}, shorttitle = {Increasing student motivation}, url = {https://books.google.co.uk/books?id=sXjDAgAAQBAJ&dq=Increasing+student+motivation:+strategies+for+middle+and+high+school+teachers}, abstract = {This unique resource provides a wealth of theories and strategies for teachers to help spark students' motivations to learn and succeed beyond their formal schooling years.}, language = {en}, publisher = {Corwin Press}, author = {Theobald, Margaret A.}, year = {2006}, note = {Google-Books-ID: hYlyAwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:36JVNFDI 2405685:MU3JMLD8}, keywords = {Education / General}, } @misc{uncrpd_convention_2006, title = {Convention on the {Rights} of {Persons} with {Disabilities} ({CRPD}) {\textbar} {United} {Nations} {Enable}}, url = {https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html}, abstract = {Convention Ratifications/Accessions: 182 Signatories*: 164 Optional Protocol Ratifications/Accessions: 96 Signatories*: 94 (* Signatories include countries or regional integration organizations that have signed the Convention and its Optional Protocol) 10th Anniversary of the adoption of CRPD: 2006 to 2016 Infographic on the CRPD and the COSP (prepared October 2016: (Word, PDF) Status of Ratifications to the CRPD (prepared May 2016) (JPG, […]}, language = {en-US}, urldate = {2020-12-10}, author = {UNCRPD}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5IDS3FHB 2405685:ZCMN87NZ}, } @article{wang_learning_2006, title = {Learning styles and formative assessment strategy: enhancing student achievement in {Web}-based learning}, volume = {22}, issn = {1365-2729}, shorttitle = {Learning styles and formative assessment strategy}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2729.2006.00166.x}, doi = {10.1111/j.1365-2729.2006.00166.x}, abstract = {The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was developed. The formative assessment strategies included Formative Assessment Module of the Web-Based Assessment and Test Analysis system (FAM-WATA) (with six Web-based formative assessment strategies), Normal Module of Web-Based Assessment and Test Analysis system (N-WATA) (only with partial Web-based formative assessment strategy) and Paper and Pencil Test (PPT) (without Web-based formative assessment strategy). Subjects were tested using Kolb's Learning Style Inventory, and assigned randomly by class into three groups. Each group took Web-based courses using one of the formative assessment strategies. Pre- and post-achievement testing was carried out. A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Web-based learning environment. However, there is no interaction between these two factors. A post hoc comparison showed that performances of the FAM-WATA group are higher than the N-WATA and PPT groups. Learners with a ‘Diverger’ learning style performed best followed by, ‘Assimilator’, ‘Accommodator’, and ‘Converger’, respectively. Finally, FAM-WATA group students are satisfied with six strategies of the FAM-WATA.}, language = {en}, number = {3}, urldate = {2020-07-20}, journal = {Journal of Computer Assisted Learning}, author = {Wang, K. H. and Wang, T. H. and Wang, W. L. and Huang, S. C.}, year = {2006}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2006.00166.x shortDOI: 10/fgkwjr KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2006.00166.x 10/fgkwjr 2405685:HQSUKKNZ}, keywords = {Kolb's learning style, WATA system, Web-based formative assessment, biology, e-learning effects, middle school}, pages = {207--217}, } @article{zhao_social_2006, title = {The {Social} {Life} of {Technology}: {An} {Ecological} {Analysis} of {Technology} {Diffusion} in {Schools}}, volume = {1}, issn = {1554-480X, 1554-4818}, shorttitle = {The {Social} {Life} of {Technology}}, url = {http://www.tandfonline.com/doi/abs/10.1207/s15544818ped0102_5}, doi = {10.1207/s15544818ped0102_5}, language = {en}, number = {2}, urldate = {2020-01-07}, journal = {Pedagogies: An International Journal}, author = {Zhao, Yong and Lei, Jing and Frank, Kenneth A.}, month = apr, year = {2006}, note = {shortDOI: 10/d7h88f KerkoCite.ItemAlsoKnownAs: 10.1207/s15544818ped0102\_5 10/d7h88f 2339240:5VZLQSJV 2339240:WS4YPJXX 2405685:CXPZTPRP 2405685:RZ7JQCIS}, pages = {135--149}, } @techreport{duflo_monitoring_2005, title = {Monitoring works: {Getting} teachers to come to school}, shorttitle = {Monitoring {Works}}, url = {https://www.nber.org/papers/w11880}, abstract = {Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.}, language = {en}, number = {w11880}, urldate = {2020-12-10}, institution = {National Bureau of Economic Research}, author = {Duflo, Esther and Hanna, Rema}, month = dec, year = {2005}, doi = {10.3386/w11880}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w11880 2339240:AQRALELS 2405685:2C6VSE3T}, } @book{wilson_other_2005, address = {San Francisco, CA}, edition = {1 edition}, title = {The {Other} {Blended} {Learning}: {A} {Classroom}-{Centered} {Approach}}, isbn = {978-0-7879-7401-5}, shorttitle = {The {Other} {Blended} {Learning}}, abstract = {In The Other Blended Learning, Diann Wilson and Ellen Smilanich explain how to successfully blend a variety of learning methods?including mentoring, coaching, on-the-job training, and e-learning?around classroom-delivered content. Though blended learning is most often associated with e-learning, this ?other? blend shows how to maximize the classroom experience to aid learning transfer and improve performance.  Written in an easy-to-use format, The Other Blended Learning offers a practical guide for understanding and implementing a successful blended learning approach in any organization no matter what its size or mission.}, language = {English}, publisher = {Pfeiffer}, author = {Wilson, Diann and Smilanich, Ellen M.}, month = jul, year = {2005}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:Z3R5NFEU}, } @techreport{oecd_teachers_2005, title = {Teachers matter: attracting, developing and retaining effective teachers}, shorttitle = {Teachers matter}, url = {https://www.oecd.org/education/school/34990905.pdf}, language = {en}, urldate = {2020-05-06}, institution = {OECD Publishing}, author = {{OECD}}, month = jun, year = {2005}, doi = {10.1787/9789264018044-en}, note = {Full report URL: https://www.oecd-ilibrary.org/education/teachers-matter-attracting-developing-and-retaining-effective-teachers\_9789264018044-en KerkoCite.ItemAlsoKnownAs: 10.1787/9789264018044-en 2339240:FTEGGPA6 2339240:TU4GDZTW 2405685:DD6X5JJQ}, } @article{unwin_towards_2005, title = {Towards a framework for the use of {ICT} in teacher training in {Africa}}, volume = {20}, issn = {0268-0513}, url = {https://www.researchgate.net/publication/44836272_Towards_a_framework_for_the_use_of_ICT_in_teacher_training_in_Africa}, doi = {10.1080/02680510500094124}, abstract = {There is a gulf between the rhetoric of those advocating the use of ICT in education in Africa and the reality of classroom practice. This paper explores some of the reasons for this, and outlines a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It argues that six fundamental principles of good practice must be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre‐service and in‐service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; and an emphasis on the development of sustainable costing models. The paper concludes with a framework for action to deliver the very real benefits of ICT for teacher training in Africa.}, number = {2}, urldate = {2020-09-01}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Unwin, Tim}, month = jun, year = {2005}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680510500094124 Extra URL: https://doi.org/10.1080/02680510500094124 KerkoCite.ItemAlsoKnownAs: 10.1080/02680510500094124 2339240:KKN62XAA 2405685:JJX3EQD5}, keywords = {Africa, Education policy, ICT, Teacher training}, } @article{boyd_explaining_2005, title = {Explaining the {Short} {Careers} of {High}-{Achieving} {Teachers} in {Schools} with {Low}-{Performing} {Students}}, volume = {95}, issn = {0002-8282}, url = {https://www.aeaweb.org/articles?id=10.1257/000282805774669628}, doi = {10.1257/000282805774669628}, language = {en}, number = {2}, urldate = {2022-05-16}, journal = {American Economic Review}, author = {Boyd, Donald and Lankford, Hamilton and Loeb, Susanna and Wyckoff, James}, month = may, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/000282805774669628 2339240:TKPW4YRL 2405685:H96ELS6C}, keywords = {Analysis of Education, Public Sector Labor Markets}, pages = {166--171}, } @techreport{das_teacher_2005, title = {Teacher shocks and student learning : evidence from {Zambia}}, shorttitle = {Teacher shocks and student learning}, url = {https://ideas.repec.org/p/wbk/wbrwps/3602.html}, abstract = {A large literature examines the link between shocks to households and the educational attainment of children. The authors use new data to estimate the impact of shocks to teachers on student learning in mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks they find large impacts: A 5 percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. This reduction in learning achievement likely reflects both the direct effect of increased absenteeism and the indirect effects of less lesson preparation and lower teaching quality when in class. The authors document that health problems-primarily teachers'own illness and the illnesses of their family members-account for more than 60 percent of teacher absences; not surprising in a country struggling with an HIV/AIDS epidemic. The relationship between shocks to teachers and student learning suggests that households are unable to substitute adequately for teaching inputs. Excess teaching capacity that allows for the greater use of substitute teachers could lead to larger gains in student learning.}, language = {en}, number = {3602}, urldate = {2022-06-06}, institution = {The World Bank}, author = {Das, Jishnu and Dercon, Stefan and Habyarimana, James and Krishnan, Pramila}, month = apr, year = {2005}, note = {Publication Title: Policy Research Working Paper Series KerkoCite.ItemAlsoKnownAs: 2339240:GFIFRUFA 2405685:RVFXTBTX 4656463:N3N5LCL3}, keywords = {Educational Sciences, Gender and Education, Girls Education, Primary Education, Teaching and Learning}, } @techreport{anzalone_improving_2005, address = {Washington D.C.}, type = {Working {Paper}}, title = {Improving educational quality with interactive radio instruction : a toolkit for policymakers and planners}, shorttitle = {Improving educational quality with interactive radio instruction}, url = {http://documents.worldbank.org/curated/en/288791468035958279/Improving-educational-quality-with-interactive-radio-instruction-a-toolkit-for-policymakers-and-planners}, abstract = {This toolkit offers a timely compilation and analysis of recent experience of interactive radio instruction (IRI) in Africa and elsewhere. It explains the IRI concept. It guides the reader through the process of determining when IRI might be appropriate in a given context, and it describes the steps in setting up an IRI program. The authors emphasize the critical factors for success, including appropriate policy frameworks as well as planning for the necessary investment and sustainability. The report is organized as follows: Chapter 1 generally describes the IRI methodology and discusses the effectiveness, scale, and sustainability of the IRI approach. Chapter 2 then outlines steps for assessing the potential and appropriateness of IRI for improving educational quality in primary school classrooms in a given country, and chapter 3 leads the reader through a guided decision-making process for identifying the issues involved in applying the IRI methodology in particular country contexts. Two appendixes give summary data and illustrate, through brief vignettes, how IRI programs have worked in Sub-Saharan African countries. The Resources section contains further useful information, much of it available online.}, language = {en}, number = {35742}, urldate = {2020-05-13}, institution = {The World Bank}, author = {Anzalone, Stephen and Bosch, Andrea}, month = mar, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8QDN7BMS 2339240:K2FIBK5K 2339240:TLH2JJ3U 2339240:XNBYH9JL 2405685:58YH9N6Q 2405685:HYGP89Y7 2405685:RRYF7LNB 2405685:WXZ2G3I3 2405685:XN7X2G9L 2534379:8DIQB53I}, keywords = {Commitment, \_\_\_working\_potential\_duplicate, broadcasting, cost}, pages = {1--140}, } @article{gorsky_dialogue_2005, title = {Dialogue: {A} theoretical framework for distance education instructional systems}, volume = {36}, shorttitle = {Dialogue}, doi = {10.1111/j.1467-8535.2005.00448.x}, abstract = {This paper presents a theoretical framework for viewing elements that comprise distance education instructional systems in terms of dialogue. It is assumed that learning is mediated by intrapersonal dialogue and facilitated by interpersonal dialogue. Every resource in a distance education instructional system (eg, instructor availability, asynchronous communication networks, self-instruction texts, etc) is analysed in terms of the dialogue mode it supports. The framework offers three advantages: (1) a unified, simple, and coherent description of the mechanisms at play in distance education systems, (2) clear-cut operational definitions, and (3) hypotheses that may be investigated empirically.}, journal = {British Journal of Educational Technology}, author = {Gorsky, Paul and Caspi, Avner}, month = mar, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2005.00448.x 2339240:27S2643G 2405685:5GYDXVTM}, pages = {137--144}, } @article{murimba_impact_2005, title = {The impact of the {Southern} and {Eastern} {Africa} {Consortium} for {Monitoring} {Educational} {Quality} ({SACMEQ})}, volume = {35}, doi = {10.1007/s11125-005-6822-z}, number = {1}, journal = {Prospects}, author = {Murimba, S}, month = mar, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-005-6822-z 2339240:GTT4IHFP 2405685:P6WSGKA2}, pages = {91--108}, } @article{abadzi_monitoring_2005, title = {Monitoring basic skills acquisition through rapid learning assessments: {A} case study from {Peru}}, volume = {35}, issn = {1573-9090}, shorttitle = {Monitoring basic skills acquisition through rapid learning assessments}, url = {https://doi.org/10.1007/s11125-005-1817-3}, doi = {10.1007/s11125-005-1817-3}, language = {en}, number = {2}, urldate = {2020-12-11}, journal = {PROSPECTS}, author = {Abadzi, Helen and Crouch, Luis and Echegaray, Marcela and Pasco, Consuelo and Sampe, Jessyca}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-005-1817-3 2339240:QDJBCG9B 2405685:KCL8RYGR}, pages = {137--156}, } @article{ali_information_2005, title = {Information and communication technology ({ICT}) education in the city school, {Pakistan} - {A} success story in the large-scale introduction of the {UK} {National} {Curriculum}'s {ICT} component in {Pakistan}}, volume = {57}, issn = {0001-253X}, doi = {10.1108/00012530510589092}, abstract = {Purpose - In an age of information technology some developing countries are more vulnerable than others to international competition through failure to utilize fully the benefits of an ICT culture. The authors suggest that the strategies in response must include a radical review of attitudes and methods of delivery of ICT in schools and give as an example the recent experience of The City School, the nationwide schools' organisation in Pakistan with whom they are employed. Design/methodology/approach - The authors review the current position of ICT in schools in Pakistan and suggest as a model of development, for schools of a corresponding standing, that of The City School. They describe how The City School responded to ICT, ensuring that all its pupils would have access to the most modem of ICT courses. Discusses how the decision to implement a complete change, or revolution, in teaching ICT was brought about in a relatively short time. It discusses the nature of the programme, how it was organised, the materials required and the outcomes of its implementation including its outstanding success with pupils and their parents. Findings - The authors chronicle the historical developments within The City School that brought about radical change within a comparatively short period and identify careful planning, training, and the motivation of stakeholders, i.e. pupils, teachers and parents, as key elements in its successful implementation. Originality/value - The authors suggest that The City School experience provides a model that may be emulated by schools elsewhere in both developing and industrially developed countries.}, language = {English}, number = {2}, journal = {Aslib Proceedings}, author = {Ali, I. and Proctor, J.}, year = {2005}, note = {Place: Bradford Publisher: Emerald Group Publishing Limited WOS:000228458000003 KerkoCite.ItemAlsoKnownAs: 10.1108/00012530510589092 2339240:5LZA5PP2 2405685:IZSECS4Z}, keywords = {Pakistan, communication technologies, design and development, schools}, pages = {123--130}, } @book{burt_brokerage_2005, title = {Brokerage and closure: {An} introduction to social capital}, shorttitle = {Brokerage and closure}, publisher = {Oxford university press}, author = {Burt, Ronald S.}, year = {2005}, note = {zotzenLib.CopiedFrom: 2339240:QUGVRQJY KerkoCite.ItemAlsoKnownAs: 2339240:QUGVRQJY 2405685:GFXDZ5XQ}, } @article{chatry-komarek_langue_2005, title = {Langue et éducation en {Afrique}: enseigner à lire et écrire en langue maternelle}, shorttitle = {Langue et éducation en {Afrique}}, journal = {Langue et éducation en Afrique}, author = {Chatry-Komarek, Marie}, year = {2005}, note = {Publisher: l'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:M5ZTSLAA 4042040:6UY5XZVI}, keywords = {⛔ No DOI found}, pages = {1--232}, } @book{drummond_methods_2005, address = {Oxford}, title = {Methods for the economic evaluation of health care programmes}, url = {https://bit.ly/3rbtRb1}, language = {English}, urldate = {2021-06-15}, publisher = {Oxford University Press}, author = {Drummond, M.F. and Sculpher, M.J. and Torrance, G.W. and O'Brien, B.J. and Stoddart, G.L.}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3CXDFTUU 2534378:JH2RIXGZ}, keywords = {auto\_merged}, } @article{filmer_gender_2005, title = {Gender and wealth disparities in schooling: evidence from 44 countries}, volume = {43}, issn = {0883-0355}, shorttitle = {Gender and wealth disparities in schooling}, doi = {10.1016/j.ijer.2006.06.012}, abstract = {This paper uses internationally comparable household data sets (Demographic and Health Surveys) to investigate how gender and wealth interact to generate within-country inequalities in educational enrollment and attainment. The paper highlights that girls are at a great educational disadvantage in particular regions: South Asia and North, Western, and Central Africa. There are two main new findings. First, while gender gaps are large in a subset of countries, wealth gaps are large in almost all of the countries studied--and typically larger than corresponding gender gaps. Second, and of special concern, is the finding that in particular countries where there is a large female disadvantage in enrollment, wealth interacts with gender to exacerbate the gap in educational outcomes.}, language = {en}, number = {6}, urldate = {2021-10-03}, journal = {International Journal of Educational Research}, author = {Filmer, Deon}, year = {2005}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2006.06.012 2339240:P4L824HN 2405685:N7TD7EH3}, keywords = {Comparative Analysis, Educational Attainment, Enrollment, Evidence, Females, Fiscal Capacity, Foreign Countries, Gender Differences, Outcomes of Education}, pages = {351--369}, } @article{frank_systems_2005, title = {A systems approach for developing technological literacy}, journal = {Volume 17 Issue 1 (fall 2005)}, author = {Frank, Moti}, year = {2005}, note = {Publisher: Council on Technology Teacher Education and the International Technology and … KerkoCite.ItemAlsoKnownAs: 2339240:6PLNYYFG 2339240:TEUV5H5L 2405685:6CPUFAU7}, keywords = {⛔ No DOI found}, } @book{good_permutation_2005, edition = {Third}, title = {Permutation, {Parametric}, and {Bootstrap} {Test} of {Hypotheses}}, publisher = {Springer}, author = {Good, Philip}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BMV9KRN9 2405685:SNJRQC27}, } @article{grobbelaar_conceptual_2005, title = {A conceptual systems dynamics model of research and development activities in {South} {Africa}}, volume = {16}, doi = {10.7166/16-2-169}, number = {2}, journal = {The South African Journal of Industrial Engineering}, author = {Grobbelaar, S. S. and Buys, Andre J.}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.7166/16-2-169 2405685:DDJI24GH}, } @inproceedings{guay_assessing_2005, address = {Parramatta}, title = {Assessing academic motivation among elementary school children: the {Elementary} {School} {Motivation} {Scale} ({ESMS})}, url = {https://www.aare.edu.au/data/publications/2005/gua05378.pdf}, urldate = {2022-03-04}, author = {Guay, Frederic and Marsh, Herbert W. and Dowson, Martin and Larose, Simon}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HMLZINBZ 2405685:H83WX5UX}, keywords = {⛔ No DOI found}, } @incollection{hox_data_2005, title = {Data collection, primary vs. secondary}, volume = {1}, url = {http://www.joophox.net/publist/ESM_DCOL05.pdf}, urldate = {2022-05-10}, booktitle = {Encyclopedia of social measurement}, publisher = {Elsevier}, author = {Hox, Joop J and Boeije, Hennie R}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UCPDPGBR 2405685:JHLNYE8U 8836279:KMCCAUGF 8836279:NIIEJVFN 8836279:PFLS2S4N 8836279:SI5LCGZX}, pages = {593--599}, } @misc{kabbah_universities_2005, title = {The {Universities} {Act}}, url = {http://lawofficers.gov.sl/PDF_Docs/The%20University%20Act%202005.pdf}, language = {en}, author = {Kabbah, President Alhaji Ahmad Tejan}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6FAZDP79}, pages = {26}, } @article{kozma_national_2005, title = {{NATIONAL} {POLICIES} {THAT} {CONNECT} {ICT}-{BASED} {EDUCATION}}, volume = {1}, url = {https://doi.org/10.17011/ht/urn.2005355}, doi = {10.17011/ht/urn.2005355}, number = {2}, journal = {Human Technology: An Interdisciplinary Journal on Humans in ICT Environments}, author = {Kozma, Robert}, year = {2005}, note = {zotzenLib.CopiedFrom: 2339240:XP4CBBBW KerkoCite.ItemAlsoKnownAs: 10.17011/ht/urn.2005355 2339240:XP4CBBBW 2405685:4IF64UER}, keywords = {\_imported}, pages = {117--156}, } @article{kozma_national_2005, title = {National {Policies} that {Connect} {ICT}-{Based} {Education} {Reform} to {Economic} and {Social} {Development}}, volume = {1}, copyright = {© 2005 Robert B. Kozma and the Agora Center, University of Jyväskylä}, url = {https://jyx.jyu.fi/handle/123456789/20179}, doi = {10.17011/ht/urn.2005355}, abstract = {Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries.}, language = {eng}, number = {2}, urldate = {2019-08-08}, journal = {Human Technology: An Interdisciplinary Journal on Humans in ICT Environments}, author = {Kozma, Robert B.}, year = {2005}, note = {shortDOI: 10/gf54xx KerkoCite.ItemAlsoKnownAs: 10.17011/ht/urn.2005355 10/gf54xx 2339240:U6EMQ8ZJ 2339240:XP4CBBBW 2405685:4IF64UER 2405685:MUCISL2Q}, pages = {117--156}, } @techreport{lansdown_can_2005, title = {Can you hear me?: the right of young children to participate in decisions affecting them}, url = {https://files.eric.ed.gov/fulltext/ED522740.pdf}, urldate = {2019-11-05}, author = {Lansdown, Gerison}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SBQ3WJRN 2405685:9G64DTSX 503888:K4ISM9EX}, keywords = {CitedIn:eCubed, eCubed}, } @book{lansdown_evolving_2005, address = {Florence}, series = {Save the children}, title = {The evolving capacities of the child}, isbn = {978-88-89129-15-9}, url = {https://www.unicef-irc.org/publications/pdf/evolving-eng.pdf}, language = {en}, publisher = {UNICEF}, author = {Lansdown, Gerison}, year = {2005}, note = {OCLC: 255642685 KerkoCite.ItemAlsoKnownAs: 2339240:HMWKDBG6 2405685:GZXA3C2A 503888:KQYDLJY8}, } @article{luppicini_systems_2005, title = {A systems definition of educational technology in society}, volume = {8}, abstract = {Conceptual development in the field of Educational Technology provides crucial theoretical grounding for ongoing research and practice. This essay draws from theoretical developments both within and external to the field of Educational Technology to articulate a systems definition of Educational Technology in Society. A systems definition of Educational Technology in Society is characterized as a goal oriented problem-solving approach utilizing tools, techniques, theories, and methods from multiple knowledge domains to: (1) design, develop, and evaluate, human and mechanical resources efficiently and effectively in order to facilitate and leverage all aspects of learning, and (2) guide change agency and transformation of educational systems and practices in order to contribute to influencing change in society. This paper offers valuable theoretical grounding to help guide researchers and leaders in the field.}, language = {en}, number = {3}, journal = {Journal of Educational Technology \& Society}, author = {Luppicini, Rocci}, year = {2005}, note = {Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 2339240:SYKIEW4D 2339240:VYPJNX5C 2405685:HQP2WIHL 2405685:S9RRRHTA}, keywords = {⚠️ Invalid DOI, ⛔ No DOI found}, pages = {103--109}, } @techreport{ministry_of_education_science_and_technology_kenya_2005, title = {Kenya {Education} {Sector} {Support} {Programme} 2005 - 2010}, language = {en}, author = {{Ministry of Education, Science and Technology}}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M9WKHV9E 4042040:6Z8AIIT7}, pages = {298}, } @techreport{moon_designing_2005, title = {Designing {Open} and {Distance} {Learning} for {Teacher} {Education} in {Sub}-{Saharan} {Africa}: {A} toolkit for educators and planners}, url = {https://oro.open.ac.uk/8401/1/Teacher_education_Toolkit_May13.pdf}, urldate = {2020-05-16}, institution = {World Bank}, author = {Moon, Bob and Leach, Jenny and Stevens, Mary-Priscilla}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IIMIUDS2}, } @article{morton_regression_2005, title = {Regression to the mean: treatment effect without the intervention}, volume = {11}, shorttitle = {Regression to the mean}, doi = {10.1111/j.1365-2753.2004.00505.x}, number = {1}, journal = {Journal of Evaluation in Clinical Practice}, author = {Morton, Veronica and Torgerson, David J.}, year = {2005}, note = {shortDOI: 10/ftt4qk KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2753.2004.00505.x 10/ftt4qk 2339240:9KBRFJE6 2405685:T5DCGNV9}, pages = {59--65}, } @article{stiggins_formative_2005, title = {From formative assessment to assessment {FOR} learning: a path to success in standards-based schools}, volume = {87}, issn = {0031-7217}, shorttitle = {From formative assessment to assessment for learning}, doi = {https://www.jstor.org/stable/20441998}, number = {4}, urldate = {2021-11-11}, journal = {The Phi Delta Kappan}, author = {Stiggins, Rick}, year = {2005}, note = {Publisher: [Phi Delta Kappa International, Sage Publications, Inc.] KerkoCite.ItemAlsoKnownAs: 2339240:72EF4Q36 2405685:IK2V8YQJ}, keywords = {⚠️ Invalid DOI}, pages = {324--328}, } @article{taylor_bridging_2005, title = {Bridging research and policy: a {UK} perspective}, volume = {17}, copyright = {Copyright © 2005 John Wiley \& Sons, Ltd.}, issn = {1099-1328}, shorttitle = {Bridging research and policy}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/jid.1237}, doi = {10.1002/jid.1237}, language = {en}, number = {6}, urldate = {2020-09-23}, journal = {Journal of International Development}, author = {Taylor, Matthew}, year = {2005}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/jid.1237 KerkoCite.ItemAlsoKnownAs: 10.1002/jid.1237 2339240:X64RIS6M 2405685:PBSIK557}, pages = {747--757}, } @misc{trucano_knowledge_2005, title = {Knowledge {Maps}: {ICTs} in {Education}}, shorttitle = {Knowledge {Maps}}, url = {https://www.infodev.org/articles/knowledge-maps-icts-education}, abstract = {Recent work at infoDev created a series of Knowledge Maps of what is known and what isnt about ICT use in education.}, language = {en}, urldate = {2021-05-22}, author = {Trucano, M.}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RNYZIPC4 2405685:NFADFZUL}, } @book{unesco_quality_2005, edition = {2nd printing}, series = {{EFA} global monitoring report}, title = {The quality imperative}, isbn = {978-92-3-103976-8}, language = {en}, editor = {UNESCO and Education for All}, year = {2005}, note = {OCLC: 253877447 KerkoCite.ItemAlsoKnownAs: 2339240:QKLGEX34 2405685:7LX5DJIF}, } @article{wagner_monitoring_2005, title = {Monitoring and evaluation of {ICT} in education projects. {A} handbook for developing countries}, volume = {7}, url = {https://ictlogy.net/bibliography/reports/projects.php?idp=329}, urldate = {2023-11-26}, journal = {Washington DC: infoDev. Retrieved July}, author = {Wagner, Daniel A. and Day, Bob and James, Tina and Kozma, Robert B. and Miller, Jonathan and Unwin, Tim}, year = {2005}, keywords = {⛔ No DOI found}, pages = {2006}, } @inproceedings{wagner_monitoring_2005, address = {Washington D.C.}, title = {Monitoring and evaluation of {ICT} in education projects: {A} handbook for developing countries}, shorttitle = {Monitoring and evaluation of {ICT} in education projects}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.540.4312&rep=rep1&type=pdf#page=13}, abstract = {an infoDev publication www.infodev.org Pre-publication draft for circulation at the World Summit on the Information Societ}, booktitle = {the {International} {Conference} on {Educational} {Technology}}, publisher = {InfoDev / World Bank}, author = {Wagner, Daniel A. and Day, Bob and James, Tina and Kozma, Robert B. and Miller, Jonathan and Unwin, Tim}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7QZI26SM 2339240:M7LUSBY2 2339240:T2GA7JBZ 2405685:3L5SB7BB 2405685:7H8YJAHN 2405685:DL93TR89}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{wang_design-based_2005, title = {Design-based research and technology-enhanced learning environments}, volume = {53}, issn = {1042-1629, 1556-6501}, url = {http://link.springer.com/10.1007/BF02504682}, doi = {10.1007/BF02504682}, language = {en}, number = {4}, urldate = {2023-08-16}, journal = {Educational Technology Research and Development}, author = {Wang, Feng and Hannafin, Michael J.}, month = dec, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/BF02504682 2405685:EJDCIGTI}, pages = {5--23}, } @article{wiske_dewey_2005, title = {Dewey goes digital: {Scaling} up constructivist pedagogies and the promise of new technologies}, volume = {18}, shorttitle = {Dewey goes digital}, journal = {Scaling up success: Lessons learned from technology-based educational innovation. New York: Jossey-Bass}, author = {Wiske, M. S. and Perkins, D.}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9PL5T8PF 2405685:3F5PV9TQ}, keywords = {⛔ No DOI found}, } @techreport{world_bank_improving_2005, title = {Improving {Educational} {Quality} through {Interactive} {Radio} {Instruction}}, url = {http://documents.worldbank.org/curated/en/288791468035958279/pdf/357420AFRHD0521lkit1nov10501PUBLIC1.pdf}, language = {EN}, author = {World Bank}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P8RFXRRD 2405685:NJE9HJMQ}, } @techreport{zhao_what_2005, title = {What makes the difference? {A} practical analysis of research on the effectiveness of distance education}, shorttitle = {What makes the difference?}, author = {Zhao, Yong and Lei, Jing and Yan, Bo and Tan, Sophia and Zhao, Yong}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JMMKDC2T}, } @article{thorne_qualitative_2004, title = {Qualitative {Metasynthesis}: {Reflections} on {Methodological} {Orientation} and {Ideological} {Agenda}}, volume = {14}, issn = {1049-7323}, shorttitle = {Qualitative {Metasynthesis}}, url = {https://doi.org/10.1177/1049732304269888}, doi = {10.1177/1049732304269888}, abstract = {In an era of pressure toward evidence-based health care, we are witnessing a new enthusiasm for qualitative metasynthesis as an enterprise distinct from conventional literature reviews, secondary analyses, and the many other scholarly endeavors with which it is sometimes confused. This article represents the reflections of five scholars, each ofwhom has authored a distinct qualitative metasynthesis strategy. By providing the reader a glimpse into the tradition of their various qualitative metasynthesis projects, these authors offer a finely nuanced examination of the tensions between comparison and integration, deconstruction and synthesis, and reporting and integration within the metasynthesis endeavor. In so doing, they account for many of the current confusions about representation and generalization within the products of these inquiries. Through understanding the bases of their unique angles of vision, the reader is invited to engage in their commitment to scholarly integrity and intellectual credibility in this emerging methodological challenge.}, language = {en}, number = {10}, urldate = {2019-11-15}, journal = {Qualitative Health Research}, author = {Thorne, Sally and Jensen, Louise and Kearney, Margaret H. and Noblit, George and Sandelowski, Margarete}, month = dec, year = {2004}, note = {shortDOI: 10/djqm9s KerkoCite.ItemAlsoKnownAs: 10.1177/1049732304269888 10/djqm9s 2339240:T7C35YGI 2405685:SJTGGGWB}, pages = {1342--1365}, } @article{warschauer_promoting_2004, series = {Incorporating {Multimedia} {Capability} in the {Reporting} of {Applied} {Linguistics} {Research}}, title = {Promoting academic literacy with technology: successful laptop programs in {K}-12 schools}, volume = {32}, issn = {0346-251X}, shorttitle = {Promoting academic literacy with technology}, url = {https://www.sciencedirect.com/science/article/pii/S0346251X04000764}, doi = {10.1016/j.system.2004.09.010}, abstract = {One of the main challenges that US schools face in educating English language learners is developing their academic literacy. This paper presents case studies of two K-12 schools that successfully employ high-technology environments, including laptop computers for each student, toward the development of English language learners’ academic language proficiency and academic literacy. In the first school, Latino fourth-grade students use laptops and other new technologies for a wide variety of pre- and post-reading tasks as part of their effort to transition from learning to read to reading to learn. In the second school, diverse immigrant and refugee students at the middle school level combine technology use with Expeditionary Learning to carry out community projects leading to the development of sophisticated products. In both schools, technology is used to engage students in cognitively demanding activity, motivate independent reading, and provide scaffolding for language development, while the researchers also made use of technology to document learning processes and outcomes. Taken together, the schools offer valuable lessons for utilization of technology to promote academic literacy among culturally and linguistically diverse students.}, language = {en}, number = {4}, urldate = {2021-05-24}, journal = {System}, author = {Warschauer, Mark and Grant, David and Real, Gabriel Del and Rousseau, Michele}, month = dec, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2004.09.010 10/ffr68w 2339240:CR5JUUTC 2405685:9TQ7P4IC}, keywords = {Laptops, Literacy, Technology}, pages = {525--537}, } @techreport{abdalla_bangladesh_2004, title = {Bangladesh educational assessment: pre-primary and primary {Madrasah} education in {Bangladesh}}, url = {https://pdf.usaid.gov/pdf_docs/Pnadu440.pdf}, urldate = {2021-10-25}, institution = {Basic Education and Policy Support (BEPS) Activity, United States Agency for International Development}, author = {Abdalla, Amr and Raisuddin, A. N. M. and Hussein, Suieiman}, month = aug, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:67Z7UAAE 2405685:BAGTSLQM}, } @book{grindle_despite_2004, title = {Despite the {Odds}}, isbn = {978-0-691-11800-0}, url = {https://press.princeton.edu/books/paperback/9780691118000/despite-the-odds}, language = {en}, urldate = {2022-10-13}, author = {Grindle, Merilee}, month = jul, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XRBVAV7G 2405685:NGMDWLQE 4656463:HPPI3IAL}, } @article{khamis_development_2004, title = {Development of a cadre of teacher educators: some lessons from {Pakistan}}, volume = {24}, issn = {0738-0593}, shorttitle = {Development of a cadre of teacher educators}, url = {http://www.sciencedirect.com/science/article/pii/S0738059303001536}, doi = {10.1016/j.ijedudev.2003.11.012}, abstract = {This article is based on an educational innovation, the creation of a cadre of teacher educators, in the developing world. Professional development teachers (PDT) were trained in an in-service two-year teacher education programme leading to a Masters of Education (M.Ed.) degree. The PDTs were expected to play three roles in their home schools upon completion of the degree programme: (a) exemplary teachers; (b) teacher educators; and (c) change agents within their home schools to effect improvement. This article reviews education in Pakistan and the innovations that have come to inform the need to focus on teacher education as a primary area of investment and presents findings of a three-year longitudinal study of a selection of PDTs trained at the Aga Khan University’s Institute for Educational Development (AKU-IED). The main findings of the study indicate that teachers benefited significantly as individuals with enhanced career prospects, identified themselves more and preferred the role of teacher educators as opposed to classroom-based teachers, and sought opportunities outside their own schools but their role as change agents was more limited. Those teachers who maintained links with their schools beyond the three-year bonding period (a condition of being admitted to study for the M.Ed.) varied in the extent to which they managed to initiate and sustain school improvement efforts as indicated by changes in the structures and relationships within schools affecting the teaching–learning offered to pupils.}, language = {en}, number = {3}, urldate = {2020-11-27}, journal = {International Journal of Educational Development}, author = {Khamis, Anil and Sammons, Pamela}, month = may, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2003.11.012 2339240:HZWD3HPL 2405685:VR29AWRC}, keywords = {Development, Educational policy, International education, Pakistan, School improvement, Teacher education}, pages = {255--268}, } @article{reinikka_local_2004, title = {Local capture: {Evidence} from a {Central} {Government} {Transfer} {Program} in {Uganda}}, volume = {119}, issn = {0033-5533, 1531-4650}, shorttitle = {Local {Capture}}, url = {https://academic.oup.com/qje/article-lookup/doi/10.1162/0033553041382120}, doi = {10.1162/0033553041382120}, language = {en}, number = {2}, urldate = {2022-04-07}, journal = {The Quarterly Journal of Economics}, author = {Reinikka, R. and Svensson, J.}, month = may, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/0033553041382120 2339240:NGIU3QSU 2405685:48GSFZKE 4656463:NZK2ZBDS}, pages = {679--705}, } @article{carlson_individual_2004, title = {Individual differences in executive functioning and theory of mind: {An} investigation of inhibitory control and planning ability}, volume = {87}, issn = {0022-0965}, shorttitle = {Individual differences in executive functioning and theory of mind}, url = {http://www.sciencedirect.com/science/article/pii/S0022096504000116}, doi = {10.1016/j.jecp.2004.01.002}, abstract = {This research examined the relative contributions of two aspects of executive function—inhibitory control and planning ability—to theory of mind in 49 3- and 4-year-olds. Children were given two standard theory of mind measures (Appearance–Reality and False Belief), three inhibitory control tasks (Bear/Dragon, Whisper, and Gift Delay), three planning tasks (Tower of Hanoi, Truck Loading, and Kitten Delivery), and a receptive vocabulary test (Peabody Picture Vocabulary Test [PPVT-3]). Multiple regression analyses indicated that two inhibition tasks (Bear/Dragon and Whisper) were significantly related to theory of mind after accounting for age, receptive vocabulary, and planning. In contrast, the planning tasks did not share unique variance with theory of mind. These results increase our understanding of the specific nature of executive function–theory of mind relations during early childhood.}, language = {en}, number = {4}, urldate = {2019-11-04}, journal = {Journal of Experimental Child Psychology}, author = {Carlson, Stephanie M and Moses, Louis J and Claxton, Laura J}, month = apr, year = {2004}, note = {shortDOI: 10/d2r85m KerkoCite.ItemAlsoKnownAs: 10.1016/j.jecp.2004.01.002 10/d2r85m 2339240:HTTVK72C 2405685:XYCJRAS2}, keywords = {Executive function, Inhibition, Planning, Theory of mind}, pages = {299--319}, } @misc{kabbah_education_2004, title = {The {Education} {Act}, 2004}, url = {http://www.sierra-leone.org/Laws/2004-2p.pdf}, urldate = {2020-11-23}, author = {Kabbah, President Alhaji Ahmad Tejan}, month = apr, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X2LEVVUF 2405685:TI5ZIK8J}, } @techreport{leu_patterns_2004, title = {The {Patterns} and {Purposes} of {School}-based and {Cluster} {Teacher} {Professional} {Development} {Programs}}, url = {https://pdf.usaid.gov/pdf_docs/pnadd973.pdf}, institution = {USAID/EQUIP1}, author = {Leu, ELizabeth}, month = apr, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QJLN9WJY}, } @article{cole_student_2004, title = {Student learning motivation and psychological hardiness: interactive effects on students' reactions to a management class}, volume = {3}, issn = {1537-260X}, shorttitle = {Student learning motivation and psychological hardiness}, url = {https://journals.aom.org/doi/10.5465/amle.2004.12436819}, doi = {10.5465/amle.2004.12436819}, abstract = {We propose here that simultaneously considering the combined effects of students' learning motivation and psychological hardiness can increase understanding of the learning experience and its impact on important learning outcomes. Specifically, we hypothesized that the relationship between learning motivation and learning outcomes would be moderated by individuals' psychological hardiness. We collected data in two studies. The first established the psychometric properties of a newly developed scale, the second tested related research hypotheses. After controlling for socially desirable responding and dispositional learning orientations, our hypothesized interaction between participants' initial motivation to learn and their psychological hardiness explained differences in participants' postlearning motivation, depressive symptomatology, and reactions to their classroom experience assessed 2 months later. The study's findings have particular relevance for anyone who has ever taught or been involved in teaching. At times, for example, students can feel overwhelmed by the numerous responsibilities associated with being a college student. As a result, some will suffer a loss in motivation to perform and, even worse, a few will experience a severe state of depressed mood. Consequently, in this study we address these concerns and offer specific recommendations that could be implemented by universities and instructors to circumvent these detrimental outcomes.}, number = {1}, urldate = {2022-05-09}, journal = {Academy of Management Learning \& Education}, author = {Cole, Michael S. and Feild, Hubert S. and Harris, Stanley G.}, month = mar, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.5465/amle.2004.12436819 2339240:HBM8K8GB 2405685:PYAW9368}, keywords = {EDUCATION, LEARNING, MOTIVATION (Psychology), PSYCHOMETRICS, STUDENTS, UNIVERSITIES \& colleges}, pages = {64--85}, } @book{bain_what_2004, title = {What the best college teachers do}, url = {https://www.google.co.uk/books/edition/What_the_Best_College_Teachers_Do/noPWDwAAQBAJ?hl=en&gbpv=0}, abstract = {What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential.}, language = {en}, urldate = {2021-11-09}, publisher = {Harvard University Press}, author = {Bain, Ken}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FY2SQ77F 2405685:3MLXZDRQ}, } @techreport{becta_review_2004, title = {A review of the research literature on barriers to the uptake of {ICT} by teachers}, url = {https://dera.ioe.ac.uk//1603/}, language = {en}, author = {{Becta}}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I3WIHBV9 2534378:K8RQ2MGT}, } @article{bof_distance_2004, title = {Distance {Learning} for {Teacher} {Training} in {Brazil}}, volume = {5}, doi = {10.19173/irrodl.v5i1.172}, language = {EN}, number = {1}, journal = {International Review of Research in Open and Distance Learning}, author = {Bof, Alvana}, year = {2004}, note = {shortDOI: 10/ggx3rc KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v5i1.172 10/ggx3rc 2405685:7N6P78H9}, keywords = {C:Brazil}, } @incollection{united_nations_educational_sustainability_2004, address = {Place of publication not identified}, title = {Sustainability and interactive radio instruction: why some projects last}, isbn = {978-92-803-1255-3}, url = {https://www.researchgate.net/profile/Mohammed_Al-Nofli/post/What_changes_in_education_policy_related_to_technology_do_you_think_are_necessary_to_fully_embrace_its_potential_for_learning/attachment/59d61f3679197b807797da72/AS:283633035300864@1444634793269/download/Adapting+technology+for+school+improvement.pdf#page=149}, abstract = {This book presents a compilation of articles based on the premise that the move to advanced technology use in primary and secondary schools offers great hope for improving the access, quality, and efficiency of basic education. The aim of the book is to identify and examine how information technologies can be, and are being, used to strengthen the quality of primary and secondary education. The articles take a global focus, drawing on examples from a wide range of countries. The book analyzes the challenges that teachers and educational planners face as they make this move, and shares how those challenges are being met in some of the countries now engaged in this effort. Several major themes are explored: the role of technology in school improvement, top-down versus bottom-up approaches, interactive radio instruction in schools, computers in the classroom, technology in teacher education, and adopting and implementing technology. The conclusions of the book examine strategies such as the cross-national sharing of curriculum development and instructional materials, and the training and support of teachers and administrators. The need for new partnerships, such as public-private and central-local, to make continued developments in technology sustainable, are also examined. The book divides into 14 chapters: (1) The Role of Technology in School Improvement (David W. Chapman, Amy Garrett, and Lars O. Mahlck); (2) Are New Technologies Better Technologies? For Whom? (Claudio de Moura Castro); (3) International Uses of Education Technology Threats and Opportunities (Stephen P. Heyneman and Katherine Taylor Haynes); (4) Using Instructional Technology as a Bridge to the Future: Palau's Story (Gregory C. Sales and Masa-Aki N. Emesiochl); (5) The Introduction of Computers in Secondary Schools in Jamaica: A Case of Bottom-Up Reform (Errol Miller); (6) Distance Education in Ethiopia (Teshome Nekatibeb and Thomas Tilson); (7) Sustainability and Interactive Radio Instruction: Why Some Projects Last (Andrea Bosch); (8) Is Constructivism Universal? In Search of Meaningful Technology in Morocco and Namibia (Jeffrey Coupe, Jeffrey Goveia, Houcine El Haichour, and Alfred Ilukena); (9) Technology and Educational Change at the Local Level: The Case of the Campana Schools Network in Argentina (Cecilia Braslavsky and Laura Fumagalli); (10) The Pedagogical Uses of Web-Based Chat: The Brazilian Experience (Vera Atsuko Suguri, Maria de Lourdes Matos, Noara M. de Resende e Castro, Rosal va Ieda V. Guimaraes de Castro, Lurdes Marilene da Silva Jung, and Eric Rusten); (11) Utilizing Technology in a Rural Teacher Certification Programme in Iceland (Ingolfur Asgeir Johannesson and Anna Thora Baldursdottir); (12) Integrating Technology into Education: The Czech Approach (Bozena Mannova); (13) The School Online Initiative in German Schools: Empirical Results and Recommendations to Improve School Development (Renate Schulz-Zander); and (14) Effective Use of Technology to Improve Education: Lessons for Planners (Lars O. Mahlck and David W. Chapman). This book is intended for educational policymakers, administrators, planners, and curriculum development specialists concerned with how technology can be used to extend access and raise the quality of education in their countries. It is also intended for international organizations, development assistance agencies and NGOs that are often most responsible for advocating the use of technology as a solution to education problems in low and middle-income countries. (Individual chapters contain references.).}, language = {English}, booktitle = {Adapting {Technology} for {School} {Improvement} {A} {Global} {Perspective}}, publisher = {Distributed by ERIC Clearinghouse}, author = {Bosch, Andrea}, editor = {United Nations Educational, {and} Cultural Organization, Paris (France). International Inst. for Educational Planning, Scientific and Chapman, David W and Mahlck, Lars O and {United Nations Educational Scientific, and Cultural Organization} and {International Institue for Educational Planning}}, year = {2004}, note = {OCLC: 1064923325 KerkoCite.ItemAlsoKnownAs: 2339240:83PCK5YZ 2405685:KKI68BXJ}, keywords = {Commitment, Cost, content}, pages = {149--173}, } @article{butler_collaboration_2004, title = {Collaboration and self-regulation in teachers’ professional development}, volume = {20}, issn = {0742051X}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0742051X04000526}, doi = {10.1016/j.tate.2004.04.003}, language = {en}, number = {5}, urldate = {2020-06-30}, journal = {Teaching and Teacher Education}, author = {Butler, Deborah L and Lauscher, Helen Novak and Jarvis-Selinger, Sandra and Beckingham, Beverly}, month = jul, year = {2004}, note = {shortDOI: 10/cchbhg KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2004.04.003 10/cchbhg 2405685:YD5BRNVY}, pages = {435--455}, } @techreport{court_bridging_2004, title = {Bridging {Research} and {Policy} in {International} {Development}: {An} {Analytical} and {Practical} {Framework}}, shorttitle = {Bridging {Research} and {Policy} in {International} {Development}}, url = {https://www.odi.org/publications/159-bridging-research-and-policy-international-development-analytical-and-practical-framework}, abstract = {This paper outlines some of the theory behind, and practical application of the RAPID Analytical and Practical Framework.}, language = {en}, urldate = {2020-09-24}, institution = {Overseas Development Institute}, author = {Court, J. and Young, J.}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3LK7C9AL 2405685:K3VKB3X8}, } @techreport{ellison_practical_2004, title = {A practical guide to working with {Education} {Management} {Information} {Systems}: guidance for {DFID} advisers (first draft)}, url = {http://www.paris21.org/sites/default/files/2402.pdf}, urldate = {2021-08-03}, author = {Ellison, R}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9HL4KU58 2405685:5PUPUE6A}, } @article{gillan_website_2004, title = {Website offers fake degrees for £165}, url = {https://www.theguardian.com/uk/2004/jul/05/politics.elearning}, author = {Gillan, Audrey}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CTSKN58F 2405685:J6JC736K}, } @article{johnson_mixed_2004, title = {Mixed {Methods} {Research}: {A} {Research} {Paradigm} {Whose} {Time} {Has} {Come} - {R}. {Burke} {Johnson}, {Anthony} {J}. {Onwuegbuzie}, 2004}, url = {https://journals.sagepub.com/doi/10.3102/0013189X033007014}, abstract = {The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm “wars” and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it.}, urldate = {2019-11-05}, author = {Johnson, R.B. and Onwuegbuzie, A.J.}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8TFE26KI 2405685:JZHMXX68}, keywords = {⛔ No DOI found}, } @misc{kellogg_foundation_logic_2004, title = {Logic {Model} {Development} {Guide}}, url = {https://www.wkkf.org:443/resource-directory/resources/2004/01/logic-model-development-guide}, author = {Kellogg Foundation}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LXRICMA3 2405685:9PK6CPIK}, } @techreport{kitchenham_procedures_2004, type = {Joint {Technical} {Report}}, title = {Procedures for {Undertaking} {Systematic} {Reviews}}, number = {TR/SE-0401 and NICTA 0400011T}, author = {Kitchenham, B}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5JJ23PA7 2405685:4TPH9JT2}, } @techreport{kusek_ten_2004, address = {Washington D.C.}, title = {Ten {Steps} to a {Results}-{Based} {Monitoring} and {Evaluation} {System}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/14926/296720PAPER0100steps.pdf?sequence=1}, urldate = {2021-10-08}, institution = {World Bank}, author = {Kusek, Jody Zall and Rist, Ray C.}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XAXKEKN4 2405685:VNDL6ZUX}, } @article{michael_foster_coming_2004, title = {Coming to terms: {A} discussion of {John} {Ogbu}’s cultural-ecological theory of minority academic achievement}, volume = {15}, shorttitle = {Coming to terms}, doi = {10.1080/1467598042000313403}, number = {4}, journal = {Intercultural education}, author = {Michael Foster, Kevin}, year = {2004}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/1467598042000313403 2339240:4B6NB59T 2405685:ZQZ3YRB5}, pages = {369--384}, } @incollection{morse_theoretical_2004, address = {Thousand Oaks}, title = {Theoretical {Saturation}}, url = {http://sk.sagepub.com/reference/socialscience/n1011.xml}, urldate = {2019-11-15}, booktitle = {The {SAGE} {Encyclopedia} of {Social} {Science} {Research} {Methods}}, publisher = {SAGE Publications, Inc.}, author = {Morse, Janice M.}, year = {2004}, doi = {10.4135/9781412950589.n1011}, note = {shortDOI: 10/ghgngx KerkoCite.ItemAlsoKnownAs: 10.4135/9781412950589.n1011 10/ghgngx 2339240:WU6CXMH6 2405685:35ISXFGA}, pages = {1123--1123}, } @article{naismith_literature_2004, title = {Literature review in mobile technologies and learning}, url = {http://telearn.archives-ouvertes.fr/docs/00/19/01/43/PDF/Naismith_2004.pdf}, urldate = {2014-05-10}, author = {Naismith, Laura and Sharples, Mike and Vavoula, Giasemi and Lonsdale, Peter}, year = {2004}, note = {00662 KerkoCite.ItemAlsoKnownAs: 2129771:3BKJ5Q2K 2405685:LG3I5F3Y}, keywords = {⛔ No DOI found}, } @incollection{nekatibeb_distance_2004, title = {Distance education in {Ethiopia}}, url = {https://files.eric.ed.gov/fulltext/ED495385.pdf}, booktitle = {D. {W}. {Chapman} \& {L}. {O}. {Mahlck} ({Eds}.). {Adapting} technology for school improvement: a global perspective}, publisher = {UNESCO and International Institute for Education Planning}, author = {Nekatibeb, Teshome and Tilson, Thomas}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:29YSSXX4}, pages = {123--148}, } @article{rushton_construct_2004, title = {Construct {Validity} of {Raven}'s {Advanced} {Progressive} {Matrices} for {African} and {Non}-{African} {Engineering} {Students} in {South} {Africa}}, volume = {12}, issn = {1468-2389}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.0965-075X.2004.00276.x}, doi = {10.1111/j.0965-075x.2004.00276.x}, abstract = {We test the hypothesis that the Raven's Advanced Progressive Matrices has the same construct validity in African university students as it does in non-African students by examining data from 306 highly select 17- to 23-year olds in the Faculties of Engineering and the Built Environment at the University of the Witwatersrand (177 Africans, 57 East Indians, 72 Whites; 54 women, 252 men). Analyses were made of the Matrices scores, an English Comprehension test, the Similarities subscale from the South African Wechsler Adult Intelligence Scale, end-of-year university grades, and high-school grade point average. Out of the 36 Matrices problems, the African students solved an average of 23; East Indian students, 26; and White students, 29 (p{\textless}.001), placing them at the 60th, 71st, and 86th percentiles, respectively, and yielding IQ equivalents of 103, 108, and 118 on the 1993 US norms. The same pattern of group differences was found on the Comprehension Test, the Similarities subscale, university course grades, and high-school grade-point average. The items on the Matrices ‘behaved’ in the same way for the African students as they did for the non-African students, thereby indicating the test's internal validity. Item analyses, including a confirmatory factor analysis, showed that the African/non-African difference was most pronounced on the general factor of intelligence. Concurrent validity was demonstrated by correlating the Matrices with the other measures, both individually and in composite. For the African group, the mean r=.28, p{\textless}.05, and for the non-African group, the mean r=.27, p{\textless}.05. Although the intercepts of the regression lines for the two groups were significantly different, their slopes were not. The results imply that scores on the Raven's Matrices are as valid for Africans as they are for non-Africans.}, language = {en}, number = {3}, urldate = {2019-12-06}, journal = {International Journal of Selection and Assessment}, author = {Rushton, J. Philippe and Skuy, Mervyn and Bons, Trudy Ann}, year = {2004}, note = {shortDOI: 10/dcfdt2 KerkoCite.ItemAlsoKnownAs: 10.1111/j.0965-075x.2004.00276.x 10/dcfdt2 2339240:Y3T3Q6CX 2405685:KWTCKK28}, pages = {220--229}, } @book{schofield_achieving_2004, title = {Achieving {Equality} of {Student} {Internet} {Access} {Within} {Schools}.}, publisher = {American Psychological Association}, author = {Schofield, Janet Ward and Davidson, Ann Locke}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XUNMLW9M 2405685:QZQIJ954}, } @article{sharma_civil_2004, title = {Civil society and right to information: a perspective on {India}’s experience}, url = {https://www.eldis.org/document/A41898}, urldate = {2022-06-20}, journal = {Eldis}, author = {Sharma, P}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LKKBYR4W 2405685:EYSZZTRW}, keywords = {⛔ No DOI found}, } @article{warschauer_technology_2004, title = {Technology and equity in schooling: {Deconstructing} the digital divide}, volume = {18}, shorttitle = {Technology and equity in schooling}, doi = {10.1177/0895904804266469}, number = {4}, journal = {Educational policy}, author = {Warschauer, Mark and Knobel, Michele and Stone, Leeann}, year = {2004}, note = {Publisher: Sage Publications Sage CA: Thousand Oaks, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0895904804266469 2339240:KTIX4GZT 2339240:LWSDVEBV 2405685:6PBK22NX}, keywords = {equity, technology}, pages = {562--588}, } @article{weiss_computerized_2004, title = {Computerized {Adaptive} {Testing} for {Effective} and {Efficient} {Measurement} in {Counseling} and {Education}}, volume = {37}, issn = {0748-1756, 1947-6302}, url = {https://www.tandfonline.com/doi/full/10.1080/07481756.2004.11909751}, doi = {10.1080/07481756.2004.11909751}, language = {en}, number = {2}, urldate = {2022-06-17}, journal = {Measurement and Evaluation in Counseling and Development}, author = {Weiss, David J.}, month = jul, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/07481756.2004.11909751 2339240:8T3SAT24 2405685:EDBDPZH3}, pages = {70--84}, } @article{donaghue_instrument_2003, title = {An instrument to elicit teachers' beliefs and assumptions}, volume = {57}, issn = {0951-0893}, url = {https://www.researchgate.net/publication/31494759_An_instrument_to_elicit_teachers'_beliefs_and_assumptions}, doi = {10.1093/elt/57.4.344}, abstract = {Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.}, number = {4}, urldate = {2021-06-10}, journal = {ELT Journal}, author = {Donaghue, Helen}, month = oct, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/57.4.344 2405685:KN4XKI2I 2534378:HIFAXKCC}, pages = {344--351}, } @article{rogan_towards_2003, title = {Towards a theory of curriculum implementation with particular reference to science education in developing countries}, volume = {25}, issn = {0950-0693}, url = {https://doi.org/10.1080/09500690210145819}, doi = {10.1080/09500690210145819}, abstract = {Improving science education is often regarded as a priority for developing countries in order to promote longterm economic development. Thus initiatives, both government and foreign-aid sponsored, aimed at improving science education in developing countries abound. However, all too often the focus of such initiatives is limited to the development of science curricula, while the details of how the curricula will be implemented at school level are often neglected. This paper represents an effort to lay the groundwork for a theory of curriculum implementation with particular reference to developing countries. We have drawn on school development, educational change, and science education literature in order to develop three constructs that could form the heart of such a theory, namely, Profile of Implementation, Capacity to Innovate, and Outside Support. Six propositions are offered to suggest how the constructs may inter-relate as a basis for the development of the theory. The implementation of the natural sciences learning area of the South African Curriculum 2005 is used to illustrate the emerging theory.}, number = {10}, urldate = {2022-10-21}, journal = {International Journal of Science Education}, author = {Rogan, John M. and Grayson, Diane J.}, month = oct, year = {2003}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09500690210145819 KerkoCite.ItemAlsoKnownAs: 10.1080/09500690210145819 2405685:HB99IFQ4}, pages = {1171--1204}, } @article{kadzamira_can_2003, title = {Can free primary education meet the needs of the poor?: evidence from {Malawi}}, volume = {23}, issn = {0738-0593}, shorttitle = {Can free primary education meet the needs of the poor?}, url = {https://www.sciencedirect.com/science/article/pii/S0738059303000269}, doi = {10.1016/S0738-0593(03)00026-9}, abstract = {Following elections in 1994, the Government of Malawi embarked on an ambitious programme of free primary education (FPE), resulting in a dramatic increase in enrolment. The paper argues that the policy did not sufficiently consider the ways in which direct and indirect costs of schooling continue to be prohibitive for some households, or the effects that the expansion would have on quality. The relevance of education for the majority of children who receive only a few years of primary schooling is also questioned. The paper suggests that FPE might not be contributing to the achievement of poverty alleviation goals, as intended.}, language = {en}, number = {5}, urldate = {2022-11-16}, journal = {International Journal of Educational Development}, author = {Kadzamira, Esme and Rose, Pauline}, month = sep, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(03)00026-9 2339240:RHFDRS6C 2405685:KNBRX6T6}, keywords = {Development, Educational policy, Gender, International education, Malawi, Poverty}, pages = {501--516}, } @techreport{the_republic_of_ghana_ghana_2003, title = {The {Ghana} {ICT} for {Accelerated} {Development} {Policy}}, url = {https://www.moc.gov.gh/sites/default/files/downloads/Ghana-ICTAD%20Policy-Master-final-2.pdf}, urldate = {2020-06-29}, author = {The Republic of Ghana}, month = jun, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AISVIFYF}, } @book{singer_applied_2003, title = {Applied {Longitudinal} {Data} {Analysis}: {Modeling} {Change} and {Event} {Occurrence}}, isbn = {978-0-19-515296-8}, shorttitle = {Applied {Longitudinal} {Data} {Analysis}}, abstract = {Change is constant in everyday life. Infants crawl and then walk, children learn to read and write, teenagers mature in myriad ways, the elderly become frail and forgetful. Beyond these natural processes and events, external forces and interventions instigate and disrupt change: test scores may rise after a coaching course, drug abusers may remain abstinent after residential treatment. By charting changes over time and investigating whether and when events occur, researchers reveal the temporal rhythms of our lives. Applied Longitudinal Data Analysis is a much-needed professional book for empirical researchers and graduate students in the behavioral, social, and biomedical sciences. It offers the first accessible in-depth presentation of two of today's most popular statistical methods: multilevel models for individual change and hazard/survival models for event occurrence (in both discrete- and continuous-time). Using clear, concise prose and real data sets from published studies, the authors take you step by step through complete analyses, from simple exploratory displays that reveal underlying patterns through sophisticated specifications of complex statistical models.Applied Longitudinal Data Analysis offers readers a private consultation session with internationally recognized experts and represents a unique contribution to the literature on quantitative empirical methods.Visit http://www.ats.ucla.edu/stat/examples/alda.htm for:DT Downloadable data setsDT Library of computer programs in SAS, SPSS, Stata, HLM, MLwiN, and moreDT Additional material for data analysis}, language = {en}, publisher = {Oxford University Press, USA}, author = {Singer, Judith D. and Willett, John B.}, month = mar, year = {2003}, note = {Google-Books-ID: PpnA1M8VwR8C KerkoCite.ItemAlsoKnownAs: 2339240:NZ8WQ53P 2405685:29VUNMHC}, keywords = {Mathematics / Probability \& Statistics / General, Medical / Epidemiology, Psychology / Statistics}, } @article{kendall_designing_2003, title = {Designing a research project: randomised controlled trials and their principles}, volume = {20}, copyright = {Copyright 2003 by the Emergency Medicine Journal}, issn = {1472-0205, 1472-0213}, shorttitle = {Designing a research project}, url = {https://emj.bmj.com/content/20/2/164}, doi = {10.1136/emj.20.2.164}, abstract = {The sixth paper in this series discusses the design and principles of randomised controlled trials.}, language = {en}, number = {2}, urldate = {2023-09-21}, journal = {Emergency Medicine Journal}, author = {Kendall, J. M.}, month = mar, year = {2003}, pmid = {12642531}, note = {Publisher: British Association for Accident and Emergency Medicine Section: Research series KerkoCite.ItemAlsoKnownAs: 10.1136/emj.20.2.164 2339240:A3E5UM75 2405685:S2NJ3SPQ}, keywords = {randomised controlled trials, research}, pages = {164--168}, } @inproceedings{hua_education_2003, address = {New Orleans, LA}, title = {Education management information system ({EMIS}): integrated data and information systems and their implications in educational management}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_188.pdf}, abstract = {Successful management of today’s education systems requires effective policymaking and system monitoring through data and information. To this end, countries around the world have invested significant resources into collecting, processing, and managing more and better data through education management information systems (EMIS). However, all too often EMIS design and development has been limited to information technology enhancements, and/or data storage and maintenance, with insufficient attention paid to the management environment in which EMIS operates and data utilization for policy decisions. This paper will examine the technical, organizational, and institutional conditions that must be met in order to enable information-based decision-making for effective system management. It will highlight the fact that technical capacity building must be accompanied by the creation of the demand for information and the nurturing of a culture of open communication, information sharing, and information use.}, language = {en}, author = {Hua, Haiyan and Herstein, Jon}, month = mar, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SKPE3V2A 2405685:M9U9KPT2}, keywords = {⛔ No DOI found}, } @article{kurtz_new_2003, title = {The new dynamics of strategy: {Sense}-making in a complex and complicated world}, volume = {31}, shorttitle = {The new dynamics of strategy}, doi = {10.1109/EMR.2003.24944}, abstract = {In this paper, we challenge the universality of three basic assumptions prevalent in organizational decision support and strategy: assumptions of order, of rational choice, and of intent. We describe the Cynefin framework, a sense-making device we have developed to help people make sense of the complexities made visible by the relaxation of these assumptions. The Cynefin framework is derived from several years of action research into the use of narrative and complexity theory in organizational knowledge exchange, decision-making, strategy, and policy-making. The framework is explained, its conceptual underpinnings are outlined, and its use in group sense-making and discourse is described. Finally, the consequences of relaxing the three basic assumptions, using the Cynefin framework as a mechanism, are considered.}, journal = {Engineering Management Review, IEEE}, author = {Kurtz, C.F. and Snowden, David}, month = feb, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/EMR.2003.24944 2339240:AKCR93A7 2405685:4PL7GJAU}, keywords = {\_THEME: Teacher Professional Development}, pages = {110--110}, } @techreport{noauthor_eppi-centre_2003, address = {London, UK}, type = {Guideline tools for keywording and data extraction}, title = {{EPPI}-{Centre} {Guidelines} for extracting data and quality assessing primary studies in educational research}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines}, institution = {EPPI-Centre}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2317526:Z85E6XCN 2339240:PK3KMTTR 2405685:RKICLNXJ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @incollection{banathy_systems_2003, title = {Systems inquiry and its application in education}, booktitle = {Handbook of research for educational communications and technology}, publisher = {Routledge}, author = {Banathy, Bela H. and Jenlink, Patrick M.}, year = {2003}, note = {Publisher: Lawrence Erlbaum Associates Mahwah, NJ KerkoCite.ItemAlsoKnownAs: 2339240:GTLEBVZ3 2405685:IC5RVDXF}, keywords = {⛔ No DOI found}, pages = {37--58}, } @article{clarke_culture_2003, title = {Culture and {Classroom} {Reform}: {The} case of the {District} {Primary} {Education} {Project}, {India}}, volume = {39}, issn = {0305-0068, 1360-0486}, shorttitle = {Culture and {Classroom} {Reform}}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050060302562}, doi = {10.1080/03050060302562}, abstract = {Reform in teaching and learning forms one of the basic dimensions of educational reform. This study explores the impact of the reform process on teacher thinking and classroom practice in the multi-donor supported District Primary Education Project in Karnataka, India. Using both qualitative and quantitative methodologies, a variety of aspects dealing with teaching and learning are examined in order to understand the extent to which changes are taking place in the classroom. The study analyses the impact of four cultural constructs, which frame teaching and learning in India: holism as a shared worldview that encourages openness to regulation; the hierarchical structure as a regulative social framework; knowledge as discovered and attested collectively; and the ‘sense of duty’ that defines the role of the teacher (and student). The conclusion of the study is that while there are observable changes in the classroom in the use of instructional aids and activities during instruction, the essential characteristics of traditional practice, namely rote and repetition has not changed. Both teachers’ openness and resistance to reform are portrayed as embedded in the cultural construction of teaching and learning.}, language = {en}, number = {1}, urldate = {2020-05-16}, journal = {Comparative Education}, author = {Clarke, Prema}, month = feb, year = {2003}, note = {shortDOI: 10/dj6jdc KerkoCite.ItemAlsoKnownAs: 10.1080/03050060302562 10/dj6jdc 2405685:J2IPL98G}, pages = {27--44}, } @article{coburn_rethinking_2003, title = {Rethinking {Scale}: {Moving} {Beyond} {Numbers} to {Deep} and {Lasting} {Change}}, volume = {32}, issn = {0013-189X, 1935-102X}, shorttitle = {Rethinking {Scale}}, url = {http://journals.sagepub.com/doi/10.3102/0013189X032006003}, doi = {10.3102/0013189X032006003}, language = {en}, number = {6}, urldate = {2020-12-23}, journal = {Educational Researcher}, author = {Coburn, Cynthia E.}, month = aug, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X032006003 2339240:382WD9EF 2339240:5296RLEM 2339240:59YIPM9A 2339240:IDX7DZPW 2405685:HDJ7G3V8}, pages = {3--12}, } @book{desforges_impact_2003, address = {Nottingham}, title = {The impact of parental involvement, parental support and family education on pupil achievements and adjustment: a literature review}, isbn = {978-1-84185-999-6}, shorttitle = {The impact of parental involvement, parental support and family education on pupil achievements and adjustment}, url = {https://dera.ioe.ac.uk/6305/}, language = {eng}, publisher = {DfES}, author = {Desforges, Charles and Abouchaar, Alberto}, year = {2003}, note = {OCLC: 1043315973 KerkoCite.ItemAlsoKnownAs: 2405685:YCL2AWMB}, } @techreport{eppi_centre_core_2003, title = {Core {Keywording} {Strategy}}, url = {https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/EPPI_Keyword_strategy.pdf}, urldate = {2023-10-30}, author = {{EPPI Centre}}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NAXUKTMS 2405685:63PBU9UU 2486141:TJHPSKBB}, } @misc{eppi-centre_guidelines_2003, title = {Guidelines for extracting data and quality assessing primary studies in educational research {Version} 0.9.7}, url = {https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/Guidelines%20for%20extracting%20data%20and%20quality%20assessing%20primary%20studies%20in%20educational%20research%20Version%200.97_2.doc}, author = {EPPI-Centre}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2W4IWEUN 2405685:7LQNB2IZ}, } @article{hua_education_2003, title = {Education {Management} {Information} {System} ({EMIS}): {Integrated} data and information systems and their {Implications} in educational management}, abstract = {Successful management of today’s education systems requires effective policymaking and system monitoring through data and information. To this end, countries around the world have invested significant resources into collecting, processing, and managing more and better data through education management information systems (EMIS). However, all too often EMIS design and development has been limited to information technology enhancements, and/or data storage and maintenance, with insufficient attention paid to the management environment in which EMIS operates and data utilization for policy decisions. This paper will examine the technical, organizational, and institutional conditions that must be met in order to enable information-based decision-making for effective system management. It will highlight the fact that technical capacity building must be accompanied by the creation of the demand for information and the nurturing of a culture of open communication, information sharing, and information use.}, language = {en}, author = {Hua, Haiyan and Herstein, Jon}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EZGX754G 2405685:9NTAMA3P 4656463:KXWXSJ3T}, keywords = {⛔ No DOI found}, pages = {26}, } @book{johnson_data_2003, title = {Data {Collection} {Strategies} in {Mixed} {Methods} {Research}}, isbn = {978-0-7619-2073-1}, abstract = {Johnson, B. and Turner, L.A. (2003) Data Collection Strategies in Mixed Methods Research. In: Tashakkori, A.M. and Teddlie, C.B., Eds., Handbook of Mixed Methods in Social and Behavioral Research, SAGE Publications, Thousand Oaks, 297-319.}, language = {en}, publisher = {SAGE}, author = {Johnson, Burke and Turner, Lisa A.}, year = {2003}, note = {Google-Books-ID: F8BFOM8DCKoC KerkoCite.ItemAlsoKnownAs: 2339240:TABBLHJ3 2405685:QBEU7PW5}, keywords = {Social Science / Folklore \& Mythology, Social Science / Research}, } @misc{kenya_schoolnet_preparing_2003, title = {Preparing a {Workforce} for the {Evolving} {Information} {Economy}: {A} {Survey} on {ICT} {Access} and {Use} in {Kenya} {Secondary} {Schools}. {Summit} {Strategies} {Limited}, {Nairobi}.}, author = {Kenya Schoolnet}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EDR75JJ3 2405685:V9BHZ24Y}, } @misc{ministry_of_communications_ghana_2003, title = {The {Ghana} {ICT} for {Accelerated} {Development} {Policy}}, url = {https://www.moc.gov.gh/sites/default/files/downloads/Ghana-ICTAD%20Policy-Master-final-2.pdf}, urldate = {2020-06-23}, author = {Ministry of Communications}, year = {2003}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BN9JWVYJ}, } @misc{ministry_of_communications_and_transport_national_2003, title = {National {Information} and {Communications} {Technologies} {Policy}}, url = {http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf}, author = {Ministry of Communications {and} Transport}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q3S8XCT6 2405685:UR2SEGSC}, } @techreport{ministry_of_communications_and_transport_national_2003, title = {National {Information} and {Communications} {Technologies} policy}, url = {http://www.tzonline.org/pdf/ictpolicy2003.pdf}, urldate = {2020-11-18}, institution = {The United Republic of Tanzania}, author = {{Ministry of Communications and Transport}}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HSAWT33J 2405685:9M29LMJ5}, } @misc{ministry_of_communications_and_transport_national_2003, title = {National information and communications technology policy 2003}, url = {http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf}, author = {Ministry of Communications {and} Transport}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:52R7B8DQ 2405685:CKJ2LQHW}, } @misc{ministry_of_education_ghana_education_2003, title = {Education {Strategic} {Plan} 2003-2015}, url = {http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_education_strategic_plan.pdf}, language = {EN}, urldate = {2020-10-12}, publisher = {Government of Ghana}, author = {{Ministry of Education, Ghana}}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3E4MSS83 2405685:Y5U2RKSR}, } @techreport{ministry_of_education_ghana_education_2003, title = {Education {Strategic} {Plan} 2003–2015}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_education_strategic_plan.pdf}, urldate = {2020-06-23}, author = {Ministry of Education, Ghana}, year = {2003}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:IEWJ6UV7}, } @article{osullivan_development_2003, title = {The {Development} of {Effective} {Strategies} to {Teach} {Reading} among {Unqualified} {Primary} {Teachers} in a {Developing} {Country} {Context}}, volume = {11}, issn = {0966-9760, 1469-8463}, url = {https://www.tandfonline.com/doi/full/10.1080/09669760304702}, doi = {10.1080/09669760304702}, abstract = {The teaching of reading in primary classrooms in developing countries, particularly, the teaching of English reading to second-language pupils, receives very little attention in the literature. One notable study that highlighted the low standard of reading in developing countries claimed that the teaching of reading in these countries is in crisis (Williams, 1993). This can be attributed to teachers’ reliance on a rote memory approach to teaching reading. There is, however, very little research available on efforts that attempt to address this problem. This article emerged from a research study of an in-service programme in Namibia and it begins to address this gap. The programme, for mainly unqualified primary teachers, sought to develop teachers’ capacity to teach reading more effectively. It explored the usefulness of various Western strategies to teach reading, bearing the transfer issue in mind. The study highlighted the usefulness of an instructional structured reading lesson and explored the issue of prescription inherent in it. It also found that structured and bottom-up strategies were more effective than top-down strategies. However, the main lesson to be learned is that an eclectic approach to teaching reading, using strategies adapted to the realities within which teachers work, is useful in developing country contexts.}, language = {en}, number = {2}, urldate = {2020-05-15}, journal = {International Journal of Early Years Education}, author = {O'Sullivan, Margo}, month = jun, year = {2003}, note = {shortDOI: 10/fchgrn KerkoCite.ItemAlsoKnownAs: 10.1080/09669760304702 10/fchgrn 2405685:SCJ4ZCAV}, pages = {129--140}, } @techreport{osborne_literature_2003, address = {Bristol}, title = {Literature {Review} in {Science} {Education} and the {Role} of {ICT}: {Promise}, {Problems} and {Future} {Directions}}, shorttitle = {Literature {Review} in {Science} {Education} and the {Role} of {ICT}: {Promise}, {Problems} and {Future} {Directions}}, url = {http://www.nestafuturelab.org/research/reviews/se01.htm}, number = {6}, urldate = {0025-01-06}, institution = {Nesta FutureLab}, author = {Osborne, J. and Hennessy, S.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A4LVVMFJ 2405685:KT9DD3YZ}, } @book{rogers_diffusion_2003, edition = {5}, title = {Diffusion of innovations}, url = {https://www.google.co.uk/books/edition/Diffusion_of_Innovations_5th_Edition/9U1K5LjUOwEC?hl=en&gbpv=0}, publisher = {Free Press}, author = {Rogers, Everett M.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XXX6NG28 2405685:C7VSDJGX}, } @misc{spencer_quality_2003, title = {Quality in {Qualitative} {Evaluation}: {A} framework for assessing research evidence}, shorttitle = {Quality in {Qualitative} {Evaluation}}, url = {https://www.gov.uk/government/publications/government-social-research-framework-for-assessing-research-evidence}, abstract = {Guidance on maintaining the quality of qualitative evaluation for use in Government research}, language = {en}, urldate = {2019-12-11}, journal = {GOV.UK}, author = {Spencer, Liz and Ritchie, Jane and Lewis, Jane and Dillon, Lucy}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EDU8825D 2405685:PJG3KMYH EDU8825D}, } @article{sultana_emis_2003, title = {An {EMIS} for {Palestine} – the {Education} {Management} {Information} {System} in the {West} {Bank} and {Gaza} {Strip}}, volume = {7}, doi = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.520.1792&rep=rep1&type=pdf}, number = {2}, journal = {Mediterranean Journal of Educational Studies}, author = {Sultana, Ronald G.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y7HXXPA3 2405685:MPK25NGN}, keywords = {⚠️ Invalid DOI, ⛔ No DOI found}, pages = {61--92}, } @misc{the_united_republic_of_tanzania_ministry_of_communications_and_transport_narional_2003, title = {Narional {Information} and {Communications} {Technologies} policy}, url = {http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf}, urldate = {2020-06-29}, author = {The United Republic of Tanzania Ministry of Communications {and} Transport}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WSFBVSX6}, } @misc{wako_education_2003, title = {Education {Management} {Information} {Systems} ({EMIS}): a guide for young managers}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000220621}, urldate = {2022-04-07}, author = {Wako, Tegegn Nuresu}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q6QJGR4W 2405685:VI76XAD4 4656463:SFKSXPT2}, } @book{warschauer_technology_2003, address = {Cambridge, Mass. ; London}, title = {Technology and social inclusion: rethinking the digital divide}, isbn = {978-0-262-23224-1}, shorttitle = {Technology and social inclusion}, publisher = {MIT Press}, author = {Warschauer, Mark}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YPSD9Y39}, keywords = {Digital divide, Marginality, Social}, } @article{zhao_factors_2003, title = {Factors {Affecting} {Technology} {Uses} in {Schools}: {An} {Ecological} {Perspective}}, volume = {40}, issn = {0002-8312}, shorttitle = {Factors {Affecting} {Technology} {Uses} in {Schools}}, url = {https://doi.org/10.3102/00028312040004807}, doi = {10.3102/00028312040004807}, abstract = {Why is technology not used more in schools? Many researchers have tried to solve this persistent puzzle. The authors of this article report on their study of technology uses in 19 schools. They suggest an ecological metaphor, using the example of the introduction of the zebra mussel into the Great Lakes, to integrate and organize sets of factors that affect implementation of computer uses. Their findings suggest that an ecological perspective can provide a powerful analytical framework for understanding technology uses in schools. That perspective points out new directions for research and has significant policy and practical implications for implementing innovations in schools.}, language = {en}, number = {4}, urldate = {2021-03-17}, journal = {American Educational Research Journal}, author = {Zhao, Yong and Frank, Kenneth A.}, year = {2003}, note = {Publisher: American Educational Research Association zotzenLib.CopiedFrom: 2339240:LJV7RSEV KerkoCite.ItemAlsoKnownAs: 10.3102/00028312040004807 2339240:LJV7RSEV 2405685:KSZIKTG8}, keywords = {computers in schools, diffusion of innovation, educational technology, school ecology, teacher development}, pages = {807--840}, } @article{segal_developing_2002, title = {Developing an {HIV}/{AIDS} {Education} {Curriculum} for {Takalani} {Sesame}, {South} {Africa}'s {Sesame} {Street}}, volume = {13}, issn = {1040-9289}, url = {https://doi.org/10.1207/s15566935eed1304_2}, doi = {10.1207/s15566935eed1304_2}, abstract = {The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them.}, number = {4}, urldate = {2020-03-25}, journal = {Early Education and Development}, author = {Segal, Lauren and Cole, Charlotte Frances and Fuld, Janice}, month = oct, year = {2002}, note = {shortDOI: 10/fhjtsf KerkoCite.ItemAlsoKnownAs: 10.1207/s15566935eed1304\_2 10/fhjtsf 2339240:VV58PTMZ 2339240:YD9NA82U 2405685:BSUIDDJH 2405685:BVB9XUXR 2405685:SDJSW8BC}, pages = {363--378}, } @article{valentine_distance_2002, title = {Distance {Learning}: {Promises}, {Problems}, and {Possibilities}}, volume = {5}, shorttitle = {Distance {Learning}}, url = {https://www.westga.edu/~distance/ojdla/fall53/valentine53.html}, number = {3}, urldate = {2021-02-23}, journal = {Online Journal of Distance Learning Administration}, author = {Valentine, Doug}, month = sep, year = {2002}, note = {Publisher: University of West Georgia Distance and Distributed Education Center KerkoCite.ItemAlsoKnownAs: 2339240:6Y2GJ3M4 2405685:5HW66XTV}, keywords = {⛔ No DOI found}, } @article{kessler_short_2002, title = {Short screening scales to monitor population prevalances and trends in non-specific psychological distress}, volume = {32}, doi = {10.1017/S0033291702006074}, abstract = {A 10-question screening scale of psychological distress and a six-question short-form scale embedded within the 10-question scale were developed for the redesigned US National Health Interview Survey (NHIS). Initial pilot questions were administered in a US national mail survey (N = 1401). A reduced set of questions was subsequently administered in a US national telephone survey (N = 1574). The 10-question and six-question scales, which we refer to as the K10 and K6, were constructed from the reduced set of questions based on Item Response Theory models. The scales were subsequently validated in a two-stage clinical reappraisal survey (N = 1000 telephone screening interviews in the first stage followed by N = 153 face-to-face clinical interviews in the second stage that oversampled first-stage respondents who screened positive for emotional problems) in a local convenience sample. The second-stage sample was administered the screening scales along with the Structured Clinical Interview for DSM-IV (SCID). The K6 was subsequently included in the 1997 (N = 36116) and 1998 (N = 32440) US National Health Interview Survey, while the K10 was included in the 1997 (N = 10641) Australian National Survey of Mental Health and Well-Being. Both the K10 and K6 have good precision in the 90th-99th percentile range of the population distribution (standard errors of standardized scores in the range 0.20-0.25) as well as consistent psychometric properties across major sociodemographic subsamples. The scales strongly discriminate between community cases and non-cases of DSM-IV/SCID disorders, with areas under the Receiver Operating Characteristic (ROC) curve of 0.87-0.88 for disorders having Global Assessment of Functioning (GAF) scores of 0-70 and 0.95-0.96 for disorders having GAF scores of 0-50. The brevity, strong psychometric properties, and ability to discriminate DSM-IV cases from non-cases make the K10 and K6 attractive for use in general-purpose health surveys. The scales are already being used in annual government health surveys in the US and Canada as well as in the WHO World Mental Health Surveys. Routine inclusion of either the K10 or K6 in clinical studies would create an important, and heretofore missing, crosswalk between community and clinical epidemiology.}, number = {6}, journal = {Psychological Medicine}, author = {Kessler, Ronald and Andrews, Gavin and Colpe, Lisa and Hiripi, E and Mroczek, Daniel and Normand, Sharon-Lise and Walters, Ellen and Zaslavsky, Alan}, month = sep, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1017/S0033291702006074 2339240:INYZ8Z7T 2405685:5CNFKZP4}, pages = {959--76}, } @article{anderson_assessment_2002, title = {Assessment and {Development} of {Executive} {Function} ({EF}) {During} {Childhood}}, volume = {8}, issn = {0929-7049}, url = {https://doi.org/10.1076/chin.8.2.71.8724}, doi = {10.1076/chin.8.2.71.8724}, abstract = {This review paper outlines the issues associated with the assessment of executive function (EF) in children and adolescents, and describes the developmental profile of executive processes across childhood. At the outset, EF is defined, and cognitive and behavioral impairments associated with executive dysfunction (EDF) are described. A developmental model of EF is proposed incorporating four discrete but inter-related executive domains (attentional control, cognitive flexibility, goal setting, and information processing) which operate in an integrative manner to enable “executive control”. Characteristics that constitute traditional EF measures are discussed, as are the problems associated with test interpretation. The ecological validity of EF tests and neuropsychological assessment procedures are examined, and adjunct methods of measurement are presented to enable a more comprehensive and valid assessment of EF. Based on developmental and normative studies, the maturation of executive domains is mapped. Attentional control appears to emerge in infancy and develop rapidly in early childhood. In contrast, cognitive flexibility, goal setting, and information processing experience a critical period of development between 7 and 9 years of age, and are relatively mature by 12 years of age. A transitional period is thought to occur at the beginning of adolescence, and shortly after “executive control” is likely to emerge. In order to confirm our current understanding of EF development and further enhance our understanding of brain-behavior relationships, longitudinal studies incorporating structural and functional neuroimaging are required.}, number = {2}, urldate = {2019-12-09}, journal = {Child Neuropsychology}, author = {Anderson, Peter}, month = jul, year = {2002}, pmid = {12638061}, note = {shortDOI: 10/bn6vj8 KerkoCite.ItemAlsoKnownAs: 10.1076/chin.8.2.71.8724 10/bn6vj8 2339240:HIEYHPXN 2405685:5DTDUW2W}, pages = {71--82}, } @article{akyeampong_exploring_2002, series = {Researching {Teacher} {Education}: {The} {Multi} {Site} {Teacher} {Educations} {Project} ({MUSTER})}, title = {Exploring the backgrounds and shaping of beginning student teachers in {Ghana}: toward greater contextualisation of teacher education}, volume = {22}, issn = {0738-0593}, shorttitle = {Exploring the backgrounds and shaping of beginning student teachers in {Ghana}}, url = {http://www.sciencedirect.com/science/article/pii/S0738059301000645}, doi = {10.1016/S0738-0593(01)00064-5}, abstract = {Teacher education programmes are often quite similar in their framework and content but often lack sufficient reflection on the personal background and the socio-political forces that shape teachers’ roles and identity within the systems in which they operate. This paper explores this issue by using Ghana as a case study and discusses implications for its teacher education programmes and policies. Key characteristics of beginning student teachers found were: weak qualifying grades in two fundamental school subjects, mathematics and English, a waiting period of 2–5 years prior to entering teachers’ college, and apparently sharp differentials in trainees’ socio-economic background as compared to typical Ghanaian communities. They come to training with rich and varied images of teachers, teaching and the profession, but, in addition, many beginning trainees also express little desire to teach at primary school level, mainly for reasons of status and insufficient fringe benefits. These factors, we argue, should be taken into more account in the design of college programmes and the development of teacher education policies. The paper concludes with a call to teacher education systems, especially in Africa, to look more closely at, and learn from, who comes for training, what they bring with them, and how they perceive themselves in relation to teaching, training and future aspirations.}, language = {en}, number = {3}, urldate = {2020-05-25}, journal = {International Journal of Educational Development}, author = {Akyeampong, Kwame and Stephens, David}, month = apr, year = {2002}, note = {shortDOI: 10/fh448b KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(01)00064-5 10/fh448b 2405685:SHM89KC8}, keywords = {Beginning student teachers, Ghana, Teacher education, Teacher identity, Teacher images}, pages = {261--274}, } @article{hedges_importance_2002, series = {Researching {Teacher} {Education}: {The} {Multi} {Site} {Teacher} {Educations} {Project} ({MUSTER})}, title = {The importance of posting and interaction with the education bureaucracy in becoming a teacher in {Ghana}}, volume = {22}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059301000578}, doi = {10.1016/S0738-0593(01)00057-8}, abstract = {This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not.}, language = {en}, number = {3}, urldate = {2022-01-05}, journal = {International Journal of Educational Development}, author = {Hedges, John}, month = apr, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(01)00057-8 2129771:TGZLHPBR 2405685:9CYKGJ89 4556019:LGT3LZ52}, keywords = {Basic education, C:Ghana, Deployment, Ghana, Induction, NQTs, Teacher education}, pages = {353--366}, } @book{selwyn_defining_2002, address = {Cardiff}, title = {Defining the {Digital} {Divide}: {Developing} a {Theoretical} {Understanding} of {Inequalities} in the {Information} {Age}}, isbn = {978-1-872330-96-9}, shorttitle = {Defining the {Digital} {Divide}}, language = {English}, publisher = {Cardiff University School of Social Sciences}, author = {Selwyn, Neil}, month = mar, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RQ3X93P5}, } @article{guskey_does_2002, title = {Does it make a difference? {Evaluating} professional development}, volume = {59}, url = {http://emsyh.org.uk/assets/Uploads/Does-It-Make-a-Difference-Guskey-2002-1.pdf}, abstract = {Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes.}, language = {en}, number = {6}, journal = {Education Leadership}, author = {Guskey, Thomas R}, month = mar, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MK5KQJTQ 2534378:NNITJUR2}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged, ⛔ No DOI found}, pages = {45--51}, } @article{akerlof_identity_2002, title = {Identity and schooling: {Some} lessons for the economics of education}, volume = {XL}, url = {https://sites.duke.edu/rachelkranton/files/2016/12/identity-and-schooling-jel-akerlof-and-kranton.pdf}, doi = {10.1257/.40.4.1167}, number = {December 2002}, journal = {Journal of Economic Literature}, author = {Akerlof, G.A. and Kranton, R.E.}, year = {2002}, note = {shortDOI: 10/gd2x2h KerkoCite.ItemAlsoKnownAs: 10.1257/.40.4.1167 10/gd2x2h 2339240:K54TNP5N 2405685:3F9RZUT5}, pages = {1167--1201}, } @article{arbeiter_teachers_2002, title = {Teachers' and {Pupils}' {Experiences} of {Integrated} {Education} in {Uganda}}, volume = {49}, issn = {1034-912X, 1465-346X}, url = {http://www.tandfonline.com/doi/full/10.1080/10349120120115334}, doi = {10.1080/10349120120115334}, abstract = {Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the ndings con rmed the information drawn from the review of literature. In addition to the high teacher–pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these dif cult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs.}, language = {en}, number = {1}, urldate = {2020-05-16}, journal = {International Journal of Disability, Development and Education}, author = {Arbeiter, Susanne and Hartley, Sally}, month = mar, year = {2002}, note = {shortDOI: 10/frj9zc KerkoCite.ItemAlsoKnownAs: 10.1080/10349120120115334 10/frj9zc 2405685:QR783YSK}, pages = {61--78}, } @techreport{bosch_interactive_2002, title = {Interactive {Radio} {Instruction}: {An} {Update} from the {Field}}, url = {https://www.eccnetwork.net/sites/default/files/media/file/09.pdf}, abstract = {Interactive radio instruction (IRI), a methodology developed to turn a typically one-way technology into a tool for active learning in and outside the classroom, continues to be an attractive educational strategy in developing countries after almost 30 years. The original model for IRI math, created in Nicaragua by a team from Stanford University in the early 1970s, sought to combine the low cost and high reach of the radio medium and a clear understanding of how people learn. Since that time, 20 countries around the world have developed IRI programs for a variety of subjects, audiences, and learning environments, many of which have been sustained for up to 10 years and counting. The methodology has been expanded and adapted to include different levels of math, science, health, English, Spanish and Portuguese, environmental education, early childhood development, and adult basic education for learners of all ages. In each case, the series has been designed specifically by local specialists to be engaging and to meet learning objectives in that country. After three decades, interest in IRI does not seem to be waning. (See the Annex at the end of this chapter for a list of IRI projects and their current status.) This chapter updates earlier information about interactive radio instruction over the past five years, and introduces two cases where IRI has had an impact in Africa in two ways not captured in the past.1 In Guinea, IRI has gone to scale on an unprecedented level in West Africa to reach students and teachers on a national level. The Guinean IRI series is integrated with teacher development initiatives and is used in almost all primary schools across the nation, with 880,000 students. In Zambia, a new IRI series is being developed that reaches out to students who otherwise would be without schools, and have become increasingly vulnerable due to poverty and the HIV/AIDs. This example shows how IRI can be used effectively to overcome obstacles of access in Africa and to increase the chances that students can receive an education. These examples show how IRI retains its core elements, yet continues to evolve to meet new educational and social challenges.}, institution = {Education Development Center}, author = {Bosch, Andrea and Rhodes, Rebecca and Kariuki, Sera}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NJJTZUJS 2405685:PNRBAXJM}, } @article{britten_using_2002, title = {Using meta ethnography to synthesise qualitative research: {A} worked example}, volume = {7}, doi = {10.1258/135581902320432732}, abstract = {Objectives: To demonstrate the benefits of applying meta ethnography to the synthesis of qualitative research, by means of a worked example. Methods:. Four papers about lay meanings of medicines were arbitrarily chosen. Noblit and Hare's seven-step process for conducting a meta ethnography was employed: getting started; deciding what is relevant to the initial interest; reading the studies; determining how the studies are related; translating the studies into one another; synthesising translations; and expressing the synthesis. Results: Six key concepts were identified: adherence/compliance; self-regulation; aversion; alternative coping strategies; sanctions; and selective disclosure. Four second-order interpretations (derived from the chosen papers) were identified, on the basis of which four third-order interpretations (based on the key concepts and second-order interpretations) were constructed. These were all linked together in a line of argument that accounts for patients' medicine-taking behaviour and communication with health professionals in different settings. Third-order interpretations were developed which were not only consistent with the original results but also extended beyond them. Conclusions: It is possible to use meta ethnography to synthesise the results of qualitative research. The worked example has produced middle-range theories in the form of hypotheses that could be tested by other researchers. © The Royal Society of Medicine Press Ltd 2002.}, number = {4}, journal = {Journal of Health Services Research and Policy}, author = {Britten, Nicky and Campbell, Rona and Pope, Catherine and Donovan, Jenny and Morgan, Myfanwy and Pill, Roisin}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1258/135581902320432732 2405685:KJ4GKUEA}, pages = {209--215}, } @incollection{chromy_sampling_2002, title = {Sampling issues in design, conduct, and interpretation of international comparative studies of school achievement}, booktitle = {In {A}.{C}. {Porter}, \& {A}. {Gamoran} ({Eds}.), {Methodological} advances in cross-national surveys of educational achievement (pps. 80- 116).}, author = {Chromy, J.R.}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SQ9NT8SW 2405685:9UYVDGIK}, } @article{gay_preparing_2002, title = {Preparing for culturally responsive teaching}, volume = {53}, issn = {0022-4871}, shorttitle = {Preparing for {Culturally} {Responsive} {Teaching}}, url = {https://journals.sagepub.com/doi/10.1177/0022487102053002003}, doi = {10.1177/0022487102053002003}, language = {en}, number = {2}, urldate = {2020-12-08}, journal = {Journal of Teacher Education}, author = {Gay, Geneva}, year = {2002}, note = {Publisher: Sage PublicationsSage CA: Thousand Oaks, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0022487102053002003 2339240:7NCF36I4 2339240:7WR6XMUE 2405685:BQZJKSM9 2405685:R4LV2TSF}, pages = {106--116}, } @article{glouberman_complicated_2002, title = {Complicated and complex systems: what would successful reform of {Medicare} look like?}, volume = {2}, shorttitle = {Complicated and complex systems}, journal = {Romanow Papers}, author = {Glouberman, Sholom and Zimmerman, Brenda}, year = {2002}, note = {Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 2339240:HM693WEP 2405685:K9DGRHCI}, keywords = {⛔ No DOI found}, pages = {21--53}, } @article{guskey_professional_2002, title = {Professional {Development} and {Teacher} {Change}}, volume = {8}, issn = {1354-0602, 1470-1278}, url = {https://www.tandfonline.com/doi/full/10.1080/135406002100000512}, doi = {10.1080/135406002100000512}, abstract = {This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey \& Huberman, 1995), which was named `Book of the Year’ by the National Staff Development Council in 1996.}, language = {en}, number = {3}, urldate = {2020-05-20}, journal = {Teachers and Teaching}, author = {Guskey, Thomas R.}, month = aug, year = {2002}, note = {shortDOI: 10/fnm4h7 KerkoCite.ItemAlsoKnownAs: 10.1080/135406002100000512 10/fnm4h7 2405685:WLVXAV3Q}, pages = {381--391}, } @book{hoban_teacher_2002, title = {Teacher learning for educational change: {A} systems thinking approach}, shorttitle = {Teacher learning for educational change}, publisher = {Open University Press Buckingham}, author = {Hoban, Garry Francis and Hoban, Garry F.}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9BA5PLTJ 2405685:AT3UQE4V}, } @techreport{khvilon_information_2002, title = {Information and communication technologies in teacher education: a planning guide}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000129533}, language = {en}, institution = {UNESCO}, author = {Khvilon, Evgueni and Patru, Mariana}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W28QNJG4 2534378:5M45SD5V}, keywords = {auto\_merged}, } @article{klerk_mother-tongue_2002, title = {Mother-tongue education in {South} {Africa}: the weight of history}, shorttitle = {Mother-tongue education in {South} {Africa}}, doi = {10.1515/ijsl.2002.011}, author = {Klerk, Gerda de}, year = {2002}, note = {Publisher: Walter de Gruyter GmbH \& Co. KG Berlin, Germany KerkoCite.ItemAlsoKnownAs: 2405685:ZTHVXR99 4042040:RLJUURAA}, } @misc{national_commission_for_science_and_technology_policies_2002, title = {Policies and {Guidelines} {\textbar}}, url = {https://www.ncst.mw/policies-and-guidelines/}, urldate = {2022-11-02}, author = {National Commission for Science {and} Technology}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:45Q8MEPH 2405685:I6EUELAB}, } @article{osullivan_action_2002, title = {Action research and the transfer of reflective approaches to in-service education and training ({INSET}) for unqualified and underqualified primary teachers in {Namibia}}, volume = {18}, issn = {0742051X}, url = {http://eprints.teachingandlearning.ie/3359/1/O'Sullivan%202002.pdf}, doi = {10.1016/S0742-051X(02)00014-8}, abstract = {The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reflective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reflection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.}, language = {en}, number = {5}, urldate = {2021-06-10}, journal = {Teaching and Teacher Education}, author = {O’Sullivan, Margo C.}, month = jul, year = {2002}, note = {Extra URL: https://linkinghub.elsevier.com/retrieve/pii/S0742051X02000148 KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(02)00014-8 2339240:TEEMNCIK 2339240:TQI4YUMP 2405685:Q8N9AGMR 2405685:RPEHPJH5 2405685:UPFKVQ5A 2534378:G446AQHA}, pages = {523--539}, } @book{raudenbush_hierarchical_2002, address = {Thousand Oaks}, edition = {2nd ed}, series = {Advanced quantitative techniques in the social sciences}, title = {Hierarchical linear models: applications and data analysis methods}, isbn = {978-0-7619-1904-9}, shorttitle = {Hierarchical linear models}, number = {1}, publisher = {Sage Publications}, author = {Raudenbush, Stephen W. and Bryk, Anthony S.}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D7DC3FM7 2405685:GYZU8953}, keywords = {Linear models (Statistics), Social sciences, Statistical methods}, } @book{renzulli_scales_2002, title = {Scales for {Rating} the {Behavioral} {Characteristics} of {Superior} {Students}. {Technical} and {Administration} {Manual}.}, isbn = {978-0-936386-90-4}, abstract = {This manual describes development and use of the revised "Scales for Rating the Behavioral Characteristics of Superior Students" (SRBCSS-R), a teacher judgment instrument appropriate for use as one measure in the identification of gifted students. Part 1 explains the judgmental and empirical procedures used to revise the items on the original SRBCSS-R and the methods for conducting two field test administrations of the revised scales. It also presents the results from the analyses and the reliability and validity evidence. Two tables summarize the construct validity data and the criterion-related data on teacher judgment measures. Part 2 provides instructions for administering and interpreting the SRBCSS-R and describes purposes for using the scales, guidelines for using the scales correctly, a teacher training exercise, and how to establish local norms. Five appendices include: the second field test version of the SRBCSS-R, a brief scale for rating student performance in a gifted program, a sample SRBCSS-R, the full teacher-training exercise for using the SRBCSS-R, guidelines for calculating local percentile rank norms, and an article, "A Practical System for Identifying Gifted and Talented Students" by Joseph S. Renzulli. (DB)}, language = {en}, urldate = {2022-01-16}, publisher = {ERIC}, author = {Renzulli, Joseph S. and Smith, Linda H. and White, Alan J. and Callahan, Carolyn M. and Hartman, Robert K. and Westberg, Karen L.}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BLYH7Q8 2405685:HPMQJ44R}, keywords = {Ability Identification, Academically Gifted, Behavior Rating Scales, Elementary Secondary Education, Test Interpretation, Test Reliability, Test Validity, Testing}, } @book{shadish_experimental_2002, title = {Experimental and quasi-experimental designs for generalized causal inference}, isbn = {0-395-61556-9}, publisher = {Houghton, Mifflin and Company}, author = {Shadish, William R and Cook, Thomas D and Campbell, Donald T}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4NSL4FTX 2339240:ZUQ373S8 2405685:2GJAJDYU}, } @article{sobhan_aid_2002, title = {Aid {Effectiveness} and {Policy} {Ownership}}, volume = {33}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-7660.00267}, doi = {10.1111/1467-7660.00267}, number = {3}, journal = {Development and Change}, author = {Sobhan, R}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1467-7660.00267 10/dqm388 2339240:4NCLWIGB 2405685:ZMMG5MJL}, } @misc{who_international_2002, title = {International {Classification} of {Functioning}, {Disability} and {Health} {Framework} ({ICF})}, url = {https://www.who.int/classifications/international-classification-of-functioning-disability-and-health#:~:text=The%20International%20Classification%20of%20Functioning,%20Disability%20and%20Health,,is%20a%20classification%20of%20health%20and%20health-related%20domains.}, urldate = {2020-12-10}, author = {WHO}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M77VEEWU 2405685:UHN66MY9}, } @article{williams_two_2002, title = {Two degrees of separation in complex food webs}, volume = {99}, doi = {10.1073/pnas.192448799}, number = {20}, journal = {Proceedings of the National Academy of Sciences}, author = {Williams, Richard J. and Berlow, Eric L. and Dunne, Jennifer A. and Barabási, Albert-László and Martinez, Neo D.}, year = {2002}, note = {Publisher: National Acad Sciences KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.192448799 2339240:32QBK3M6 2405685:MDKLUVY4}, pages = {12913--12916}, } @article{garet_what_2001, title = {What makes professional development effective? {Results} from a national sample of teachers}, volume = {38}, shorttitle = {What makes professional development effective?}, url = {http://www.uvm.edu/~rsingle/JournalClub/papers/Garet+AERJ-2001_TeacherProfDevelopment.pdf}, doi = {10.3102/00028312038004915}, abstract = {This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.}, number = {4}, journal = {American Educational Research Journal - AMER EDUC RES J}, author = {Garet, Michael and Porter, Andrew and Desimone, Laura and Birman, Beatrice and Yoon, Kwang Suk}, month = dec, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/00028312038004915 2339240:Q2BH8PXC 2405685:GTTX33QX}, } @misc{kabbah_tertiary_2001, title = {The {Tertiary} {Education} {Commission} {Act}}, url = {http://sierra-leone.org/Laws/2001-8.pdf}, urldate = {2020-12-15}, author = {Kabbah, President Alhaji Ahmad Tejan}, month = oct, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:URKBLF52}, } @misc{kabbah_national_2001, title = {The {National} {Council} for {Technical} , {Vocational} and other {Academic} {Awards} {Act}}, url = {http://www.sierra-leone.org/Laws/2001-10.pdf}, urldate = {2020-12-15}, author = {Kabbah, President Alhaji Ahmad Tejan}, month = oct, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M3MZ2L84}, } @misc{kabbah_polytechnics_2001, title = {The {Polytechnics} {Act}}, url = {http://www.sierra-leone.org/Laws/2001-9.pdf}, urldate = {2020-12-15}, author = {Kabbah, President Alhaji Ahmad Tejan}, month = oct, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HMGAWLHC}, } @article{sendi_affordability_2001, title = {Affordability and cost-effectiveness: decision-making on the cost-effectiveness plane}, volume = {10}, issn = {1057-9230}, shorttitle = {Affordability and cost-effectiveness}, url = {http://dx.doi.org/10.1002/hec.639}, doi = {10.1002/hec.639}, abstract = {Much recent research interest has focused on handling uncertainty in cost-effectiveness analysis and in particular the calculation of confidence intervals for incremental cost-effectiveness ratios (ICERs). Problems of interpretation when ICERs are negative have led to two important and related developments: the use of the net-benefit statistic and the presentation of uncertainty in cost-effectiveness analysis using acceptability curves. However, neither of these developments directly addresses the problem that decision-makers are constrained by a fixed-budget and may not be able to fund new, more expensive interventions, even if they have been shown to represent good value for money. In response to this limitation, the authors introduce the affordability curve which reflects the probability that a programme is affordable for a wide range of threshold budgets. The authors argue that the joint probability an intervention is affordable and cost-effective is more useful for decision-making since it captures both dimensions of the decision problem faced by those responsible for health service budgets.}, language = {en-GB}, number = {7}, urldate = {2022-03-29}, journal = {Health Economics}, author = {Sendi, P. P. and Briggs, A. H.}, month = oct, year = {2001}, note = {Number: 7 Publisher: John Wiley and Sons KerkoCite.ItemAlsoKnownAs: 10.1002/hec.639 2339240:SXUMKWQZ 2405685:CQBIWZXP}, pages = {675--680}, } @article{wright_relations_2001, title = {The {Relations} of {Early} {Television} {Viewing} to {School} {Readiness} and {Vocabulary} of {Children} from {Low}-{Income} {Families}: {The} {Early} {Window} {Project}}, volume = {72}, shorttitle = {The {Relations} of {Early} {Television} {Viewing} to {School} {Readiness} and {Vocabulary} of {Children} from {Low}-{Income} {Families}}, url = {https://pubmed.ncbi.nlm.nih.gov/11700636/}, doi = {10.1111/1467-8624.t01-1-00352}, abstract = {For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed.}, number = {5}, journal = {Child development}, author = {Wright, John and Huston, Aletha and Murphy, Kimberlee and Peters, Michelle and Pinõn, M. and Scantlin, R. and Kotler, Jennifer}, month = sep, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8624.t01-1-00352 2339240:86SXG6MH 2405685:DJ3VHEIC}, pages = {1347--66}, } @techreport{linden_double-shift_2001, title = {Double-{Shift} {Secondary} {Schools}: {Possibilities} and {Issues}}, url = {http://documents1.worldbank.org/curated/en/819151468740107174/pdf/multi0page.pdf}, author = {Linden, Toby}, month = aug, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8VG32CVC 2405685:RZP43K2T}, } @inproceedings{weiqi_li_constructivist_2001, title = {Constructivist learning systems: a new paradigm}, shorttitle = {Constructivist learning systems}, doi = {10.1109/ICALT.2001.943967}, abstract = {The educational enterprise is in the midst of a philosophical shift from a behaviorist to a constructivist paradigm. If constructivism is to be taken seriously as a new educational paradigm in the information age, learning technology R\&D must pay more attention to learners instead of teachers. A constructivist learning environment (CLE) is a technology-rich, open place where a learner can use a variety of tools and information resources in his pursuit of learning goals and problem-solving activities. Wherein the learner can draw upon information resources and tools to actively construct knowledge, generate a diverse array of ideas, develop multiple modes of representation, engage in social interaction, and solve authentic problems. Four major elements are bound together by their roles in the establishment of a CLE: public knowledge system; distributed instructional system; learning community; constructivist learning system.}, booktitle = {Proceedings {IEEE} {International} {Conference} on {Advanced} {Learning} {Technologies}}, author = {Weiqi Li}, month = aug, year = {2001}, note = {shortDOI: 10/chckwf KerkoCite.ItemAlsoKnownAs: 10/chckwf 2405685:4VQVBBWR}, keywords = {Buildings, CLE, Collaborative work, Education, Educational technology, Information technology, Learning systems, Problem-solving, Process control, Research and development, Shape, constructivist learning environments, constructivist learning systems, constructivist paradigm, distributed instructional system, educational enterprise, educational paradigm, educational technology, human factors, information age, information resources, learning community, learning goals, learning technology R\&d, philosophical shift, problem-solving activities, public knowledge system, social aspects of automation, social interaction, teaching, user interfaces}, pages = {433--434}, } @article{lu_digital_2001, title = {Digital {Divide} in {Developing} {Countries}}, volume = {4}, issn = {1097-198X}, url = {https://doi.org/10.1080/1097198X.2001.10856304}, doi = {10.1080/1097198X.2001.10856304}, number = {3}, urldate = {2021-02-15}, journal = {Journal of Global Information Technology Management}, author = {Lu, Ming-te}, month = jul, year = {2001}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1097198X.2001.10856304 KerkoCite.ItemAlsoKnownAs: 10.1080/1097198X.2001.10856304 2339240:NRNWKC7T 2405685:92RTAQLI}, pages = {1--4}, } @article{wagner_it_2001, title = {{IT} and {Education} for the {Poorest} of the {Poor}: {Constraints}, {Possibilities}, and {Principles}}, shorttitle = {{IT} and {Education} for the {Poorest} of the {Poor}}, url = {https://repository.upenn.edu/literacyorg_articles/14}, abstract = {Long before the term "Digital Divide" became a common term to describe gaps between the rich and poor in the effective access and use of information technology (IT), most policy makers, researchers and practitioners could at least agree on one thing: Reaching the poorest of the poor was going to be the most difficult of challenges.}, language = {en}, number = {July/August}, journal = {TechKnowLogia: International Journal for the Advancement of Knowledge and Learning}, author = {Wagner, Daniel}, month = jul, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6MA9RTAZ 2339240:X47HG28W 2405685:4VR3QH65 2405685:9ISIB2PQ 2405685:EKYG84SU}, keywords = {⛔ No DOI found}, pages = {48--50}, } @article{bishop_individual_2001, title = {Individual {Differences} in {Cognitive} {Planning} on the {Tower} of {Hanoi} {Task}: {Neuropsychological} {Maturity} or {Measurement} {Error}?}, volume = {42}, issn = {1469-7610, 0021-9630}, shorttitle = {Individual {Differences} in {Cognitive} {Planning} on the {Tower} of {Hanoi} {Task}}, url = {https://www.cambridge.org/core/journals/journal-of-child-psychology-and-psychiatry-and-allied-disciplines/article/individual-differences-in-cognitive-planning-on-the-tower-of-hanoi-task-neuropsychological-maturity-or-measurement-error/F54ECC24F3DA295A394253FB1CB3FDB5}, doi = {10.1017/s0021963001007247}, abstract = {The Tower of Hanoi (ToH) task was given to 238 children aged from 7 to 15 years, and 20 adults. Individual variation within an age band was substantial. ToH score did not correlate significantly with Verbal IQ, nor with ability to inhibit a prepotent response. We readministered the ToH to 45 children after 30 to 40 days. The test-retest correlation of ·5 is low in relation to accepted psychometric standards, though at least as high as reliability of the related Tower of London (ToL) in adults. The reasons for low reliability remain unclear; task novelty did not seem to be involved, as children did not improve on retest. We conclude that it is not safe to use this test to index integrity or maturation of underlying neurological systems in children. We compared our results with three published studies using the ToL with children, and found similar levels of performance on problems involving the same number of moves. Another study using automated ToL obtained much poorer scores, suggesting that computerised presentation may impair children's performance.}, language = {en}, number = {4}, urldate = {2019-12-10}, journal = {The Journal of Child Psychology and Psychiatry and Allied Disciplines}, author = {Bishop, D. V. M. and Aamodt-Leeper, G. and Creswell, C. and McGurk, R. and Skuse, D. H.}, month = may, year = {2001}, note = {shortDOI: 10/dz5fcg KerkoCite.ItemAlsoKnownAs: 10.1017/s0021963001007247 10/dz5fcg 2339240:3GLJZX6N 2405685:NMH536YD}, keywords = {Assessment, executive function, psychometrics}, pages = {551--556}, } @book{sen_development_2001, title = {Development as {Freedom}}, isbn = {978-0-19-289330-7}, abstract = {In Development as Freedom Amartya Sen explains how in a world of unprecedented increase in overall opulence millions of people living in the Third World are still unfree. Even if they are not technically slaves, they are denied elementary freedoms and remain imprisoned in one way or another by economic poverty, social deprivation, political tyranny or cultural authoritarianism. The main purpose of development is to spread freedom and its 'thousand charms' to the unfree citizens. Freedom, Sen persuasively argues, is at once the ultimate goal of social and economic arrangements and the most efficient means of realizing general welfare. Social institutions like markets, political parties, legislatures, the judiciary, and the media contribute to development by enhancing individual freedom and are in turn sustained by social values. Values, institutions, development, and freedom are all closely interrelated, and Sen links them together in an elegant analytical framework. By asking 'What is the relation between our collective economic wealth and our individual ability to live as we would like?' and by incorporating individual freedom as a social commitment into his analysis Sen allows economics once again, as it did in the time of Adam Smith, to address the social basis of individual well-being and freedom.}, language = {en}, publisher = {OUP Oxford}, author = {Sen, Amartya}, month = jan, year = {2001}, note = {Google-Books-ID: Qm8HtpFHYecC KerkoCite.ItemAlsoKnownAs: 2339240:9V25PEIJ 2405685:T9Y67E3I}, keywords = {Business \& Economics / Economics / General, Political Science / General}, } @article{maslowski_school_2001, title = {School {Culture} and {School} {Performance}: {An} {Explorative} {Study} into the {Organizational} {Culture} of {Secondary} {Schools} and {Their} {Effects}}, shorttitle = {School {Culture} and {School} {Performance}}, url = {https://www.researchgate.net/publication/33763280_School_Culture_and_School_Performance_An_Explorative_Study_into_the_Organizational_Culture_of_Secondary_Schools_and_Their_Effects}, abstract = {Thesis (doctoral)--University of Twente, 2001.}, author = {Maslowski, Ralf}, month = jan, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WFXGBIWJ 2405685:MVBNIFEF}, keywords = {⛔ No DOI found}, } @techreport{jagannathan_role_2001, type = {Policy {Research} {Working} {Paper}}, title = {The role of nongovernmental organizations in primary education: a study of six {NGOs} in {India}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/19714/multi0page.pdf?sequence=1&isAllowed=y}, language = {en}, number = {2530}, institution = {Robert McNamara Fellowships Program, World Bank Institute}, author = {Jagannathan, Shanti}, month = jan, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9T4Z9KYJ 2405685:RLLN4D4J}, } @techreport{noauthor_eppi-centre_2001, address = {London, UK}, type = {Guideline tools for keywording and data extraction}, title = {{EPPI}-{Centre} {Core} {Keywording} {Strategy}}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines}, institution = {EPPI-Centre}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2317526:D6HQH6LW 2339240:E6UX7FJ5 2405685:3AI34M3C}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @article{bandura_self-efficacy_2001, title = {Self-efficacy beliefs as shapers of children's aspirations and career trajectories}, volume = {72}, issn = {0009-3920, 1467-8624}, url = {https://onlinelibrary.wiley.com/doi/10.1111/1467-8624.00273}, doi = {10.1111/1467-8624.00273}, language = {en}, number = {1}, urldate = {2022-03-04}, journal = {Child Development}, author = {Bandura, Albert and Barbaranelli, Claudio and Caprara, Gian Vittorio and Pastorelli, Concetta}, month = jan, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8624.00273 2339240:4UDXH9PX 2405685:4S7USBZC}, pages = {187--206}, } @book{beebe_rapid_2001, title = {Rapid {Assessment} {Process}: {An} {Introduction}}, isbn = {978-0-7591-0012-1}, shorttitle = {Rapid {Assessment} {Process}}, abstract = {A newer edition of this book is available at the following address: https: //rowman.com/ISBN/9780759123212 Rapid Assessment Process (RAP) has gone under many names but invariably uses the techniques of fieldwork and ethnography in a telescoped manner to provide solid, field-based research findings for use by policymakers and program planners. It uses an emic perspective, a team of researchers, triangulation of research findings, and iterative process to produce high-quality research in a fraction of the time taken by traditional ethnography. Long used for third world projects, RAP is now being used to inform policy in many different settings. This volume is the first introduction to this group of methods, explaining to researchers and to students how to do RAP research well. The author, an international development professional who has been doing RAP studies for over two decades, clearly outlines the process, promise and pitfalls of RAP in this brief volume. Included are many examples of successful RAP studies and clear guidance to readers on how to embark on their own RAP research}, language = {en}, publisher = {Rowman Altamira}, author = {Beebe, James}, year = {2001}, note = {Google-Books-ID: NkSJ3aaaUDIC KerkoCite.ItemAlsoKnownAs: 2339240:3PYH2IQZ 2405685:SCCPZFK6}, keywords = {Social Science / Anthropology / General, Social Science / Methodology, Social Science / Research}, } @misc{crandall_digital_2001, title = {The {Digital} {Divide}: {Bridging} the {Divide} {Naturally}}, shorttitle = {The {Digital} {Divide}}, url = {https://www.brookings.edu/articles/the-digital-divide-bridging-the-divide-naturally/}, abstract = {Brookings Review article by Robert W. Crandall (Winter 2001)}, language = {en-US}, urldate = {2022-08-13}, journal = {Brookings}, author = {Crandall, Robert W.}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XX3MQUXZ 2405685:GMPNSL2I}, } @article{evans_systematic_2001, title = {Systematic {Reviews} of {Educational} {Research}: {Does} the medical model fit?}, volume = {27}, copyright = {2001 British Educational Research Association}, issn = {1469-3518}, shorttitle = {Systematic {Reviews} of {Educational} {Research}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/01411920120095717}, doi = {10.1080/01411920120095717}, abstract = {There has been a recent increase in interest in the research review as a method of presenting cumulative data about the effects of educational policies and practices. This is part of a wider movement in ‘evidence-informed policy-making’ espoused by the current Government. In part, the interest as been sparked by the perceived success of the Cochrane Collaboration in medicine, which has set up a framework for conducting and verifying systematic reviews and meta-analyses of random controlled trials of medical interventions. A pilot project to apply the methods of systematic review has been carried out at the National Foundation for Educational Research. The subject of the review was ‘Strategies to Support Pupils with Emotional and Behavioural Difficulties in Mainstream Primary Classrooms'. The article describes the process of the review, the adaptations of the ‘medical model’ to educational settings and discusses some of the implications of these for researchers and policy-makers.}, language = {en}, number = {5}, urldate = {2019-11-15}, journal = {British Educational Research Journal}, author = {Evans, Jennifer and Benefield, Pauline}, year = {2001}, note = {shortDOI: 10/dzbk28 KerkoCite.ItemAlsoKnownAs: 10.1080/01411920120095717 10/dzbk28 2339240:DCUQSASN 2405685:JTX6WR7V}, pages = {527--541}, } @article{feiman-nemser_preparation_2001, title = {From {Preparation} to {Practice}: {Designing} a {Continuum} to {Strengthen} and {Sustain} {Teaching}}, volume = {103}, issn = {0161-4681, 1467-9620}, shorttitle = {From {Preparation} to {Practice}}, url = {http://journals.sagepub.com/doi/10.1111/0161-4681.00141}, doi = {10.1111/0161-4681.00141}, abstract = {This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?}, language = {en}, number = {6}, urldate = {2023-05-25}, journal = {Teachers College Record: The Voice of Scholarship in Education}, author = {Feiman-Nemser, Sharon}, month = aug, year = {2001}, pages = {1013--1055}, } @techreport{government_of_rwanda_integrated_2001, title = {An {Integrated} {ICT}-led {Socio}-{Economic} {Development} {Policy} and {Plan} for {Rwanda} 2001 - 2005}, url = {https://minict.gov.rw/fileadmin/Documents/Rwanda_ICT_Policy_NICI_2005.pdf}, author = {Government of Rwanda}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WXG3CA67 2405685:A2EUNCJZ}, } @book{lansdown_childrens_2001, address = {London}, title = {Children's rights: a second chance.}, isbn = {978-2-940217-12-0}, shorttitle = {Children's rights}, url = {https://resourcecentre.savethechildren.net/library/childrens-rights-second-chance}, language = {en}, publisher = {International Save the Children Alliance}, author = {Lansdown, Gerison}, year = {2001}, note = {OCLC: 920940678 KerkoCite.ItemAlsoKnownAs: 2339240:FY57G3RB 2405685:3XEPMABU 503888:3YRR8ICF}, } @article{manson_simplifying_2001, title = {Simplifying complexity: a review of complexity theory}, volume = {32}, shorttitle = {Simplifying complexity}, doi = {10.1016/S0016-7185(00)00035-X}, number = {3}, journal = {Geoforum}, author = {Manson, Steven M.}, year = {2001}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0016-7185(00)00035-X 2339240:M75CLI22 2405685:GWZI6S5D}, pages = {405--414}, } @article{mooij_modelling_2001, title = {Modelling and supporting {ICT} implementation in secondary schools}, volume = {36}, doi = {10.1016/S0360-1315(00)00068-3}, number = {3}, journal = {Computers \& Education}, author = {Mooij, Ton and Smeets, Ed}, year = {2001}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0360-1315(00)00068-3 2339240:AGM87JMU 2405685:LATP6NIT}, pages = {265--281}, } @article{oyebade_applying_2001, title = {Applying the general systems theory to students'conflict management in {Nigeria}'s tertiary institutions}, volume = {1}, number = {1}, journal = {Lagos Journal of Educational Administration and Planning}, author = {Oyebade, S. A.}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A2TBJ9CH 2405685:PP7FDCNC}, keywords = {⛔ No DOI found}, pages = {36--49}, } @book{paterson_meta-study_2001, title = {Meta-{Study} of {Qualitative} {Health} {Research}}, url = {https://us.sagepub.com/en-us/nam/meta-study-of-qualitative-health-research/book19552}, abstract = {A Practical Guide to Meta-Analysis and Meta-Synthesis}, language = {en-us}, urldate = {2019-11-15}, author = {Paterson, Barbara L. and Thorne, S.E. and Canam, C. and Jillings, C.}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P758YANY 2405685:LFHQ5544}, } @article{tschannen-moran_teacher_2001, title = {Teacher {Efficacy}: {Capturing} an elusive construct}, url = {https://wmpeople.wm.edu/asset/index/mxtsch/tsesshort}, doi = {10.1016/S0742-051X(01)00036-1}, number = {17}, urldate = {2021-10-11}, journal = {Teaching and Teacher Education}, author = {Tschannen-Moran, Megan and Hoy, Anita Woolfolk}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(01)00036-1 2339240:D3W592I8 2405685:TYE4TW26}, pages = {783--805}, } @article{waszak_fertility_2001, title = {Fertility {Behavior} and {Psychological} {Stress}: {The} {Mediating} {Influence} of {Gender} {Norm} {Beliefs} {Among} {Egyptian} {Women}}, volume = {25}, issn = {0361-6843, 1471-6402}, shorttitle = {Fertility behavior and psychological stress}, url = {http://journals.sagepub.com/doi/10.1111/1471-6402.00021}, doi = {10.1111/1471-6402.00021}, abstract = {The influence of gender norms on women's family planning experiences is a finding that cuts across numerous studies included in Family Health International's multi-country Women's Studies Project. This paper explores findings from one of these studies on the mediating influence of beliefs about gender norms on the relationship between fertility behavior and psychological well-being. Using cross-sectional survey data from 4,908 Egyptian women, hierarchical multiple regression models were tested with depression and anxiety as the dependent variables. Independent variables included three demographic variables, two measures of beliefs about gender norms developed from survey items using exploratory factor analytic techniques, and two fertility behavior variables—use of family planning and number of children. Gender norm beliefs predicted both anxiety and depression. The statistical analyses demonstrated a separate effect of family planning use on anxiety, independent of gender norm beliefs, but the effect of family planning behaviors on depression disappeared when gender norm beliefs were included in the regression model, which indicates a mediating effect of gender norm beliefs. Although cross-sectional data do not allow for the determination of causality among the three types of variables, a conceptual framework is offered for the possible causal mechanisms for the identified relationships.}, language = {en}, number = {3}, urldate = {2022-03-04}, journal = {Psychology of Women Quarterly}, author = {Waszak, Cynthia and Severy, Lawrence J. and Kafafi, Laila and Badawi, Isis}, month = sep, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1471-6402.00021 2339240:CQZIAGQH 2339240:YVK5KDBR 2405685:LIQKUT75 2405685:N24ZFKYH}, pages = {197--208}, } @book{wilber_sex_2001, title = {Sex, ecology, spirituality: {The} spirit of evolution}, shorttitle = {Sex, ecology, spirituality}, publisher = {Shambhala Publications}, author = {Wilber, Ken}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7NZCM5SR 2405685:VEWX4ZSL}, } @inproceedings{newell_user_2000, address = {New York, NY, USA}, series = {{CUU} '00}, title = {"{User} sensitive inclusive design" - in search of a new paradigm}, isbn = {978-1-58113-314-1}, url = {https://doi.org/10.1145/355460.355470}, doi = {10.1145/355460.355470}, abstract = {This paper considers appropriate research methodologies for the development of Universal Usability. It is written from the viewpoint of research which has the long term objective of developing technological systems for everyone, including people with disabilities. It considers whether new research paradigms are appropriate and how they are different from those used within traditional technological research. It suggests the development of a new paradigm of “User Sensitive Inclusive Design” which includes people with disabilities within a User Centred Design methodology, and recommends a collaborative approach to the development of such a methodology.}, urldate = {2021-04-29}, booktitle = {Proceedings on the 2000 conference on {Universal} {Usability}}, publisher = {Association for Computing Machinery}, author = {Newell, Alan F. and Gregor, Peter}, month = nov, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/355460.355470 2339240:8MBZDCBK 2405685:LP4C6FMU}, keywords = {universal design, usability, user centered design}, pages = {39--44}, } @article{becker_whos_2000, title = {Who's {Wired} and {Who}'s {Not}: {Children}'s {Access} to and {Use} of {Computer} {Technology}}, volume = {10}, shorttitle = {Who's {Wired} and {Who}'s {Not}}, doi = {10.2307/1602689}, abstract = {As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of teachers suggest that, as of 1998, more than 75\% of students had access to computers at school. In fact, those teaching lower-income students reported weekly use of computers more often than those teaching higher-income students. But the nature of children's experiences using computers in school varied greatly by subject and teacher objectives, and the data suggest that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children's access to home computers were far less subtle. Survey data indicate that only about 22\% of children in families with annual incomes of less than \$20,000 had access to a home computer, compared to 91\% of those in families with annual incomes of more than \$75,000. And among children with access, those in low-income families were reported to use the computer less than those in high-income families, perhaps because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children's use of home computers were the child's age and the computer's capabilities. The author concludes that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology.}, journal = {The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation}, author = {Becker, Henry}, month = sep, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.2307/1602689 2339240:HUG6LAQF 2405685:WE485ZZB}, pages = {44--75}, } @article{brugha_stakeholder_2000, title = {Stakeholder analysis: a review}, volume = {15}, issn = {14602237}, shorttitle = {Stakeholder analysis}, url = {https://academic.oup.com/heapol/article-lookup/doi/10.1093/heapol/15.3.239}, doi = {10.1093/heapol/15.3.239}, language = {en}, number = {3}, urldate = {2020-12-01}, journal = {Health Policy and Planning}, author = {Brugha, Ruairi and Varvarovszky, Zsuzsa}, month = sep, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/15.3.239 2339240:FTN7XZFZ 2339240:JUBJUTEN 2405685:RN9JUZML 2405685:YMK5IVES}, pages = {239--246}, } @article{varvasovszky_stakeholder_2000, title = {A stakeholder analysis}, volume = {15}, issn = {14602237}, url = {https://academic.oup.com/heapol/article-lookup/doi/10.1093/heapol/15.3.338}, doi = {10.1093/heapol/15.3.338}, language = {en}, number = {3}, urldate = {2020-12-01}, journal = {Health Policy and Planning}, author = {Varvasovszky, Z.}, month = sep, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/15.3.338 2339240:JCIETF3L 2405685:MEBP44LD}, pages = {338--345}, } @techreport{ministry_of_finance_and_economic_planning_rwanda_2000, address = {Kigali}, title = {Rwanda {Vision} 2020}, url = {https://repositories.lib.utexas.edu/bitstream/handle/2152/5071/4164.pdf?sequence=1}, urldate = {2020-12-15}, institution = {Republic of Rwanda}, author = {{Ministry of Finance and Economic Planning}}, month = jul, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2BFX8SK3}, } @article{arocena_looking_2000, title = {Looking at {National} {Systems} of {Innovation} from the {South}}, volume = {7}, issn = {1366-2716, 1469-8390}, url = {http://www.tandfonline.com/doi/full/10.1080/713670247}, doi = {10.1080/713670247}, language = {en}, number = {1}, urldate = {2017-10-25}, journal = {Industry and Innovation}, author = {Arocena, Rodrigo and Sutz, Judith}, month = jun, year = {2000}, note = {shortDOI: 10/b49b93 KerkoCite.ItemAlsoKnownAs: 10.1080/713670247 10/b49b93 2405685:Q6SBNUJM}, pages = {55--75}, } @article{ryan_intrinsic_2000, title = {Intrinsic and extrinsic motivations: classic definitions and new directions}, volume = {25}, issn = {0361-476X}, shorttitle = {Intrinsic and extrinsic motivations}, url = {https://www.sciencedirect.com/science/article/pii/S0361476X99910202}, doi = {10.1006/ceps.1999.1020}, abstract = {Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.}, language = {en}, number = {1}, urldate = {2022-05-10}, journal = {Contemporary Educational Psychology}, author = {Ryan, Richard M. and Deci, Edward L.}, month = jan, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1006/ceps.1999.1020 2339240:X6N9P7QB 2405685:QLADEWI4}, pages = {54--67}, } @article{blumenfeld_creating_2000, title = {Creating usable innovations in systemic reform: {Scaling} up technology-embedded project-based science in urban schools}, volume = {35}, shorttitle = {Creating usable innovations in systemic reform}, doi = {10.1207/S15326985EP3503_2}, number = {3}, journal = {Educational psychologist}, author = {Blumenfeld, Phyllis and Fishman, Barry J. and Krajcik, Joseph and Marx, Ronald W. and Soloway, Elliot}, year = {2000}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1207/S15326985EP3503\_2 2339240:JKGUWPCD 2405685:568GDAGW}, pages = {149--164}, } @techreport{de_guzman_evaluation_2000, title = {Evaluation {Report} for the {Teacher} {Upgrading} {Program}: {Lao} {PR}}, url = {https://www.unicef.org/evaldatabase/files/2000_Laos_Teacher_rec_357803.pdf}, urldate = {2020-05-15}, institution = {UNICEF}, author = {de Guzman, Estafania and Karaan, Alice and Klesch, Maree and Thorburn, Andrew and Mahaffey, LeeAnne and Watt, Ron}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZDARVGTN}, } @book{elliott_educational_2000, address = {Boston}, title = {Educational {Psychology}: {Effective} teaching, effective learning}, publisher = {McGraw-Hill}, author = {Elliott, S N and Kratochqill, T R L and Travers, J F}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BP7WUZAQ 2339240:ET354M3N 2405685:7ZLLL4TX 2405685:D2PEW5FV 2405685:DMSQDRQ6 2534379:GB9U2GBY}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{linacre_computer-adaptive_2000, title = {Computer-{Adaptive} {Testing}: {A} {Methodology} {Whose} {Time} {Has} {Come}}, author = {Linacre, John Michael}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8WUTNX5H 2405685:75GPIM95}, keywords = {⛔ No DOI found}, } @incollection{rainey_work_2000, edition = {2}, title = {Work {Motivation}}, isbn = {978-0-429-27136-6}, abstract = {Motivation is one of the central topics in the social sciences, and work motivation plays a similarly central role in organizational behavior (OB). Work motivation has received as much intensive theoretical development as any topic in OB, and as this chapter will do, OB texts typically review a standard series of theories that have competed for acceptance among researchers. As with other major concepts, such as power, leadership, and attitude, scholars have exhaustively debated the proper definition of motivation, and have reported thousands of studies bearing on the topic.}, booktitle = {Handbook of {Organizational} {Behavior}, {Revised} and {Expanded}}, publisher = {Routledge}, author = {Rainey, Hal G.}, year = {2000}, note = {Num Pages: 24 KerkoCite.ItemAlsoKnownAs: 2339240:BG2MHHHK 2405685:5HFGLYKA}, } @book{richmond__2000, title = {The" thinking" in systems thinking: {Seven} essential skills}, shorttitle = {The" thinking" in systems thinking}, publisher = {Pegasus Communications}, author = {Richmond, Barry}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4KMEV2W3 2405685:9WLQREGL}, } @article{helwig_reading_1999, title = {Reading as an {Access} to {Mathematics} {Problem} {Solving} on {Multiple}-{Choice} {Tests} for {Sixth}-{Grade} {Students}}, volume = {93}, issn = {0022-0671}, url = {https://doi.org/10.1080/00220679909597635}, doi = {10.1080/00220679909597635}, abstract = {The effect of providing middle school students with a video accommodation for a standardized mathematics test was examined. Two hundred forty-seven students were asked to solve 60 word problems. One half of the questions were presented in standard form, while the other half were read by an actor on a video monitor. Students were grouped according to mathematics and reading ability. A test accommodation effect was found for students possessing below-average mathematics skills. The problems were identified as having relatively high reading difficulty according to word count, number of verbs, and word familiarity. Students with above-average mathematics proficiency but low reading skill performed better when the questions were presented in video format. This accommodation may be useful on specific test items for students with certain reading deficiencies.}, number = {2}, urldate = {2020-08-05}, journal = {The Journal of Educational Research}, author = {Helwig, Robert and Rozek-tedesco, Marick A. and Tindal, Gerald and Heath, Bill and Almond, Patricia J.}, month = nov, year = {1999}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00220679909597635 shortDOI: 10/ct5m9h KerkoCite.ItemAlsoKnownAs: 10.1080/00220679909597635 10/ct5m9h 2339240:D2CJZDQI 2405685:PNI3BRV5}, pages = {113--125}, } @book{chambers_whose_1999, title = {Whose {Reality} {Counts}?: {Putting} the first last}, abstract = {In this sequel to Rural Development: Putting the last first Robert Chambers argues that central issues in development have been overlooked, and that many past errors have flowed from domination by those with power. Through analysing experience - of past mistakes and myths, and of the continuing methodological revolution of PRA (participatory rural appraisal) - the author points towards solutions. In many countries, urban and rural people alike have shown an astonishing ability to express and analyse their local, complex and diverse realities which are often at odds with the top-down realities imposed by professionals. The author argues that personal, professional and institutional change is essential if the realities of the poor are to receive greater recognition. Whose Reality Counts? presents a radical challenge to all concerned with development, whether practitioners, researchers or policy-makers, in all organizations and disciplines, and at all levels from fieldworkers to the heads of agencies.This is a thought-provoking book and it would interest all those concerned with the realities of the poor in the developing world.}, publisher = {Practical Action Publishing}, author = {Chambers, Robert}, month = jun, year = {1999}, } @article{harvey_impact_1999, title = {The impact of coaching in {South} {African} primary science {InSET}}, volume = {19}, issn = {0738-0593}, url = {http://www.sciencedirect.com/science/article/pii/S0738059399000127}, doi = {10.1016/s0738-0593(99)00012-7}, abstract = {This article presents evidence from an evaluation conducted by the Primary Science Programme (PSP) in South Africa, concerning the impact of classroom-based coaching on the teaching methods used by primary science teachers. The methods used by teachers provided with both workshops and classroom-based coaching were compared with those used by teachers who received workshops only and a control group who received no InSET at all. The findings showed that teachers who received coaching made substantial changes, whereas most teachers who received workshops-only remained similar to the control group. A social constructivist approach is adopted in interpreting these findings. The implications of this study for designing effective InSET in developing countries are also discussed.}, number = {3}, urldate = {2016-03-28}, journal = {International Journal of Educational Development}, author = {Harvey, Stephen}, month = may, year = {1999}, note = {shortDOI: 10/d9w78p KerkoCite.ItemAlsoKnownAs: 10.1016/s0738-0593(99)00012-7 10/d9w78p 2405685:6ZYU3ASB 2405685:BNWITSCB 261495:U6FB9TQD}, keywords = {Constructivism, In-service training, Leader teachers, Primary science, South Africa, Teacher education}, pages = {191--205}, } @article{kunje_supporting_1999, title = {Supporting untrained teachers in {Malawi}}, volume = {19}, issn = {0738-0593}, url = {http://www.sciencedirect.com/science/article/pii/S0738059398000066}, doi = {10.1016/S0738-0593(98)00006-6}, abstract = {In the aftermath of the introduction of free primary education in Malawi, 17 000 untrained teachers were recruited to meet the new demand for schooling. This article reports a study carried out to investigate how the new recruits were coping and how far the schools were able to provide informal on-the-job training. It also describes how action research was introduced to help heads and both qualified and unqualified teachers to improve their own practice. Conclusions are drawn about the feasibility of school-based training in Malawi.}, language = {en}, number = {2}, urldate = {2020-05-16}, journal = {International Journal of Educational Development}, author = {Kunje, Demis and Stuart, Janet}, month = mar, year = {1999}, note = {shortDOI: 10/fqg9cw KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(98)00006-6 10/fqg9cw 2405685:SN9XIZLA}, pages = {157--166}, } @article{attewell_home_1999, title = {Home {Computers} and {School} {Performance}}, volume = {15}, issn = {0197-2243, 1087-6537}, url = {http://www.tandfonline.com/doi/abs/10.1080/019722499128628}, doi = {10.1080/019722499128628}, language = {en}, number = {1}, urldate = {2021-02-19}, journal = {The Information Society}, author = {Attewell, Paul and Battle, Juan}, month = feb, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/019722499128628 2339240:4GTU6KUS 2405685:3EN9A4SM}, pages = {1--10}, } @article{bettin_applying_1999, title = {Applying {Systems} {Design} {Principles} to the {Design} of {Web}-{Based} {Training} {Systems}}, volume = {1}, issn = {1522-192X}, url = {https://www.learntechlib.org/primary/p/8047/}, abstract = {The Web is a popular platform for training educators and learners in educational systems. We find several Web-based training systems that are developed by enterprises that try to train teachers and students to use Web technologies in educational settings. The purpose of this article is to apply systems design principles to the design of Web-based training systems for teachers and learners. Several issues will be addressed in this paper such as the development of an Integrated Learning Community System (ILCS) for a better learning environment, the Quality Assurance / Audience Analysis /...}, language = {en}, number = {3}, urldate = {2021-02-17}, journal = {WebNet Journal: Internet Technologies, Applications \& Issues}, author = {Bettin, Antje and Dillinger, Lisa and Ferraro, Sal and St-Pierre, Armand}, year = {1999}, note = {Publisher: Association for the Advancement of Computing in Education (AACE) KerkoCite.ItemAlsoKnownAs: 2339240:9I3C2SDI 2405685:3SDKRBX2}, keywords = {⛔ No DOI found}, pages = {28--33}, } @article{cilliers_complexity_1999, title = {Complexity and post-modernism: {Understanding} complex systems}, volume = {18}, shorttitle = {Complexity and post-modernism}, number = {2}, journal = {South African Journal of Philosophy}, author = {Cilliers, Paul and Spurrett, David}, year = {1999}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 2339240:9UDASY4A 2405685:E3Y7XKAE}, keywords = {❓ Multiple DOI}, pages = {258--274}, } @article{jones_research_1999, title = {Research framework and dimensions for evaluating the effectiveness of educational technology systems on learning outcomes}, volume = {32}, number = {1}, journal = {Journal of Research on Computing in Education}, author = {Jones, Trevor H. and Rocco, Paolucci}, year = {1999}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 2339240:QYTHH9EF 2405685:7RP3ZLNN}, keywords = {❓ Multiple DOI}, pages = {17--27}, } @techreport{kennedy_form_1999, title = {Form and {Substance} in {Mathematics} and {Science} {Professional} {Development}}, url = {https://files.eric.ed.gov/fulltext/ED435552.pdf}, abstract = {This document reviews studies of professional development for teachers to examine benefits to students in science and mathematics education. A major finding from this review was that programs that focused on teaching classroom management strategies or attaining knowledge of how students learn specific school subject matter provided later benefits to students. The more successful professional development programs were not simply courses in mathematics or science, but instead were about what to teach and how students learn that subject matter.}, language = {en}, institution = {National Institute for Science Education, University of Wisconsin-Madison}, author = {Kennedy, Mary M}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SLFWHDLJ}, pages = {10}, } @book{kim_introduction_1999, title = {Introduction to systems thinking}, volume = {16}, publisher = {Pegasus Communications Waltham, MA}, author = {Kim, Daniel H.}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J44NEUSY 2405685:NKH3MT9C}, } @book{mahbub_ul_haq_human_development_centre_human_1999, address = {Oxford}, series = {Human development in {South} {Asia}}, title = {Human {Development} in {Asia} 1999: {The} {Crisis} of {Governance}}, isbn = {978-0-19-579306-2 978-0-19-579305-5}, url = {https://books.google.co.uk/books/about/Human_Development_in_South_Asia_1999.html?id=n9XsAAAAMAAJ&redir_esc=y}, language = {en}, number = {1999}, publisher = {Oxford University Press}, author = {Mahbub ul Haq Human Development Centre}, year = {1999}, note = {OCLC: 248045155 KerkoCite.ItemAlsoKnownAs: 2339240:CS9GI3H6 2405685:DI8DBSXJ}, } @book{ross_needs-based_1999, address = {Paris}, title = {Needs-based resource allocation in education: via formula funding of schools}, isbn = {978-92-803-1171-6 978-92-803-1183-9}, shorttitle = {Needs-based resource allocation in education}, url = {https://www.iiep.unesco.org/en/publication/needs-based-resource-allocation-education-formula-funding-schools}, publisher = {UNESCO, International Institute for Educational Planning}, editor = {Ross, Kenneth N. and Levačić, Rosalind and International Institute for Educational Planning}, year = {1999}, note = {OCLC: ocm43145306 KerkoCite.ItemAlsoKnownAs: 2405685:Q8SBVQ96}, keywords = {Allocation Education, Education, Education and state, Finance}, } @article{schacter_impact_1999, title = {The impact of education technology on student achievement: {What} the most current research has to say.}, shorttitle = {The impact of education technology on student achievement}, author = {Schacter, John}, year = {1999}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:5CLIP4I7 2405685:69SZHYFL}, keywords = {⛔ No DOI found}, } @article{snowden_new_1999, title = {The new dynamics of strategy}, url = {https://www.academia.edu/522195/The_new_dynamics_of_strategy}, abstract = {The new dynamics of strategy}, language = {en}, urldate = {2021-01-07}, journal = {IBM Systems Journal}, author = {Snowden, David}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZQCSWIWT 2405685:W2LI2AG6}, keywords = {⛔ No DOI found}, } @article{alderman_gender_1998, title = {Gender differences in parental investment in education}, volume = {9}, issn = {0954-349X}, url = {https://www.sciencedirect.com/science/article/pii/S0954349X9800040X}, doi = {10.1016/S0954-349X(98)00040-X}, abstract = {The gender gap in schooling is puzzling given that the expected returns to an individual for increased schooling — as measured by proportional wage increments — does not differ by gender. This paper explores possible explanations for the disparity using a model of parental investment in children. The model allows for differences in investments due to differences in costs — including the opportunity cost of the child's labor as well as school fees and availability. Moreover, it indicates that disparities in investment could come through differences in returns realized by parents, for example, in the probability of transfers from children to parents or in the degree of sympathy or altruism, even when market returns to the children themselves do not differ. While it is difficult to distinguish these different explanations empirically, the paper reviews available evidence and indicates interventions that governments can make to reduce the gender gap in education.}, language = {en}, number = {4}, urldate = {2022-03-04}, journal = {Structural Change and Economic Dynamics}, author = {Alderman, Harold and King, Elizabeth M.}, month = dec, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0954-349X(98)00040-X 2339240:UQTDSPZ5 2405685:SRZ5XD8W}, keywords = {Gender disparities, Schooling investments}, pages = {453--468}, } @book{tashakkori_mixed_1998, title = {Mixed {Methodology}: {Combining} {Qualitative} and {Quantitative} {Approaches}}, isbn = {978-0-7619-0071-9}, shorttitle = {Mixed {Methodology}}, abstract = {Looking for a practical guide to using mixed methodologies? This book explores the most effective way to combine qualitative and quantitative techniques. It begins with a discussion of the paradigm wars between positivism and constructivism, explains the difference between using mixed methods in just the research methodology portion of a study versus using mixed model studies across all phases of the process, and then presents a typology of mixed methods and mixed model studies.}, language = {en}, publisher = {SAGE}, author = {Tashakkori, Abbas and Teddlie, Charles}, month = jun, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BFMDLX6V 2405685:8DCXRQBX}, keywords = {Social Science / Research}, } @article{black_assessment_1998, title = {Assessment and classroom learning}, volume = {5}, issn = {0969-594X, 1465-329X}, url = {http://www.tandfonline.com/doi/full/10.1080/0969595980050102}, doi = {10.1080/0969595980050102}, language = {en}, number = {1}, urldate = {2021-11-11}, journal = {Assessment in Education: Principles, Policy \& Practice}, author = {Black, Paul and Wiliam, Dylan}, month = mar, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/0969595980050102 2339240:KDJFBW3D 2405685:9BJLEV64}, pages = {7--74}, } @book{byrne_complexity_1998, title = {Complexity theory and the social sciences: {An} introduction}, shorttitle = {Complexity theory and the social sciences}, publisher = {Psychology Press}, author = {Byrne, David S.}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3XXU8DSD 2405685:QMDI9BYM}, } @book{collay_learning_1998, address = {Thousand Oaks, Calif}, title = {Learning circles: creating conditions for professional development}, isbn = {978-0-8039-6675-8 978-0-8039-6676-5}, shorttitle = {Learning circles}, publisher = {Corwin Press}, editor = {Collay, Michelle}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H7NWEVPR 2405685:UXYXVQ2E}, keywords = {Cooperativeness, Group work in education, In-service training, Teachers, Teaching, United States}, } @misc{coppa_childrens_1998, title = {Children's {Online} {Privacy} {Protection} {Rule} ("{COPPA}")}, url = {http://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa}, abstract = {COPPA imposes certain requirements on operators of websites or online services directed to children under 13 years of age, and on operators of other websites or online services that have actual knowledge that they are collecting personal information online from a child under 13 years of age.}, language = {en}, urldate = {2022-06-14}, journal = {Federal Trade Commission}, author = {COPPA}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YJPLYDJK 2405685:MRGZHJFL}, } @techreport{effective_public_health_practice_project_quality_1998, address = {Hamilton}, title = {Quality assessment tool for quantitative studies}, url = {https://www.nccmt.ca/knowledge-repositories/search/14}, abstract = {The “Quality Assessment Tool for Quantitative Studies” developed by the Effective Public Health Practice Project (EPHPP) is a tool for doing knowledge synthesis. This instrument, along with a user manual, provides a standardized means to assess study quality and develop recommendations for study findings. The quality appraisal tool was developed by the Effective Public Health Practice Project (EPHPP) as a discrete step within the systematic review process.}, urldate = {2019-07-18}, institution = {Effective Public Health Practice Project}, author = {Effective Public Health Practice Project}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UWHH9IXE 2405685:JLTMGKZR}, keywords = {Reviewed}, } @book{keck_activists_1998, title = {Activists {Beyond} {Borders}: {Advocacy} {Networks} in {International} {Politics}}, volume = {6}, shorttitle = {Margaret {E}. {Keck} and {Kathryn} {Sikkink} — {Activists} {Beyond} {Borders}}, url = {https://www.academia.edu/33156360/Margaret_E_Keck_and_Kathryn_Sikkink_Activists_Beyond_Borders_Advocacy_Networks_in_International_Politics}, abstract = {Margaret E. Keck and Kathryn Sikkink — Activists Beyond Borders: Advocacy Networks in International Politics}, language = {en}, urldate = {2020-09-23}, publisher = {Cornell University Press}, author = {Keck, Margeret E. and Sikkink, Kathryn}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LC5B5TL4 2405685:ZNHHI4GV}, } @article{laszlo_systems_1998, title = {Systems theories: {Their} origins, foundations, and development}, volume = {126}, shorttitle = {Systems theories}, doi = {10.1016/S0166-4115(98)80017-4}, journal = {ADVANCES IN PSYCHOLOGY-AMSTERDAM-}, author = {Laszlo, Alexander and Krippner, Stanley}, year = {1998}, note = {Publisher: NORTH HOLLAND KerkoCite.ItemAlsoKnownAs: 10.1016/S0166-4115(98)80017-4 2339240:NTB5YLTX 2405685:GBIY8R67}, pages = {47--76}, } @article{ogbu_voluntary_1998, title = {Voluntary and involuntary minorities: {A} cultural-ecological theory of school performance with some implications for education}, volume = {29}, shorttitle = {Voluntary and involuntary minorities}, doi = {10.1525/aeq.1998.29.2.155}, number = {2}, journal = {Anthropology \& Education Quarterly}, author = {Ogbu, John U. and Simons, Herbert D.}, year = {1998}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1525/aeq.1998.29.2.155 2339240:I6T62CUH 2339240:QPY6G6B8 2405685:R9MTTME6 2405685:XLTNLZRN}, pages = {155--188}, } @article{raina_inservice_1998, title = {Inservice {Training} of {Primary} {Teachers} through {Interactive} {Video} {Technology}: {An} {Indian} {Experience}}, volume = {44}, issn = {0020-8566}, shorttitle = {Inservice {Training} of {Primary} {Teachers} through {Interactive} {Video} {Technology}}, url = {https://link.springer.com/article/10.1023/A:1003103813259}, doi = {10.1023/A:1003103813259}, abstract = {Discusses India's Special Orientation Programme for Primary School Teachers (SOPT), a new technology used to train large numbers of teachers so that the losses in transmission inherent in the "cascade model" are avoided. Responses from teachers and trainers show there is considerable potential for the exploitation of this technology. Contains 20 references. (VWC)}, language = {en}, number = {1}, urldate = {2020-05-16}, journal = {International Review of Education}, author = {Raina, V. K. and Maheshwari, A. N.}, year = {1998}, note = {shortDOI: 10/dm4mmz KerkoCite.ItemAlsoKnownAs: 10.1023/A:1003103813259 10/dm4mmz 2405685:6TAN2XRY}, pages = {87--101}, } @techreport{schick_contemporary_1998, type = {Text/{HTML}}, title = {A contemporary approach to public expenditure management}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/739061468323718599/A-contemporary-approach-to-public-expenditure-management}, abstract = {A contemporary approach to public expenditure management (English)}, language = {en}, urldate = {2022-10-04}, author = {Schick, Allen}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6WXDRFZ8 2339240:G3SNM9E2 2405685:4AFY4P6H 2405685:LX3MVW4J 4656463:7FXJ685Z 4656463:C8TECXPM}, } @article{sherry_integrated_1998, title = {An integrated technology adoption and diffusion model}, volume = {4}, number = {2}, journal = {International Journal of Educational Telecommunications}, author = {Sherry, Lorraine}, year = {1998}, note = {Publisher: Association for the Advancement of Computing in Education (AACE) KerkoCite.ItemAlsoKnownAs: 2339240:EH36DDQU 2405685:GRNQQPBD}, keywords = {⛔ No DOI found}, pages = {113--145}, } @article{gupta_when_1997, title = {When {Mother}-tongue {Education} is not {Preferred}}, volume = {18}, issn = {0143-4632}, url = {https://doi.org/10.1080/01434639708666337}, doi = {10.1080/01434639708666337}, abstract = {In some language situations primary education in the mother tongue may not be desirable. A number of factors may militate against education in the mother tongue: (1) difficulty in determining the mother tongue. This is especially a problem in multilingual settings where children grow up with multiple mother tongues; (2) definition of 'a language'. Mother tongues may be deemed to be the standard variety; and (3) social and ethnic divisiveness of mother tongue education. In multilingual settings the maintenance of social cohesiveness may be of more importance than the benefitof mother-tongue education.Where patterns of language use are linked to social class, mother-tongue education could further diminish access to power structures by underprivileged groups. Ideological issues can be resolved only in the context of the particular social and political situation. There is no general rule that primary education should be in the mother tongue.}, number = {6}, urldate = {2022-04-06}, journal = {Journal of Multilingual and Multicultural Development}, author = {Gupta, Anthea Fraser}, month = nov, year = {1997}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01434639708666337 KerkoCite.ItemAlsoKnownAs: 10.1080/01434639708666337 2405685:UFXH7RGS 4042040:5KIPFIPU}, pages = {496--506}, } @article{swanson_interactive_1997, series = {Scientific {Discovery}}, title = {An interactive system for finding complementary literatures: a stimulus to scientific discovery}, volume = {91}, issn = {0004-3702}, shorttitle = {An interactive system for finding complementary literatures}, url = {https://www.sciencedirect.com/science/article/pii/S0004370297000088}, doi = {10.1016/S0004-3702(97)00008-8}, abstract = {An unintended consequence of specialization in science is poor communication across specialties. Information developed in one area of research may be of value in another without anyone becoming aware of the fact. We describe and evaluate interactive software and database search strategies that facilitate the discovery of previously unknown cross specialty information of scientific interest. The user begins by searching MEDLINE for article titles that identify a problem or topic of interest. From downloaded titles the software constructs input for additional database searches and produces a series of heuristic aids that help the user select a second set of articles complementary to the first set and from a different area of research. The two sets are complementary if together they can reveal new useful information that cannot be inferred from either set alone. The software output further helps the user identify the new information and derive from it a novel testable hypothesis. We report several successful tests and applications of the system.}, language = {en}, number = {2}, journal = {Artificial Intelligence}, author = {Swanson, DR and Smalheiser, NR}, month = apr, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0004-3702(97)00008-8 2405685:LL56VJY4 2486141:DI9NQLCF 2486141:Q4YETKAP}, keywords = {\_Added-ailr-2024}, pages = {183--203}, } @inproceedings{scaife_designing_1997, address = {New York, NY, USA}, series = {{CHI} '97}, title = {Designing for or designing with? {Informant} design for interactive learning environments}, isbn = {978-0-89791-802-2}, shorttitle = {Designing for or designing with?}, url = {https://doi.org/10.1145/258549.258789}, doi = {10.1145/258549.258789}, urldate = {2021-10-07}, booktitle = {Proceedings of the {ACM} {SIGCHI} {Conference} on {Human} factors in computing systems}, publisher = {Association for Computing Machinery}, author = {Scaife, Michael and Rogers, Yvonne and Aldrich, Frances and Davies, Matt}, month = mar, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/258549.258789 2339240:KMPP97J2 2405685:ZN5QASEE}, keywords = {children, design, hi-tech, informant, interactive learning environments, low-tech, prototypes}, pages = {343--350}, } @article{noauthor_general_1997, title = {General {System} {Theory} and the {Ecosystem} {Concept}}, volume = {78}, issn = {2327-6096}, url = {https://esajournals.onlinelibrary.wiley.com/doi/abs/10.2307/20168127}, doi = {https://doi.org/10.2307/20168127}, language = {en}, number = {1}, urldate = {2020-12-22}, journal = {The Bulletin of the Ecological Society of America}, year = {1997}, note = {\_eprint: https://esajournals.onlinelibrary.wiley.com/doi/pdf/10.2307/20168127 KerkoCite.ItemAlsoKnownAs: 10.2307/20168127 2339240:SZBL4WR7 2405685:I44GR2JU}, keywords = {⚠️ Invalid DOI}, pages = {102--104}, } @techreport{bosch_interactive_1997, title = {Interactive {Radio} {Instruction}: {Twenty}-{Three} {Years} of {Improving} {Educational} {Quality}}, url = {https://documents1.worldbank.org/curated/en/321401468782370378/pdf/multi-page.pdf}, abstract = {Interactive Radio Instruction (IRI) is the use of interactive lessons delivered through either radio broadcast or audiocassette. An "audio" teacher directs the lessons while classroom teachers serve as facilitators. IRI has been used in developing countries worldwide to improve the quality of education across a range of school subjects and to serve as a form of teacher development. Multiple studies of IRI consistently have shown high learning gains, decreased equity gaps, and cost-effectiveness. Twenty-three years after their initial launch, several major IRI projects continue to operate successfully. While over the years IRI has been updated in various ways, its basic structure and methodology remain largely unaltered. IRI continues to be used in projects around the world.}, language = {en}, number = {19765}, institution = {World Bank Group}, author = {Bosch, Andrea}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:86B68MJ8 2339240:UIAW5FZ6 2405685:9CTBNN9C 2405685:C59FG3QM 2405685:DTKLJRUG 2534379:SZAKK482}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {18}, } @book{bruner_culture_1997, address = {Cambride, MA}, title = {The {Culture} of {Education}}, url = {https://www.hup.harvard.edu/catalog.php?isbn=9780674179530}, abstract = {In a masterly commentary on the possibilities of education, eminent psychologist Jerome Bruner reveals how education can usher children into their culture, though it often fails to do so. Going well beyond his earlier acclaimed books on education, Bruner looks past the issue of achieving individual competence to the question of how education equips individuals to participate in the culture on which life and livelihood depend.}, language = {en}, urldate = {2020-09-18}, publisher = {Harvard University Press}, author = {Bruner, Jerome}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q4RW7DZ2 2534378:AKHBH88S}, } @article{chatry-komarek_langues_1997, title = {Langues africaines: vers une édition scolaire: à propos d'un programme de formation pour auteurs de manuels scolaires}, shorttitle = {Langues africaines}, journal = {Langues africaines}, author = {Chatry-Komarek, Marie}, year = {1997}, note = {Publisher: L'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:7NM6JJH4 4042040:24LE3R7W}, keywords = {⛔ No DOI found}, pages = {1--206}, } @book{cummins_brave_1997, title = {Brave new schools: {Challenging} cultural illiteracy through global learning networks}, shorttitle = {Brave new schools}, publisher = {Palgrave Macmillan}, author = {Cummins, Jim and Sayers, Dennis}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NJFVSDFU 2405685:C8AQYB6P}, } @book{fogel_dynamics_1997, title = {Dynamics and indeterminism in developmental and social processes}, publisher = {Psychology Press}, author = {Fogel, Alan and Lyra, Maria CDP and Valsiner, Jaan}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZTYTHEDR 2405685:YMNDLINT}, } @techreport{kisanga_discrimination_1997, address = {Dar es Salaam}, type = {Programme and meeting document}, title = {Discrimination in education: the {Tanzania} case}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000138516}, urldate = {2023-05-26}, institution = {UNESCO}, author = {Kisanga, Maria E and Katunzi, Naomi}, year = {1997}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5MWIFM2W}, } @book{abbasi_role_1996, title = {The {Role} of {Educational} {Technology} in {Upgrading} {Teacher} {Education} in {Pakistan}}, url = {https://eric.ed.gov/?id=ED396719}, abstract = {This paper outlines a joint Asian Bank/Pakistan Ministry of Education project designed to upgrade the state of teacher education and to improve the quality, status, and professional self-esteem of Pakistan's teachers. The main strategies identified by the Project for priority attention include: structural changes through the creation of four new types of teacher education institutions in each of the provinces; development of the main teacher education pre- and in-service courses; increased output and improved standard of teachers at all levels; development and implementation of a Total Educational Technology Plan; and upgrading and strengthening of existing Government Colleges for Elementary Teachers and Government Colleges of Education. Educational technology is a key element designed to assist in achieving the Project's major goals and objectives. Needs analysis produced recommendations geared for: target population; new teacher education courses; allocation of electronic media; teacher/principal attitudes towards the equipment and software; potential sources of software; availability of ancillary funding; specialist educational technology assistance for teachers; developing a profession of educational technology interested people; storage and access for hardware and software; roles of Mobile Training Units; and overseas lessons on the application of educational technology. (AEF)}, language = {en}, urldate = {2020-12-01}, author = {Abbasi, M. Hashim and Millar, Alex C.}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C7EXI7BY 2405685:ZRKLFKUR}, keywords = {Educational Change, Educational Development, Educational Finance, Educational Strategies, Educational Technology, Elementary Secondary Education, Foreign Countries, Higher Education, Needs Assessment, Professional Development, Program Improvement, Resource Allocation, Schools of Education, Teacher Attitudes, Teacher Education, Technology Planning}, } @article{cooper_effects_1996, title = {The {Effects} of {Summer} {Vacation} on {Achievement} {Test} {Scores}: {A} {Narrative} and {Meta}-{Analytic} {Review}}, volume = {66}, issn = {0034-6543, 1935-1046}, shorttitle = {The {Effects} of {Summer} {Vacation} on {Achievement} {Test} {Scores}}, url = {http://journals.sagepub.com/doi/10.3102/00346543066003227}, doi = {10.3102/00346543066003227}, language = {en}, number = {3}, urldate = {2020-09-23}, journal = {Review of Educational Research}, author = {Cooper, Harris and Nye, Barbara and Charlton, Kelly and Lindsay, James and Greathouse, Scott}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/00346543066003227 2339240:NWJDJJK2 2405685:RMGEE4SP}, pages = {227--268}, } @article{diamond_development_1996, title = {Development of an aspect of executive control: {Development} of the abilities to remember what {I} said and to “{Do} as {I} say, not as {I} do”}, volume = {29}, copyright = {Copyright © 1996 John Wiley \& Sons, Inc.}, issn = {1098-2302}, shorttitle = {Development of an aspect of executive control}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291098-2302%28199605%2929%3A4%3C315%3A%3AAID-DEV2%3E3.0.CO%3B2-T}, doi = {10.1002/(sici)1098-2302(199605)29:4<315::aid-dev2>3.0.co;2-t}, abstract = {Luria's tapping test (tap once when E taps twice, tap twice when E taps once) was administered to 160 children (80 males, 80 females) between 31/2 to 7 years old. Older children were faster and more accurate than younger children, with most of the improvement occurring by the age of 6. All children tested demonstrated understanding of the instructions during the pretest, and most started out performing well, but younger subjects could not sustain this. Over the 16 trials, percentage of correct responses decreased, especially among younger subjects. Performance here was compared with performance on the day-night Stroop-like task. The most common error on both tasks was to comply with only one of the two rules. Other errors included tapping many times regardless of what the experimenter did and doing the same thing as the experimenter, rather than the opposite. It is suggested that the tapping task requires both the ability to hold two rules in mind and the ability to inhibit a strong response tendency, that these abilities improve between 3–6 years of age, and that this improvement may reflect important changes within frontal cortex during this period of life. © 1996 John Wiley \& Sons, Inc.}, language = {en}, number = {4}, urldate = {2019-11-04}, journal = {Developmental Psychobiology}, author = {Diamond, Adele and Taylor, Colleen}, year = {1996}, note = {shortDOI: 10/cr3n3j KerkoCite.ItemAlsoKnownAs: 10.1002/(sici)1098-2302(199605)29:4{\textless}315::aid-dev2{\textgreater}3.0.co 10/cr3n3j 2-t 2339240:ZDESQDFJ 2405685:7CPF4RSH}, pages = {315--334}, } @article{kimmel_instructional_1996, title = {Instructional {Technology}: {A} {Tool} or a {Panacea}?}, volume = {5}, issn = {1059-0145}, shorttitle = {Instructional {Technology}}, url = {https://www.jstor.org/stable/40186380}, doi = {10.1007/BF01575474}, abstract = {It is time to recognize that educational technology cannot be considered a panacea for educational reform. Technology, when properly used, can be a very effective tool for improving and enhancing instruction and learning experiences in the content areas. However, incorporation of electronic tools, such as computers and videodiscs, into classrooms must be accompanied by systemic change in the educational process. Successful utilization of technology depends on how we provide teachers with the necessary environment for training, tools for instruction, and technology evaluation skills. This paper examines some of the misuses of technology and then explores the appropriate use of technology in the context of current educational reform. The focus is on the integration of technology in the educational process that provides a learning environment allowing discovery and creativity through the use of computer visualizations. The teacher is seen as the essential element, requiring a solid foundation in the general applications of technology, and the ability to evaluate and select systems that are effective and efficient for specific applications.}, number = {1}, urldate = {2020-09-14}, journal = {Journal of Science Education and Technology}, author = {Kimmel, Howard and Deek, Fadi}, year = {1996}, note = {Publisher: Springer shortDOI: 10/bnqvn8 KerkoCite.ItemAlsoKnownAs: 10/bnqvn8 2405685:PER6Z2KG}, pages = {87--92}, } @book{panhwar_technology_1996, title = {Technology and {Distance} {Education}: {Sharing} {Experience} in {Sindh}, {Pakistan}}, shorttitle = {Technology and {Distance} {Education}}, url = {https://eric.ed.gov/?id=ED404061}, abstract = {Female literacy in Pakistan is among the lowest in the world. In 1981, the literacy rate was 16 percent for females, and 7.3 percent for rural women. Distance education can effect many social changes. Females would be the main beneficiaries because it is not socially acceptable for girls to leave home for education; parents do not like coeducational schools; social attitudes do not permit school education for girls on the conviction that any freedom to go out will result in sexual involvement with males; and women with low levels of education are stigmatized and accorded low social status. Both rural and urban conditions can be improved by providing women with integrated programs in hygiene, food, health, and basic and vocational education, as well as professional training in the sciences, trades, and industry. Problems with Pakistan's distance education system include the lack of opportunity for question and answer sessions; no provision to make up missed classes; absence of teachers to advise students on the use of the materials; lack of competition; lack of competent teachers; corruption and poor funding, resulting in nonavailability of materials in libraries; low standards, resulting in receipt of degrees without corresponding learning; lack of facilities for lab work in science and technical training; lack of rights to duplicate costly foreign video materials. (TD)}, language = {en}, urldate = {2020-12-01}, author = {Panhwar, Farzana}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QC9T2JX7 2405685:L4RKZE9D}, keywords = {Access to Education, Distance Education, Educational Needs, Elementary Secondary Education, Foreign Countries, Illiteracy, Relevance (Education), Rural Women, Sex Discrimination, Social Attitudes, Vocational Education, Womens Education}, } @book{salisbury_five_1996, title = {Five technologies for educational change: {Systems} thinking, systems design, quality science, change management, instructional technology}, shorttitle = {Five technologies for educational change}, publisher = {Educational Technology}, author = {Salisbury, David F.}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:387PCHCM 2405685:2RH4WBJA}, } @article{sandholtz_teacher_1996, title = {Teacher change in technology-rich classrooms}, journal = {Education and technology: Reflections on computing in classrooms}, author = {Sandholtz, Judith H. and Ringstaff, Cathy}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UUCVYPRC 2405685:W2HGU86D}, keywords = {⛔ No DOI found}, pages = {281--299}, } @article{senge_systems_1996, title = {Systems thinking}, volume = {13}, number = {1}, journal = {Executive Excellence}, author = {Senge, Peter}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B8JMEQTK 2405685:3PHY4TE9}, keywords = {⛔ No DOI found}, pages = {15--16}, } @misc{smith_what_1996, title = {What is curriculum? {Exploring} theory and practice}, shorttitle = {What is curriculum?}, url = {http://infed.org/mobi/curriculum-theory-and-practice/}, language = {en-GB}, urldate = {2020-02-03}, journal = {the encyclopaedia of informal education}, author = {Smith, Mark K}, year = {1996}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2VU39NM3 2405685:UCN96KTK 2486141:CZEGWL5F}, } @article{olander_understanding_1995, title = {Understanding of consumer behaviour as a prerequisite for environmental protection}, volume = {18}, doi = {10.1007/BF01024160}, number = {4}, journal = {Journal of Consumer Policy}, author = {Ölander, Folke and Thøgersen, John}, month = dec, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/BF01024160 2339240:A2LQNT7I 2405685:RLGCUNJQ}, pages = {345--385}, } @misc{united_republic_of_tanzania_national_1995, title = {National {Education} {Act} 1997 (amendment)}, url = {http://www.unesco.org/education/edurights/media/docs/29595900c1028686edf504060e6a17df3eaeea8d.pdf}, urldate = {2021-01-18}, author = {{United Republic of Tanzania}}, month = sep, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XAA5X274 2405685:4FJUDM29}, } @article{beebe_basic_1995, title = {Basic {Concepts} and {Techniques} of {Rapid} {Appraisal}}, volume = {54}, issn = {0018-7259, 1938-3525}, url = {http://sfaajournals.net/doi/10.17730/humo.54.1.k84tv883mr2756l3}, doi = {10.17730/humo.54.1.k84tv883mr2756l3}, language = {en}, number = {1}, urldate = {2023-02-28}, journal = {Human Organization}, author = {Beebe, James}, month = mar, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 10.17730/humo.54.1.k84tv883mr2756l3 2339240:AVUKHX4X 2405685:YDNJSQPX}, pages = {42--51}, } @article{dede_evolution_1995, title = {The {Evolution} of {Constructivist} {Learning} {Environments}: {Immersion} in {Distributed}, {Virtual} {Worlds}}, volume = {35}, issn = {0013-1962}, shorttitle = {The {Evolution} of {Constructivist} {Learning} {Environments}}, url = {https://www.jstor.org/stable/44428298}, number = {5}, urldate = {2020-09-18}, journal = {Educational Technology}, author = {Dede, Chris}, year = {1995}, note = {Publisher: Educational Technology Publications, Inc. KerkoCite.ItemAlsoKnownAs: 2405685:692XKHBU}, keywords = {⛔ No DOI found}, pages = {46--52}, } @article{iansiti_technology_1995, title = {Technology integration: {Managing} technological evolution in a complex environment}, volume = {24}, shorttitle = {Technology integration}, doi = {10.1016/S0048-7333(94)00781-0}, number = {4}, journal = {Research policy}, author = {Iansiti, Marco}, year = {1995}, note = {Publisher: North-Holland KerkoCite.ItemAlsoKnownAs: 10.1016/S0048-7333(94)00781-0 2339240:QFJ7MDRP 2405685:PDF7K229}, pages = {521--542}, } @book{shabab_documentation_1995, address = {Islamabad}, title = {Documentation of educational research in {Pakistan}, 1947-1995: an annotated bibliography}, isbn = {978-969-444-104-7}, url = {https://www.worldcat.org/title/documentation-of-educational-research-in-pakistan-1947-1995-an-annotated-bibliography/oclc/37129977}, language = {English}, publisher = {Academy of Educational Planning and Management}, author = {Shabab, M. H}, year = {1995}, note = {OCLC: 37129977 KerkoCite.ItemAlsoKnownAs: 2339240:ZYDFD433 2405685:T7X4GFE4}, } @book{silcox_how_1995, title = {A how to guide to reflection: {Adding} cognitive learning to community service programs}, publisher = {Brighton Press}, author = {Silcox, H. C.}, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WSZNRLW2 2405685:XGUSBIU9}, } @incollection{strauss_grounded_1995, title = {Grounded theory methodology: {An} overview}, booktitle = {Handbook of qualitative research}, publisher = {Sage}, author = {Strauss, A. and Corbin, J.}, editor = {Denzin, N.K. and Lincoln, Y.S.}, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:S43TR2M6}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @article{weiss_nothing_1995, title = {Nothing as practical as good theory: {Exploring} theory-based evaluation for comprehensive community initiatives for children and families}, volume = {1}, shorttitle = {Nothing as practical as good theory}, journal = {New approaches to evaluating community initiatives: Concepts, methods, and contexts}, author = {Weiss, Carol H.}, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2281034:9ZUKSI77 2281034:AK78J4ZN 2405685:D42QVGLA 2447227:HKHMM7ZL}, keywords = {⛔ No DOI found}, pages = {65--92}, } @article{gerstadt_relationship_1994, title = {The relationship between cognition and action: performance of children 312–7 years old on a stroop- like day-night test}, volume = {53}, issn = {0010-0277}, shorttitle = {The relationship between cognition and action}, url = {http://www.sciencedirect.com/science/article/pii/001002779490068X}, doi = {10.1016/0010-0277(94)90068-x}, abstract = {One hundred and sixty children 312–7 years of age (10M, 10F at each 6-month interval) were tested on a task that requires inhibitory control of action plus learning and remembering two rules. They were asked to say “day” whenever a black card with the moon and stars appeared and to say “night” when shown a white card with a bright sun. Children {\textless}5 years had great difficulty. They started out performing well, but could not sustain this over the course of the 16-trial session. Response latency decreased from 312 to 412 years. Children {\textless}412 years performed well when they took very long to respond. To test whether the requirement to learn and remember two rules alone was sufficient to cause children difficulty, 80 children 312–5 years old were tested on a control version of the task (“say ‘day’ to one abstract design and ‘night’ to another”). Even the youngest children performed at a high level. We conclude that the requirement to learn and remember two rules is not in itself sufficient to account for the poor performance of the younger children in the experimental condition.}, language = {en}, number = {2}, urldate = {2019-11-04}, journal = {Cognition}, author = {Gerstadt, Cherie L. and Hong, Yoon Joo and Diamond, Adele}, month = nov, year = {1994}, note = {shortDOI: 10/bzvbzx KerkoCite.ItemAlsoKnownAs: 10.1016/0010-0277(94)90068-x 10/bzvbzx 2339240:9ACAP6LY 2405685:QX9S7U85}, pages = {129--153}, } @article{bronfenbrenner_ecological_1994, title = {Ecological models of human development}, volume = {2}, number = {1}, journal = {Readings on the development of children}, author = {Bronfenbrenner, Urie}, year = {1994}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IFDNWTWK 2405685:P7AUMPEJ}, keywords = {⛔ No DOI found}, pages = {37--43}, } @article{chatry-komarek_manuels_1994, title = {Des manuels scolaires sur mesure: {Guide} pratique à l'intention des auteurs de manuels scolaires}, shorttitle = {Des manuels scolaires sur mesure}, journal = {Des manuels scolaires sur mesure}, author = {Chatry-Komarek, Marie}, year = {1994}, note = {Publisher: l'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:MZBJLHY2 4042040:D9J252TM}, keywords = {⛔ No DOI found}, pages = {1--240}, } @misc{spain_ministerio_de_educacion_y_ciencia_salamanca_1994, title = {The {Salamanca} {Statement} and {Framework} for {Action} on {Special} {Needs} {Education}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000098427}, urldate = {2020-03-28}, author = {Spain. Ministerio de Educación y Ciencia}, year = {1994}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W3UI2IIX 2405685:YFBR7ZT8}, } @book{wasserman_social_1994, title = {Social {Network} {Analysis}}, url = {https://books.google.com/books/about/Social_Network_Analysis.html?id=CAm2DpIqRUIC}, abstract = {Social network analysis is used widely in the social and behavioral sciences, as well as in economics, marketing, and industrial engineering. The social network perspective focuses on relationships among social entities and is an important addition to standard social and behavioral research, which is primarily concerned with attributes of the social units. Social Network Analysis: Methods and Applications reviews and discusses methods for the analysis of social networks with a focus on applications of these methods to many substantive examples. It is a reference book that can be used by those who want a comprehensive review of network methods, or by researchers who have gathered network data and want to find the most appropriate method by which to analyze it. It is also intended for use as a textbook as it is the first book to provide comprehensive coverage of the methodology and applications of the field.}, urldate = {2019-12-10}, author = {Wasserman, S. and Faust, K.}, year = {1994}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ULBJAJ26 2405685:E2GTJVVQ}, } @article{chen_general_1993, title = {General system theory: {Toward} a conceptual framework for science and technology education for all}, volume = {2}, shorttitle = {General system theory}, doi = {10.1007/BF00694427}, abstract = {In this paper we suggest using general system theory (GST) as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics and change, the ability to represent the relationship between the micro-level and macro-level of analysis, and the ability to bring together the natural and human worlds. The historical origins of system ideas are described, and the major concepts of system theory are mapped; including the mathematical, technological, and philosophical constructs. The various efforts to implement system thinking in educational contexts are reviewed, and three kinds of learning environments are defined: expert presentation, simulation, and real-world. A broad research agenda for exploring and drawing-out the educational implications of system thinking and learning is outlined. The study of both real-world and simulated learning environments is advocated.}, number = {3}, journal = {Journal of Science Education and Technology}, author = {Chen, David and Stroup, Walter}, month = sep, year = {1993}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/BF00694427 2339240:4BEFNASC 2339240:VY7F8NSQ 2339240:W4AIVZY3 2405685:324558I2 2405685:LUXFXWLU}, pages = {447--459}, } @inproceedings{jones_applying_1993, address = {Berlin, Heidelberg}, series = {{NATO} {ASI} {Series}}, title = {Applying {Systems} {Theory} {Through} the {Lens} of {Learning}: {What} {Does} {Learning} {Research} {Say}?}, isbn = {978-3-642-58035-2}, shorttitle = {Applying {Systems} {Theory} {Through} the {Lens} of {Learning}}, doi = {10.1007/978-3-642-58035-2_24}, abstract = {Two areas of learning research, research about the learning process and views about the learner, need to be considered to guide educational stakeholders in the task of successfully redesigning schools to promote learning. The most meaningful learning results from an instructional design based on learning research. Research in the application of systems theory in education has profound implications for curriculum, instruction, and assessment in schools.}, language = {en}, booktitle = {Comprehensive {Systems} {Design}: {A} {New} {Educational} {Technology}}, publisher = {Springer}, author = {Jones, Beau Fly and Knuth, Randy A. and Baxendale, Steve}, editor = {Reigeluth, Charles M. and Banathy, Bela H. and Olson, Jeannette R.}, year = {1993}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-642-58035-2\_24 2339240:MMLQC3TU 2405685:2GAEJH8C}, keywords = {Affective education, IQ, cognitive theory, creative thinking, critical thinking, educational research, intelligence, learner, learning processes, learning strategies, learning theories, metacognition, multiple intelligences, schema theories, school restructuring}, pages = {314--333}, } @book{westfall_resampling-based_1993, title = {Resampling-based multiple testing: {Examples} and {Methods} for p-{Value} {Adjustment}}, volume = {279}, publisher = {John Wiley \& Sons}, author = {Westfall, Peter H and Young, S. Stanley}, year = {1993}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FCVEKYAC 2405685:W3WEAJWQ}, } @article{betts_how_1992, title = {How systems thinking applies to education.}, volume = {50}, number = {3}, journal = {Educational Leadership}, author = {Betts, Frank}, year = {1992}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:CBNRX4EL 2339240:EFGRS82R 2405685:RLLGMCR8}, keywords = {⛔ No DOI found}, pages = {38--41}, } @misc{betts_how_1992, title = {How {Systems} {Thinking} {Applies} to {Education} - {Educational} {Leadership}}, url = {http://www.ascd.org/publications/educational-leadership/nov92/vol50/num03/How-Systems-Thinking-Applies-to-Education.aspx}, urldate = {2021-01-07}, author = {Betts, Frank}, year = {1992}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QPYY892Y 2405685:QZ6X9RBJ}, } @book{bronfenbrenner_ecological_1992, title = {Ecological systems theory.}, publisher = {Jessica Kingsley Publishers}, author = {Bronfenbrenner, Urie}, year = {1992}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LM6N2NBV 2405685:GPKGPSLU}, } @book{bryk_hierarchical_1992, address = {Thousand Oaks, CA, US}, series = {Hierarchical linear models: {Applications} and data analysis methods}, title = {Hierarchical linear models: {Applications} and data analysis methods}, isbn = {978-0-8039-4627-9}, shorttitle = {Hierarchical linear models}, abstract = {Much social and behavioral research involves hierarchical data structures. . . . Recent developments in the statistical theory of hierarchical linear models now afford an integrated set of methods for such applications. This introductory text explicates the theory and use of hierarchical linear models (HLM) through rich, illustrative examples and lucid explanations. The presentation remains reasonably nontechnical by focusing on three general research purposes—improved estimation of effects within an individual unit, estimating and testing hypotheses about cross-level effects, and partitioning of variance and covariance components among levels. This innovative volume describes use of both two and three level models in organizational research, studies of individual development and meta-analysis applications, and concludes with a formal derivation of the statistical methods used in the book. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}, publisher = {Sage Publications, Inc}, author = {Bryk, Anthony S. and Raudenbush, Stephen W.}, year = {1992}, note = {Pages: xvi, 265 KerkoCite.ItemAlsoKnownAs: 2339240:9TSGNTPN 2405685:Y6RDYAQA}, keywords = {Mathematical Modeling, Statistical Analysis}, } @misc{educational_bridging_1992, title = {{BRIDGING} {COMMUNICATION} {BARRIERS} {TO} {EFFECTIVE} {TEACHING} {IN} {NIGERIAN} {LANGUAGES}: {THE} {ROLE} {OF} {EDUCATIONAL} {TECHNOLOGY}}, abstract = {null}, author = {Educational, African and Nwosu, Theory Don}, year = {1992}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZDCQAM6S 4042040:DKBBJZXM}, } @article{sugeno_fuzzy_1992, title = {Fuzzy systems theory and its applications}, journal = {Tokyo Institute of Technology}, author = {Sugeno, Michio and Asai, K. and Terano, T.}, year = {1992}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SJSMTR7B 2405685:A6YM4UGX}, keywords = {⛔ No DOI found}, } @book{banathy_systems_1991, title = {Systems {Design} of {Education}: {A} {Journey} to {Create} the {Future}}, isbn = {978-0-87778-229-2}, shorttitle = {Systems {Design} of {Education}}, language = {en}, publisher = {Educational Technology}, author = {Banathy, Bela H.}, year = {1991}, note = {Google-Books-ID: ErvzcDYDcrwC KerkoCite.ItemAlsoKnownAs: 2339240:4KFHPMRZ 2339240:H5UIS8GA 2405685:7HLPG42D}, keywords = {Education / General}, } @techreport{government_of_sierra_leone_constitution_1991, title = {Constitution of {Sierra} {Leone}}, language = {en}, author = {Government of Sierra Leone}, year = {1991}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z3EDBKSD}, } @incollection{lave_situating_1991, address = {Washington}, title = {Situating learning in communities of practice.}, isbn = {978-1-55798-121-9}, url = {http://content.apa.org/books/10096-003}, language = {en}, urldate = {2023-05-19}, booktitle = {Perspectives on socially shared cognition.}, publisher = {American Psychological Association}, author = {Lave, Jean}, year = {1991}, doi = {10.1037/10096-003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1037/10096-003 2405685:A74ETBTL 2405685:IHR49AE5}, pages = {63--82}, } @article{morse_approaches_1991, title = {Approaches to qualitative-quantitative methodological triangulation}, volume = {40}, url = {https://journals.lww.com/nursingresearchonline/Citation/1991/03000/Approaches_to_Qualitative_Quantitative.14.aspx}, doi = {10.1097/00006199-199103000-00014}, number = {2}, journal = {Nursing research}, author = {Morse, Janice M.}, year = {1991}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T7BSX53W 2405685:M4SL5CDG}, pages = {120--123}, } @book{schon_reflective_1991, address = {Aldershot}, title = {The {Reflective} {Practitioner}: {How} {Professionals} {Think}.}, publisher = {Arena}, author = {Schön, D. A.}, year = {1991}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:85QTWE9Y 2405685:BA97DD83}, } @techreport{sedcr_standards_1991, title = {Standards for {Education} {Data} {Collection} and {Reporting}}, language = {en}, author = {SEDCR}, year = {1991}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8V47QDLA 2405685:RLFU387P}, pages = {145}, } @book{pichler_computer_1990, title = {Computer {Aided} {Systems} {Theory}-{EUROCAST}'89: {A} {Selection} of {Papers} from the {International} {Workshop} {EUROCAST}'89, {Las} {Palmas}, {Spain}, {February} 26-{March} 4, 1989. {Proceedings}}, volume = {1}, shorttitle = {Computer {Aided} {Systems} {Theory}-{EUROCAST}'89}, publisher = {Springer Science \& Business Media}, author = {Pichler, Franz and Moreno-Diaz, Roberto}, year = {1990}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QTGS7XDG 2405685:B264GTAT}, } @article{frederiksen_systems_1989, title = {A systems approach to educational testing}, volume = {18}, issn = {0013-189X}, url = {https://doi.org/10.3102/0013189X018009027}, doi = {10.3102/0013189X018009027}, abstract = {Our concern in this paper is with the validity of educational tests when they are employed as critical measures of educational outcomes within a dynamic system. The problem of validity arises if an educational system adapts itself to the characteristics of the outcome measures. We introduce the concept of systemically valid tests as ones that induce curricular and instructional changes in education systems (and learning strategy changes in students) that foster the development of the cognitive traits that the tests are designed to measure. We analyze some general characteristics that contribute to or detract from a testing system's systemic validity, such as the use of direct rather than indirect assessment. We then apply these characteristics in developing a set of design principles for creating testing systems that are systemically valid. Finally, we provide an illustration of the proposed principles, by applying them to the design of a student assessment system. This design example addresses not only specifications for the tests, but also the means of teaching the process of assessment to users of the system.}, language = {en}, number = {9}, urldate = {2021-01-06}, journal = {Educational Researcher}, author = {Frederiksen, John R. and Collins, Allan}, month = dec, year = {1989}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X018009027 2339240:VM7492F4 2405685:V9HLK6VY}, pages = {27--32}, } @article{davis_perceived_1989, title = {Perceived {Usefulness}, {Perceived} {Ease} of {Use}, and {User} {Acceptance} of {Information} {Technology}}, volume = {13}, issn = {02767783}, url = {https://www.jstor.org/stable/249008?origin=crossref}, doi = {10.2307/249008}, number = {3}, urldate = {2021-01-06}, journal = {MIS Quarterly}, author = {Davis, Fred D.}, month = sep, year = {1989}, note = {KerkoCite.ItemAlsoKnownAs: 10.2307/249008 2339240:2PPNSDIW 2339240:HEUYC9UD 2405685:98VNWX7E}, pages = {319}, } @article{davis_perceived_1989, title = {Perceived {Usefulness}, {Perceived} {Ease} of {Use}, and {User} {Acceptance} of {Information} {Technology}}, volume = {13}, issn = {0276-7783}, url = {https://www.jstor.org/stable/249008}, doi = {10.2307/249008}, abstract = {Valid measurement scales for predicting user acceptance of computers are in short supply. Most subjective measures used in practice are unvalidated, and their relationship to system usage is unknown. The present research develops and validates new scales for two specific variables, perceived usefulness and perceived ease of use, which are hypothesized to be fundamental determinants of user acceptance. Definitions for these two variables were used to develop scale items that were pretested for content validity and then tested for reliability and construct validity in two studies involving a total of 152 users and four application programs. The measures were refined and stream-lined, resulting in two six-item scales with reliabilities of.98 for usefulness and.94 for ease of use. The scales exhibited high convergent, discriminant, and factorial validity. Perceived usefulness was significantly correlated with both self-reported current usage (r=.63, Study 1) and self-predicted future usage (r=.85, Study 2). Perceived ease of use was also significantly correlated with current usage (r=.45, Study 1) and future usage (r=.59, Study 2). In both studies, usefulness had a significantly greater correlation with usage behavior than did ease of use. Regression analyses suggest that perceived ease of use may actually be a causal antecedent to perceived usefulness, as opposed to a parallel, direct determinant of system usage. Implications are drawn for future research on user acceptance.}, number = {3}, urldate = {2023-04-23}, journal = {MIS Quarterly}, author = {Davis, Fred D.}, year = {1989}, note = {Publisher: Management Information Systems Research Center, University of Minnesota KerkoCite.ItemAlsoKnownAs: 10.2307/249008 2339240:G2LEGYAD 2405685:W4SUF2B4}, pages = {319--340}, } @article{gage_paradigm_1989, title = {The {Paradigm} {Wars} and {Their} {Aftermath} {A} “{Historical}” {Sketch} of {Research} on {Teaching} {Since} 1989}, volume = {18}, issn = {0013-189X, 1935-102X}, url = {http://journals.sagepub.com/doi/10.3102/0013189X018007004}, doi = {10.3102/0013189X018007004}, abstract = {Raging during the 1980s, the Paradigm Wars resulted in the demise of objectivity-seeking quantitative research on teaching—a victim of putatively devastating attacks from anti-naturalists, interpretivists, and critical theorists. Subsequently, the interpretivists' ethnographic studies flourished, enhancing the cultural appropriateness of schooling, and critical theorists' analyses fostered the struggles for power for the poor, non-Whites, and women. Two alternative versions of the aftermath are also conceivable. Pragmatism and Popper's piecemeal social engineering offer paths toward a productive rapprochement of the paradigms, one guided by the moral obligations of educational research.}, language = {en}, number = {7}, urldate = {2021-06-01}, journal = {Educational Researcher}, author = {Gage, Nl}, month = oct, year = {1989}, note = {zotzenLib.CopiedFrom: 2339240:GX7C7JMN KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X018007004 2339240:GX7C7JMN 2405685:GWXBEEIU}, pages = {4--10}, } @article{greene_toward_1989, title = {Toward a conceptual framework for mixed-method evaluation designs}, volume = {11}, doi = {10.3102/01623737011003255}, number = {3}, journal = {Educational evaluation and policy analysis}, author = {Greene, Jennifer C. and Caracelli, Valerie J. and Graham, Wendy F.}, year = {1989}, note = {shortDOI: 10/cjqt52 KerkoCite.ItemAlsoKnownAs: 10.3102/01623737011003255 10/cjqt52 2339240:UVASNUR6 2405685:GUZ6VDXL}, pages = {255--274}, } @article{boehm_spiral_1988, title = {A spiral model of software development and enhancement}, volume = {21}, issn = {1558-0814}, url = {https://ieeexplore.ieee.org/document/59}, doi = {10.1109/2.59}, abstract = {A short description is given of software process models and the issues they address. An outline is given of the process steps involved in the spiral model, an evolving risk-driven approach that provides a framework for guiding the software process, and its application to a software project is shown. A summary is given of the primary advantages and implications involved in using the spiral model and the primary difficulties in using it at its current incomplete level of elaboration.{\textless}{\textgreater}}, number = {5}, urldate = {2024-02-15}, journal = {Computer}, author = {Boehm, B. W.}, month = may, year = {1988}, note = {Conference Name: Computer KerkoCite.ItemAlsoKnownAs: 10.1109/2.59 2339240:965GRXPK 2405685:A29EGW7U}, keywords = {Application software, Military computing, Navigation, Productivity, Programming, Prototypes, Software prototyping, Spirals, Testing}, pages = {61--72}, } @article{boehm_spiral_1988, title = {A spiral model of software development and enhancement}, volume = {21}, issn = {1558-0814}, url = {https://ieeexplore.ieee.org/document/59}, doi = {10.1109/2.59}, abstract = {A short description is given of software process models and the issues they address. An outline is given of the process steps involved in the spiral model, an evolving risk-driven approach that provides a framework for guiding the software process, and its application to a software project is shown. A summary is given of the primary advantages and implications involved in using the spiral model and the primary difficulties in using it at its current incomplete level of elaboration.{\textless}{\textgreater}}, number = {5}, urldate = {2024-02-15}, journal = {Computer}, author = {Boehm, B. W.}, month = may, year = {1988}, note = {Conference Name: Computer KerkoCite.ItemAlsoKnownAs: 10.1109/2.59 2339240:965GRXPK 2405685:A29EGW7U}, keywords = {Application software, Military computing, Navigation, Productivity, Programming, Prototypes, Software prototyping, Spirals, Testing}, pages = {61--72}, } @article{banathy_systems_1988, title = {Systems inquiry in education}, volume = {1}, doi = {10.1007/BF01059858}, number = {2}, journal = {Systems Practice}, author = {Banathy, Bela H.}, year = {1988}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/BF01059858 2339240:D2WTBX6K 2405685:5GM69NMN}, pages = {193--212}, } @book{noblit_meta-ethnography_1988, title = {Meta-{Ethnography}}, url = {https://us.sagepub.com/en-us/nam/meta-ethnography/book2416}, abstract = {Synthesizing Qualitative Studies}, language = {en-us}, urldate = {2019-11-15}, author = {Noblit, George W. and Hare, R. Dwight}, year = {1988}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNXHYU5P 2405685:MRPIRBGH}, } @article{ulrich_systems_1988, title = {Systems thinking, systems practice, and practical philosophy: {A} program of research}, volume = {1}, shorttitle = {Systems thinking, systems practice, and practical philosophy}, doi = {10.1007/BF01059855}, number = {2}, journal = {Systems Practice}, author = {Ulrich, Werner}, year = {1988}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/BF01059855 2339240:Q3GFXAP9 2405685:9ZUU9P7X}, pages = {137--163}, } @techreport{government_of_zimbabwe_national_1987, title = {National {Education} {Act}}, url = {http://www.unesco.org/education/edurights/media/docs/d0945389cdf8992e8cb5f3a4b05ef3b3aa0e6512.pdf}, urldate = {2020-06-27}, author = {Government of Zimbabwe}, year = {1987}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:CHUDGFMH}, } @incollection{bronfenbrenner_recent_1986, title = {Recent advances in research on the ecology of human development}, booktitle = {Development as action in context}, publisher = {Springer}, author = {Bronfenbrenner, Urie}, year = {1986}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NIHMVHIB 2405685:46WEJW6Z}, pages = {287--309}, } @incollection{hatano_two_1986, address = {New York}, title = {Two courses of expertise}, booktitle = {Children development and education in {Japan}}, publisher = {Freeman}, author = {Hatano, G and Inagaki, K}, year = {1986}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SN8XH8X9}, pages = {262--272}, } @article{shulman_those_1986, title = {Those {Who} {Understand}: {Knowledge} {Growth} in {Teaching}}, url = {https://journals.sagepub.com/doi/10.3102/0013189X015002004}, doi = {10.3102/0013189x015002004}, urldate = {2022-08-23}, author = {Shulman, Lee S}, year = {1986}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X015002004 10.3102/0013189x015002004 2339240:GM4I5TY8 2405685:F4USAIXP}, } @article{rossman_numbers_1985, title = {Numbers and words: {Combining} quantitative and qualitative methods in a single large-scale evaluation study}, volume = {9}, doi = {https://doi.org/10.1177%2F0193841X8500900505}, number = {5}, journal = {Evaluation Review}, author = {Rossman, Gretchen B. and Wilson, Bruce L.}, year = {1985}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WRNKVQ5D 2405685:FVALU54N}, keywords = {⚠️ Invalid DOI}, pages = {627--643}, } @article{unesco_materiales_1985, title = {Materiales de formación en los campos de la planificación y de la administración de la educación y de las construcciones escolares}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000378074}, urldate = {2022-11-18}, journal = {UNESCO Digital Library}, author = {{UNESCO}}, year = {1985}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:S5H86KHG 4042040:83D3CEF3}, } @article{weiss_application_1984, title = {Application of {Computerized} {Adaptive} {Testing} to {Educational} {Problems}}, volume = {21}, issn = {1745-3984}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1745-3984.1984.tb01040.x}, doi = {10.1111/j.1745-3984.1984.tb01040.x}, abstract = {Three applications of computerized adaptive testing (CAT) to help solve problems encountered in educational settings are described and discussed. Each of these applications makes use of item response theory to select test questions from an item pool to estimate a student's achievement level and its precision. These estimates may then be used in conjunction with certain testing strategies to facilitate certain educational decisions. The three applications considered are (a) adaptive mastery testing for determining whether or not a student has mastered a particular content area, (b) adaptive grading for assigning grades to students, and (c) adaptive self-referenced testing for estimating change in a student's achievement level. Differences between currently used classroom procedures and these CAT procedures are discussed. For the adaptive mastery testing procedure, evidence from a series of studies comparing conventional and adaptive testing procedures is presented showing that the adaptive procedure results in more accurate mastery classifications than do conventional mastery tests, while using fewer test questions.}, language = {en}, number = {4}, urldate = {2022-06-17}, journal = {Journal of Educational Measurement}, author = {Weiss, David J. and Kingsbury, G. Gage}, year = {1984}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1745-3984.1984.tb01040.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1745-3984.1984.tb01040.x 2339240:YAKZAHN8 2405685:Y9HVC7FC}, pages = {361--375}, } @article{jones_integrating_1983, title = {An {Integrating} {Framework} for {Research} in {Business} and {Society}: {A} {Step} {Toward} the {Elusive} {Paradigm}?}, volume = {8}, issn = {0363-7425}, shorttitle = {An {Integrating} {Framework} for {Research} in {Business} and {Society}}, url = {https://journals.aom.org/doi/abs/10.5465/AMR.1983.4284653}, doi = {10.5465/amr.1983.4284653}, abstract = {According to some authors, the field of business and society has suffered because it apparently lacks a dominant paradigm. This paper (1) concludes that such a paradigm is unlikely to emerge soon and (2) offers an “integrating framework” based on an interpenetrating systems model and focusing on the social control of business. This framework may serve as a unifying mechanism for existing research in the field as well as an agenda for future research.}, number = {4}, urldate = {2021-03-20}, journal = {Academy of Management Review}, author = {Jones, Thomas M.}, month = oct, year = {1983}, note = {Publisher: Academy of Management zotzenLib.CopiedFrom: 2339240:M572D7YN KerkoCite.ItemAlsoKnownAs: 10.5465/amr.1983.4284653 2339240:M572D7YN 2405685:77EURXJW}, pages = {559--564}, } @article{jackson_nature_1982, title = {The nature of soft systems thinking: {The} work of {Churchman}, {Ackoff} and {Checkland}}, volume = {9}, shorttitle = {The nature of soft systems thinking}, number = {1}, journal = {Journal of applied systems analysis}, author = {Jackson, Michael C.}, year = {1982}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HPW46HX4 2405685:633XP68C}, keywords = {⛔ No DOI found}, pages = {17--29}, } @book{meadows_groping_1982, title = {Groping in the dark: the first decade of global modelling}, shorttitle = {Groping in the dark}, publisher = {John Wiley \& Sons}, author = {Meadows, Donella and Richardson, John and Bruckmann, Gerhart}, year = {1982}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7F6MXNKN 2405685:GHJES5DR}, } @article{reynolds_development_1982, title = {Development of reliable and valid short forms of the marlowe-crowne social desirability scale}, volume = {38}, issn = {1097-4679}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/1097-4679%28198201%2938%3A1%3C119%3A%3AAID-JCLP2270380118%3E3.0.CO%3B2-I}, doi = {10.1002/1097-4679(198201)38:1<119::AID-JCLP2270380118>3.0.CO;2-I}, abstract = {Developed, on the basis of responses from 608 undergraduate students to the 33-item Marlowe-Crowne Social Desirability Scale, three short forms of 11, 12, and 13 items. The psychometric characteristics of these three forms and three other short forms developed by Strahan and Gerbasi (1972) were investigated and comparisons made. Results, in the form of internal consistency reliability, item factor loadings, short form with Marlowe-Crowne total scale correlations, and correlations between Marlowe-Crowne short forms and the Edwards Social Desirability Scale, indicate that psychometrically sound short forms can be constructed. Comparisons made between the short forms examined in this investigation suggest the 13-item form as a viable substitute for the regular 33-item Marlowe-Crowne scale.}, language = {en}, number = {1}, urldate = {2022-01-16}, journal = {Journal of Clinical Psychology}, author = {Reynolds, William M.}, year = {1982}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/1097-4679\%28198201\%2938\%3A1\%3C119\%3A\%3AAID-JCLP2270380118\%3E3.0.CO\%3B2-I KerkoCite.ItemAlsoKnownAs: 10.1002/1097-4679(198201)38:1{\textless}119::AID-JCLP2270380118{\textgreater}3.0.CO;2-I 2339240:ZAU33S5T 2405685:LE2UP3YX}, pages = {119--125}, } @article{ackoff_use_1981, title = {On the use of models in corporate planning}, volume = {2}, doi = {10.1002/smj.4250020404}, number = {4}, journal = {Strategic Management Journal}, author = {Ackoff, Russell L.}, year = {1981}, note = {Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.1002/smj.4250020404 2339240:5W9CA6UK 2405685:JIUJI7HV}, pages = {353--359}, } @article{ogbu_origins_1981, title = {Origins of {Human} {Competence}: {A} {Cultural}-{Ecological} {Perspective}}, volume = {52}, issn = {0009-3920}, shorttitle = {Origins of {Human} {Competence}}, url = {https://www.jstor.org/stable/1129158}, doi = {10.2307/1129158}, abstract = {In this essay it is argued that child rearing in the family and similar micro settings in the early years of life and subsequent adolescent socialization are geared toward the development of instrumental competencies required for adult economic, political, and social roles. These cultural imperatives vary from 1 cultural group to another as do the required competencies. In the United States they are different for the white middle class and for minority groups like urban ghetto blacks. It follows that the conventional research approach which used white middle-class child-rearing practices and children's competencies as standards is not useful in understanding minority groups' child rearing and competencies. Rather, for cross-cultural research, a cultural-ecological model is proposed which is not ethnocentric and studies competence in the context of the cultural imperatives in a given population. Cross-cultural or intergroup comparison is appropriate if based on data from such contextual studies.}, number = {2}, urldate = {2020-12-22}, journal = {Child Development}, author = {Ogbu, John U.}, year = {1981}, note = {Publisher: [Wiley, Society for Research in Child Development] KerkoCite.ItemAlsoKnownAs: 10.2307/1129158 2339240:5BH2CB6Q 2405685:ZI8SRUAY}, pages = {413--429}, } @book{bronfenbrenner_ecology_1979, address = {Cambridge, MA}, title = {The {Ecology} of {Human} {Development}}, isbn = {978-0-674-22457-5}, abstract = {To understand the way children develop, Bronfenbrenner believes that it is necessary to observe their behavior in natural settings, while they are interacting with familiar adults over prolonged periods of time. His book offers an important blueprint for constructing a new and ecologically valid psychology of development.}, language = {en}, publisher = {Harvard University Press}, author = {Bronfenbrenner, Urie}, year = {1979}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IB92V3T4 2405685:X94S6SED}, keywords = {Psychology / General}, } @book{bronfenbrenner_ecology_1979, address = {Cambridge, Mass}, title = {The ecology of human development: experiments by nature and design}, isbn = {978-0-674-22456-8}, shorttitle = {The ecology of human development}, language = {en}, publisher = {Harvard University Press}, author = {Bronfenbrenner, Urie}, year = {1979}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HMYL7CY9 2405685:HZGL4BHS}, keywords = {Child psychology, Human development, Research}, } @book{gibson_ecological_1979, address = {Boston, MA., USA}, title = {The ecological approach to visual perception}, publisher = {Houghton Mifflin}, author = {Gibson, J.J.}, year = {1979}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:44W78I63 2405685:BUWGNJ7V}, } @misc{unesco_national_1978, title = {The {National} {Education} {Act}, 1978}, url = {http://www.unesco.org/education/edurights/media/docs/873ae01bc28cf449895950c7cac2a419d3ede5fd.pdf}, author = {UNESCO}, year = {1978}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPP485LF 2405685:ARFKBHL2}, } @book{b_johnson_definition_1977, title = {The {Definition} of {Educational} {Technology}. {AECT} {Task} {Force} on {Definition} and {Terminology}}, isbn = {978-0-89240-006-5}, url = {https://eric.ed.gov/?id=ED192759}, abstract = {A total, systematic, integrative concept provides the framework for this definition of educational technology as a theory, a field, and a profession. The definition statement presents an historical perspective of attempts to define educational technology and a current theoretical framework for arriving at a definition. It also identifies the intellectual techniques and practical applications derived from the theoretical framework and describes the training and certification, the ethics and standards, the leadership, the association and communications, the acknowledgement as a profession, the concern of the profession, and the relationship to other professions that both derive from the theoretical framework and exist in the field today. An evaluation of the definition statement concludes this document by the AECT Task Force on Definition and Terminology; a list of references and a glossary of terms not defined within this definition statement are appended. (Author/BK)}, language = {en}, urldate = {2021-02-16}, publisher = {Association for Educational Communications and Technology, 1126 16th Street, NW, Washington, DC 20036 (\$10}, author = {B. Johnson, John and Myers, Dennis and H. Silber, Kenneth and Storm, Susan and Virgo, Ralph and J. Wallington, Clinton}, year = {1977}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9QZQPRFM 2405685:T4AXSVWH}, keywords = {Audiovisual Communications, Behavioral Sciences, Certification, Definitions, Educational History, Educational Methods, Educational Resources, Educational Technology, Educational Theories, Models, Professional Associations, Professional Occupations, Social Environment, Systems Approach}, } @article{bronfenbrenner_toward_1977, title = {Toward an experimental ecology of human development.}, volume = {32}, doi = {10.1037/0003-066X.32.7.513}, number = {7}, journal = {American psychologist}, author = {Bronfenbrenner, Urie}, year = {1977}, note = {Publisher: American Psychological Association KerkoCite.ItemAlsoKnownAs: 10.1037/0003-066X.32.7.513 2339240:WGE3P8SG 2405685:LBGGSTDM}, pages = {513}, } @book{bamgbose_mother_1976, title = {Mother {Tongue} {Education}: {The} {West} {African} {Experience}}, shorttitle = {Mother {Tongue} {Education}}, abstract = {In the rapidly changing political, economic, and social life of West Africa, there is a renewed interest in cultural identity. This book describes the developments and the difficulties experienced by different West African countries in the use of mother tongues in multi-lingual society. The book was commissioned to give scholars, educators, and policy-makers concerned with mother tongue education an account of developments in selected countries. Three broad areas are covered: (1) situations where the mother tongue has not yet been introduced into the formal school system but where preparations are being made; (2) situations where there has been a long tradition of mother tongue education; and (3) special projects. An introduction discusses the role of the mother tongue in education, with particular reference to West Africa. This is followed by a historical sketch of developments in mother tongue education. Contributions from Sierra Leone and Dahomey cover the first of the areas mentioned. Ghana's report covers the second area. The last two reports, from Nigeria, fall into the third category. Finally, two projects are described: the Six-Year Primary Project on the use of a major language as a medium of instruction and the Rivers Readers Project on the introduction of smaller languages into the formal school system. (Author/AM)}, language = {en}, urldate = {2022-04-06}, publisher = {Hodder and Stoughton Ltd}, author = {Bamgbose, Ayo}, year = {1976}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZZ97PBUU 4042040:G8B7QARM}, keywords = {African Culture, African Languages, Bilingual Education, Educational Planning, French, Igbo, Language Planning, Language of Instruction, Mandingo, Mende, Multilingualism, Native Speakers, Portuguese, Regional Dialects, Sociolinguistics, Susu, Uncommonly Taught Languages, Wolof, Yoruba}, } @article{chen_what_1975, title = {What is the systems approach?}, volume = {6}, doi = {10.1287/inte.6.1.32}, number = {1}, journal = {Interfaces}, author = {Chen, Gordon KC}, year = {1975}, note = {Publisher: INFORMS KerkoCite.ItemAlsoKnownAs: 10.1287/inte.6.1.32 2339240:356N85EF 2405685:5J24EWCJ}, keywords = {\_\_C:scheme:1}, pages = {32--37}, } @misc{government_of_pakistan_article_1973, title = {Article 160 - {Constitution} 1973}, url = {https://www.finance.gov.pk/nfc_cons.html}, urldate = {2022-06-01}, author = {{Government of Pakistan}}, year = {1973}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZLBSDW84 2405685:DMVADFQ3 4656463:3APVGIGQ}, } @article{stowe_research_1973, title = {Research and the {Systems} {Approach} as {Methodologies} for {Education}}, volume = {21}, issn = {0001-2890}, url = {https://www.jstor.org/stable/30218523}, number = {2}, urldate = {2021-04-12}, journal = {AV Communication Review}, author = {Stowe, Richard A.}, year = {1973}, note = {Publisher: Springer zotzenLib.CopiedFrom: 2339240:LB93R362 KerkoCite.ItemAlsoKnownAs: 2339240:LB93R362 2405685:89K6XPEA}, keywords = {⛔ No DOI found}, pages = {165--175}, } @article{von_bertalanffy_history_1972, title = {The {History} and {Status} of {General} {Systems} {Theory}.}, volume = {15}, issn = {0001-4273, 1948-0989}, url = {http://amj.aom.org/cgi/doi/10.2307/255139}, doi = {10.2307/255139}, language = {en}, number = {4}, urldate = {2021-01-05}, journal = {Academy of Management Journal}, author = {Von Bertalanffy, L.}, month = dec, year = {1972}, note = {KerkoCite.ItemAlsoKnownAs: 10.2307/255139 2339240:HPE6IEJ5 2405685:6R267VM7}, pages = {407--426}, } @book{klir_trends_1972, address = {New York}, title = {Trends in general systems theory}, isbn = {978-0-471-49190-3}, language = {en}, publisher = {Wiley-Interscience}, author = {Klir, George J.}, year = {1972}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6IF875JP 2405685:FZIE4WSS}, keywords = {System theory}, } @article{kraft_introduction_1972, title = {Introduction to the systems approach in educational planning and management}, volume = {12}, issn = {0013-1962}, url = {https://www.jstor.org/stable/44417782}, number = {2}, urldate = {2021-01-06}, journal = {Educational Technology}, author = {Kraft, Richard H.P. and Latta, Raymond F.}, year = {1972}, note = {Publisher: Educational Technology Publications, Inc. KerkoCite.ItemAlsoKnownAs: 2339240:T6LXP9KD 2405685:PAJWEYYU}, keywords = {⛔ No DOI found}, pages = {5--8}, } @book{illich_deschooling_1971, title = {Deschooling {Society}}, isbn = {978-0-7145-0879-5}, abstract = {Schools have failed our individual needs, supporting false and misleading notions of 'progress' and development fostered by the belief that ever-increasing production, consumption and profit are proper yardsticks for measuring the quality of human life. Our universities have become recruiting centers for the personnel of the consumer society, certifying citizens for service, while at the same time disposing of those judged unfit for the competitive rat race. In this bold and provocative book, Illich suggest some radical and exciting reforms for the education system.}, language = {en}, publisher = {Marion Boyars}, author = {Illich, Ivan}, year = {1971}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PM6GNMCT}, keywords = {Social Science / Sociology / General}, } @book{freire_pedagogy_1970, address = {New York}, title = {Pedagogy of the oppressed}, publisher = {The Continuum International Publishing Group Inc}, author = {Freire, Paulo}, year = {1970}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5V53DVUR 2405685:H3J3ERSL 2486141:R24UQV52}, } @misc{bertalanffy_general_1969, title = {General {System} {Theory}: {Foundations}, {Development}, {Applications}}, shorttitle = {General {System} {Theory}}, url = {https://repository.library.georgetown.edu/handle/10822/763002}, language = {en}, urldate = {2020-12-17}, journal = {eweb:1908}, author = {Bertalanffy, Ludwig von}, year = {1969}, doi = {10.1109/TSMC.1974.4309376}, note = {Accepted: 2016-01-06T21:15:27Z KerkoCite.ItemAlsoKnownAs: 10.1109/TSMC.1974.4309376 2339240:35XFVEV6 2405685:5VZDY895}, } @article{katz_common_1969, title = {Common characteristics of open systems}, volume = {2}, journal = {Systems thinking}, author = {Katz, Daniel and Kahn, Robert L.}, year = {1969}, note = {Publisher: Penguin Harmondsworth KerkoCite.ItemAlsoKnownAs: 2339240:H7S2QECF 2405685:IPB4GM9Y}, keywords = {⛔ No DOI found}, pages = {86--104}, } @article{mansergh_systems_1969, title = {Systems {Approaches} to the {Management} of {Public} {Education}.}, author = {Mansergh, Gerald G.}, year = {1969}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:3KB7GQVD 2405685:JCR95LV7}, keywords = {⛔ No DOI found}, } @article{ashby_principles_1968, title = {Principles of the self-organizing system}, journal = {Modern systems research for the behavioral scientist}, author = {Ashby, W. Ross}, year = {1968}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4BNNIA8I 2405685:X7RW4QRY}, keywords = {⛔ No DOI found}, pages = {108--118}, } @article{banathy_instructional_1968, title = {Instructional systems.}, author = {Banathy, Bela H.}, year = {1968}, note = {Publisher: ERIC zotzenLib.CopiedFrom: 2339240:8AAIBUU3 KerkoCite.ItemAlsoKnownAs: 2339240:8AAIBUU3 2405685:XMV2DZ4N}, keywords = {⛔ No DOI found}, } @book{churchman_systems_1968, title = {The systems approach}, publisher = {Delta}, author = {Churchman, Charles West}, year = {1968}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7XDS7VTZ 2405685:KXD2AK5G}, } @article{kaufman_system_1968, title = {A system approach to education: {Derivation} and definition}, volume = {16}, shorttitle = {A system approach to education}, number = {4}, journal = {AV communication review}, author = {Kaufman, Roger A.}, year = {1968}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2339240:I9GFEUJW 2405685:NG3ZFXQ8}, keywords = {⛔ No DOI found}, pages = {415--425}, } @article{banathy_systems_1967, title = {The {Systems} {Approach}}, volume = {51}, issn = {0026-7902}, url = {https://www.jstor.org/stable/323431}, doi = {10.2307/323431}, number = {5}, urldate = {2021-04-12}, journal = {The Modern Language Journal}, author = {Banathy, Bela H.}, year = {1967}, note = {Publisher: [National Federation of Modern Language Teachers Associations, Wiley] zotzenLib.CopiedFrom: 2339240:FPLEMUK5 KerkoCite.ItemAlsoKnownAs: 10.2307/323431 2339240:FPLEMUK5 2405685:N8AUEH6R}, pages = {281--289}, } @article{rosenberg_rosenberg_1965, title = {Rosenberg self-esteem scale ({RSE})}, journal = {Acceptance and Commitment Therapy}, author = {Rosenberg, M.}, year = {1965}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LP9JRT7V 2405685:4XA2UZKI}, keywords = {⛔ No DOI found}, pages = {61}, } @book{rosenberg_society_1965, address = {Princeton}, title = {Society and the adolescent self-image}, publisher = {Princeton University Press}, author = {Rosenberg, Morris}, year = {1965}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AWJWUY7V 2405685:JNM6QI3D}, keywords = {⛔ No DOI found}, } @article{cattell_theory_1963, title = {Theory of fluid and crystallized intelligence: {A} critical experiment}, volume = {54}, issn = {0022-0663}, shorttitle = {Theory of fluid and crystallized intelligence}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1963-07991-001&site=ehost-live&scope=site}, doi = {10.1037/h0046743}, abstract = {The theory of fluid and crystallized intelligence propounded 20 years ago by the author has since accumulated support. However, the crucial issue of whether 1 or 2 general factors subtend intellectual performances has lacked an experiment adequately designed for accurate, determinate, simple-structure rotation at the 2nd order. By factoring culturally embedded with culture-fair intelligence measures on a background of pure personality primaries (N = 277 7th and 8th grade boys and girls), it is shown that 2 general factors indeed exist. A review, with some mathematical formulations, is given of the theory's implications for the nature-nurture ratio, brain injury, standard deviaiton of the IQ, growth curves, the concept of a relational difficulty hierarchy, test standardization, and the relative validities of traditional and culture-fair intelligence tests. (PsycINFO Database Record (c) 2019 APA, all rights reserved)}, number = {1}, urldate = {2019-11-19}, journal = {Journal of Educational Psychology}, author = {Cattell, Raymond B.}, month = feb, year = {1963}, note = {shortDOI: 10/fs6ptd KerkoCite.ItemAlsoKnownAs: 10.1037/h0046743 10/fs6ptd 1963-07991-001 2339240:TGQK3VJY 2405685:C8ZBFK3U}, keywords = {Cognitive Ability, Fluid Intelligence, Intelligence, crystallized intelligence, fluid intelligence, intellectual performances}, pages = {1--22}, } @book{ashby_introduction_1961, title = {An introduction to cybernetics}, publisher = {Chapman \& Hall Ltd}, author = {Ashby, W. Ross}, year = {1961}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PKSMSLR2 2405685:FS5Q474K}, } @article{crowne_new_1960, title = {A {New} {Scale} of {Social} {Desirability} {Independent} of {Psychopathology}}, volume = {24}, url = {https://www.researchgate.net/publication/9754153_A_New_Scale_of_Social_Desirability_Independent_of_Psychopathology}, doi = {10.1037/h0047358}, abstract = {A new social desirability scale was constructed and correlated with MMPI scales. Comparison was made with correlations of the Edwards Social Desirability scale. The new scale correlated highly with MMPI scales and supported the definition of social desirability. Ss need to respond in "culturally sanctioned ways."}, number = {4}, journal = {Journal of Consulting Psychology}, author = {Crowne, Douglas and Marlowe, David}, month = sep, year = {1960}, note = {KerkoCite.ItemAlsoKnownAs: 10.1037/h0047358 2339240:TVLS4IMW 2339240:ZQW9CUBH 2405685:5Q6PNBHN 2405685:EKSPVCBL 2405685:YA7UDCIZ 2534379:9R68LBUV}, pages = {349--54}, } @book{ashby_general_1958, title = {General {Systems} {Theory} as a {New} {Discipline}}, publisher = {Plenum Press, New York}, author = {Ashby, W. R.}, year = {1958}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PEB9EFMQ 2405685:BXRSAE54}, } @article{boulding_general_1956, title = {General systems theory—the skeleton of science}, volume = {2}, doi = {10.1287/mnsc.2.3.197}, number = {3}, journal = {Management science}, author = {Boulding, Kenneth E.}, year = {1956}, note = {Publisher: INFORMS KerkoCite.ItemAlsoKnownAs: 10.1287/mnsc.2.3.197 2339240:6KX4XJB6 2405685:HTRMKGQH}, pages = {197--208}, } @article{von_bertalanffy_outline_1950, title = {An {Outline} of {General} {System} {Theory}}, volume = {1}, issn = {0007-0882}, url = {https://www.jstor.org/stable/685808}, doi = {10.1093/bjps/I.2.134}, abstract = {A survey of the history of science shows that very similar conceptions have been developed independently in various branches of science. At present, for example, holistic interpretations are prevalent in all fields whereas in the past atomistic explanations were common. Such considerations lead to the postulation of General System Theory which is a logico-mathematical discipline applicable to all sciences concerned with systems. The fact that certain principles have general applicability to systems explains the occurrence of isomorphic laws in different scientific fields. Just as Aristotelian logic was a fundamental organon for the classificatory sciences of antiquity, so may General System Theory define the general principles of dynamic interaction which appears as the central problem of modern science. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}, number = {2}, urldate = {2021-01-07}, journal = {The British Journal for the Philosophy of Science}, author = {von Bertalanffy, Ludwig}, year = {1950}, note = {Publisher: [Oxford University Press, The British Society for the Philosophy of Science] KerkoCite.ItemAlsoKnownAs: 10.1093/bjps/I.2.134 2339240:9EG3N78R 2339240:FAZFVCIV 2405685:G62VSR9H 2405685:MIFWVCLM}, pages = {134--165}, } @article{pitman_significance_1937, title = {Significance {Tests} {Which} {May} be {Applied} to {Samples} {From} any {Populations}}, volume = {4}, url = {https://about.jstor.org/terms}, number = {1}, journal = {Journal of the Royal Statistical Society}, author = {Pitman, E.J.G.}, year = {1937}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I7PA7XI2 2405685:VEK4I2KG}, keywords = {⛔ No DOI found}, } @book{fisher_design_1935, title = {The {Design} of {Experiments}}, publisher = {Oliver and Boyd}, author = {Fisher, Ronald A. D.}, year = {1935}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SFD5YV9V 2405685:2PWHUF2M}, } @techreport{noauthor_notitle_nodate, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ATFKRU3X}, keywords = {auto\_merged}, } @misc{noauthor_notitle_nodate, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UDD2X3XT}, } @misc{noauthor_notitle_nodate, } @misc{noauthor_144155524pdf_nodate, title = {144155524.pdf}, url = {https://core.ac.uk/download/pdf/144155524.pdf}, urldate = {2021-01-05}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E6YPQKG8 2405685:4436ZRI8}, } @misc{noauthor_16809eed0apdf_nodate, title = {16809eed0a.pdf}, url = {https://rm.coe.int/coe-108-july-2-2020-jen-persson/16809eed0a}, urldate = {2021-02-09}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DJ4JV8DU}, } @techreport{noauthor_2014-02-14_learning_nodate, title = {2014-02-14\_Learning to {Improve} {Learning} {Synthesis} for {Publishing}\_Edited\_0.pdf}, url = {https://www.globalreadingnetwork.net/sites/default/files/media/file/2014-02-14_Learning%20to%20Improve%20Learning%20Synthesis%20for%20Publishing_Edited_0.pdf}, urldate = {2020-07-07}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:P5NZCM2U}, } @techreport{noauthor_2021iscreducedsyllabusxii-economicspdf_nodate, title = {{2021ISCReducedSyllabusXII}-{ECONOMICS}.pdf}, url = {https://cisce.org/UploadedFiles/PDF/2021ISCReducedSyllabusXII-ECONOMICS.pdf}, urldate = {2020-07-03}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZRRCSG3L}, } @misc{noauthor_32947_chapter1pdf_nodate, title = {32947\_Chapter1.pdf}, url = {http://www.sagepub.com/sites/default/files/upm-binaries/32947_Chapter1.pdf}, urldate = {2021-01-05}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RIG6TS8H 2405685:ZD9UXZC9}, } @misc{noauthor_6_nodate, title = {(6) ({PDF}) {The} {Limitations} of {Access} {Alone}: moving towards open processes in education technology}, shorttitle = {(6) ({PDF}) {The} {Limitations} of {Access} {Alone}}, url = {https://www.researchgate.net/publication/290151640_The_Limitations_of_Access_Alone_moving_towards_open_processes_in_education_technology}, abstract = {ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free.}, language = {en}, urldate = {2020-09-16}, journal = {ResearchGate}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K7HQFQH2}, } @misc{noauthor_6811pdf_nodate, title = {6811.pdf}, url = {https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/6811.pdf}, urldate = {2021-02-17}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4KQAIBD5}, } @misc{noauthor_7taps_nodate, title = {7taps mobile-first microlearning}, url = {https://app.7taps.com/oqmjHPydt5}, abstract = {7taps is a free browser-based authoring tool to create, deliver and track mobile-first microlearning experiences.}, language = {en}, urldate = {2022-12-29}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5C6UHUH8}, } @misc{noauthor_comparison_nodate, title = {A comparison of smartphone and paper data-collection tools in the {Burden} of {Obstructive} {Lung} {Disease} ({BOLD}) study in {Gezira} state, {Sudan} {\textbar} {PLOS} {ONE}}, url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0193917}, urldate = {2022-06-05}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7DKJYPKA 2486141:E9TJ4KPB}, } @techreport{noauthor_lifeline_nodate, title = {A lifeline to learning: {Leveraging} technology to support education for refugees - {World}}, shorttitle = {A lifeline to learning}, url = {https://reliefweb.int/report/world/lifeline-learning-leveraging-technology-support-education-refugees}, abstract = {English Analysis on World about Education, Children and Refugees; published on 26 Mar 2018 by UNESCO}, language = {en}, urldate = {2020-04-28}, institution = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W4KW95WC 2405685:YMUYTPUR}, keywords = {Google Scholar/ refugee education technology, Overarching paper, RER theme\_pedagogies and modalities, RER\_supporting educators}, } @misc{noauthor_a2_-_mad_-_esp_frpdf_nodate, title = {a2\_-\_mad\_-\_esp\_fr.pdf}, url = {https://www.globalpartnership.org/sites/default/files/a2_-_mad_-_esp_fr.pdf}, urldate = {2020-06-30}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NUMGR3RB}, } @misc{noauthor_a_systems_approach_to_educational_testindoc_nodate, title = {A\_Systems\_Approach\_to\_Educational\_Testin.doc}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BTY3SHF 2405685:IAPIYAAN}, } @techreport{noauthor_abc_nodate, title = {{ABC}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AMDXBDWI 2405685:SJW2PJBH}, } @misc{noauthor_about_nodate, title = {About {Our} {Organization}}, url = {https://jusoorsyria.com/about-us/team/}, abstract = {Jusoor is a US 501c3 NGO of Syrian expatriates supporting the country’s development and helping Syrian youth realize their potential through programs in the fields of education, career development, and global community engagement. As a community of Syrians living around the world working together to launch programs that benefit the Syrian community inside and outside Syria. We are committed to…Read More →}, language = {en-US}, urldate = {2020-09-29}, journal = {Jusoor}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GPCFZ8Q7 2405685:2IJIM3W8}, } @misc{noauthor_about_nodate, title = {About the {Learning} {Passport}}, url = {https://www.learningpassport.org/about-learning-passport}, abstract = {The Learning Passport is an Online, Mobile, and Offline tech platform enabling high quality, flexible learning}, language = {en}, urldate = {2022-08-19}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HACAWQE4 2405685:4FBZ3EWA}, } @misc{noauthor_abracadabra_nodate, title = {Abracadabra ({ABRA}) - re-grant {\textbar} {Projects}}, url = {https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/abracadabra-abra}, abstract = {Project: Abracadabra (ABRA) - re-grant, Testing an online and a paper based version of a balanced approach to reading.}, language = {en}, urldate = {2020-06-29}, note = {Library Catalog: educationendowmentfoundation.org.uk KerkoCite.ItemAlsoKnownAs: 2405685:DA5GWSSM}, } @misc{noauthor_african_nodate, title = {African {Women} in {EdTech}}, url = {https://www.wakeinternational.org/african-women-in-edtech}, language = {en-US}, urldate = {2023-03-27}, journal = {WAKE}, } @misc{noauthor_agency_nodate, title = {Agency for the {Development} of {Educational} {Management} ({ADEM})}, url = {https://www.adem.ac.tz}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:45TYXMSB 2405685:VATLSGX9}, } @misc{noauthor_amagoh3dec2008jag2rev1pdf_nodate, title = {amagoh3dec2008jag2rev1.pdf}, url = {https://www.innovation.cc/peer-reviewed/amagoh3dec2008jag2rev1.pdf}, urldate = {2020-12-08}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YLRHNVNJ 2405685:TFQTRSRX}, } @techreport{noauthor_aprender_nodate, title = {Aprender a {Ler} ({ApaL})}, url = {https://www.worlded.org/WEIInternet/inc/common/_download_pub.cfm?id=18554&lid=3}, urldate = {2020-07-08}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q35VJU5G}, } @misc{noauthor_arifu_nodate, title = {Arifu}, url = {http://www.arifu.com/}, language = {en-US}, urldate = {2020-07-01}, note = {Library Catalog: www.arifu.com EdTechHub.ItemAlsoKnownAs: 2405685:WY6ZNPC9}, } @misc{noauthor_aser_national_2019pdf_nodate, title = {{ASER}\_National\_2019.pdf}, url = {http://aserpakistan.org/document/aser/2019/reports/national/ASER_National_2019.pdf}, urldate = {2020-12-21}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QDJCDNFR 2339240:ZLM7K67T 2405685:KFV5RAIS 2405685:R7AM8WB3}, } @misc{noauthor_asreview_nodate, title = {{ASReview} - {Active} learning for {Systematic} {Reviews}}, url = {https://asreview.nl/}, abstract = {Our software ASReview is designed to accelerate the step of screening abstracts and titles with a minimum of papers to be read.}, language = {en-US}, urldate = {2024-01-20}, journal = {ASReview}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:38IXPGBU 2486141:F7RK534D}, keywords = {\_Added-ailr-2024}, } @techreport{noauthor_assistive_nodate, title = {Assistive {Technology} in the {African} {Region}: {Results} of an {Online} {Rapid} {Assistive} {Technology} {Capacity} {Survey}}, url = {http://www9.who.int/phi/implementation/assistive_technology/Assistive_Technology_African_Region_Report.pdf}, institution = {World Health Organization Regional Office for Africa}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GH5UISR6 2405685:8WSZWRMX}, pages = {14}, } @misc{noauthor_atlasti_nodate, title = {{ATLAS}.ti {\textbar} {The} \#1 {Software} for {Qualitative} {Data} {Analysis}}, url = {https://atlasti.com}, abstract = {ATLAS.ti helps you uncover actionable insights with intuitive research tools and best-in-class technology. Try it for free today!}, language = {en}, urldate = {2024-01-20}, journal = {ATLAS.ti}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4GAPW4G 2486141:JLBWBGTM}, } @misc{noauthor_automation_nodate, title = {Automation tools in {EPPI}-{Reviewer}}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3772#openalex}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z3W9I5GV 2486141:H9YDERWQ}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_be2_cost_measurement_guidance_note_finalpdf_nodate, title = {{BE2}\_Cost\_Measurement\_Guidance\_Note\_Final.pdf}, url = {https://www.youthpower.org/sites/default/files/YouthPower/files/resources/BE2_Cost_Measurement_Guidance_Note_Final.pdf}, urldate = {2021-04-18}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VI4JKHFK}, } @misc{noauthor_be2_guidance_note_generating_evidencepdf_nodate, title = {{BE2}\_Guidance\_Note\_Generating\_Evidence.pdf}, url = {https://www.usaid.gov/sites/default/files/documents/1865/BE2_Guidance_Note_Generating_Evidence.pdf}, urldate = {2021-04-18}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:66TQ3HZ6}, } @misc{noauthor_bi-covid-19-rapid-assessment-round2_20200424pdf_nodate, title = {{BI}-{COVID}-19-{Rapid}-{Assessment}-{Round2}\_20200424.pdf}, url = {https://covid19.bracinternational.nl/wp-content/uploads/2020/04/BI-COVID-19-Rapid-Assessment-Round2_20200424.pdf}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BTZ6LULM}, } @misc{noauthor_c4dlab_nodate, title = {{C4DLab} – {Innovation} {Hub}}, url = {https://c4dlab.ac.ke/}, urldate = {2021-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2SAI2HWD 2405685:K3W5FZ9N}, } @misc{noauthor_cadima_nodate, title = {{CADIMA}}, url = {https://www.cadima.info/}, urldate = {2021-04-26}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4YS5VEGI}, } @misc{noauthor_calculating_nodate, title = {Calculating the {Educational} {Impact} of {COVID}-19 ({Part} {II}): {Using} {Data} from {Successive} {Grades} to {Estimate} {Learning} {Loss} {\textbar} {SharEd}}, url = {https://shared.rti.org/content/calculating-educational-impact-covid-19-part-ii-using-data-successive-grades-estimate}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AR62GQMZ}, } @misc{noauthor_center_nodate, title = {Center {For} {Global} {Development}}, url = {https://www.cgdev.org/}, abstract = {The Center for Global Development works to reduce global poverty and inequality through rigorous research and active engagement with the policy community to make the world a more prosperous, just, and safe place for us all.}, language = {en}, urldate = {2020-07-14}, note = {Library Catalog: www.cgdev.org EdTechHub.ItemAlsoKnownAs: 2405685:VLPVZQYY}, } @misc{noauthor_cies_costguidance_finalslidespdf_nodate, title = {{CIES}\_CostGuidance\_finalslides.pdf}, url = {https://www.youthpower.org/sites/default/files/YouthPower/files/resources/CIES_CostGuidance_finalslides.pdf}, urldate = {2021-04-18}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IDHDRXJ4}, } @misc{noauthor_cochrane_nodate, title = {Cochrane {Reviews} {\textbar} {Cochrane} {Library}}, url = {https://www.cochranelibrary.com/}, abstract = {The Cochrane Library is a collection of high-quality, independent evidence to inform healthcare decision-making. Six databases are available including the Cochrane Database of Systematic Reviews and a register of controlled trials.}, language = {en-US}, urldate = {2021-05-09}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WDQBDF2Q}, } @misc{noauthor_coci_nodate, title = {{COCI}, the {OpenCitations} {Index} of {Crossref} open {DOI}-to-{DOI} citations}, url = {https://opencitations.net/index/coci}, urldate = {2021-05-02}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KXVX5I3C}, } @misc{noauthor_colandr_nodate, title = {colandr}, url = {https://www.colandrapp.com/signin}, urldate = {2021-04-26}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VA67RT2V}, } @misc{noauthor_colandr_nodate, title = {colandr}, url = {https://www.colandrapp.com/signin}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JQFRYJUC 2486141:DSMI6R63}, keywords = {\_Added-ailr-2024}, } @techreport{noauthor_commissionreport-recent1pdf_nodate, title = {{COMMISSIONREPORT}-{RECENT1}.pdf}, url = {http://leonenet.info/documents/COMMISSIONREPORT-RECENT1.pdf}, urldate = {2020-11-03}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:F3STBQRE}, } @misc{noauthor_connected_nodate, title = {Connected {Papers} {\textbar} {Find} and explore academic papers}, url = {https://www.connectedpapers.com/}, abstract = {A unique, visual tool to help researchers and applied scientists find and explore papers relevant to their field of work.}, language = {en}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JMVBRXYD 2486141:BWCJJPNC}, } @article{noauthor_connecting_nodate, title = {Connecting {Learning} {Spaces}: {Possibilities} for {Hybrid} {Learning}}, language = {en}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BZ52Y9S4}, pages = {192}, } @misc{noauthor_consensus_nodate, title = {Consensus: {AI} {Search} {Engine} for {Research}}, shorttitle = {Consensus}, url = {https://consensus.app/}, abstract = {ChatGPT for Research. Consensus is an AI-powered search engine that finds and summarizes scientific research papers. Just ask a question!}, language = {en}, urldate = {2024-01-19}, journal = {Consensus: AI Search Engine for Research}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:H6IQVZAE 2486141:BG65K3U6 2486141:WKAC7ZCH}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_consensus_nodate, title = {Consensus \& {GPTs} for {Academic} {Research} {Like} {Consensus} (2024)}, url = {https://www.whatplugin.ai/gpts/researchgpt}, urldate = {2024-01-21}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9DAYGGPE 2486141:SK9FSX6D}, } @misc{noauthor_convention_nodate, title = {Convention on the {Rights} of {Persons} with {Disabilities} and {Optional} {Protocol}}, url = {https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf}, publisher = {United Nations}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9N929PHG 2405685:3FCY2QN4}, } @techreport{noauthor_core_nodate, title = {Core {Final} {Report}\_16Dec2016\_0.pdf}, url = {https://www.globalreadingnetwork.net/sites/default/files/media/file/Core%20Final%20Report_16Dec2016_0.pdf}, urldate = {2020-07-06}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SBZXKUHH}, } @misc{noauthor_cost-effective_nodate, title = {Cost-{Effective} {EdTech} 1.pdf}, url = {https://docs.edtechhub.org/lib/RPR47JXT/download/HP69IH7W/Cost-Effective%20EdTech%201.pdf}, urldate = {2023-02-02}, } @misc{noauthor_covid-19_nodate, title = {{COVID}-19 and girls' education: {A} tale of two futures}, shorttitle = {{COVID}-19 and girls' education}, url = {https://www.globalpartnership.org/events/covid-19-and-girls-education-tale-two-futures}, abstract = {Julia Gillard will join UK Special Envoy for Girls' Education Baroness Sugg and youth from around the world for a dialogue on how COVID-19 is affecting girls' education from around the world}, language = {en}, urldate = {2020-05-29}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:4BR5DMXH}, } @misc{noauthor_covidence_nodate, title = {Covidence - {Better} systematic review management}, url = {https://www.covidence.org/}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EXVBTAPE 2486141:HPRHNNWR}, } @misc{noauthor_creating_nodate, title = {Creating {Localizable} {Learning} {Apps}}, url = {https://docs.google.com/document/d/e/2PACX-1vSZ7fc_Rcz24PGYaaRiy3_UUj_XZGl_jWs931RiGkcI2ft4DrN9PMb28jbndzisWccg3h5W_ynyxVU5/pub}, urldate = {2023-06-22}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZC7EBK3W 2405685:NJQBZCZ5}, } @misc{noauthor_creative_nodate, title = {Creative {Commons} — {Attribution} 4.0 {International} — {CC} {BY} 4.0}, url = {https://creativecommons.org/licenses/by/4.0/}, urldate = {2020-08-31}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MFUAHZSY}, } @misc{noauthor_creative_nodate, title = {Creative {Commons} ({Home})}, url = {https://creativecommons.org/}, abstract = {Open access to knowledge is critical—especially during a global health emergency. The Open COVID Pledge calls on organizations around the world to make their patents and copyrights freely available in the fight against the COVID-19 pandemic. CC’s Response to COVID-19}, language = {en-US}, urldate = {2020-08-31}, journal = {Creative Commons}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FQGTXP56}, } @misc{noauthor_deepl_nodate, title = {{DeepL} {Translator}}, url = {https://www.DeepL.com/translator}, abstract = {Use the free DeepL Translator to translate your texts with the best machine translation available, powered by DeepL’s world-leading neural network technology. Currently supported languages are English, German, French, Spanish, Portuguese, Italian, Dutch, Polish, Russian, Japanese, and Chinese.}, language = {en}, urldate = {2020-06-08}, note = {Library Catalog: www.deepl.com KerkoCite.ItemAlsoKnownAs: 2405685:Q7K3UGVE}, } @misc{noauthor_delfi2019delfiorg_nodate, title = {delfi2019/delfi.org · master · {Jens} {Lechtenbörger} / publications}, url = {https://gitlab.com/lechten/publications/blob/master/delfi2019/delfi.org}, abstract = {Source files for selected publications}, language = {en}, urldate = {2020-08-19}, journal = {GitLab}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:F5Q9Q29B}, } @techreport{noauthor_delivering_nodate, title = {{DELIVERING} {DISTANCE} {LEARNING} {IN} {EMERGENCIES}.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, urldate = {2020-08-18}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CNJRB2PQ}, } @techreport{noauthor_demographic_nodate, title = {Demographic and {Health} {Survey}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CPCGDZA5}, } @misc{noauthor_developments_nodate, title = {Developments in {Literacy}}, url = {https://www.dil.org}, language = {en-US}, urldate = {2020-07-20}, note = {Library Catalog: www.dil.org EdTechHub.ItemAlsoKnownAs: 2405685:UW64ARIU}, } @phdthesis{noauthor_devising_nodate, title = {Devising {New} {Models} for {School} {Improvement} in {Developing} {Nations}: {Sierra} {Leone}, a case study}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWXU3IUJ}, } @misc{noauthor_disability_nodate, title = {Disability {Inclusive} {Education} {Toolkit} {\textbar} {Education} {Links}}, url = {https://www.edu-links.org/resources/disability-inclusive-education-toolkit}, abstract = {This toolkit provides guidance and resources for integrating disability into the USAID Program Cycle.}, language = {en}, urldate = {2020-04-03}, note = {Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2339240:6T4ATBJJ 2405685:X4CI3I9Q X4CI3I9Q}, } @misc{noauthor_discover_nodate, title = {Discover {Scholarcy} {Features} - {Try} it now!}, url = {https://www.scholarcy.com/scholarcy-features/}, abstract = {Discover the innovative features of our cutting-edge tool designed to revolutionize the way students researcher study and summarize articles.}, language = {en-GB}, urldate = {2024-01-22}, journal = {Scholarcy {\textbar} The long-form article summariser}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UKFMFUC9 2486141:E8F6GHQI}, } @misc{noauthor_distillersr_nodate, title = {{DistillerSR} {\textbar} {Systematic} {Review} {Software} {\textbar} {Literature} {Review} {Software}}, url = {https://www.distillersr.com/products/distillersr-systematic-review-software}, abstract = {DistillerSR is the leading systematic review software that automates every stage of your review to produce evidence-based research faster and more accurately.}, language = {en-US}, urldate = {2024-01-20}, journal = {DistillerSR}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BHCNFVFR 2486141:R8DJ5FX5}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_dmetar_nodate, title = {dmetar - {Companion} {R} {Package} for the {Guide} {Doing} {Meta}-{Analysis} in {R}}, url = {https://dmetar.protectlab.org/}, abstract = {Serves as the companion R package for the open-source guide Doing Meta Analysis in R. Aimed at beginners, the package contains complementary functions to facilitate performing meta-analysis using the meta, metafor, netmeta and gemtc packages.}, language = {en}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E8CB9JLQ 2486141:VUEA4XRI}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_document_nodate, type = {Text/{HTML}}, title = {Document {Detail}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail}, abstract = {Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Studentsduring the COVID-19 Quarantine (English)}, language = {en}, urldate = {2020-08-12}, journal = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CDEGBD9S}, } @misc{noauthor_e-learning_nodate, title = {E-learning and {Pakistan} - {An} {Era} of {Modern} {Education} - {University} of {Leeds}}, url = {https://leeds.primo.exlibrisgroup.com}, abstract = {E-learning and Pakistan - An Era of Modern Education-conference\_proceeding}, language = {en}, urldate = {2020-11-27}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4IK753ZX 2405685:38E74X92}, } @misc{noauthor_early_nodate, title = {Early {Years} {Toolkit}}, url = {https://educationendowmentfoundation.org.uk/evidence-summaries/early-years-toolkit}, abstract = {An accessible summary of educational research for early years teaching}, language = {en}, urldate = {2021-05-09}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:68VTHRJ8}, } @techreport{noauthor_ed540960pdf_nodate, title = {{ED540960}.pdf}, url = {https://files.eric.ed.gov/fulltext/ED540960.pdf}, urldate = {2020-05-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N289AF5C 2405685:QT9I5E7S}, } @misc{noauthor_edtechhub_nodate, title = {{EdTechHub} (internal) 2339240 {\textbar} {Zotero}}, url = {https://www.zotero.org/groups/2339240/edtechhub_internal_2339240/collections/XIA734P4}, urldate = {2022-05-10}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DXEJBZD2 2405685:WZPU8IIJ}, } @misc{noauthor_edu_nodate, title = {Edu {TV} {Kenya}}, url = {https://www.youtube.com/channel/UCByj0XrDmb0UDUui63EOnhA}, urldate = {2020-07-01}, journal = {Youtube}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XXZMAQJ4}, } @techreport{noauthor_education_nodate, title = {Education {Country} {Status} {Report}: {An} analysis for further improving the quality}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:G8N8I8MK}, } @misc{noauthor_education-during-covid-19-crisispdf_nodate, title = {education-during-covid-19-crisis.pdf}, url = {https://edtechhub.org/wp-content/uploads/2020/09/education-during-covid-19-crisis.pdf}, urldate = {2020-11-25}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TYA63XNC}, } @misc{noauthor_education_nodate, title = {Education in {Cambodia} {\textbar} {Where} {We} {Work} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/where-we-work/cambodia}, abstract = {See education data for Cambodia and learn about GPE programs, grants, results and progress.}, language = {en}, urldate = {2020-05-29}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:WVB62EB3}, } @techreport{noauthor_education_nodate, title = {Education in {Emergencies} v3 (1).pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KLD8CN66}, } @techreport{noauthor_educationpdf_nodate, title = {Education.pdf}, url = {http://www.minecofin.gov.rw/fileadmin/templates/documents/NDPR/Sector_Strategic_Plans/Education.pdf}, urldate = {2020-08-28}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KU8PS8GE}, } @misc{noauthor_educational_nodate, title = {Educational {Technology} as {Systems} {Approach} - {WikiEducator}}, url = {https://wikieducator.org/Educational_Technology_as_Systems_Approach}, urldate = {2021-01-11}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P9NYI8CR 2405685:DP6Z3LIF}, } @misc{noauthor_ekitabu_nodate, title = {{eKitabu}}, url = {https://www.ekitabu.com/}, urldate = {2020-07-01}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6IE48CTC 2405685:HPYFAVWB 2405685:UD2RSV3D}, } @misc{noauthor_elicit_nodate, title = {Elicit: {Find} scientific research papers}, url = {https://elicit.com/?workflow=table-of-papers}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TB32XUSC 2486141:HAPVKPIU}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_enabling_nodate, title = {Enabling {Education} {Network}}, url = {https://www.eenet.org.uk/}, language = {en-GB}, urldate = {2020-08-17}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:72AKFKUZ}, } @misc{noauthor_eppi-reviewer_nodate, title = {{EPPI}-{Reviewer}}, url = {https://eppi.ioe.ac.uk/cms/er4}, urldate = {2021-04-26}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QL9VUCXH}, } @misc{noauthor_eppi-reviewer_nodate, title = {{EPPI}-{Reviewer}: systematic review software}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=2914}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:756NQTZR 2486141:LPZMTVGI}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_exotel_nodate, title = {Exotel helps {Saarthi} {Education} understand their program success with call pickup and completion rates}, url = {https://exotel.com/case-studies/education/exotel-helps-saarthi-education-understand-their-program-success-with-call-pickup-and-completion-rates/}, language = {en-US}, urldate = {2022-06-20}, journal = {India}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HKKMQ2Y4 2486141:JP8JCWIX}, } @misc{noauthor_exotel_nodate, title = {Exotel {Powering} {Vedantu}’s {Mission} of {Making} {Learning} {Personalized}}, url = {https://exotel.com/case-studies/education/exotel-powering-vedantu-cloud-telephony-education/}, language = {en-US}, urldate = {2022-06-20}, journal = {India}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:65LWWTGE 2486141:5ZAV3HVC}, } @misc{noauthor_extending_nodate, title = {Extending and scaling technology-based innovations through research {\textbar} {READ} online}, url = {https://read.oecd-ilibrary.org/education/inspired-by-technology-driven-by-pedagogy/extending-and-scaling-technology-based-innovations-through-research_9789264094437-7-en}, abstract = {This chapter examines the question of 21st century skills through the prism of a case study on Singapore. Certainly, this case is quite particular in}, language = {en}, urldate = {2021-02-26}, journal = {OECD iLibrary}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HST5LHLN 2405685:DHTQY58V}, } @misc{noauthor_faqs_nodate, title = {{FAQs} -}, url = {https://inclusion-international.org/catalyst-for-inclusive-education/faq/}, abstract = {Frequently Asked Questions: Questions You Have About Inclusive Education But Didn’t Know Whom To Ask Inclusion International is often asked what we mean by “inclusive education”. Here are the most common questions from our members together with our responses. The responses are based on the …}, language = {en-US}, urldate = {2020-04-03}, note = {Library Catalog: inclusion-international.org KerkoCite.ItemAlsoKnownAs: 2339240:J8AA3DPC 2405685:Q9K2UYF2 Q9K2UYF2}, } @misc{noauthor_fcdo_nodate, title = {{FCDO} - {GEC}}, url = {https://girlseducationchallenge.org/}, urldate = {2021-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2AZW9DT8 2405685:VBD82DP3}, keywords = {auto\_merged}, } @misc{noauthor_filepdf_nodate, title = {file.pdf}, url = {https://www.unicef.org/thailand/media/4031/file}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7VALEFX5}, } @misc{noauthor_financing_nodate, title = {Financing education in {Malawi}: {Opportunities} for action. {Country} case study for the {Oslo} {Summit} on {Education} for {Development}. - {Malawi}}, shorttitle = {Financing education in {Malawi}}, url = {https://reliefweb.int/report/malawi/financing-education-malawi-opportunities-action-country-case-study-oslo-summit}, abstract = {English Analysis on Malawi about Education; published on 10 Jul 2015 by Govt. Norway}, language = {en}, urldate = {2021-02-23}, journal = {ReliefWeb}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZWZ4N4G8 2405685:GITMCIJ9 2405685:WH5UZAKV}, } @misc{noauthor_five_nodate, title = {Five {Findings} from a {New} {Phone} {Survey} in {Senegal}}, url = {https://www.cgdev.org/blog/five-findings-new-phone-survey-senegal}, abstract = {Better data can help us have a better response for COVID, so we piloted a mobile phone survey on 1,000+ respondents in Senegal in partnership with the Centre de Recherche pour le Développement Économique et Social. We published the results of the survey yesterday and we are now publishing some of the key findings.}, language = {en}, urldate = {2020-08-12}, journal = {Center For Global Development}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UTN7KDK7}, } @misc{noauthor_fixed_nodate, title = {Fixed telephone subscriptions (per 100 people) - {Rwanda} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.MLT.MAIN.P2?locations=RW}, urldate = {2020-08-28}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UTGBQT7R 2405685:WY5VSXF3 2405685:ZQ5NMYB5}, } @misc{noauthor_focus_nodate, title = {Focus {Country}: {Kenya}}, shorttitle = {Focus {Country}}, url = {https://edtechhub.org/focus-country-kenya/}, abstract = {Kenya Focus country EdTech Hub works in six focus countries (Bangladesh, Ghana, Kenya, Pakistan, Sierra Leone and Tanzania) to conduct research, support governments, and support scale-up of EdTech programmes.   “Female students with teacher on computer” by Ericsson Images is licensed under CC BY-NC-ND 2.0 READ KENYA COUNTRY SCAN Population: 47.6 million Median age: 20 years Internet penetration: 43\% Mobile penetration:…}, language = {en-US}, urldate = {2021-09-14}, journal = {EdTech Hub}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DLBNEVSU 2405685:SUZHVA56}, } @misc{noauthor_full_nodate, title = {Full article: {Educational} technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review}, url = {https://www.tandfonline.com/doi/full/10.1080/00131911.2022.2035685}, urldate = {2022-05-30}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WMIY3893}, } @misc{noauthor_future_nodate, title = {Future {Tools} - {Find} {The} {Exact} {AI} {Tool} {For} {Your} {Needs}}, url = {https://www.futuretools.io/}, abstract = {FutureTools Collects \& Organizes All The Best AI Tools So YOU Too Can Become Superhuman!}, urldate = {2024-01-22}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FD2Z9FWA 2486141:V6UFFGNR}, } @techreport{noauthor_generatepdf_nodate, title = {generate.pdf}, url = {https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/project/?id=187&t=EEF%20Projects&e=187&s=}, urldate = {2020-06-29}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IUIHT2DZ}, } @misc{noauthor_ghana_nodate, title = {Ghana {Education} {Service}}, url = {https://ges.gov.gh/}, language = {en-US}, urldate = {2020-06-29}, note = {Library Catalog: ges.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:WF7N9EHM}, } @misc{noauthor_ghana_nodate, title = {Ghana {Library} {Authority}}, url = {https://ghanalibrary.org/}, urldate = {2020-06-29}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RFA3ZLY8}, } @misc{noauthor_ghana_ict_in_education_policy_august_2015pdf_nodate, title = {ghana\_ict\_in\_education\_policy\_august\_2015.pdf}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_ict_in_education_policy_august_2015.pdf}, urldate = {2020-06-29}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M6YNRGUH}, } @misc{noauthor_global_nodate, title = {Global {Monitoring} of {School} {Meals} {During} {COVID}-19 {School} {Closures}.}, url = {https://cdn.wfp.org/2020/school-feeding-map/index.html}, abstract = {As a result of school closures, 350 million children around the world are missing out on school meals. For many of them, a school meal may be their only nutritious meal during the day. The world needs to find alternative solutions, fast.}, language = {en}, urldate = {2020-04-19}, note = {Library Catalog: cdn.wfp.org KerkoCite.ItemAlsoKnownAs: 2405685:Y2VC34DC}, } @misc{noauthor_google_nodate, title = {Google {Meet}}, url = {https://meet.google.com/}, urldate = {2020-06-08}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:R57CKXPH}, } @misc{noauthor_google_nodate, title = {Google {Translate}}, url = {https://translate.google.com/}, urldate = {2020-06-08}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2I3A6BCH}, } @misc{noauthor_google_nodate, title = {google translate - {Google} {Search}}, url = {https://www.google.com/search?q=google+translate&rlz=1C1GCEU_en-GBGB972GB972&oq=google+tr&aqs=chrome.0.69i59i131i433i512j69i57j0i433i512l2j0i512j69i60l3.1941j0j7&sourceid=chrome&ie=UTF-8}, urldate = {2022-01-17}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W7UFBXRM 2405685:GNVQ6G2W}, } @misc{noauthor_government_nodate, title = {Government of {Pakistan}. {Ministry} of {Federal} {Education} and {Professional} {Training}}, url = {http://mofept.gov.pk/ProjectDetail/MzkyNDc2MjMtY2VjYy00ZDA4LTk5OTUtNzUyNDI3ZWMzN2Rm}, urldate = {2020-07-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LIABD93C}, } @misc{noauthor_government_nodate, title = {Government of {Pakistan}. {Ministry} of {Information} {Technology} \& {Telecommunication}, {Government} of {Pakistan}}, url = {https://moitt.gov.pk/}, urldate = {2020-07-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DYCXFUX2}, } @misc{noauthor_government_nodate, title = {Government of {Pakistan}. {Ministry} of {Information} {Technology} \& {Telecommunication}, {Government} of {Pakistan}}, url = {https://moitt.gov.pk/}, urldate = {2020-07-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DYCXFUX2}, } @misc{noauthor_government_nodate, title = {Government of {Sindh}. {Information} {Technology} {Department} {Government} of {Sindh}}, url = {https://istd.sindh.gov.pk/about}, urldate = {2020-07-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HQU5JXI6}, } @misc{noauthor_government_nodate, title = {Government of {Sindh}. {Information} {Technology} {Department} {Government} of {Sindh}}, url = {https://istd.sindh.gov.pk/about}, urldate = {2020-07-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HQU5JXI6}, } @misc{noauthor_government_nodate, title = {Government of the {Punjab}. {Punjab} {Information} {Technology} {Board}}, url = {https://www.pitb.gov.pk/}, urldate = {2020-07-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MCKAA3KB}, } @misc{noauthor_government_nodate, title = {Government of the {Punjab}. {Punjab} {Information} {Technology} {Board}}, url = {https://www.pitb.gov.pk/}, urldate = {2020-07-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MCKAA3KB}, } @misc{noauthor_government_nodate, title = {Government of the {Punjab}. {School} {Education} {Department}}, url = {https://schools.punjab.gov.pk/}, urldate = {2020-07-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3NFDHY6C}, } @misc{noauthor_grantable_nodate, title = {Grantable}, url = {https://grantable.co/}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QHPKVTFU 2486141:DLTC8IFH}, keywords = {\_Added-ailr-2024}, } @techreport{noauthor_gsma-state--mobile-internet-connectivity-report-2019pdf_nodate, title = {{GSMA}-{State}-of-{Mobile}-{Internet}-{Connectivity}-{Report}-2019.pdf}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2019/07/GSMA-State-of-Mobile-Internet-Connectivity-Report-2019.pdf}, urldate = {2020-07-30}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X4CL6VEM}, } @misc{noauthor_guidance_nodate, title = {Guidance {Note} on {Qualitative} {Research} final2020.pdf}, url = {https://www.youthpower.org/sites/default/files/YouthPower/files/resources/Guidance%20Note%20on%20Qualitative%20Research%20final2020.pdf}, urldate = {2021-04-18}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IYB5V9Q7}, } @techreport{noauthor_hasler_nodate, title = {Haßler et al\_2014\_School-based professional development in a developing context.pdf}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/247669/Ha%DFler%20et%20al%202014%20Professional%20Development%20in%20Education.pdf?sequence=1}, urldate = {2018-06-09}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I7E37HT4}, } @techreport{noauthor_hdr19_nodate, title = {{HDR19} {Curated} list: {French} resources on introducing technology in the classroom}, doi = {10.5281/zenodo.3884982}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884982 2405685:78A594Z4}, } @misc{noauthor_home_nodate, title = {Home - {Ubongo} {Learning} {\textbar} {African} {Children}'s {Media} \& {Edutainment}}, url = {https://www.ubongo.org/}, abstract = {Ubongo is Africa's leading children's edutainment and media company. As a non-profit social enterprise, Ubongo provides millions of families across Africa with fun, localised and multi-platform educational content that helps kids learn, and leverage their learning to change their lives.}, urldate = {2021-09-14}, journal = {Ubongo}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8HMJAU55 2405685:ESSKTEAH}, } @article{noauthor_how_nodate, title = {How broadband, digitization and {ICT} regulation impact the global economy {Global} econometric modelling}, language = {en}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M93SUBKT 2405685:QLWP8269}, pages = {60}, } @misc{noauthor_how_nodate, title = {How {Systems} {Thinking} {Applies} to {Education} - {Educational} {Leadership}}, url = {http://www.ascd.org/publications/educational-leadership/nov92/vol50/num03/How-Systems-Thinking-Applies-to-Education.aspx}, urldate = {2021-01-04}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A7MEG6TY 2405685:EARV94AG}, } @misc{noauthor_how_nodate, title = {How to {Use} {ChatGPT} for {Academic} {Purposes}}, url = {https://academicinsightlab.org/blog/how-to-use-chatgpt-for-academic-purposes}, abstract = {Exploring the ethical concerns and legitimate uses of ChatGPT in academic settings, including knowledge curation, data analysis, and generating new data points. Best practices for using ChatGPT are also discussed. Join today for free and begin using our AI tools, which are built using the most advan}, language = {en-US}, urldate = {2024-01-21}, journal = {Academic Insight Lab}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WYT5WBSR 2486141:9PPDL488}, } @misc{noauthor_humanitarian_nodate, title = {Humanitarian {OpenStreetMap} {Team} {\textbar} {Home}}, url = {https://www.hotosm.org/}, urldate = {2021-05-09}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9RW7592K}, } @misc{noauthor_ict_nodate, title = {{ICT} {Transforming} {Education} in {Africa} {UNESCO}-{KFIT} project update, {January}-{March} 2019 - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000367858}, urldate = {2022-07-01}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5ZL38WL2 2486141:VBBHJJDJ}, } @misc{noauthor_idara-e-taleem-o-aagahi_nodate, title = {Idara-e-{Taleem}-o-{Aagahi}}, url = {http://itacec.org/}, urldate = {2020-07-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I57SKVU9}, } @misc{noauthor_ihub_nodate, title = {{iHub}}, url = {https://ihub.co.ke/}, urldate = {2021-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5MQAYLUJ 2405685:HJFCV336}, } @misc{noauthor_ilma_nodate, title = {{ILMA}}, url = {http://ilma.sabaq.edu.pk/}, abstract = {Innovate.Collaborate.Educate.}, urldate = {2020-07-21}, note = {Library Catalog: www.ilmassociation.com KerkoCite.ItemAlsoKnownAs: 2405685:SWPNEHHL}, } @misc{noauthor_implementation_nodate, title = {Implementation {Strategy} for the {National} {ICT} {Policy}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LAEDJR2I 2405685:WKDQDXEY}, } @misc{noauthor_implementing_nodate, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a {National} {Education} {System} {\textbar} {SharEd}}, url = {https://shared.rti.org/content/implementing-large-scale-instructional-technology-kenya-changing-instructional-practice-and}, urldate = {2021-04-19}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UGUNNK3Z 2405685:K3WU6KSW}, } @misc{noauthor_information_nodate, title = {Information {Technology} and {Student} {Achievement}: {Evidence} from a {Randomized} {Experiment} in {Ecuador}}, url = {https://publications.iadb.org/en/publication/10627/information-technology-and-student-achievement-evidence-randomized-experiment}, urldate = {2021-02-18}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B3WC85MS 2405685:JPDMI4QQ}, } @misc{noauthor_instant_nodate, title = {Instant {Network} {Schools} {Programme}, {United} {Nations} {High} {Commissioner} for {Refugees} ({UNHCR}) and the {Vodafone} {Foundation} / {May} 2016 - {December} 2017 {\textbar} {United} {Nations} {Office} for {Partnerships}}, url = {https://www.un.org/partnerships/content/instant-network-schools-programme-united-nations-high-commissioner-refugees-unhcr-and}, urldate = {2021-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8XWSBNK5 2405685:CRJBM4PI}, } @misc{noauthor_international_nodate, title = {International {Astronomical} {Union} {\textbar} {IAU}}, url = {https://www.iau.org/administration/membership/individual/distribution/}, urldate = {2022-01-17}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VNHJAZRC 2405685:4ZHKHAQI}, } @misc{noauthor_international_nodate, title = {International {Centre} for {Evidence} in {Disability}}, url = {https://www.lshtm.ac.uk/research/centres/international-centre-evidence-disability}, language = {en}, urldate = {2020-08-17}, journal = {LSHTM}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SIFCYJHX}, } @misc{noauthor_international_nodate, title = {International {Review} of {Research} in {Open} and {Distributed} {Learning}}, url = {https://www.erudit.org/fr/revues/irrodl/}, abstract = {The International Review of Research in Open and Distributed Learning (www.irrodl.org) est une revue numérique à comité de lecture qui diffuse des r…}, language = {fr}, urldate = {2021-04-01}, journal = {Érudit}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BDI3SU92 2405685:W83T2NWX}, } @misc{noauthor_introduction_nodate, title = {Introduction to {Systems} {Theory} {\textbar} {Wiley}}, url = {https://www.wiley.com/en-am/Introduction+to+Systems+Theory-p-9780745645711}, abstract = {Niklas Luhmann ranks as one of the most important sociologists and social theorists of the twentieth century. Through his many books he developed a highly original form of systems theory that has been hugely influential in a wide variety of disciplines. In Introduction to Systems Theory, Luhmann explains the key ideas of general and sociological systems theory and supplies a wealth of examples to illustrate his approach. The book offers a wide range of concepts and theorems that can be applied to politics and the economy, religion and science, art and education, organization and the family. Moreover, Luhmann’s ideas address important contemporary issues in such diverse fields as cognitive science, ecology, and the study of social movements. This book provides all the necessary resources for readers to work through the foundations of systems theory – no other work by Luhmann is as clear and accessible as this. There is also much here that will be of great interest to more advanced scholars and practitioners in sociology and the social sciences.}, language = {en-am}, urldate = {2021-01-05}, journal = {Wiley.com}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SBP94GMQ 2405685:7YWJ6LX3}, } @misc{noauthor_invest2innovate_nodate, title = {invest2innovate}, url = {https://invest2innovate.com/incubate/}, language = {en-US}, urldate = {2020-07-21}, note = {Library Catalog: invest2innovate.com KerkoCite.ItemAlsoKnownAs: 2405685:G8V7DHI7}, } @misc{noauthor_irisai_nodate, title = {Iris.ai - {Your} {Researcher} {Workspace} – {Leading} {AI} for your research challenge}, url = {https://iris.ai/}, abstract = {AI for scientific text understanding - literature reviews, research data extraction, post-market surveillance, and other tedious tasks.}, language = {en-US}, urldate = {2024-01-20}, journal = {Iris.ai - Your Researcher Workspace}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MWDZQV7W 2486141:JSRVQVGX}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_join_nodate, title = {Join this video meeting}, url = {https://meet.google.com}, abstract = {Real-time meetings by Google. Using your browser, share your video, desktop and presentations with team members and customers.}, language = {en}, urldate = {2020-08-03}, note = {Library Catalog: meet.google.com KerkoCite.ItemAlsoKnownAs: 2405685:UZID5APT}, } @misc{noauthor_jstor_nodate, title = {{JSTOR}: {Search} {Results}}, url = {https://www.jstor.org/action/doBasicSearch?Query=systems+theory+%5C+in+education}, urldate = {2021-01-06}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YZFIB52D 2405685:GRMF8HTY}, } @misc{noauthor_keep_nodate, title = {Keep {Children} {Reading}: {Monitoring} {Reading} {Data} {During} {Covid}-19}, url = {https://drive.google.com/file/d/1Xv6NR89sNbQ7-mSQJVhxe_N2wekyU5lt/view}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4P2PZWXG 2405685:QMS23BR9}, } @misc{noauthor_keep_nodate, title = {Keep {Kenya} {Learning}}, url = {https://keepkenyalearning.com/}, urldate = {2021-09-14}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SWWUQ54B 2405685:JW9FFPYF}, } @misc{noauthor_kenya_nodate, title = {Kenya {Education} {Cloud}}, url = {https://kec.ac.ke}, abstract = {home}, language = {en}, urldate = {2020-07-01}, note = {Library Catalog: kec.ac.ke KerkoCite.ItemAlsoKnownAs: 2405685:5IBJUFDB}, } @misc{noauthor_kenya_nodate, title = {Kenya {Education} {Management} {Institute}}, url = {https://kemi.ac.ke/}, urldate = {2020-07-01}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NBVLFTV9}, } @misc{noauthor_kenya_nodate, title = {Kenya - {Scoping} review}, url = {https://docs.google.com/document/d/1fmmbZ-pps7E_SkUJl1oYA4jPOiRzl78Bo3bIyrQtIPQ/edit?usp=embed_facebook}, abstract = {Executive summary A concise summary of the high-level takeaways, to detail: What is already known on the topic What this paper adds What the Implications are for practice and / or policy Introduction [1 page maximum. The majority of the introduction will be standardised text across all six re...}, language = {en-GB}, urldate = {2021-05-12}, journal = {Google Docs}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EGE4WU32 2405685:287I6R5Y}, } @misc{noauthor_kenya_nodate, title = {Kenya {Vision} 2030}, url = {https://vision2030.go.ke/}, urldate = {2020-07-01}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4MCJFFR}, } @misc{noauthor_kheda_nodate, title = {Kheda {Communication} {Project}}, url = {http://ecoursesonline.iasri.res.in/mod/page/view.php?id=116100}, urldate = {2020-06-11}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UGJRFXNF}, } @misc{noauthor_knowledge_nodate, title = {Knowledge {Platform}}, url = {https://www.knowledgeplatform.com/}, urldate = {2020-07-21}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:65VD4SAT}, } @misc{noauthor_konnect_nodate, title = {Konnect}, url = {http://www.konnect.edu.bd/}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y7E74IL5 2405685:I85RHLSZ}, } @misc{noauthor_kukua_nodate, title = {{KUKUA}}, url = {https://kukua.me/}, urldate = {2021-09-14}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RRLS8VFY 2405685:QVT77J94}, } @misc{noauthor_kukua_nodate, title = {Kukua {Education}}, url = {https://www.kukua.me}, language = {en}, urldate = {2020-07-01}, note = {Library Catalog: www.kukua.me KerkoCite.ItemAlsoKnownAs: 2405685:WHIBWYXE}, } @techreport{noauthor_landscape_nodate, title = {Landscape {Review}: {Education} in {Conflict} and {Crisis} - {How} {Can} {Technology} {Make} a {Difference}? {\textbar} {INEE}}, url = {https://inee.org/resources/landscape-review-education-conflict-and-crisis-how-can-technology-make-difference}, urldate = {2020-01-23}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FKNMVVVK 2405685:PP9LCMD5}, } @misc{noauthor_lateralio_nodate, title = {Lateral.io: {Enhancing} {Literature} {Review} {Speed}}, shorttitle = {Lateral.io}, url = {https://eightify.app/summary/computer-science-and-technology/lateral-io-enhancing-literature-review-speed}, abstract = {Lateral.io is a tool that helps researchers save time and improve efficiency by organizing and analyzing research papers, allowing for faster information retrieval and collaboration.}, language = {en}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GYBILIAR 2486141:WREAQXCZ}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_lean_nodate, title = {Lean {Impact}: {How} to {Innovate} for {Radically} {Greater} {Social} {Good} {\textbar} {Wiley}}, shorttitle = {Lean {Impact}}, url = {https://www.wiley.com/en-us/Lean+Impact%3A+How+to+Innovate+for+Radically+Greater+Social+Good-p-9781119506645}, abstract = {Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.}, language = {en-us}, urldate = {2021-02-23}, journal = {Wiley.com}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7MLVY5YV 2405685:JTG7AEPV}, } @misc{noauthor_learning-through-play-schoolpdf_nodate, title = {learning-through-play-school.pdf}, url = {https://www.legofoundation.com/media/1740/learning-through-play-school.pdf}, urldate = {2020-08-14}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IBVY9UM3}, } @misc{noauthor_litbaskets_nodate, title = {litbaskets}, url = {https://litbaskets.io/}, abstract = {LITBASKETS — Supporting literature searches for Information Systems researchers.}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M8EMH47V 2486141:EPW67R7M}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_litsonar_nodate, title = {{LitSonar}}, url = {https://litsonar.com/}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3PUUWHFP 2486141:G7RNZJYX}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_logic_nodate, title = {Logic {Model} {Development} {Guide}}, url = {https://www.wkkf.org:443/resource-directory/resources/2004/01/logic-model-development-guide}, abstract = {Nonprofits today are being pressed to demonstrate the effectiveness of their program activities by initiating and completing outcome-oriented ...}, language = {en-US}, urldate = {2021-03-24}, journal = {W.K. Kellogg Foundation}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4W3QUW2E 2405685:AQPLLMWW}, } @misc{noauthor_longhorn_nodate, title = {Longhorn {eLearning}}, url = {https://elearning.longhornpublishers.com/}, urldate = {2021-09-14}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UWSCDWEX 2405685:F8VC7KJE}, } @misc{noauthor_m-shule_nodate, title = {M-{Shule}}, url = {https://m-shule.com/}, abstract = {M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.}, urldate = {2021-09-14}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I3VUX7P7 2405685:GPUD38TM}, } @misc{noauthor_makani_nodate, title = {Makani centres – a safe space to learn and make new friends}, url = {https://www.unicef.org/jordan/stories/makani-centres-safe-space-learn-and-make-new-friends}, abstract = {Aisha and Yasmeen, from diverse backgrounds and speaking different languages, learn to understand each other}, language = {en}, urldate = {2020-09-14}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AMJZ6C33}, } @misc{noauthor_malawi_nodate, title = {Malawi {GDP} - {Gross} {Domestic} {Product} 2021 {\textbar} countryeconomy.com}, url = {https://countryeconomy.com/gdp/malawi}, urldate = {2022-10-20}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M4SZE7YI 2405685:2QJE4YI5}, } @misc{noauthor_mapping_nodate, title = {Mapping research and innovation in the {Republic} of {Malawi} - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000228807}, urldate = {2022-11-27}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2CHYB5HH 2405685:NLXSMGMX}, } @misc{noauthor_metis_nodate, title = {Metis}, url = {https://metiscollective.org/}, urldate = {2020-07-01}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BSXQY2NR}, } @misc{noauthor_ministere_nodate, title = {Ministère de l’Économie {Numérique} et des {Télécommunications}}, url = {http://www.numerique.gouv.sn/}, urldate = {2020-06-22}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YT7K23H3 2405685:GHL6BCD6}, } @misc{noauthor_ministere_nodate, title = {Ministère de l’Éducation {National}}, url = {https://education.sn/fr/article/230}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5ZHC39LS}, } @misc{noauthor_ministere_nodate, title = {Ministère de l'{Enseignement} {Supérieur}, de la {Recherche} et de l'{Innovation} - {Gouvernement} du {Sénégal}}, url = {http://www.mesr.gouv.sn/}, urldate = {2020-06-22}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6LTPBNZN 2405685:6558BMZF}, } @misc{noauthor_ministry_nodate, title = {Ministry of {ICT} \& {Innovation}}, url = {https://www.minict.gov.rw/home/}, urldate = {2020-08-17}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y24ZSPKX 2405685:V8I5LERU}, } @misc{noauthor_mlab_nodate, title = {{mLab} {East} {Africa}}, url = {https://webfoundation.org/projects/mlab-east-africa/}, abstract = {Overview Project: mLab East Africa Summary: mLab aims to foster innovation and entrepreneurship within the Kenyan community, with a focus on Web and mobil}, language = {en}, urldate = {2021-09-06}, journal = {World Wide Web Foundation}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B8MQCRKX 2405685:TKVM5G3Y}, } @misc{noauthor_mobile_nodate, title = {Mobile cellular subscriptions (per 100 people) - {Rwanda} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=RW}, urldate = {2020-08-28}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BQMTPQJV 2405685:DDJ27UZH}, } @misc{noauthor_moja_nodate, title = {{MOJA}}, url = {https://www.brck.com/moja/}, abstract = {INTERNET FOR EVERYONE Follow Moja: What is Moja? Moja is BRCK’s free public WiFi network. Anyone within range of the signal can connect to the internet for free and access Moja’s stored content to watch shows, listen to music, or read books. With Moja, users pay to get online with their time, attention, or engagement ... read more}, language = {en-US}, urldate = {2020-06-08}, journal = {BRCK}, note = {Library Catalog: www.brck.com KerkoCite.ItemAlsoKnownAs: 2405685:96B3AS8W}, } @misc{noauthor_monitoring_nodate, title = {Monitoring of continuité pédagogique ({Radio} {Mali}) in {SIRA} project zones}, url = {https://drive.google.com/file/d/1NWebStVpD5Kf2KnpAHzd-nUVhar4ut4T/view}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YDFTF2DZ 2405685:CGC3B788}, } @misc{noauthor_muktopaath_nodate, title = {Muktopaath}, url = {http://muktopaath.gov.bd/}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FU8GGD8Z 2405685:E8VTKWNL}, } @techreport{noauthor_national-covid-19-preparedness-and-response-plan_08-04-2020_final-versionpdf_nodate, title = {National-{COVID}-19-{Preparedness}-and-{Response}-{Plan}\_08-04-2020\_Final-{Version}.pdf}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/National-COVID-19-Preparedness-and-Response-Plan_08-04-2020_Final-Version.pdf}, urldate = {2021-06-04}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A82UMVV9 2405685:ZQT46M7I}, } @misc{noauthor_national_nodate, title = {National {Incubation} {Center}}, url = {http://nicpakistan.pk/}, abstract = {The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT \& Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.}, language = {en-US}, urldate = {2020-07-21}, note = {Library Catalog: nicpakistan.pk KerkoCite.ItemAlsoKnownAs: 2405685:PLK2HPSE}, } @misc{noauthor_netp17pdf_nodate, title = {{NETP17}.pdf}, url = {https://tech.ed.gov/files/2017/01/NETP17.pdf}, urldate = {2021-01-15}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VAFT45Z3 2405685:VZSKRELS}, } @article{noauthor_no_nodate, title = {[{No} title found]}, issn = {24156256, 24156248}, abstract = {Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world.}, language = {en}, journal = {Saudi Journal of Humanities and Social Sciences}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NHKZ3KGS 2405685:9UV4IRMN}, } @misc{noauthor_nvivo_nodate, title = {{NVivo}}, url = {https://lumivero.com/products/nvivo/}, abstract = {NVivo qualitative data analysis software helps to discover richer insights from your qualitative \& mixed methods research. Organize, store, and analyze data today!}, language = {en-US}, urldate = {2024-01-20}, journal = {Lumivero}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DI4BP2LR 2486141:YRZN6U74}, } @techreport{noauthor_oer_nodate, title = {{OER} {PD} - {EdTech} {Hub}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HE7ETKVV}, } @misc{noauthor_open_nodate, title = {Open {Learning} {Exchange} – {Ghana}}, url = {https://ghanareads.oleghana.org/}, language = {en-US}, urldate = {2020-07-02}, note = {Library Catalog: ghanareads.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:35WQDCEW}, } @misc{noauthor_openai_nodate, title = {{OpenAI} {API} {Pricing} 2024: {Understanding} {GPT}-3 {Pricing} {In}-{Depth}}, shorttitle = {{OpenAI} {API} {Pricing} 2024}, url = {https://onix-systems.com/blog/how-much-does-it-cost-to-use-gpt-models}, abstract = {Discover what determines the GPT-3 pricing and how to calculate the approximate cost for your project.}, language = {en-US}, urldate = {2024-01-21}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T98PZDLA 2486141:RISFMUQA}, } @misc{noauthor_opendoorcolorg_nodate, title = {opendoor.col.org}, url = {https://opendoor.col.org/}, language = {en-US}, urldate = {2020-08-16}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9M6CWZDR}, } @misc{noauthor_pakistan_nodate, title = {Pakistan country scan\_0614}, url = {https://docs.google.com/document/u/2/d/1bmyusX5nV7svYeqrEUohEiOh6tHlF5cKyyQiyMiTo9c/edit?usp=sharing&pli=1&usp=embed_facebook}, abstract = {\{"zoteroitem":"2405685:FIQDEKCI","zoterobib":"","zenodo":"10.5281/zenodo.3911655","status":"","series":"","number":""\}}, language = {en-GB}, urldate = {2020-07-21}, journal = {Google Docs}, note = {Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2405685:Q2U74JQV}, } @misc{noauthor_pakistan1118_insert_lowres_webspreadspdf_nodate, title = {pakistan1118\_insert\_lowres\_webspreads.pdf}, url = {https://www.hrw.org/sites/default/files/report_pdf/pakistan1118_insert_lowres_webspreads.pdf}, urldate = {2020-12-15}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5H8RKB7Y 2405685:EN2TLXQ4}, } @misc{noauthor_parsifal_nodate, title = {Parsifal - {Perform} {Systematic} {Literature} {Reviews}}, url = {https://parsif.al/}, abstract = {Parsifal is a tool to support researchers to perform systematic literature reviews. Performing a systematic literature review is a labor-intensive task that requires a huge amount of work from the researcher. Parsifal will help you planning, conducting and reporting the review.}, language = {en}, urldate = {2024-01-20}, journal = {Parsifal}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EPGBQNMQ 2486141:HPI6447P}, } @misc{noauthor_pdf_nodate, title = {[{PDF}] {Establishing} a {Safe} {Container} for {Learning} in {Simulation}: {The} {Role} of the {Presimulation} {Briefing} {\textbar} {Semantic} {Scholar}}, url = {https://www.semanticscholar.org/paper/Establishing-a-Safe-Container-for-Learning-in-The-Rudolph-Raemer/2fc05f8391251069310126aa4d7185de7b649dd2}, urldate = {2023-04-28}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KERTHLUS 2405685:S2D8C8VM}, } @misc{noauthor_pdf_nodate, title = {({PDF}) {Pedagogic} change by {Zambian} primary school teachers participating in the {OERS4Schools} professional development programme for one year {\textbar} {Sara} {Hennessy} - {Academia}.edu}, url = {https://www.academia.edu/18791253/Pedagogic_change_by_Zambian_primary_school_teachers_participating_in_the_OERS4Schools_professional_development_programme_for_one_year}, urldate = {2020-06-26}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UQCYMF8Z}, } @misc{noauthor_perplexity_nodate, title = {Perplexity}, url = {https://www.perplexity.ai/}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6XXGRAT5 2486141:U9FCFT6G}, } @techreport{noauthor_pr122pdf_nodate, title = {{PR122}.pdf}, url = {https://dhsprogram.com/pubs/pdf/PR122/PR122.pdf}, urldate = {2021-06-09}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5JBU64YR}, } @misc{noauthor_public_nodate, title = {Public {Documents} {Profile} {Viewer}}, url = {https://pubdocs.worldbank.org/en/466031598013786493/World-Bank-EdTech-Innovation-Ecosystems-Knowledge-Pack-July17}, urldate = {2022-12-29}, } @misc{noauthor_read_nodate, title = {Read {Foundation}}, url = {http://www.readfoundation.org/}, urldate = {2020-07-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:P98GDGJE}, } @misc{noauthor_redirecting_nodate, title = {Redirecting}, url = {https://www.google.com/url?q=http://icta.go.ke/digischool/&sa=D&source=editors&ust=1630936385912000&usg=AOvVaw0IVwmjpaW-PSvelKbs9YAJ}, urldate = {2021-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JF3EU5BU 2405685:3UZRWE6H}, } @misc{noauthor_registration_nodate, title = {Registration for the {Online} {Design} {Studio} for second semester courses}, url = {https://docs.google.com/forms/d/e/1FAIpQLSd_gMECSTjzgSF0YrtBYiIQSFxmtaX_ar2m8-87RhAlOdgEqw/viewform?usp=embed_facebook}, abstract = {Please complete the form below to register for the CILT design studio sessions. With the adjusted academic calendar, term 3 (3 Aug - 25 September, with 8 weeks of teaching), will also be delivered remotely. Since the exact date for the return to campus based teaching for everyone is not yet confirmed, designing a blended model for the entire semester (which runs from August until November) will allow maximum flexibility. The challenges faced in the unplanned term 2 emergency remote teaching included developing online course content, engaging with students, developing tutorial-like activities and designing assessments. We are inviting you to join the CILT self-paced course aimed at helping you to modify semester 2 courses for remote conditions. The self paced course provides four rapid design sessions (approximately 3-4 hours per session). Hosted on a Vula site, the course offer practical steps in course design: Session 1: Approaches to remote teaching Session 2: Focus on student learning Session 3: Detailed module design Session 4: Assessment design}, language = {en}, urldate = {2020-08-16}, journal = {Google Docs}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:66NG76LM}, } @misc{noauthor_remote_nodate, title = {Remote {Teaching} {\textbar} {Centre} for {Innovation} in {Learning} and {Teaching}}, url = {http://www.cilt.uct.ac.za/cilt/remote-teaching}, language = {en}, urldate = {2020-08-16}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9XTBRUSR}, } @techreport{noauthor_remote_learning_rapid_evidence_assessmentpdf_nodate, title = {Remote\_Learning\_Rapid\_Evidence\_Assessment.pdf}, url = {https://edtechhub.org/wp-content/uploads/2020/04/Remote_Learning_Rapid_Evidence_Assessment.pdf}, urldate = {2020-11-25}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B3K7PU24}, } @techreport{noauthor_rer-accelerated-learning-and-edtechpdf_nodate, title = {{RER}-{Accelerated}-{Learning}-and-{EdTech}.pdf}, url = {https://edtechhub.org/wp-content/uploads/2020/09/RER-Accelerated-Learning-and-EdTech.pdf}, urldate = {2020-11-25}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LA24JWKB}, } @misc{noauthor_research_nodate, title = {Research - {Edtech} {Solutions} {\textbar} {All} {Children} {Reading}}, url = {https://allchildrenreading.org/research/}, abstract = {Explore ACR GCD’s in-depth research on the impact of edtech solutions on improving reading outcomes for children in low-resource contexts.}, language = {en-US}, urldate = {2020-04-03}, journal = {All Children Reading: A Grand Challenge for Development}, note = {Library Catalog: allchildrenreading.org KerkoCite.ItemAlsoKnownAs: 2339240:MSWHDAV5 2405685:YPX7JRAA YPX7JRAA}, } @misc{noauthor_research_nodate, title = {Research on {Open} {Educational} {Resources} for {Development} ({ROER4D})}, url = {https://zenodo.org/communities/roer4d}, urldate = {2021-05-09}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:P9F8R52S}, } @misc{noauthor_research_nodate, title = {Research {Rabbit}}, url = {https://researchrabbitapp.com/}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KMB3ZPV2 2486141:UDDEFGKS}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_research_nodate, title = {Research {Solutions} {Announces} {Acquisition} of scite}, url = {https://www.researchsolutions.com/resources/press-releases/research-solutions-announces-acquisition-of-scite}, abstract = {Research Solutions announces their acquisition of scite, a search and discovery platform leveraging AI to increase the discoverability and evaluation of research.}, language = {en}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KD8M3BDN 2486141:9977FCZ5}, } @misc{noauthor_revealing_nodate, title = {Revealing {Stereotypes}: {Evidence} from {Immigrants} in {Schools}}, shorttitle = {Revealing {Stereotypes}}, url = {https://www.iza.org/publications/dp/11981/revealing-stereotypes-evidence-from-immigrants-in-schools}, abstract = {If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading im...}, language = {en}, urldate = {2021-12-15}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:98CCZUSN 2405685:R2CX7V6U}, } @misc{noauthor_revman_nodate, title = {{RevMan}}, url = {https://training.cochrane.org/online-learning/core-software/revman}, language = {en}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6QNKUV96 2486141:S4SDFRZH}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_right_nodate, title = {Right {To} {Education}: {Pakistan}}, url = {https://rtepakistan.org/about-rte-pakistan/}, abstract = {Right To Education Pakistan (RTE Pakistan) is an organization dedicated to making sure that the state provide free and compulsory education to all children in Pakistan.}, language = {en-US}, urldate = {2020-07-23}, note = {Library Catalog: rtepakistan.org KerkoCite.ItemAlsoKnownAs: 2405685:H9NPVL3Q}, } @misc{noauthor_robotreviewer_nodate, title = {{RobotReviewer}}, url = {https://www.robotreviewer.net}, language = {en-US}, urldate = {2024-01-20}, journal = {RobotReviewer}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GTJHXKUH 2486141:LVF8M9UA}, keywords = {\_Added-ailr-2024}, } @techreport{noauthor_round-1-reportpdf_nodate, title = {Round-1-{Report}.pdf}, url = {https://allchildrenreading.org/wp-content/uploads/2019/07/Round-1-Report.pdf}, urldate = {2020-07-06}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9V4S6BEW 2405685:FJQJ6GCA}, } @misc{noauthor_safaricom_nodate, title = {Safaricom}, url = {https://www.safaricom.co.ke/}, urldate = {2020-07-01}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YCMMXT35}, } @techreport{noauthor_sautiug-educationwebpdf_nodate, title = {{SautiUg}-{EducationWeb}.pdf}, url = {https://www.twaweza.org/uploads/files/SautiUg-EducationWeb.pdf}, urldate = {2020-07-07}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LD2WHF6E}, } @misc{noauthor_scanlitt_nodate, title = {Scanlitt}, url = {https://www.scanlitt.com/}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YZQGALKW 2486141:H8XKDR8R}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_scholarcy_nodate, title = {Scholarcy}, url = {https://www.scholarcy.com/}, abstract = {Scholarcy™ is an online summarizing tool that generates and converts long articles into summary flashcards. Sign up free \& start summarizing}, language = {en-GB}, urldate = {2021-04-26}, journal = {Scholarcy {\textbar} The long-form article summariser}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NZAS4C79}, } @misc{noauthor_scholarcy_nodate, title = {Scholarcy {Summarizer} {Review}: {Pricing}, {Features}, \& {More}}, shorttitle = {Scholarcy {Summarizer} {Review}}, url = {https://www.notta.ai/en/blog/scholarcy-summarizer}, abstract = {Ultimate Scholarcy summarizer review. 1. Working process 2. Pricing and plan 3. Technical details 4. Features and functionalities 5. Security and customer support 6. Pros and cons.}, language = {en}, urldate = {2024-01-22}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CV5UBIAF 2486141:998RGA65}, } @misc{noauthor_schools_nodate, title = {Schools, pupils and their characteristics, {Academic} {Year} 2019/20}, url = {https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2019-20}, abstract = {{\textless}p{\textgreater}This release contains the latest statistics on school and pupil numbers and their characteristics, including:{\textless}/p{\textgreater}{\textless}ul{\textgreater}{\textless}li{\textgreater}age{\textless}/li{\textgreater}{\textless}li{\textgreater}gender{\textless}/li{\textgreater}{\textless}li{\textgreater}free school meals (FSM) eligibility{\textless}/li{\textgreater}{\textless}li{\textgreater}English as an additional language{\textless}/li{\textgreater}{\textless}li{\textgreater}ethnicity{\textless}/li{\textgreater}{\textless}li{\textgreater}school characteristics{\textless}/li{\textgreater}{\textless}li{\textgreater}class sizes{\textless}/li{\textgreater}{\textless}/ul{\textgreater}{\textless}p{\textgreater}The publication combines information from the school census, school level annual school census, general hospital school census and alternative provision census.{\textless}/p{\textgreater}}, language = {en}, urldate = {2022-08-31}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EF938FDA 2405685:4ETFN92I}, } @techreport{noauthor_sciencedirect_nodate, title = {{ScienceDirect} {Snapshot}}, url = {https://www.sciencedirect.com/science/article/abs/pii/S0742051X0600179X}, urldate = {2020-08-05}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7EV2GDBM}, } @misc{noauthor_scipub_nodate, title = {{SciPub}+ {\textbar} {Revolutionize} {Your} {Academic} {Writing}}, url = {https://scipubplus.com}, abstract = {Empowering Researchers with AI-Driven Writing Tools}, language = {en}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RJ8N345K 2486141:UM62YW4U}, } @misc{noauthor_sciteai_nodate, title = {scite.ai}, url = {https://scite.ai}, abstract = {Smart Citations for Amoya Rolle}, language = {en}, urldate = {2021-04-26}, journal = {scite.ai}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GNJ59PFY}, } @misc{noauthor_sciteai_nodate, title = {Scite.ai ({AI} for {Research})}, url = {https://scite.ai}, abstract = {Ask a question, get an answer backed by real research. Scite is trusted by leading universities, publishers, and corporations across the world.}, language = {en}, urldate = {2024-01-19}, journal = {scite.ai}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:A738WG7X 2486141:7WSJPXIM}, } @misc{noauthor_secondary_nodate, title = {Secondary {Education} {Development} {Program} - {SEDP}}, url = {http://sedp.gov.bd/}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DWJC4DLK 2405685:BHPVWL2T}, } @misc{noauthor_semantic_nodate, title = {Semantic {Scholar} {\textbar} {AI}-{Powered} {Research} {Tool}}, url = {https://www.semanticscholar.org/}, abstract = {Semantic Scholar uses groundbreaking AI and engineering to understand the semantics of scientific literature to help Scholars discover relevant research.}, language = {en}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NMF5Q8IP 2486141:WRJ3ZL5G}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_sesra_nodate, title = {{SESRA}}, url = {http://sesra.net/index/about}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:H5AGNS22 2486141:MCYY9MZN}, } @article{noauthor_sierra_nodate, title = {Sierra {Leone}: education country status report; an analysis for further improving the quality, equity and efficiency of the education system in {Sierra} {Leone}; 2013}, language = {en}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JAEVJQUR}, pages = {204}, } @misc{noauthor_silverleaf_nodate, title = {Silverleaf {Academy}}, url = {https://www.silverleaf.co.tz}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IXILRD47 2405685:UFRCAG6A}, } @misc{noauthor_simplifying_nodate, title = {Simplifying license attribution for {OER} with emacs-reveal}, url = {https://oerworldmap.org/resource/urn:uuid:1540d063-1a49-4ffd-9bed-0fe0d7b5ebd5%3Flanguage=de}, abstract = {Open Educational Resources (OER) come with different license terms that require different forms of attribution. Properly attributing OER with licensing information has previously been identified as one of the most time-consuming factors of OER projects. As shown in this paper, the semantic annotatio}, language = {de}, urldate = {2020-08-19}, journal = {OER World Map}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AVWIZC3K}, } @misc{noauthor_sisimpur_nodate, title = {Sisimpur: {Homepage}}, shorttitle = {Sisimpur}, url = {https://sisimpur.org.bd/}, abstract = {Explore games, videos, and activities with Halum, Ikri Mikri, Shiku, and Tuktuki!}, language = {en-US}, urldate = {2020-06-11}, journal = {Sisimpur}, note = {Library Catalog: sisimpur.org.bd KerkoCite.ItemAlsoKnownAs: 2405685:GSQD2X87}, } @misc{noauthor_skills_nodate, title = {Skills}, url = {http://www.skills.gov.bd/}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T232QJ34 2405685:PK5SAQHJ}, } @misc{noauthor_slack_nodate, title = {Slack {\textbar} general {\textbar} {EdTech}}, url = {https://app.slack.com/client/TJ62YN2LB/CJ62YNEH1}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3TUELS36 2405685:EUFRXZ4K 2405685:FGDZSSM3}, } @misc{noauthor_slack_nodate, title = {Slack {\textbar} {Katy} {Jordan} {\textbar} {EdTech}}, url = {https://app.slack.com/client/TJ62YN2LB/D01DRGP8MJT/thread/CJ62YNEH1-1648468776.981819}, urldate = {2022-03-28}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C7A2UFPR 2405685:WN3GRLQ9}, } @misc{noauthor_sms_nodate, title = {{SMS} {Voices}: {Technology} {Solution} for {Information}-{Sharing} from {Remote} {Populations}}, url = {https://onourradar.org/project/sms-voices/}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:23L6QNTC 2405685:JA5XQ7T2}, } @techreport{noauthor_snapshot_nodate, title = {Snapshot}, url = {https://blogs.worldbank.org/impactevaluations/can-technology-enable-effective-teacher-coaching-scale}, urldate = {2020-05-10}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9MAZCUF9}, } @techreport{noauthor_sne_policy__4102018pdf_nodate, title = {{SNE}\_Policy\_\_4.10.2018.pdf}, url = {https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/SNE_Policy__4.10.2018.pdf}, urldate = {2020-08-28}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5HU7PGBE 2405685:FSUFPWY2}, } @misc{noauthor_solutions_nodate, title = {Solutions}, url = {https://solve.mit.edu/challenges/youth-skills-the-workforce-of-the-future/solutions/883#solution-subnav-offset}, language = {en}, urldate = {2020-06-26}, note = {Library Catalog: solve.mit.edu KerkoCite.ItemAlsoKnownAs: 2405685:8R3TBJGT}, } @misc{noauthor_srdbpro_nodate, title = {srdb.pro}, url = {www.srdb.pro}, abstract = {SRDB.PRO is the first enterprise level literature review and data analysis platform designed specifically for the Pharmaceutical industry and healthcare consultancies. A truly comprehensive literature review solution, supports all aspects of the review process, from searches through to report generation. And all from a single software platform. SRDB.PRO enhances productivity, increases accuracy and drives greater profitability by reducing the amount of time needed to manage and produce accurate reviews and secondary evidence. Visit us at www.srdb.pro}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GED9KADE 2486141:7YA7YLQM}, } @misc{noauthor_swift-active_nodate, title = {{SWIFT}-{Active} {Screener}}, url = {https://www.sciome.com/swift-activescreener/}, abstract = {SWIFT-Active Screener is a web-based, collaborative systematic review software application. Active Screener was designed to be easy-to-use, incorporating a simple, but powerful, graphical user interface with rich project status updates. What makes Active Screener special, however, is its behind-the-scenes application of state-of-the-art statistical models designed to save screeners time and effort by automatically prioritizing articles […]}, language = {en-US}, urldate = {2024-01-20}, journal = {Sciome}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SRZDALS6 2486141:JSNIAJDR}, } @misc{noauthor_t-tel_nodate, title = {T-{TEL}}, url = {https://www.t-tel.org/home}, urldate = {2020-07-03}, journal = {Transforming Teacher Education and Learning}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FUS3HDV7 2405685:UA64X4HS}, } @misc{noauthor_tanzania_nodate, title = {Tanzania {Commission} for {Science} and {Technology}}, url = {http://www.costech.or.tz}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BICCNTUY 2405685:B76QL8K8}, } @misc{noauthor_tanzania_nodate, title = {Tanzania {Commission} for {Universities}}, url = {https://www.tcu.go.tz}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NZ4GUZP7 2405685:YTFI6859}, } @misc{noauthor_tanzania_nodate, title = {Tanzania {Education} {Authority}}, url = {https://www.tea.or.tz}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z3X2RQRI 2405685:PLZ7J9BV}, } @techreport{noauthor_tanzania_nodate, title = {Tanzania {Higher} {Education}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5DMM2M8T}, } @misc{noauthor_tanzania_nodate, title = {Tanzania {Institute} of {Education}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SKUFXZ8Y 2405685:559I3KVN}, } @misc{noauthor_tarjemly_nodate, title = {Tarjemly {Live}}, url = {http://tarjemly-live.com/en/home}, abstract = {Tarjmly Live was created from the difficulty which Arab and foreigners face when they come to Turkey for tourism or residence purposes, the difficulty is in differences in languages, and the difficulty of the Turkish language}, urldate = {2020-06-08}, journal = {Tarjemly Live}, note = {Library Catalog: www.tarjemly-live.com KerkoCite.ItemAlsoKnownAs: 2405685:9HBV4665}, } @misc{noauthor_teach_nodate, title = {Teach by {Radio} – {MINISTRY} {OF} {EDUCATION}, {LIBERIA}}, url = {https://moe-liberia.org/teach-by-radio/}, language = {en-US}, urldate = {2020-06-26}, note = {Library Catalog: moe-liberia.org KerkoCite.ItemAlsoKnownAs: 2405685:CZ6LGYY6}, } @misc{noauthor_technology_nodate, title = {Technology and {Child} {Development}: {Evidence} from the {One} {Laptop} per {Child} {Program} {\textbar} {Publications}}, url = {https://publications.iadb.org/publications/english/document/Technology-and-Child-Development-Evidence-from-the-One-Laptop-per-Child-Program.pdf}, urldate = {2021-02-23}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EEW5LSST 2405685:MGH7RJ3Y}, } @techreport{noauthor_technology_nodate, title = {Technology for {Inclusive} {Education} ({TFIE}) {Pilot} {Report}}, url = {https://www.ekitabu.com/wp-content/uploads/2019/08/Technology-for-Inclusive-Education-Pilot-Report-31-AUG-2018.pdf}, urldate = {2020-08-26}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4C4Q94NW}, } @misc{noauthor_teleschool_nodate, title = {Teleschool {Inauguration} 13-04-2020.jpg}, url = {http://mofept.gov.pk/SiteImage/Misc/images/Teleschool%20Inuguration%2013-04-2020.jpg}, urldate = {2020-07-21}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:J3DRSJ79}, } @techreport{noauthor_tess-india_nodate, title = {{TESS}-{India} {Academic} {Review} {Final} 130617\_0.pdf}, url = {https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf}, urldate = {2020-07-02}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BZT4EGZI}, } @misc{noauthor_tess-india_nodate, title = {{TESS}-{India} ({Teacher} {Education} through {School}-based {Support})}, url = {https://www.open.edu/openlearncreate/course/index.php?categoryid=45}, urldate = {2020-08-31}, journal = {Open Learn Create}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M975MGS8}, } @misc{noauthor_tessa_nodate, title = {{TESSA} {\textbar} {Teacher} {Education} in {Sub}-{Saharan} {Africa} ({TESSA})}, url = {https://www.tessafrica.net/home}, urldate = {2021-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NVZEUXEZ 2405685:VLVLJ8VK}, } @misc{noauthor_daisy_nodate, title = {The {DAISY} {Consortium} {Home} {Page}}, url = {https://daisy.org/}, abstract = {Global Reach DAISY is an international non-profit membership organization working with over 150 partners all around the world to improve access to reading for people with print disabilities Join Us… Shaping the Technology of Tomorrow At DAISY we work closely…Continue reading...}, language = {en-US}, urldate = {2020-04-03}, journal = {The DAISY Consortium}, note = {Library Catalog: daisy.org KerkoCite.ItemAlsoKnownAs: 2339240:MWJG7Y2R 2405685:MP4KZ64K MP4KZ64K}, } @misc{noauthor_effect_nodate, title = {The {Effect} of {Covid}-19 on {Education} in {Africa} and its {Implications} for the {Use} of {Technology}}, url = {https://www.icde.org/icde-blog/elearningafrica-the-effect-of-covid-19-on-education-in-africa}, abstract = {The Effect of Covid-19 on Education in Africa and its Implications for the Use of Technology As African countries begin to come to terms with the effect of the Covid-19 pandemic on their education systems, eLearning Africa and the EdTech Hub conducted a survey of over 1600 education and technology}, language = {en-GB}, urldate = {2021-08-25}, journal = {ICDE}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:H9XMXAH6}, } @misc{noauthor_global_nodate, title = {The {Global} {Initiative} for {Inclusive} {ICT} ({Home})}, url = {https://buyict4all.org/}, urldate = {2020-06-01}, journal = {The Global Initiative for Inclusive ICT}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5YL5HJUC}, } @misc{noauthor_national_nodate, title = {The {National} {Council} for {Technical} {Education} ({NACTE})}, url = {https://www.nacte.go.tz/}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N8SWFNTV 2405685:XMPQDB2C}, } @misc{noauthor_national_nodate, title = {The {National} {Education} {Act}, 1978}, url = {http://www.unesco.org/education/edurights/media/docs/873ae01bc28cf449895950c7cac2a419d3ede5fd.pdf}, publisher = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4F5G75XU 2405685:8C8ZM2ZD}, } @misc{noauthor_risks_nodate, title = {The {Risks} of {Dangerous} {Dashboards} in {Basic} {Education}}, url = {https://www.cgdev.org/publication/risks-dangerous-dashboards-in-basic-education}, abstract = {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.}, language = {en}, urldate = {2020-12-17}, journal = {Center For Global Development}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AVSKJSWB 2405685:LU9P8GCF}, } @techreport{noauthor_third-medium-term-plan-2018-2022pdf_nodate, title = {{THIRD}-{MEDIUM}-{TERM}-{PLAN}-2018-2022.pdf}, url = {http://vision2030.go.ke/inc/uploads/2019/01/THIRD-MEDIUM-TERM-PLAN-2018-2022.pdf}, urldate = {2020-07-01}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BUDHLTVX 2405685:P4TUWEAS}, } @misc{noauthor_toffeetv_nodate, title = {{ToffeeTV}}, url = {https://toffeetv.com/about/}, abstract = {The idea of ToffeeTv stems from arduous hours of searching Urdu stories and songs for children. As the search continues the sad realization has set in that}, language = {en-US}, urldate = {2020-07-21}, journal = {ToffeeTV}, note = {Library Catalog: toffeetv.com KerkoCite.ItemAlsoKnownAs: 2339240:8Z6HWAAJ 2405685:EM797RC8 2405685:JCUVUXJ9}, } @misc{noauthor_transforming_nodate, title = {Transforming {Teacher} {Education} and {Learning}}, url = {https://www.t-tel.org/home}, urldate = {2020-06-29}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:P2WUZEMX}, } @misc{noauthor_trends_nodate, title = {Trends in {Digital} {Personalized} {Learning}}, url = {https://www.unicef.org/globalinsight/reports/trends-digital-personalized-learning}, abstract = {Landscape review {\textbar} Taking stock of personalized learning solutions in low and middle-income countries}, language = {en}, urldate = {2022-06-29}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5TA83WKN 2405685:N2M4XTU6}, } @misc{noauthor_tunapanda_nodate, title = {Tunapanda {Institute} - {Bridging} {Digital} {Divides}}, url = {https://tunapanda.org/}, abstract = {Tunapanda is a swahili word meaning 'we are growing'. We are a non-profit social enterprise that runs intensive 3-month technology, design, and business}, language = {en-US}, urldate = {2021-09-14}, journal = {Tunapanda Institute}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7RFMSLGQ 2405685:46HJBGEU}, } @misc{noauthor_turnio_nodate, title = {Turn.io {News}: {Bridge}’s mobile interactive quiz platform uses {WhatsApp} to mitigate learning crisis}, shorttitle = {Turn.io {News}}, url = {https://turn.io/news/bridgenews}, abstract = {Bridge International Academies is using a WhatsApp-based mobile interactive quiz platform to help deliver solutions to children in Nigeria, Liberia, Uganda and Kenya during the current learning crisis brought on by the COVID-19 pandemic.}, language = {en}, urldate = {2022-06-22}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QIIZ99NR 2486141:YMTEKCCY}, } @misc{noauthor_turnio_nodate, title = {Turn.io {News}: {Fast} tracking low-cost, scalable {EdTech} solutions with {Turn}.io’s {Chat} for {Impact} {Service}}, shorttitle = {Turn.io {News}}, url = {https://turn.io/news/fast-tracking-edtech}, abstract = {Over the past two years, Turn.io’s Chat for Impact platform has played an important role in supporting social impact organisations around the globe as they develop better and more robust education systems.}, language = {en}, urldate = {2022-06-22}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2KC4SDUA 2486141:NYJ3VCAN}, } @misc{noauthor_turnio_nodate, title = {Turn.io {News}: {Girl} {Effect} chatbot a safe space for young girls}, shorttitle = {Turn.io {News}}, url = {https://turn.io/news/girl-effect}, abstract = {Girl Effect creates virtual and real-world spaces where girls can be inspired, informed, and connected to services, and to others, so they can take action to change their lives. The partnership with Turn.io has evolved over the last four years into the creation of Big Sis, a virtual “big sister” who offers private and trusted advice about sex and relationships.}, language = {en}, urldate = {2022-06-22}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:H6I34K5X 2486141:V8GJUWUK}, } @misc{noauthor_turnio_nodate, title = {Turn.io {News}: {NewGlobe} continues to refine remote learning solutions in five countries}, shorttitle = {Turn.io {News}}, url = {https://turn.io/news/newglobecovid}, abstract = {NewGlobe has delivered remote learning solutions to over 13 400 users in five countries since a few months into the onset of the COVID-19 pandemic and is using feedback from end-users to significantly enhance the project. Among these solutions is a highly impactful series of chat-based interactive quizzes on mobile designed to reach learners where they are in Nigeria, Liberia, Uganda, Kenya and India, and delivered through NewGlobe’s Bridge Academies International.}, language = {en}, urldate = {2022-07-08}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MH7R9DUH 2486141:8WZU4CM3}, } @misc{noauthor_tusome_nodate, title = {Tusome – {Improving} {Early} {Grade} {Learning} in {Kenya} {\textbar} {RTI}}, url = {https://www.rti.org/impact/tusome-improving-early-grade-learning-kenya}, urldate = {2021-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8W7TK99K 2405685:MNRYYM32}, } @misc{noauthor_tv-based-learning--bangladesh-is-it-reaching-studentspdf_nodate, title = {{TV}-{Based}-{Learning}-in-{Bangladesh}-{Is}-it-{Reaching}-{Students}.pdf}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SERJWUI6}, } @misc{noauthor_typeset_nodate, title = {Typeset ({AI} {Chat} for scientific {PDFs} {\textbar} {SciSpace})}, url = {https://typeset.io}, abstract = {Chat with PDF and conduct your literature review faster using SciSpace. Discover 200M+ papers or upload your own PDF, highlight text or ask questions, and extract explanations and summaries.}, language = {en}, urldate = {2024-01-19}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IKTGPLSL 2486141:3Z8U6LY3}, keywords = {\_Added-ailr-2024}, } @misc{noauthor_uct_nodate, title = {{UCT} {Low} {Tech} {Remote} {Teaching} {Guidelines}}, url = {https://docs.google.com/document/d/1zPN7XUitOCw75FW6UeqrYAcWl41UqgKoZ_HRoYTKFZI/edit?usp=embed_facebook}, abstract = {University of Cape Town Low Tech Remote Teaching Principles Teaching and learning remotely during a global pandemic is a challenging task for everyone. Keep it simple for you and your students. CILT will help you move your course online: reach out to us at help@vula.uct.ac.za, use the rem...}, language = {en-GB}, urldate = {2020-08-16}, journal = {Google Docs}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MZ53BYND}, } @misc{noauthor_uct_nodate, title = {{UCT} {Remote} {Teaching} {Course} {Design} {Checklist} 2020}, url = {https://docs.google.com/document/d/1C0JtTvI59VQB5f1Dfbrr48KFi2hfdDI2hvOAHbmpyqg/edit?usp=embed_facebook}, language = {en-GB}, urldate = {2020-08-16}, journal = {Google Docs}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6SZ5B7HZ}, } @misc{noauthor_udl_nodate, title = {{UDL}: {The} {UDL} {Guidelines}}, url = {http://udlguidelines.cast.org/}, urldate = {2020-04-03}, journal = {The UDL Guidelines}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NTMEHEW8 2405685:8SAQYMWK 8SAQYMWK}, } @misc{noauthor_universal_nodate, title = {Universal {Service} {Funds} \& connecting schools to the {Internet} around the world}, url = {https://blogs.worldbank.org/edutech/universal-service-funds-connecting-schools-internet-around-world}, abstract = {maybe there's another way to support this? We need to connect our schools to the Internet. While it may not (yet) be viable to do so in many countries, few education policymakers would question this general aspiration. Of course, questions related to the speed and nature of this connection are ...}, language = {en}, urldate = {2020-04-28}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:ASJSEGN7}, } @article{noauthor_usaid_nodate, title = {{USAID} {Impact} {Evaluation} of the {Makhalidwe} {Athu} {Project} ({Zambia}) {Endline} {Report}}, language = {en}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4HGKJJG3 2486141:ISZVRG5C}, pages = {139}, } @misc{noauthor_using_nodate, title = {Using educational transitions to estimate learning loss due to {Covid}-19 school closures.pdf}, url = {https://www.educ.cam.ac.uk/centres/real/publications/Using%20educational%20transitions%20to%20estimate%20learning%20loss%20due%20to%20Covid-19%20school%20closures.pdf}, urldate = {2020-08-12}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HDX7BXC3}, } @misc{noauthor_using_nodate, title = {Using video to support in-service teacher professional development: the state of the field, limitations and possibilities: {Technology}, {Pedagogy} and {Education}: {Vol} 27, {No} 1}, url = {https://www.tandfonline.com/doi/abs/10.1080/1475939X.2017.1361469}, urldate = {2020-08-31}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BC8SAIH9}, } @misc{noauthor_virtual_nodate, title = {Virtual {Class}}, url = {http://www.virtualclass.gov.bd}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GWFPYISN 2405685:H9DRYYJ6}, } @misc{noauthor_virtual_nodate, title = {Virtual {University} of {Pakistan}}, url = {http://www.vu.edu.pk/AboutUs/AboutVU.aspx}, urldate = {2020-07-21}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EGH8HY8Y}, } @misc{noauthor_virtual_nodate, title = {Virtual {University} of {Pakistan}}, url = {http://www.vu.edu.pk/AboutUs/AboutVU.aspx}, urldate = {2020-07-21}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EGH8HY8Y}, } @misc{noauthor_washichana_nodate, title = {Washichana {Wetu} {Wafaulu} - {Education} {Development} {Trust} {Programme}}, url = {https://wasichanawetuwafaulu.com/}, urldate = {2021-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TMN8WFGP 2405685:DST9BDQ5}, } @misc{noauthor_webplotdigitizer_nodate, title = {{WebPlotDigitizer} - {Extract} data from plots, images, and maps}, url = {https://automeris.io/WebPlotDigitizer/}, urldate = {2024-01-20}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3XUM6VS2 2486141:EGMYZ9FT}, } @misc{noauthor_welcome_nodate, title = {Welcome - {Humanitarian} {Data} {Exchange}}, url = {https://data.humdata.org/}, language = {en\_AU}, urldate = {2021-05-09}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ABMW77W7}, } @techreport{noauthor_what-are-countries-that-already-use-remote-learning-doing-and-what-can-we-learn--them-edtechhubpdf_nodate, title = {What-are-countries-that-already-use-remote-learning-doing-and-what-can-we-learn-from-them-{EdTechHub}.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NLH4548E}, } @misc{noauthor_what_nodate, title = {What is the {AppMap} - {Google} {Docs}}, url = {https://docs.google.com/document/d/1zeI1gdb9Z0D3YPukGCKpKhYYrC84jbNVKc2Rvs3eAjQ/edit#heading=h.uewz92fnade2}, urldate = {2023-06-22}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HMJBS6SH 2405685:47GZT7HU}, } @misc{noauthor_wondertree_nodate, title = {{WonderTree}}, url = {https://wondertree.co/about/}, language = {en-US}, urldate = {2020-07-21}, note = {Library Catalog: wondertree.co KerkoCite.ItemAlsoKnownAs: 2405685:RQJE5YDE}, } @misc{noauthor_world_nodate, type = {Text/{HTML}}, title = {World {Development} {Report} 2018: {Learning} to {Realize} {Education}’s {Promise}}, shorttitle = {World {Development} {Report} 2018}, url = {https://www.worldbank.org/en/publication/wdr2018}, abstract = {World Development Report 2018: LEARNING to Realize Education’s Promise}, language = {en}, urldate = {2020-08-21}, journal = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QMQP8PJC}, } @misc{noauthor_worldreader_nodate, title = {Worldreader {\textbar} {Helping} {Readers} {Build} a {Better} {World}}, url = {https://www.worldreader.org/}, urldate = {2021-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HCFYTHTD 2405685:Z4ZZXPU3}, } @misc{noauthor_wps8050pdf_nodate, title = {{WPS8050}.pdf}, url = {http://documents.worldbank.org/curated/en/565311493912180970/pdf/WPS8050.pdf}, urldate = {2020-05-25}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:S6DGJK97}, } @misc{noauthor_wuqu_nodate, title = {Wuqu' {Kawoq}}, url = {http://www.wuqukawoq.org/}, urldate = {2020-06-08}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4SKYJC7T}, } @misc{noauthor_zenodo_nodate, title = {Zenodo - {Research}. {Shared}.}, url = {https://zenodo.org/}, urldate = {2021-05-03}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WDLQPTX5}, } @misc{noauthor__nodate, title = {শিক্ষক বাতায়ন}, url = {http://www.teachers.gov.bd}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5PSTXE4M 2405685:C9CSKQG3}, } @misc{a2i_a2i_nodate, title = {a2i website}, url = {https://a2i.gov.bd/education/}, author = {a2i}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IIXB7B8P 2405685:WH4GL8JP}, } @misc{abwaab_home_nodate, title = {Home}, url = {https://abwaab.me/}, urldate = {2020-06-30}, author = {Abwaab}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FJDPMLVJ}, } @misc{academic_bridge_academic_nodate, title = {Academic {Bridge} {\textbar} {Tomorrow}'s {Education} {Today}}, url = {https://academicbridge.xyz/}, urldate = {2020-08-28}, author = {{Academic Bridge}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RPMTIUIZ}, } @misc{affordable_learning_georgia_oer_nodate, title = {{OER} {Evaluation} {Criteria}}, url = {https://www.affordablelearninggeorgia.org/assets/documents//R4_criteria.pdf}, author = {Affordable Learning Georgia}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W2NKAYPP 2405685:Y5A3VKGV}, } @misc{african_storybook_african_nodate, title = {African {Storybook}}, url = {https://www.africanstorybook.org/}, urldate = {2020-07-21}, author = {{African Storybook}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:55JZQNG2 2405685:JHBQZWYV}, } @techreport{african_union_continental_nodate, address = {Addis Ababa, Ethiopia}, title = {Continental {Education} {Strategy} for {Africa} ({CESA} 16-25)}, url = {https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf}, urldate = {2020-07-07}, institution = {African Union}, author = {{African Union}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9MAYC4KR}, } @article{ahmad_use_nodate, title = {Use of {Assistive} {Technology} in {Inclusive} {Education}: {Making} {Room} for {Diverse} {Learning} {Needs}}, shorttitle = {Use of {Assistive} {Technology} in {Inclusive} {Education}}, url = {https://www.academia.edu/40022315/Use_of_Assistive_Technology_in_Inclusive_Education_Making_Room_for_Diverse_Learning_Needs}, abstract = {Technology has great potential in providing to all learners the ability to access the general education curriculum, and with effective integration of assistive technology into the regular classroom, students with special needs can have the provision}, language = {en}, urldate = {2020-03-28}, journal = {Transcience}, author = {Ahmad, Fouzia Khursheed}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ABVH4PHV 2405685:CX2KKPW3}, keywords = {⛔ No DOI found}, } @misc{airtel_malawis_nodate, title = {Malawi’s leading provider of prepaid, postpaid mobile, \& {4G} services. {Recharge} your prepaid mobile \& pay your postpaid bills online.}, url = {http://www.airtel.in}, urldate = {2020-07-28}, journal = {Airtel}, author = {{Airtel}}, note = {Library Catalog: www.airtel.mw KerkoCite.ItemAlsoKnownAs: 2405685:VCJ3J92U}, } @misc{akili_and_me_akili_nodate, title = {Akili and {Me} – {Akili} and {Me} {Official} {Site}}, url = {http://akiliandme.com/}, urldate = {2020-07-21}, author = {{Akili and Me}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MGA73LHE 2405685:753NNC2V}, } @article{alam_mapping_nodate, title = {Mapping gender equality in {STEM} from school to work}, language = {en}, author = {Alam, Andaleeb and Tapia, Ingrid Sanchez}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ZSWH4KA 2405685:N7Z4J6BS}, keywords = {⛔ No DOI found}, pages = {23}, } @article{ali_use_nodate, title = {The {Use} of {Instructional} {Technology} in {Private} {Schools} and {National} {Education} {Policy}}, abstract = {Audio Visual Aids (A.V. Aids) are devices, which are used in teaching to make the learning experience more effective and dynamic. A.V. Aids have made improvements in learning process through involving the sense of hearing and/or sense of sight. The history of the A.V aids can be traced back to the Greek period, however, the technological advancement brought new innovations in the form of computer assisted programs and accessories. In comparison with developed countries, the developing countries including Pakistan experience the lack of modern A.V. Aids as well as the required technical know-how for their effective use. The aim of this paper is to explore the use of A.V. Aids, their type, teachers’ training for their effective use, policy imperatives and role of private public schools in adoption of A.V. Aids in education in private schools in district Peshawar, KP province. To achieve objectives of the study, data was collected from teachers of private schools through close and open ended questionnaire. Information was also collected from books, government’s reports, published research and internet. The findings show that A.V. Aids are used in all private schools in some form. However, there is no system to give formal training to teachers about the proper and effective use of A.V. Aids. The major A.V Aids used in schools are chalk board and white board, while about 60 \% schools were found using pictures, maps, models charts and multimedia. The paper gives practicable suggestions to widen the use of A.V. Aids and enhance their effectiveness in education.}, language = {en}, number = {2}, author = {Ali, Zulfiqar and Ghani, Fazal and Ali, Arshad}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DN5U4USA 2405685:5RPFEQUZ}, pages = {12}, } @misc{aliimorg_aliim_nodate, title = {Aliim – {Smartphone} {Schools} {Program}}, url = {http://aliim.org/}, urldate = {2023-06-22}, author = {{Aliim.org}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M57TK8HX 2405685:F349LVCL}, } @techreport{all_children_reading_all_nodate, type = {Round 1 {Report} (2011-2013)}, title = {All {Children} {Reading}: {A} {Grand} {Challenge} for {Development} [{Report}]}, url = {https://allchildrenreading.org/wp-content/uploads/2019/07/Round-1-Report.pdf}, abstract = {ACR GCD provides an overview and results of 32 innovations piloted from 2012-2014 to improve early grade literacy in developing countries.}, language = {EN}, institution = {USAID; World Vision; Australian Aid}, author = {{All Children Reading}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9J9SWV35}, pages = {32}, } @misc{all_children_reading_all_nodate, title = {All {Children} {Reading}: {A} {Grand} {Challenge} for {Development} [{Web} {Page}]}, shorttitle = {All {Children} {Reading}}, url = {https://allchildrenreading.org/}, abstract = {Advancing edtech innovation and research to improve reading outcomes for marginalized children in low-resource contexts. Learn more here.}, language = {en-US}, urldate = {2020-08-28}, journal = {All Children Reading: A Grand Challenge for Development}, author = {{All Children Reading}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GCAP2IJS}, } @misc{all_children_reading_eduapp4syria_nodate, title = {{EduApp4Syria} {Prize} - {All} {Children} {Reading}: {A} {Grand} {Challenge} for {Development}}, url = {https://allchildrenreading.org/competition/eduapp4syria-prize/}, urldate = {2023-06-22}, author = {{All Children Reading}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KVDLF94L 2405685:CPMA48WY}, } @techreport{alliance_for_affordable_internet_bangladesh_nodate, title = {Bangladesh {National} {ICT} {Household} {Survey}: report and overview of main results 2018-2019}, url = {https://a2i.gov.bd/publication/top-line-report-bangladesh-national-ict-household-survey/}, author = {{Alliance for Affordable Internet} and {A2I Programme}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FWLPTEL3 2405685:2RX4URP2}, } @misc{alltrials_all_nodate, title = {All {Trials} {Registered}. {All} {Results} {Reported}}, url = {https://www.alltrials.net/}, language = {en-GB}, urldate = {2021-05-09}, journal = {AllTrials}, author = {{AllTrials}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B43HF4TV}, } @misc{arifu_arifu_nodate, title = {Arifu}, url = {https://www.arifu.com/}, language = {en-US}, urldate = {2021-09-14}, author = {Arifu}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FG4QZDPY 2405685:P2A3GM2F}, } @misc{artp_senegal_autorite_nodate, title = {Autorité de {Régulation} des {Télécommunications} et des {Postes}}, url = {https://www.artpsenegal.net/}, urldate = {2020-06-22}, author = {ARTP SENEGAL}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UPSMUI3D 2405685:ZZ2KI3ZD}, } @misc{atlasti_atlasti_nodate, title = {{ATLAS}.ti {AI} {Lab} {\textbar} {Accelerating} {Innovation} for {Data} {Analysis}}, url = {https://atlasti.com/atlas-ti-ai-lab-accelerating-innovation-for-data-analysis}, abstract = {Powered by OpenAI, ATLAS.ti revolutionizes qualitative data analysis — bringing you light-speed insights.}, language = {en}, urldate = {2024-01-20}, journal = {ATLAS.ti}, author = {{ATLAS.ti}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X89DCPWW 2486141:9GPQDUQE}, } @misc{ayuda_mineduc_aprendo_nodate, title = {Aprendo en línea {\textbar} {Ayuda} {Mineduc}}, url = {https://www.ayudamineduc.cl/ficha/aprendo-en-linea}, urldate = {2022-09-06}, author = {Ayuda Mineduc}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PIPZKVK6 2405685:PWCFVQD5}, } @misc{badiane_covid-19_nodate, title = {Covid-19 au {Sénégal}: {Pour} une continuité pédagogique, le ministère de l’{Education} lance « {Apprendre} à la maison »}, shorttitle = {Covid-19 au {Sénégal}}, url = {https://www.socialnetlink.org/2020/03/covid-19-au-senegal-pour-une-continuite-pedagogique-le-ministere-de-leducation-lance-apprendre-a-la-maison/}, abstract = {En cette période de pandémie, plusieurs pays ont décidé de fermer les établissements scolaires. En conséquence, des millions d’élèves sont...}, language = {fr-FR}, urldate = {2020-06-22}, journal = {Socialnetlink, le lien vers l'actu IT africaine et des startups}, author = {Badiane, Seydou}, note = {Library Catalog: www.socialnetlink.org KerkoCite.ItemAlsoKnownAs: 2339240:BKWYYDEG 2405685:FX7E7DU2}, } @article{bakare_building_nodate, title = {{BUILDING} {E}-{TEACHING} {CAPACITY} {OF} {TVET} {LECTURERS} {TO} {CUSHION} {THE} {EFFECTS} {OF} {COVID}-19 {AND} {OTHER} {FUTURE} {PANDEMICS} {ON} {TERTIARY} {EDUCATION} {SYSTEM} {OF} {LOW} {AND} {MIDDLE} {INCOME} {COUNTRIES}}, author = {Bakare, Jimoh and Oviawe, Jane Itohan and Nwachukwu, Christiana and Anoure, Nonesta Chidiebere and Anayo, Madu Maureen and Maghalu, Favour Amarachi}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K4CY74SY}, keywords = {⛔ No DOI found}, } @techreport{bangladesh_bureau_of_statistics_household_nodate, address = {Bangladesh}, type = {Survey}, title = {Household {Income} and {Expenditure} {Survey} 2016-2017}, url = {http://www.bbs.gov.bd/site/page/648dd9f5-067b-4bcc-ba38-45bfb9b12394/Income,-Expenditure-&-Poverty}, institution = {Bangladesh Bureau of Statistics}, author = {{Bangladesh Bureau of Statistics}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UZ637S8G 2405685:CVHPT3RW 2405685:XH9PM5DE 2534379:WFZV8JAD}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{bantwana_world_education_initiative_go_nodate, title = {Go {Girls} {Connect}! - {The} {Bantwana} {Initiative} of {World} {Education} {Inc}.,}, url = {https://bantwana.org/project/go-girls-connect/}, abstract = {Go Girls Connect! is an innovative program leveraging mobile technology to empower girls to advocate for their human rights.}, language = {en-US}, urldate = {2020-07-30}, journal = {Bantwana}, author = {{Bantwana World Education Initiative}}, note = {Library Catalog: bantwana.org KerkoCite.ItemAlsoKnownAs: 2405685:NL3ZDCNA 2405685:NT9D8XCQ}, } @misc{bantwana_world_education_initiative_siyakha_nodate, title = {Siyakha {Girls} {Economic} {Empowerment} {Initiative}}, url = {https://bantwana.org/project/siyakha-girls-economic-empowerment-initiative/}, abstract = {Bantwana’s Siyakha Girls model is designed to strengthen the economic resilience of vulnerable adolescent girls and young women (AGYW).}, language = {en-US}, urldate = {2023-06-22}, author = {{Bantwana World Education Initiative}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X2KQJSCM 2405685:LW4HWBKC}, } @misc{bantwana_world_education_initiative_siyakha_nodate, title = {Siyakha {Girls} {Pilot} - {Bantwana}}, url = {https://bantwana.org/project/siyakha-girls-pilot-under-the-accelerating-strategies-for-practical-innovation-and-research-in-economic-strengthening-aspires/}, urldate = {2023-06-22}, author = {{Bantwana World Education Initiative}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VPTEQLRW 2405685:NPUNENWY}, } @article{bapna_centrality_nodate, title = {The centrality of peer interaction in technology-supported personalized learning}, urldate = {2023-10-17}, author = {Bapna, Akanksha}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RSNP27E9 2405685:DY7LGDRI}, } @techreport{barron_rodriguez_remote_nodate, address = {Washington, D.C.}, type = {Interactive {Document}}, title = {Remote {Learning} {During} the {Global} {School} {Lockdown}: {Multi}-{Country} {Lessons}}, shorttitle = {Remote {Learning} {During} the {Global} {School} {Lockdown}}, url = {https://documents1.worldbank.org/curated/en/484811628835265239/pdf/Interactive-Document.pdf}, abstract = {Remote Learning During the Global School Lockdown : Multi-Country Lessons (Vol. 2) : Interactive Document (English)}, language = {en}, number = {Vol. 2}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {Barron Rodriguez, Maria and Cobo, Cristobal and Muñoz-Najar, Alberto and Sánchez Ciarrusta, Iñaki}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6NHFZY7B}, } @techreport{barron_rodriguez_remote_nodate, address = {Washington, D.C.}, type = {Interactive {Document}}, title = {Remote {Learning} {During} the {Global} {School} {Lockdown}: {Multi}-{Country} {Lessons}}, shorttitle = {Remote {Learning} {During} the {Global} {School} {Lockdown}}, url = {https://documents1.worldbank.org/curated/en/484811628835265239/pdf/Interactive-Document.pdf}, abstract = {Remote Learning During the Global School Lockdown : Multi-Country Lessons (Vol. 2) : Interactive Document (English)}, language = {en}, number = {Vol. 2}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {Barron Rodriguez, Maria and Cobo, Cristobal and Muñoz-Najar, Alberto and Sánchez Ciarrusta, Iñaki}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6NHFZY7B}, } @techreport{barron_rodriguez_remote_nodate, address = {Washington, D.C.}, type = {Interactive {Document}}, title = {Remote {Learning} {During} the {Global} {School} {Lockdown}: {Multi}-{Country} {Lessons}}, shorttitle = {Remote {Learning} {During} the {Global} {School} {Lockdown}}, url = {https://documents1.worldbank.org/curated/en/484811628835265239/pdf/Interactive-Document.pdf}, abstract = {Remote Learning During the Global School Lockdown : Multi-Country Lessons (Vol. 2) : Interactive Document (English)}, language = {en}, number = {Vol. 2}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {Barron Rodriguez, Maria and Cobo, Cristobal and Muñoz-Najar, Alberto and Sánchez Ciarrusta, Iñaki}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6NHFZY7B}, } @article{bashiruddin_teachers_nodate, title = {Teachers’ professional development through integrating {ICT} in {English} language education: {A} case from {Pakistan}}, url = {https://ecommons.aku.edu/cgi/viewcontent.cgi?article=1122&context=book_chapters}, language = {en}, author = {Bashiruddin, Ayesha}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7SHDAEAZ 2405685:27UV6GNY}, keywords = {⛔ No DOI found}, pages = {10}, } @misc{beehary_accelerating_nodate, title = {Accelerating {Foundational} {Literacy} and {Numeracy} {Through} {Focus}, {Measurement}, {Support} and {Accountability}}, url = {https://blogs.worldbank.org/education/accelerating-foundational-literacy-and-numeracy-through-focus-measurement-support-and}, abstract = {Today, nine in ten girls and boys in low-income countries (LICs) cannot read with comprehension by their tenth birthday. The pursuit of secondary education, the pathway to employment for the majority of youth in LICs, is thus severely compromised.}, language = {en}, urldate = {2022-08-15}, journal = {The World Bank}, author = {Beehary, Girindre}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GIKASB66 2405685:BIQHHUTK}, } @misc{belot_guide_nodate, title = {Guide for {Handling} {Potential} {Reputational} {Risks} to {UNICEF} {From} {Teaching} and {Learning} {Materials}: {Protocol} for reviewers}, author = {Belot, Marie Noelle}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A7PYR3WH 2405685:SYQLQ6PK}, } @article{bergman_parent-child_nodate, title = {Parent-{Child} {Information} {Frictions} and {Human} {Capital} {Investment}: {Evidence} from a {Field} {Experiment}}, volume = {129}, url = {https://www.journals.uchicago.edu/doi/abs/10.1086/711410?af=R}, number = {1}, urldate = {2022-01-11}, author = {Bergman, Peter}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A9QCZ76T 2339240:X6XDKENL 2405685:72BKL63Z 2405685:9HEM8WU4 2405685:T8KFDN6S 2534379:26XFCPVI}, } @misc{bhattacherjee_behind_nodate, title = {Behind {Bangladesh}’s {Protests}: {Rising} {Frustration}}, url = {https://thediplomat.com/2018/08/behind-bangladeshs-protests-rising-frustration/}, urldate = {2020-08-18}, journal = {The Diplomat}, author = {Bhattacherjee, Aparupa}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8HEZ3QGI 2405685:3RQWC5AE}, } @misc{big_launcher_big_nodate, title = {Big {Launcher}, {Big} {Phone}, {Big} {SMS} for seniors}, url = {http://biglauncher.com/}, abstract = {A fast and simple Android home screen for seniors and people with vision problems.}, language = {en}, urldate = {2022-06-26}, author = {Big Launcher}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VYZAWZMC 2405685:D58D32XX}, } @misc{bishops_diosecan_college_acceptable_nodate, title = {Acceptable {Usage} {Policy}}, url = {https://www.bishops.org.za/policies/Academic/AUP.pdf}, publisher = {Bishops Diosecan College}, author = {{Bishops Diosecan College}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3R9GE8CY 2405685:44LL73FI}, } @book{bot_wander_nodate, title = {Wander {Lowie}}, abstract = {approach to second language acquisition∗}, author = {Bot, Kees De and Verspoor, Marjolijn}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8NSP9NCM 2405685:DYUVMLQN}, } @misc{brac_korail_nodate, title = {Korail}, url = {https://www.brac.net/sites/default/files/factsheet/new/Korail.pdf}, urldate = {2021-10-25}, author = {{BRAC}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:468X5LI9 2405685:WH2XIVHB}, } @misc{brck_brck_nodate, title = {{BRCK} - {Funding}, {Financials}, {Valuation} \& {Investors}}, url = {https://www.crunchbase.com/organization/brck-inc/company_financials}, abstract = {BRCK is an integrated hardware and software company based in Nairobi, Kenya.}, language = {en}, urldate = {2020-08-26}, journal = {Crunchbase}, author = {{BRCK}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HU9EPLM6 2405685:YNZCGB9Q}, } @misc{brck_education_nodate, title = {{EDUCATION}}, url = {https://www.brck.com/education/}, abstract = {Hardware, software and connectivity tools to enable learning BRCK Education turn any classroom into a digital classroom. Reaching thousands of children in over 100 locations across 17 countries, our world-class education technology solutions give access to digital educational tools for better learning. INTERNET OF THINGS (IOT) CONNECTIVITY EDUCATION Kio Kit THE DIGITAL CLASSROOM IN A ... read more}, language = {en-US}, urldate = {2020-08-26}, journal = {BRCK}, author = {{BRCK}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BMMESKDU 2405685:HWF5HN3K}, } @misc{brck_hardware_nodate, title = {Hardware, software and connectivity tools to enable learning}, url = {https://www.brck.com/education/}, abstract = {Hardware, software and connectivity tools to enable learning BRCK Education turn any classroom into a digital classroom. Reaching thousands of children in over 100 locations across 17 countries, our world-class education technology solutions give access to digital educational tools for better learning. INTERNET OF THINGS (IOT) CONNECTIVITY EDUCATION Kio Kit THE DIGITAL CLASSROOM IN A ... read more}, language = {en-US}, urldate = {2020-08-27}, journal = {BRCK}, author = {{BRCK}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:YV54EWH8}, } @techreport{brown_safeguarding_nodate, type = {{UNICEF} {Learning} {Brief}: {Innovation} and {Technology} for {Gender} {Equality}}, title = {Safeguarding {Girls} and {Boys}: {When} {Chatbots} answer their private questions}, url = {https://www.unicef.org/eap/media/5376/file}, urldate = {2024-02-19}, institution = {UNICEF}, author = {Brown, Isabelle Amazon and Binder, Gerda}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q4Q9MX4P 2405685:CE9AN87J}, } @misc{btrc_mobile_nodate, title = {Mobile {Phone} {Subscribers} in {Bangladesh} {February}, 2020 {\textbar} {BTRC}}, url = {http://www.btrc.gov.bd/content/mobile-phone-subscribers-bangladesh-february-2020}, author = {BTRC}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XA5TS6HH 2405685:J7IZMF9T}, } @inproceedings{budoya_towards_nodate, address = {Cham}, series = {{IFIP} {Advances} in {Information} and {Communication} {Technology}}, title = {Towards developing interactive content for enhancing life skills education in {Tanzania}: {Possibilities} and pitfalls}, isbn = {978-3-030-19115-3}, shorttitle = {Towards {Developing} {Interactive} {Content} for {Enhancing} {Life} {Skills} {Education} in {Tanzania}}, doi = {10.1007/978-3-030-19115-3_31}, abstract = {Feasibility study is the first and important stage in any planning of introducing a new solution for overcoming existing challenges. It saves a lot of resources that could be lost if such solution fails to solve the intended problem. On the other hand, it gives a proper way to go ahead with the plan of introducing the solution. The purpose of this study is to establish necessary and basic requirements as possibilities and pitfalls for deploying cost effective interactive multimedia content for enhancing an ineffective provision life skills education at primary school level in Tanzania. Ten primary schools were randomly selected and surveyed from which 65 teachers and 407 pupils participated in the study. Questionnaires, interviews, and documentary reviews were used as data collection tools. It was found that the Internet penetration is 45\% of the population with 82.6\% of Internet users are smartphones users. Number of computers and tablets at schools are still limited to 1:1036 computer pupils ratio, 96\% of pupils had access of computers and smartphones from parents. Moreover, 77\% of teachers used conventional and lecturing style in teaching, 100\% of life skills content was static found in inadequate textbooks. Based on these results, deployment of self-learning enabled interactive multimedia content is possible and will bring positive impact if it will be developed to operate in ICT devices available in both primary schools and pupils’ parents as well. This study informs the proper way of introducing cost-effective interactive multimedia content at primary school level in Tanzania.}, language = {en}, booktitle = {Information and {Communication} {Technologies} for {Development}. {Strengthening} {Southern}-{Driven} {Cooperation} as a {Catalyst} for {ICT4D}}, publisher = {Springer International Publishing}, author = {Budoya, Christian M. and Kissaka, Mussa M. and Mtebe, Joel S.}, editor = {Nielsen, Petter and Kimaro, Honest Christopher}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-19115-3\_31 2339240:T8UUZKND 2405685:ZVFFQLDP}, keywords = {Interactive multimedia content, Life skills education, Possibilities and pitfalls}, pages = {374--385}, } @article{budoya_instructional_nodate, title = {Instructional design enabled {Agile} {Method} using {ADDIE} {Model} and {Feature} {Driven} {Development} method}, volume = {15}, abstract = {Software developers nowadays are adopting agile methods to overcome challenges faced by traditional methods in developing software. However, agile methods lack instructional design to take care of learning needs required in designing software for supporting teaching and learning. This study aimed at designing an integrated model using Feature Driven Development Process (FDDP) and Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model to accommodate learning needs at design stage. Participatory action research method and four design strategies including decompositional, compositional, template based, and incremental and evolutionary strategies were used in designing the integrated ADDIE-FDDP Model. A case study of designing Interactive Multimedia Content for Life Skills Education (IMCLSE) was used to test the model, especially its analysis and design phases. A questionnaire was adapted to evaluate the IMCLSE design involving 10 software developers and 65 teachers who teach life skills subjects in 10 primary schools. The results show that software developers and teachers agreed that the integrated FDDP-ADDIE Model was effective in guiding the design process of software that support teaching and learning. Therefore, the integrated FDDP-ADDIE Model can be adopted and used for developing effective and quality learning software.}, journal = {The International Journal of Education and Development using Information and Communication Technology}, author = {Budoya, Christian and Kissaka, Mussa and Mtebe, Joel}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZD5YFEK7 2405685:MX4IRETA}, keywords = {⛔ No DOI found}, pages = {35--54}, } @techreport{burns_barriers_nodate, title = {Barriers and supports for technology integration: {Views} from {Teachers}}, url = {https://docs.edtechhub.org/lib/D478G32F}, institution = {Global Education Monitoring Report}, author = {Burns, M}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VE6BN54S 2405685:D478G32F}, } @misc{cambridge_education_leh_nodate, title = {Leh wi {Lan} - {Sierra} {Leone} {Secondary} {Education} {Improvement} programme}, url = {https://www.camb-ed.com/intdev/article/510/education-at-the-heart-of-sierra-leones-post-recovery-and-march-to-growth}, urldate = {2022-07-04}, author = {{Cambridge Education}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6R27IYAN 2486141:VVKL5SZ9}, } @misc{cambridge_education_leh_nodate, title = {Leh wi {Lan} - {Sierra} {Leone} {Secondary} {Education} {Improvement} programme - {Camb}-{Ed}}, url = {https://www.camb-ed.com/intdev/article/510/education-at-the-heart-of-sierra-leones-post-recovery-and-march-to-growth}, urldate = {2020-05-29}, author = {{Cambridge Education}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D6QHH8AY 2405685:BXRXKEAD}, } @misc{camfed_technology_nodate, title = {Technology {Supported} {Learning} in {Tanzania}}, url = {https://hdif-tz.org/technology-supported-learning-innovation-for-the-improvement-of-learning-outcomes-of-vulnerable-children-in-tanzania}, author = {Camfed}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U74DPER9 2405685:T5GSGX9J}, } @article{castillo_uso_nodate, title = {Uso de las {TIC} ́s en el tránsito de lo presencial a lo virtual durante la pandemia del {COVID}-19: {El} caso de la {Escuela} {Normal} {Rural} de {Zacatecas}}, shorttitle = {Uso de las {TIC} ́s en el tránsito de lo presencial a lo virtual durante la pandemia del {COVID}-19}, author = {Castillo, Alejandro Guadalupe Rincón and Peña, Héctor Hugo Zepeda and Coutiño, Luis Antonio Domínguez}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GXZHL3PK}, keywords = {⛔ No DOI found}, } @misc{cbm_cbm_nodate, title = {{CBM} {Digital} {Accessibility} {Toolkit}}, url = {https://www.cbm.org/fileadmin/user_upload/Publications/CBM-Digital-Accessibility-Toolkit.pdf}, language = {en}, author = {CBM}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9H5YV733 2405685:73TD9HMM}, } @misc{cbm_cbm_nodate, title = {{CBM} {Policy} on {Accessibility}}, url = {https://www.cbm.org/fileadmin/user_upload/CBM-Policy-on-Accessibility.pdf}, language = {en}, author = {CBM}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XWMMT7UF 2405685:35G6M5UD}, } @misc{center_for_education_innovations_education_nodate, title = {Education de {Base} ({EDB}) {Program}}, url = {https://www.educationinnovations.org/page/education-de-base-edb-program}, urldate = {2020-06-22}, author = {Center for Education Innovations}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7424K6HD 2405685:832LWVH6}, } @misc{center_for_education_innovations_ghana_nodate, title = {Ghana {Reads}}, url = {https://www.educationinnovations.org/p/ghana-reads}, abstract = {Seeking to improve literacy among elementary level children from low-income families, the Ghana Reads program provides teacher "coaches" that help teachers d...}, language = {en}, urldate = {2020-11-06}, author = {{Center for Education Innovations}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9ERANPRT}, } @misc{center_for_education_innovations_senegal_nodate, title = {Senegal {Education} de {Base} ({EDB}) {Project}}, url = {https://www.fhi360.org/projects/senegal-education-de-base-edb-project}, abstract = {The Education de Base (EDB) project improves the quality and governance of the middle school education system in Senegal, working at the national (policy and systems), regional and school levels.}, urldate = {2020-06-22}, journal = {FHI 360}, author = {Center for Education Innovations}, note = {Library Catalog: www.fhi360.org KerkoCite.ItemAlsoKnownAs: 2339240:7JQ2XDIC 2405685:HR38D74E}, } @misc{central_intelligence_agency_world_nodate, title = {The {World} {Factbook}}, url = {https://www.cia.gov/library/publications/the-world-factbook/}, author = {Central Intelligence Agency}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:SE9ABCD8}, } @misc{central_square_foundation_making_nodate, title = {Making {EdTech} {Systematically} {Reach} the {Last} {Mile}}, url = {http://centralsquarefoundation.org/articles/making-edtech-reach-the-last-mile-csf-edtech-lab-low-income-schools-india.html}, abstract = {When technology first began to be used in schools, it was limited to setting up computer labs to equip students with basic computer skills. Since then, EdTech interventions have evolved from their earlier, more limited avatar. In their current version, they take the form of advanced solutions that are designed to support and enhance teacher-led learning and improve student outcomes.}, language = {en}, urldate = {2020-08-28}, author = {{Central Square Foundation}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R2FLJ9F6 2405685:BIREHMJ2}, } @misc{cga_technologies_education_nodate, title = {Education and {Learning} {Materials}}, url = {https://cgatechnologies.org.uk/teaching-and-learning-materials}, author = {CGA Technologies}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXM6DRIH 2405685:4VKUDTRK}, } @misc{chemonics_international_scaling_nodate, title = {Scaling {Up} {Early} {Grade} {Reading} in {Senegal}}, url = {https://www.chemonics.com/projects/scaling-early-grade-reading-senegal/}, abstract = {Over the last two decades, Senegal has made notable progress toward increasing the number of children who enroll in and complete primary school. Now, the government is pursuing nationwide reform to ensure the quality of classroom instruction is high and inspire families and communities to become involved in helping children learn. USAID/Lecture Pour Tous is […]}, language = {en-US}, urldate = {2020-06-22}, author = {Chemonics International}, note = {Library Catalog: www.chemonics.com KerkoCite.ItemAlsoKnownAs: 2339240:WL3M5UN3 2405685:I29LBVJZ}, } @misc{children_on_the_edge_bangladesh_nodate, title = {Bangladesh: flexible learning for slum dwelling children}, url = {https://www.childrenontheedge.org/bangladesh-community-schools-for-slum-dwelling-children.html}, abstract = {Together with our partner MUKTI, we support nine Community Schools specifically set up to help working children in the Cox’s Bazar beach area.}, language = {en}, urldate = {2021-10-25}, journal = {Children on the Edge}, author = {{Children on the Edge}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WRIZVD8C 2405685:2C6YIXPH}, } @article{chisholm_enhancing_nodate, title = {Enhancing the {EdTech} {Ecosystem} in a {British} {Columbia} {School} {District}}, abstract = {Technology has brought significant opportunities to education, but they are largely being lost. In many cases, spending on educational technology (EdTech) has not resulted in improved student outcomes. This Organizational Improvement Plan (OIP) addresses the problem of practice (PoP) of a lack of a framework and supports for K-12 teachers to effectively utilize EdTech in classrooms in the Canadian province of British Columbia (BC). Using a BC school district as a case study, I propose strategies for how leaders can craft and implement a change plan to enhance an EdTech ecosystem that best supports teachers and learners. Establishing a framework for effective use of EdTech in schools is complex and multifaceted. Investments in technology must support best pedagogical practices, and leaders must create conditions that boost teachers’ Technological, Pedagogical and Content Knowledge (TPACK; Mishra \& Koehler, 2006). Leaders must adapt to shifting power dynamics in which teachers have new roles as emergent leaders. Optimizing the impact of EdTech in education requires a confluence of three key factors: technology, pedagogy, and excellent leadership. The change process must be iterative, ongoing, stakeholder-driven, and system-wide. This OIP blends Appreciative Inquiry (Cooperrider, 1986) principles with servant leadership (Greenleaf, 1970) and incorporates the district’s existing approaches into a hybrid transformational leadership model. I explore a three-pronged solution of EdTech capacity building for teachers, an EdTech vetting system, and a supportive leadership framework. This aims to raise TPACK, optimize EdTech usage, support wise pedagogy, and improve student outcomes.}, language = {en}, author = {Chisholm, Suzanne J}, note = {zotzenLib.CopiedFrom: 2339240:ZLE9FQ6M KerkoCite.ItemAlsoKnownAs: 2339240:ZLE9FQ6M 2405685:KMWNK9HX}, keywords = {⛔ No DOI found}, pages = {148}, } @misc{christianity_social_services_commission_e-learning_nodate, title = {E-{Learning} in {Secondary} {Schools}}, url = {https://hdif-tz.org/cssc-e-learning-in-secondary-schools-2}, author = {Christianity Social Services Commission}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ER7IKW5S 2405685:BEAUMPYN}, } @misc{cia_cia_nodate, title = {{CIA} {World} {Factbook}}, url = {https://www.cia.gov/library/publications/the-world-factbook/geos/tz.html}, author = {CIA}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XVMMMDKA 2405685:CQNFRUEM}, } @misc{ck-12_foundation_free_nodate, title = {Free {Online} {Textbooks}, {Flashcards}, {Adaptive} {Practice}, {Real} {World} {Examples}, {Simulations}}, url = {https://www.ck12.org/student/}, abstract = {CK-12 Foundation provides a library of free online textbooks, videos, exercises, flashcards, and real world applications for over 5000 concepts from arithmetic to history}, language = {en}, urldate = {2020-07-21}, author = {{CK-12 Foundation}}, note = {Library Catalog: www.ck12.org KerkoCite.ItemAlsoKnownAs: 2339240:7FVWIKLK 2405685:CQK4YAMR}, } @misc{ck-12_foundation_georgia_nodate, title = {Georgia, {CK}-12 and {UNICEF} {Collaboration} {\textbar}}, url = {https://www.ck12.org/pages/georgia/}, urldate = {2020-10-27}, author = {{CK-12 Foundation}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KGSCWKI3}, } @misc{cloud_elimika_nodate, title = {Elimika {LMS} – {Unlimited} {Learning} {Experiences}}, url = {https://elimika.kec.ac.ke/}, language = {en-US}, urldate = {2020-07-01}, author = {Cloud, Elimika is Powered by Kenya Education}, note = {Library Catalog: elimika.kec.ac.ke EdTechHub.ItemAlsoKnownAs: 2405685:H3BLC9LP}, } @misc{col_accessibilities_nodate, title = {Accessibilities {\textbar} {COL}}, url = {https://www.col.org/accessibility}, urldate = {2020-09-01}, author = {{CoL}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UJT88QC9}, } @misc{commonwealth_of_learning_ghana_nodate, title = {Ghana {\textbar} {COL}}, url = {https://www.col.org/member-countries/ghana}, urldate = {2020-07-21}, author = {{Commonwealth of Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:72YA3UTY 2405685:DSUQLJWV}, } @misc{commonwealth_of_learning_home_nodate, title = {Home {\textbar} {COL}}, url = {https://www.col.org/}, urldate = {2020-07-21}, author = {{Commonwealth of Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CGRKJN5R 2405685:UR5Q9LRE}, } @misc{commonwealth_of_learning_introduction_nodate, title = {Introduction to {Technology}-{Enabled} {Learning} {\textbar} {MOOCs} {For} {Development}}, url = {https://www.mooc4dev.org/telmooc/}, urldate = {2020-07-21}, author = {{Commonwealth of Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZQ463V3R 2405685:JGEP6ZEA}, } @misc{commonwealth_of_learning_oasis_nodate, title = {{OAsis} {Home}}, url = {http://oasis.col.org/}, urldate = {2020-07-21}, author = {{Commonwealth of Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W4UDFK6Y 2405685:6XH6MA28}, } @misc{commonwealth_of_learning_oer_nodate, title = {{OER} for {Open} {Schooling} ({OER4OS}) {\textbar} {COL}}, url = {https://www.col.org/programmes/open-schooling/oer-open-schooling-oer4os}, urldate = {2020-07-21}, author = {{Commonwealth of Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7JGLVB56 2405685:SJII8IQ7}, } @misc{commonwealth_of_learning_openinnovative_nodate, title = {Open/{Innovative} {Schooling} {\textbar} {COL}}, url = {https://www.col.org/programmes/open-schooling}, urldate = {2020-07-21}, author = {{Commonwealth of Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9UA29H9G 2405685:95UMH8L8}, } @techreport{coomar_short_nodate, title = {A {Short} {Case} {Study} of the {Impacts} of the {OLPC} {Project} around the {World}}, abstract = {The ambitious One Laptop per Child (OLPC) Program was launched in 2005 and has distributed over 2 million rugged, low power connected laptops to some of the poorest children in the world. The chairman and founder, Nicholas Negroponte, is pioneering an experiment with the OLPC project which could fundamentally alter the dynamics of education in the developing world by bringing literacy, learning and connectivity to the estimated 100 million children who currently do not receive education at a first grade level. In this paper we performed a case study using existing literature where we looked into the situation in six countries. In three of these countries the OLPC project was considered successful and in the other three countries the project did not necessarily live up to the expectations. We explored the factors which lead to the success of the OLPC project in these countries and then we looked into the factors that lead to the inadequate results in some of the other countries.}, language = {en}, author = {Coomar, Sonika and Ryzhov, Ilia}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8W4KDK6R 2405685:Q23DH6CQ}, keywords = {⛔ No DOI found}, pages = {11}, } @article{cowan_report_nodate, title = {Report {Completed} and {Submitted}}, language = {en}, author = {Cowan, Emma}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5YHNBBWK}, keywords = {⛔ No DOI found}, pages = {37}, } @misc{creative_commons_cc_nodate, title = {{CC} {Search}}, url = {https://search.creativecommons.org/}, abstract = {Empowering the world to share through 6 simple licenses + a global community of advocates for open.}, language = {en}, urldate = {2020-07-21}, journal = {CC Search}, author = {{Creative Commons}}, note = {Library Catalog: search.creativecommons.org KerkoCite.ItemAlsoKnownAs: 2339240:4Y8Q7BNB 2339240:VDPY2BPJ 2405685:2NHAYMDQ 2405685:CJLHYCNI 2405685:JCASEKE8}, } @misc{creative_commons_creative_nodate, title = {Creative {Commons} — {Attribution} 4.0 {International} — {CC} {BY} 4.0}, url = {https://creativecommons.org/licenses/by/4.0/}, urldate = {2020-08-19}, author = {{Creative Commons}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9J3Z82PU 2534378:DEUN3HLN}, } @misc{creative_commons_creative_nodate, title = {Creative {Commons} — {Attribution}-{ShareAlike} 4.0 {International} — {CC} {BY}-{SA} 4.0}, url = {https://creativecommons.org/licenses/by-sa/4.0/}, urldate = {2020-08-19}, author = {{Creative Commons}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JL2AEYDR}, } @misc{creative_commons_when_nodate, title = {When we share, everyone wins}, url = {https://creativecommons.org/}, abstract = {Open Access matters—especially during a global health emergency. The race to find a vaccine for COVID-19 exemplifies why rapid and unrestricted access to scientific research and educational materials is so vital. CC’s Response to COVID-19}, language = {en-US}, urldate = {2020-07-16}, journal = {Creative Commons}, author = {{Creative Commons}}, note = {Library Catalog: creativecommons.org KerkoCite.ItemAlsoKnownAs: 2339240:CT29AAMC 2405685:ZW73UH5D}, } @article{crompton_making_nodate, title = {"{Making} visible" inequity: {Remote} learning with technology during {Covid}-19}, journal = {NORRAG}, author = {Crompton, Helen and Jordan, Katy and Wilson, Samuel and Nicolai, Susan}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ADTLVJKG}, keywords = {⛔ No DOI found}, } @misc{curious_learning_crisis_nodate, title = {Crisis response can and should include education — {Curious} {Learning}}, url = {https://www.curiouslearning.org/essays/2022/4/5/crisis-response-can-and-should-include-education}, urldate = {2023-06-22}, author = {{Curious Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8FC5WENR 2405685:W7AW5M6H}, } @misc{curious_learning_curious_nodate, title = {Curious {Learning}}, url = {https://www.curiouslearning.org/}, urldate = {2023-06-22}, author = {{Curious Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LBDDKFQY 2405685:8BGL3RRE}, } @misc{curious_learning_curious_nodate, title = {Curious {Learning}, {Global} {Digital} {Library} and {Chimple} {Apps} - {Languages} with {IDs} - {Spec} {Sheet} - {Google} {Sheets}}, url = {https://docs.google.com/spreadsheets/d/1E19XHn0TRXIGS_sfYp3_nj32w1vMKVVpvIrrTYCx6WE/edit#gid=0}, urldate = {2023-06-22}, author = {{Curious Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8EA3K6VX 2405685:TB4AP54T}, } @misc{curious_learning_literacy_nodate, title = {Literacy {League} — {Curious} {Learning}}, url = {https://www.curiouslearning.org/2022-review}, urldate = {2023-06-22}, author = {{Curious Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PE4XFR6G 2405685:QYVXQBUR}, } @misc{curious_learning_timeline_nodate, title = {Timeline}, url = {https://www.curiouslearning.org/timeline}, language = {en-US}, urldate = {2023-06-22}, author = {{Curious Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VHGVXPFI 2405685:ZUA98K53}, } @article{dahya_social_nodate, title = {Social support networks, instant messaging, and gender equity in refugee education: {Information}, {Communication} \& {Society}: {Vol} 22, {No} 6}, url = {https://www.tandfonline.com/doi/abs/10.1080/1369118X.2019.1575447}, doi = {10.1080/1369118x.2019.1575447}, abstract = {This paper addresses the role of instant messaging chat groups to support teacher training and gender equity initiatives in Kenyan refugee camps. Our findings are based on survey data with refugee teachers in Dadaab and Kakuma refugee camps (n = 203), group interviews with refugee teachers in Kakuma (n = 21), and interviews with international instructors of teacher training programs in Nairobi, Toronto, and Vancouver (n = 14). In our analysis, we apply amplification theory, feminist science and technology studies paradigms, and considerations of transnational approaches to understand the use of instant messaging among refugee teacher communities. Our framework explores how social and cultural norms are amplified through transnational text and instant messaging related to teacher training and in support of gender equity. Peer-to-peer group chats draw on transnational learning opportunities and expand these engagements through group chats between men and women refugee teachers across camps as well as through community engagement about gender equity initiatives in education. International instructors identify both value and hesitation in navigating the quantity and content of these communications, such as learning more about refugee teachers’ daily lives in the camps and concern about following and managing the amount of communication that can ensue over chat groups. Our work has practical implications for transnational teacher training programs in refugee camps, illuminates how mobile technology and chat groups allow women and men in the community to engage and support girls’ education, and questions how text messaging affects the lived and day-to-day experiences of women refugee teachers.}, urldate = {2020-04-27}, author = {Dahya, N and Dryden-Peterson, S}, note = {shortDOI: 10/ggxwgs KerkoCite.ItemAlsoKnownAs: 10.1080/1369118x.2019.1575447 10/ggxwgs 2339240:GXMFRXNU 2405685:UI4PVIIN}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_supporting educators}, } @article{daltry_integrating_nodate, title = {Integrating digital personalised learning into pre-primary classroom practice: a teacher-researcher multiple-case study partnership in {Kenya}}, author = {Daltry, Rebecca and Major, Louis and Otieno, Mary and Otieno, Kevin and Jordan, Katy and Moustafa, Nariman}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SSMTZDU2 2405685:R9QWX9VA}, keywords = {⛔ No DOI found}, } @misc{dam_define_nodate, title = {Define and {Frame} {Your} {Design} {Challenge} by {Creating} {Your} {Point} {Of} {View} and {Ask} “{How} {Might} {We}”}, url = {https://www.interaction-design.org/literature/article/define-and-frame-your-design-challenge-by-creating-your-point-of-view-and-ask-how-might-we}, abstract = {Defining your design challenge is probably one of the most important steps in the Design Thinking process, as it sets the tone and guides all of the activities that follow. In the Define mode, you sho...}, language = {en}, urldate = {2021-10-12}, journal = {The Interaction Design Foundation}, author = {Dam, Rikke Friis and Siang, Teo Yu}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XQV7IBW9 2405685:5QRU2RGF}, } @misc{datawinners_home_nodate, title = {Home}, url = {https://www.datawinners.com/}, language = {en-US}, urldate = {2020-07-28}, journal = {DataWinners}, author = {{DataWinners}}, note = {Library Catalog: www.datawinners.com EdTechHub.ItemAlsoKnownAs: 2405685:DP8HFCZ7}, } @misc{deaf_reach_deaf_nodate, title = {Deaf {Schools} and {Training} {Centers} in {Pakistan}}, url = {https://www.deafreach.com/}, abstract = {Deaf Reach is the only branch network of schools and training centers in Pakistan.}, language = {en}, urldate = {2022-06-26}, journal = {Deaf Reach Schools, Training Centers and Colleges in Pakistan}, author = {Deaf Reach}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8872XNQV 2405685:9MQ8YL4A}, } @techreport{department_for_international_development_teacher_nodate, type = {Business {Case}}, title = {Teacher education through school-based support in {India} ({TESS}-{India}): {Business} {Case}}, language = {EN}, urldate = {2020-07-02}, institution = {DFID}, author = {{Department for International Development}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:MVPJK2FD}, pages = {38}, } @article{desai_case_nodate, title = {A {CASE} {FOR} {MOTHER} {TONGUE} {EDUCATION}?}, language = {en}, author = {Desai, Zubeida Khatoom}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3QW22J82 4042040:8CARXYI7}, keywords = {⛔ No DOI found}, pages = {281}, } @misc{development_seed_scaling_nodate, title = {Scaling {AI} to map every school on the planet}, url = {https://developmentseed.org/blog/2021-03-18-ai-enabling-school-mapping}, language = {en}, urldate = {2022-11-03}, author = {{Development seed}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:S4HBESCL 4042040:V5IIAQJW}, } @misc{digital_principles_principles_nodate, title = {Principles for {Digital} {Development}}, url = {https://digitalprinciples.org/}, author = {{Digital Principles}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EK9AATKV 2405685:LW787JG8}, } @misc{diksha_about_nodate, title = {About {DIKSHA}}, url = {https://diksha.gov.in/about/}, language = {English}, urldate = {2022-03-12}, author = {{DIKSHA}}, note = {Publication Title: DIKSHA KerkoCite.ItemAlsoKnownAs: 2339240:5K4BHRPI 2405685:85D99WTC}, } @article{donnadieu_systemic_nodate, title = {The {Systemic} {Approach}: what is it all about?}, language = {en}, author = {Donnadieu, Gérard and Durand, Daniel and Neel, Danièle and Nunez, Emmanuel and Saint-Paul, Lionel}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TBUPN8HF}, keywords = {⛔ No DOI found}, pages = {11}, } @misc{dsti_integrated_nodate, title = {Integrated {GIS} {Portal}}, url = {https://gis.dsti.gov.sl/#}, urldate = {2020-11-03}, author = {DSTI}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:47RF23DM 2405685:UYJ4RQBY}, } @misc{e-school_cambodia_e-school_nodate, title = {E-{School} {Cambodia}}, url = {https://e-schoolcambodia.com/}, urldate = {2022-06-25}, author = {e-School Cambodia}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EUFXF3T6 2405685:XE7XTZTQ}, } @misc{ecg_egc-isser-northwestern_nodate, title = {{EGC}-{ISSER}-{Northwestern} {Ghana} {Panel} {Survey}}, url = {https://egc.yale.edu/data/egc-isser-northwestern-ghana-panel-survey}, abstract = {The EGC-ISSER Socioeconomic Panel Survey is a collaboration between the Economic Growth Center (EGC) at Yale University, the Global Poverty Research Lab at Northwestern University and the Institute of Statistical, Social, and Economic Research (ISSER) at the University of Ghana, Legon. The survey is principally funded and designed by the EGC, Northwestern and ISSER, and carried out and supervised by ISSER.}, language = {en}, urldate = {2022-03-18}, journal = {Yale Economic Growth Center}, author = {{ECG} and {ISSER}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NSK2M9U2}, } @misc{econtentedumn_econtent_nodate, title = {{ECONTENT}}, url = {http://econtent.edu.mn/}, urldate = {2021-08-13}, author = {econtent.edu.mn}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KWHPVDVD 2405685:L9Z89MH8}, } @misc{ed4free_produits_nodate, title = {Produits}, url = {http://ed4free.ovh/index.php/produits/}, language = {en-US}, urldate = {2020-06-28}, author = {ED4Free}, note = {Library Catalog: ed4free.ovh KerkoCite.ItemAlsoKnownAs: 2405685:6ZIEKSDG}, } @misc{edtech_center__world_education_aprender_nodate, title = {Aprender a {Ler} ({Learn} to {Read})}, url = {https://edtech.worlded.org/project/aprender-a-ler-learn-to-read/}, abstract = {From 2012-2016, World Education, Inc. implemented the USAID{\textbar}Aprender a Ler (Learn to Read) program in the northern provinces of Nampula and Zambézia in Mozambique. With the goal of improving early grade reading outcomes for students in grades 1-3, WEI used technology via radios and smartphones as a critical companion to training, coaching, and overall school-community support …}, language = {en-US}, urldate = {2020-07-06}, journal = {EdTech Center @ World Education}, author = {{EdTech Center @ World Education}}, note = {Library Catalog: edtech.worlded.org KerkoCite.ItemAlsoKnownAs: 2405685:NE5TEL25}, } @misc{edtech_hub_edtech_nodate, title = {{EdTech} {Hub} {Rapid} {Scans}}, url = {https://docs.edtechhub.org/lib/?all=rapid+scan}, author = {EdTech Hub}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PJ3723SV 2405685:3SDUBZRG}, } @misc{edtech_hub_education_nodate, title = {Education system management / {EMIS} / education data – {EdTechTools}}, url = {https://database.edtechhub.org/tool_focus/education-system-management-emis-education-data/?post_types=tools}, language = {en-US}, urldate = {2022-10-04}, author = {{EdTech Hub}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7HF4AHXE 2405685:7STESA5R}, } @misc{edtech_hub_using_nodate, title = {Using laptops to distribute video sign language lessons to deaf children in {Pakistan}}, url = {https://edtechhub.org/sandboxes/sign-language-videos-on-laptops-in-pakistan/}, abstract = {We tested different EdTech interventions to find out which ones would be most suitable for providing distance learning for deaf children.}, language = {en-US}, urldate = {2022-06-26}, author = {EdTech Hub}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W5IM27KA 2405685:PMP2QQJV}, } @misc{edtech_tulna_edtech_nodate, title = {{EdTech} {Tulna} {Evaluation} {Centre}}, url = {https://edtechtulna.org/evaluation-centre-catalogue/}, urldate = {2022-06-27}, author = {{EdTech Tulna}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JMTGY6Q5 2405685:EW42ECIJ}, } @misc{educate_educate_nodate, title = {Educate! {\textbar} {Preparing} youth in {Africa} with the skills to succeed in today’s economy.}, url = {https://www.experienceeducate.org/}, abstract = {Educate! prepares youth in Africa with the skills to succeed in today’s economy. We tackle youth unemployment by partnering with schools and governments to reform what schools teach and how they teach it, so that students in Africa have the skills to start businesses, get jobs, and drive development}, language = {en-US}, urldate = {2023-06-22}, journal = {Educate! {\textbar} Preparing youth in Africa with the skills to succeed in today’s economy.}, author = {{Educate!}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GF5BAZGM 2339240:TX7NXF83 2405685:2V63UV4Z 2405685:ES4W3GNW}, } @misc{educate_impact_nodate, title = {Impact {Evaluation} {Results}}, url = {https://www.experienceeducate.org/results}, urldate = {2023-12-19}, author = {{Educate!}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:L3VHUYZC}, } @misc{educate_impact_nodate, title = {Impact {Evaluation} {Results}}, url = {https://www.experienceeducate.org/results}, urldate = {2023-12-19}, author = {{Educate!}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:L3VHUYZC}, } @misc{educate_monitoring_nodate, title = {Monitoring \& {Evaluation} {Approach} — {Educate}! {\textbar} {Preparing} youth in {Africa} with the skills to succeed in today’s economy.}, url = {https://www.experienceeducate.org/monitoring}, urldate = {2023-06-22}, author = {Educate!}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PX4NZUXT 2405685:D9YY24B9}, } @misc{educate_out--school_nodate, title = {Out-of-{School} {Youth} {Solutions} — {Educate}! {\textbar} {Preparing} youth in {Africa} with the skills to succeed in today’s economy.}, url = {https://www.experienceeducate.org/out-of-school-youth}, urldate = {2023-06-22}, author = {{Educate!}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:456IG4CW 2405685:RRW552H4}, } @misc{education_development_center_basa_nodate, title = {Basa {Pilipinas} {\textbar} {EDC}}, url = {https://www.edc.org/basa-pilipinas}, urldate = {2020-07-08}, author = {{Education Development Center}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GZQF7587}, } @misc{education_endowment_foundation_abracadabra_nodate, title = {Abracadabra ({ABRA}) re-grant}, url = {https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/abracadabra-abra}, abstract = {Project: Abracadabra (ABRA) - re-grant, Testing an online and a paper based version of a balanced approach to reading.}, language = {en}, urldate = {2020-06-30}, author = {Education Endowment Foundation}, note = {Library Catalog: educationendowmentfoundation.org.uk EdTechHub.ItemAlsoKnownAs: 2405685:3VVMTQZF}, } @misc{education_innovation_challenge_dashboard_nodate, title = {Dashboard {Summary}}, url = {https://www.eic.hcdincubator.dsti.gov.sl/}, urldate = {2020-12-10}, author = {{Education Innovation Challenge}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:332VZIFV 2405685:6P6MP8SL}, } @misc{education_media_unit_education_nodate, title = {Education {Alive}}, url = {https://www.svgcdu.org}, language = {en}, urldate = {2022-08-19}, author = {Education Media Unit}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XMBXJVAV 2405685:WFQAATSJ}, } @misc{education_partnerships_group_sierra_nodate, title = {Sierra {Leone}}, url = {https://epg.org.uk/projects/sierra-leone/}, abstract = {After a number of years of political instability, Cote d’Ivoire now aims to achieve emerging economy status by 2020.}, language = {en-GB}, urldate = {2020-12-15}, journal = {Education Partnerships Group}, author = {{Education Partnerships Group}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VGBTAQSL}, } @techreport{education_workforce_initiative_innovative_nodate, type = {Country {Report}}, title = {Innovative {Education} {Workforce} {Analysis} for {More} {Equitable} {Education}: {Sierra} {Leone}}, url = {https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf}, urldate = {2020-12-15}, institution = {the Education Commission; Fab Inc.; UK aid; Government of Sierra Leone}, author = {{Education Workforce Initiative}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FJHBE4VN}, } @misc{education_world_acceptable_nodate, title = {Acceptable {Use} {Policies} for the {Internet}}, url = {https://www.educationworld.com/a_curr/curr093.shtml}, urldate = {2023-04-03}, author = {Education World}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M3QD5IKP 2405685:P5ZSMY9X}, } @misc{eduq_eduq_nodate, title = {Eduq+ – {Movva}}, url = {https://movva.tech/eduqmais-2/}, language = {pt-BR}, urldate = {2022-06-06}, author = {Eduq+}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JV8LSNFI 2405685:SRN66979}, } @misc{eduweb_eduwebtv_nodate, title = {{EduwebTV} adalah {TV} {Pendidikan}}, url = {http://eduwebtv.moe.edu.my/}, urldate = {2022-06-25}, author = {Eduweb}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C2IIKTP8 2405685:EN2WB8YZ}, } @article{edyburn_models_nodate, title = {Models, {Theories}, and {Frameworks}: {Contributions} to {Understanding} {Special} {Education} {Technology}}, language = {en}, author = {Edyburn, Dave L}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LWBXF3SV 2405685:C4A8SN7L}, keywords = {⛔ No DOI found}, pages = {9}, } @misc{eenet_video_nodate, title = {Video {Catalogue} – {EENET}}, url = {https://www.eenet.org.uk/video-catalogue/}, language = {en-GB}, urldate = {2022-08-23}, author = {{EENET}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A378PLIU 2405685:GT54NI76}, } @misc{eger_data_nodate, title = {Data {Visualization} - {EGER}: {Evidence} for {Gender} and {Education} {Resource}}, url = {https://egeresource.org/data-visualization/}, urldate = {2020-07-07}, author = {{EGER}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8KV2UUTA}, } @misc{ekitabu_ekitabu_nodate, title = {{eKitabu}}, url = {https://allchildrenreading.org/innovator/ekitabu-2/}, abstract = {Studio KSL helps the deaf community and local content creators in Kenya integrate sign language videos into literacy content.}, language = {en-US}, urldate = {2020-08-26}, journal = {All Children Reading: A Grand Challenge for Development}, author = {{eKitabu}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NXI93VT7 2405685:UIH78YSW}, } @misc{elimu_elimu_nodate, title = {{eLimu}}, url = {https://e-limu.org/}, language = {en-US}, urldate = {2020-06-11}, author = {eLimu}, note = {Library Catalog: e-limu.org KerkoCite.ItemAlsoKnownAs: 2339240:A6UUSMYY 2339240:XRW2Q9PT 2405685:7DN5XFEI 2405685:9WHDVCP6 2405685:CLMQYHER 2405685:TB2X9H3J}, } @misc{elsevier_launch_nodate, title = {Launch of {Scopus} {AI} to {Help} {Researchers} {Navigate} the {World} of {Research}}, url = {https://www.elsevier.com/about/press-releases/launch-of-scopus-ai-to-help-researchers-navigate-the-world-of-research}, abstract = {Developed and tested with the research community, Scopus AI combines the world’s largest database of curated scientific literature with responsible AI}, language = {en-US}, urldate = {2024-01-19}, journal = {www.elsevier.com}, author = {{Elsevier}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4YZKKIHS 2486141:H3WSGF68}, } @misc{elsevier_products_scopus_nodate, title = {Scopus {AI}: {Trusted} content. {Powered} by responsible {AI}.}, shorttitle = {Scopus {AI}}, url = {https://www.elsevier.com/products/scopus/scopus-ai}, abstract = {Scopus AI combines generative artificial intelligence with Scopus’ trusted content and data to help researchers accelerate their research.}, language = {en-US}, urldate = {2024-01-19}, journal = {www.elsevier.com}, author = {{Elsevier Products}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CT67J86M 2486141:RJ5UCSG8}, } @misc{eneza_education_home_nodate, title = {Home}, url = {https://enezaeducation.com/}, language = {en-GB}, urldate = {2020-09-01}, journal = {Eneza Education}, author = {{Eneza Education}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GGEJ44AU}, } @misc{eneza_education_httpsenezaeducationcom_nodate, title = {https://enezaeducation.com/}, url = {https://enezaeducation.com/}, abstract = {Eneza Education is an ed-tech company that provides curriculum aligned revision material in all subjects for primary and secondary learners on any device. Our virtual tutor provides access to curriculum-aligned ... Read More}, language = {en-GB}, urldate = {2021-09-14}, journal = {Eneza Education}, author = {{Eneza Education}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CC2KSNYY 2405685:W49V2EWH}, } @misc{enuma_enuma_nodate, title = {enuma}, url = {https://enuma.com/kitkitSchool}, urldate = {2020-08-27}, author = {{Enuma}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:H695YUK6}, } @misc{enuma_enuma_nodate, title = {Enuma}, url = {https://enuma.com}, abstract = {The Best Learning Solution for Children Around the World}, language = {en}, urldate = {2023-06-22}, author = {{Enuma}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RTA3IU4H 2405685:5WTWVJ4Q}, } @misc{esri_what_nodate, title = {What is {GIS}? {\textbar} {Geographic} {Information} {System} {Mapping} {Technology}}, shorttitle = {What is {GIS}?}, url = {https://www.esri.com/en-us/what-is-gis/overview}, abstract = {A geographic information system (GIS) is a system that creates, manages, analyzes \& maps all types of data. GIS connects data to a map, integrating location data with all types of descriptive information.}, language = {en-us}, urldate = {2022-11-18}, author = {{ESRI}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XIFCLQ8M 4042040:I2YVE3H5}, } @misc{european_agency_for_special_needs_and_inclusive_education_preparation_nodate, title = {Preparation of teachers for inclusive education in {Lebanon}}, url = {https://www.inclusive-education-in-action.org/case-study/preparation-teachers-inclusive-education-lebanon}, author = {European Agency for Special Needs {and} Inclusive Education}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HJPEFLLV 2405685:WAJ4JCBD}, } @misc{european_parliament_multilingualism_nodate, title = {Multilingualism}, url = {https://www.europarl.europa.eu/about-parliament/en/organisation-and-rules/multilingualism}, abstract = {The European Parliament has 24 official languages, all of them used on a daily basis. Find out how it all works.}, language = {en}, urldate = {2023-02-10}, journal = {Multilingualism}, author = {European Parliament}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8HH4PY8I 4042040:K8LEKNJU}, } @misc{evans_studies_nodate, title = {Studies of {COVID}-19 and {Education} in {LMICs}}, url = {https://docs.google.com/spreadsheets/d/1g8d7Jv2OerXn1C1uUtt29PlKwUfCEUeoir02Pl9OZpM/edit?usp=sharing&usp=embed_facebook}, abstract = {Sheet1 Authors,Title,Country,Level,Outcome,Region,Date,Product,Provenance,In twitter thread Angrist N, Bergman P, Brewster C, Matsheng M,{\textless}a href="https://www.csae.ox.ac.uk/materials/papers/csae-wps-2020-13.pdf"{\textgreater}Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech In...}, language = {en-GB}, urldate = {2020-08-12}, journal = {Google Docs}, author = {Evans, David and Acosta, Amina}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:P7QBYBN6}, } @misc{evans_what_nodate, type = {Twitter}, title = {What is the impact of \#{COVID19} on children and youth’s access to learning opportunities and on their actual learning in low- and middle-income countries?}, url = {https://twitter.com/DaveEvansPhD/status/1293178148000079872}, author = {Evans, David and Acosta, Amina}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I7AV84DZ}, } @misc{evidence_for_gender_and_education_resource_eger_adolescent_nodate, title = {Adolescent {Girls}' {Education} in {Crisis} {Initiative} ({AGENCI})}, url = {https://www.egeresource.org/profiles/programs/00d509d5-c3ed-4747-9469-59f7d2ba7e7f}, author = {Evidence for Gender {and} Education Resource (EGER)}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N6PKAWFQ 2405685:B6FWELHL}, } @misc{fahed_full_nodate, title = {Full article: {A} {Digital} {Journey} to {Social} {Change}}, url = {https://www.tandfonline.com/doi/full/10.1080/00094056.2020.1733911}, urldate = {2020-04-29}, author = {Fahed, Andrea}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WVD8CRXL 2405685:ZYTVGAUJ}, } @misc{fcdo_fcdo_nodate, title = {{FCDO} - {GEC}}, url = {https://girlseducationchallenge.org/countries/country/kenya}, urldate = {2023-04-04}, author = {FCDO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P7AUW8WJ 2405685:CV9PEN66}, } @misc{federal_ministry_of_education_science_and_research_republic_of_austria_digital_nodate, title = {Digital education}, url = {https://www.bmbwf.gv.at/en/Topics/school/krp/8_p_p/dig_edu.html}, language = {en}, urldate = {2022-12-29}, author = {{Federal Ministry of Education, Science and Research, Republic of Austria}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FAXSMFCL}, } @misc{feynman_ai_feynman_nodate, title = {Feynman {AI}}, url = {https://www.feynman.ai/}, abstract = {Feynman - An AI assistant to make reading, writing and understanding academic literature easier.}, language = {en}, urldate = {2024-01-20}, author = {{Feynman AI}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ESU9HV8I 2486141:QG8TKAW3}, } @misc{flickr_flickr_nodate, title = {Flickr: {Creative} {Commons}}, url = {https://www.flickr.com/creativecommons/}, urldate = {2020-09-01}, author = {{Flickr}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:Q6ZRKLV8}, } @book{fraser_redistribution_nodate, title = {Redistribution or recognition? {A} {Political}-{Philosophical} {Exchange}?}, url = {https://www.versobooks.com/books/179-redistribution-or-recognition}, publisher = {Verso}, author = {Fraser, Nancy and Honneth, Axel}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VQ3BRD6J 2405685:EZ56JZ4T}, } @misc{free_software_foundation_free_nodate, title = {Free {Software} {Foundation} — working together for free software}, url = {https://www.fsf.org/}, urldate = {2020-11-11}, author = {{Free Software Foundation}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DIUIU33K}, } @article{gabriel_synchronic_nodate, title = {A {Synchronic} {Approach} to {Kinyarwanda} {Variation} {Among} its {Native} {Speakers}}, volume = {4}, url = {https://core.ac.uk/download/pdf/230595115.pdf}, number = {3}, journal = {International Journal of Linguistics, Literature and Culture}, author = {Gabriel, Bazimaziki}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EAHBAPVT 4042040:PF8UD72N}, keywords = {⛔ No DOI found}, } @misc{gdl_radio_gdl_nodate, title = {{GDL} {Radio}}, url = {https://gdlradio.org/}, abstract = {GDL Radio This Global Digital Library(GDL) radio collection is provided by USAID. The GDL is part of the Global Book Alliance - bringing books to every child in the world by 2030 Radio materials to be used in the classroom or as a podcast on your smarthpone.}, language = {en-US}, urldate = {2020-07-21}, journal = {GDL Radio}, author = {{GDL Radio}}, note = {Library Catalog: gdlradio.org KerkoCite.ItemAlsoKnownAs: 2339240:EZRCT4SC 2339240:NFXXBBYX 2405685:9Y5SKUYQ 2405685:HLKCJPND 4803016:TIDKTQ6D}, } @misc{geogebra_geogebra_nodate, title = {{GeoGebra} {\textbar} {Free} {Math} {Apps} - used by over 100 {Million} {Students} \& {Teachers} {Worldwide}}, url = {https://www.geogebra.org/}, abstract = {Get our free online math tools for graphing, geometry, 3D, and more!}, language = {en-GB}, urldate = {2020-11-11}, journal = {GeoGebra}, author = {{GeoGebra}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZBF3WBEE}, } @misc{ghana_library_authority_worldreader_nodate, title = {Worldreader {Tablets} {Have} {Revamped} {Reading} in {Libraries}.}, url = {https://ghanalibrary.org/article.php?cc=h8oOxK&chk=}, urldate = {2020-06-23}, author = {Ghana Library Authority}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BATS7FN8}, } @misc{giga_kyrgyzstan_nodate, title = {Kyrgyzstan}, url = {https://gigaconnect.org/kyrgyzstan/}, urldate = {2020-09-23}, author = {Giga}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3EUXX798 2405685:NCR64Z6X}, } @misc{github_learningequalitysushi-chef-ubongokids_nodate, title = {learningequality/sushi-chef-ubongokids}, url = {https://github.com/learningequality/sushi-chef-ubongokids}, abstract = {Contribute to learningequality/sushi-chef-ubongokids development by creating an account on GitHub.}, language = {en}, urldate = {2020-08-19}, journal = {GitHub}, author = {{GitHub}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RF3TIZAX}, } @misc{github_open-learning-exchangeplanet_nodate, title = {open-learning-exchange/planet}, url = {https://github.com/open-learning-exchange/planet}, abstract = {🌍 Planet Learning - Angular application. Contribute to open-learning-exchange/planet development by creating an account on GitHub.}, language = {en}, urldate = {2020-08-19}, journal = {GitHub}, author = {{GitHub}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:69F5ZELC}, } @misc{github_xprizeglexp-team-onebillion_nodate, title = {{XPRIZE}/{GLEXP}-{Team}-onebillion}, url = {https://github.com/XPRIZE/GLEXP-Team-onebillion}, abstract = {onecourse: one app that delivers reading, writing and numeracy. Built by non-profit onebillion. - XPRIZE/GLEXP-Team-onebillion}, language = {en}, urldate = {2020-08-19}, journal = {GitHub}, author = {{GitHub}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:695GTRIY}, } @misc{global_book_alliance_global_nodate, title = {Global {Book} {Alliance}}, url = {https://www.globalbookalliance.org}, language = {en-US}, urldate = {2020-07-21}, journal = {Global Book Alliance}, author = {{Global Book Alliance}}, note = {Library Catalog: www.globalbookalliance.org KerkoCite.ItemAlsoKnownAs: 2339240:3X48ECTJ 2405685:YLLL7HRK}, } @misc{global_data_lab_human_nodate, title = {Human {Development} {Indices}}, url = {https://globaldatalab.org/shdi/maps/shdi}, author = {Global Data Lab}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JC36BL8D 2405685:VAN8JHHB}, } @misc{global_digital_library_about_nodate, title = {About – {Global} {Digital} {Library}}, url = {https://home.digitallibrary.io/about/}, language = {en-US}, urldate = {2020-07-21}, author = {{Global Digital Library}}, note = {Library Catalog: home.digitallibrary.io KerkoCite.ItemAlsoKnownAs: 2339240:ZZLSX7TW 2405685:VHI4ZC57}, } @misc{global_digital_library_home_nodate, title = {Home - {Global} {Digital} {Library} -}, url = {https://digitallibrary.io/}, urldate = {2023-06-22}, author = {{Global Digital Library}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6VPG5HZV 2405685:JAIUGEUM}, } @techreport{global_education_monitoring_report_team_global_nodate, title = {Global education monitoring report, 2023: technology in education: a tool on whose terms?}, url = {https://doi.org/10.54676/UZQV8501}, abstract = {UNESCO Digital Library}, language = {en}, urldate = {2023-10-12}, author = {Global Education Monitoring Report Team}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E8ZGUYFI 2405685:4RSN6K3Q}, } @techreport{global_partnership_for_education_senegal_nodate, title = {Senegal}, url = {https://www.globalpartnership.org/where-we-work/senegal}, urldate = {2020-06-22}, author = {Global Partnership for Education}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PJQUD9F9 2405685:Q5R45MCK}, } @misc{global_partnership_for_education_sierra_nodate, title = {Sierra {Leone}: {The} power of great teaching in times of crisis {\textbar} {Stories} of change}, shorttitle = {Sierra {Leone}}, url = {https://www.globalpartnership.org/results/stories-of-change/sierra-leone-power-great-teaching-times-crisis}, abstract = {The Ebola crisis that plagued Sierra Leone in 2014-2016 had an unexpected positive consequence: giving learners access to the country’s best teachers through an innovative radio educational program. This experience served the country well when the COVID-19 pandemic hit.}, language = {en}, urldate = {2020-11-25}, author = {{Global Partnership for Education}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FF2WVB22 2405685:5IUL2ZH8}, } @misc{gnu_gnuorg_nodate, title = {gnu.org}, url = {https://www.gnu.org/licenses/agpl-3.0.en.html}, language = {en}, urldate = {2020-10-27}, author = {{GNU}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y78NE354}, } @misc{google_google_nodate, title = {Google {Image} best practices - {Search} {Console} {Help}}, url = {https://support.google.com/webmasters/answer/114016?hl=en}, urldate = {2020-09-01}, author = {{Google}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:G55AP7FW}, } @misc{google_google_nodate, title = {Google {Images}}, url = {https://www.google.co.uk/imghp}, urldate = {2020-09-01}, author = {{Google}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:HG4E5AME}, } @misc{google_mobile-friendly_nodate, title = {Mobile-{Friendly} {Test} – {Google} {Search} {Console}}, url = {https://search.google.com/test/mobile-friendly}, urldate = {2022-08-08}, author = {Google}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U3ACNITC 2405685:KJ54W5N7}, } @misc{google_read_nodate, title = {Read {Along} by {Google}: {A} fun reading app - {Apps} on {Google} {Play}}, shorttitle = {Read {Along} by {Google}}, url = {https://play.google.com/store/apps/details?id=com.google.android.apps.seekh&hl=en}, abstract = {Read Along is a free reading app for Android that helps children have fun while they learn to read. Read Along has an in-app reading buddy that listens to your young learner read aloud, offers assistance when they struggle and rewards them with stars when they do well – guiding them along as they progress. It works best for children who already have some basic knowledge of the alphabet. After the initial download, the app works securely offline. Inspire a love of reading in young learners • Fun game-like experience: Keep young minds engaged with hundreds of stories and word games available in nine languages, including English and Spanish. Build confidence reading out loud with instant rewards of stars and badges • Independent learning: Encourage all young learners to learn at their own pace and track their individual progress. Learners have unique profiles, and each advances on their own reading journey with recommended stories based on their reading level. If needed, they can tap on any word to hear it pronounced Foster learning with confidence • Zero cost with no ads or upsells: Keep them focused on what’s important – reading – and relax knowing there are no in-app purchases • No Wi-Fi or data required: Once downloaded, provide a rich learning experience while relieving worries about unsupervised access to the Internet • Private and secure: No name, age, specific location, contact, email address or phone number is required to use Read Along. Additionally, voice data is analyzed in real time on the device, but not stored or sent to Google servers Languages available: With Read Along, children can read a variety of fun and engaging stories in different languages including: • English • Spanish (Español) • Portuguese (Português) • Hindi (हिंदी) • Bangla (বাংলা) • Urdu (اردو) • Telugu (తెలుగు) • Marathi (मराठी) • Tamil (தமிழ்) With Read Along, children can practice, gain confidence, and grow a lifelong love for reading.}, language = {en}, urldate = {2020-07-21}, author = {{Google}}, note = {Library Catalog: play.google.com KerkoCite.ItemAlsoKnownAs: 2339240:3SKYJXA9 2405685:A3UKLGSU 2405685:T9TYKVI3}, } @misc{govuk_agile_nodate, title = {Agile delivery - {Service} {Manual} - {GOV}.{UK}}, url = {https://www.gov.uk/service-manual/agile-delivery}, abstract = {How to work in an agile way: principles, tools and governance.}, language = {en}, urldate = {2020-08-15}, journal = {GOV.UK}, author = {GOV.UK}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DSJ9ELBQ 2339240:HVPAJBJU 2405685:7U9S9NSM 2405685:EWWBN56Z 2405685:GIYZQRBW 2405685:MFDEN76D 2405685:NXTJ5CKI 2405685:SLTJ43M6}, } @misc{govuk_how_nodate, title = {How the alpha phase works}, url = {https://www.gov.uk/service-manual/agile-delivery/how-the-alpha-phase-works}, abstract = {Running a successful alpha phase, building and testing prototypes, and deciding whether to move on to beta.}, language = {en}, urldate = {2021-02-28}, journal = {GOV.UK}, author = {{GOV.UK}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7LRW6MD6}, } @misc{govuk_how_nodate, title = {How the beta phase works}, url = {https://www.gov.uk/service-manual/agile-delivery/how-the-beta-phase-works}, abstract = {What to do during the beta phase, launching your service in private and public beta and deciding to move on to live.}, language = {en}, urldate = {2021-02-28}, journal = {GOV.UK}, author = {{GOV.UK}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XH26DW5Q}, } @misc{govuk_how_nodate, title = {How the discovery phase works}, url = {https://www.gov.uk/service-manual/agile-delivery/how-the-discovery-phase-works}, abstract = {What to do in discovery, how long it takes, how you know it's finished and deciding when to move on.}, language = {en}, urldate = {2021-02-28}, journal = {GOV.UK}, author = {{GOV.UK}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9CI7ZE6Y}, } @misc{govuk_how_nodate, title = {How the live phase works}, url = {https://www.gov.uk/service-manual/agile-delivery/how-the-live-phase-works}, abstract = {Checking you're ready to go live, keeping your team together and what to do after you go live.}, language = {en}, urldate = {2021-02-28}, journal = {GOV.UK}, author = {GOV.UK}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JAB896GG}, } @misc{govuk_retiring_nodate, title = {Retiring your service}, url = {https://www.gov.uk/service-manual/agile-delivery/retiring-your-service}, abstract = {When to retire a service, considering user needs, telling your users and what to do after the service is retired.}, language = {en}, urldate = {2021-02-28}, journal = {GOV.UK}, author = {{GOV.UK}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HBP8U3UM}, } @misc{government_of_malawi_national_nodate, title = {National {Numeracy} {Programme} {\textbar} {Malawi}}, url = {https://nnpmalawi.org/}, urldate = {2023-10-17}, author = {{Government of Malawi}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2RJ3NHZ3 2405685:HRPP8DCG}, } @misc{government_of_pakistan_ministry_nodate, title = {Ministry of {Federal} {Education} and {Professional} {Training}}, url = {http://www.mofept.gov.pk/Detail/ODJlMmMyYTktN2QxYy00Y2Y0LWIwYjYtZmYxMDNlYmRkNmQw}, urldate = {2020-08-11}, author = {{Government of Pakistan}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:UHRBEGYJ}, } @misc{government_of_pakistan_ministry_of_interior_and_narcotics_control_new_nodate, title = {New {Guidelines} for the {INGOs} to work with {NDMA} / {PDMAs} in {COVID} 19 {Crises}}, url = {https://ingo.interior.gov.pk/}, urldate = {2020-07-20}, author = {{Government of Pakistan. Ministry of Interior and Narcotics Control}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QWW494F3}, } @misc{government_of_the_punjab_taleem_nodate, title = {Taleem {Ghar}: {An} initiative by {Government} of the {Punjab}}, url = {https://taleemghar.punjab.gov.pk/}, author = {Government of the Punjab}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4CEL5WA6 2405685:XVLAVI4R}, } @misc{government_of_the_state_of_ceara_premio_nodate, title = {Prêmio {Escola} {Nota} 10}, url = {https://idadecerta.seduc.ce.gov.br/index.php/o-paic/premio-escola-nota-10}, urldate = {2022-06-11}, author = {{Government of the State of Ceará}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7GSXNQZT 2405685:RCW5FPIF 4656463:QI9FDC3Q}, } @misc{gsma_gsma_nodate, title = {{GSMA} {Intelligence}}, url = {https://data.gsmaintelligence.com}, author = {GSMA}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7EH8UGCQ 2405685:H86M7VQY}, } @misc{gsma_mobile_nodate, title = {Mobile {Internet} {Connectivity} 2019: {Sub}-{Saharan} {Africa} {Factsheet}}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2019/07/Mobile-Internet-Connectivity-SSA-Factsheet.pdf}, urldate = {2020-07-08}, author = {{GSMA}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:6T453KW7}, } @article{gyamfi_informal_nodate, title = {Informal tools in formal context: {Adoption} of web 2.0 technologies among geography student teachers in {Ghana}}, volume = {13}, copyright = {Copyright University of the West Indies 2017}, shorttitle = {Informal tools in formal context}, url = {https://search.proquest.com/education1/docview/1991137541/abstract/732C4B0D367E49A3PQ/78}, abstract = {Despite the popularity of Web 2.0 technologies and their educational benefits in the 21st century classroom environment, their use for teaching and learning purposes is still very limited. This study extended the technology acceptance model (TAM) to empirically examine factors that determine Ghanaian geography student teachers' acceptance of Web 2.0 technologies for pedagogical purpose. A self-reported questionnaire administered to 300 student teachers in two universities in Ghana out of which 254 responded. The results from the stepwise multiple regression analysis showed that technological complexity, perceived usefulness and attitude towards use had a significant direct effect on intention to use Web 2.0 technologies. However, social influence which is an exogenous factor had the strongest influence on the student teachers' intention to use the Web 2.0 technologies than the two key original TAM constructs. Contrary to the original technology acceptance model, statistically, perceived ease of use had no significant influence on perceived usefulness. The findings are intended to provide insights to policy makers about how to design preservice teacher education programmes that address the demands of teaching and learning with Web 2.0 technologies in Ghana in particular and developing world context in general.}, language = {English}, number = {3}, urldate = {2021-01-15}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Gyamfi, Stephen Adu}, note = {Num Pages: 24-40 Place: Bridgetown, Jamaica Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:Y33TA2XK 2405685:7YSJ8Y9V}, keywords = {Computers, Education, Learning, Social networks, Student teachers, Teaching, Wikis, ⛔ No DOI found}, pages = {24--40}, } @article{gyamfi_pre-service_nodate, title = {Pre-service teachers' attitude towards information and communication technology usage: {A} {Ghanaian} survey}, volume = {13}, copyright = {Copyright University of the West Indies 2017}, shorttitle = {Pre-service teachers' attitude towards information and communication technology usage}, url = {https://search.proquest.com/education1/docview/1952422719/abstract/732C4B0D367E49A3PQ/61}, abstract = {This study employed the Technology Acceptance Model (TAM) to empirically investigate factors that influence Ghanaian pre-service teachers' attitudes towards Information and Communication Technology (ICT) usage. To achieve this aim, the study extended the TAM framework by adding leadership support and job relevance as exogenous variables. Data were randomly collected from 380 pre-service teachers studying a 3-year Diploma in Education programme in Ghana. Based on a multiple stepwise regression analysis, the findings suggested the following: (1) leadership support significantly influenced perceived ease of use; (2) job relevance significantly influenced perceived usefulness; (3) perceived usefulness significantly influenced attitude towards use; (4) perceived ease of use significantly influenced attitude towards use (5) the TAM is significant for pre-service teacher education context except the relationship between perceived ease of use and perceived usefulness. The study contributed to the literature by validating the TAM in the pre-service teacher education context in Ghana. It also provided several implications for the research and practice of ICT adoption in the developing world context.}, language = {English}, number = {1}, urldate = {2021-01-15}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Gyamfi, Stephen Adu}, note = {Num Pages: 52-69 Place: Bridgetown, Jamaica Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:HQIKL9MJ 2405685:YIIV7W3K}, keywords = {Attitudes, Computers, Education, Educational technology, Student teachers, Studies, Teaching, ⛔ No DOI found}, pages = {52--69}, } @misc{haddaway_developing_nodate, title = {Developing collaborations and technology for evidence synthesis}, url = {https://www.eshackathon.org/}, abstract = {An event series to develop open software for evidence synthesis}, language = {en}, urldate = {2024-01-19}, journal = {Evidence Synthesis Hackathon}, author = {Haddaway, Martin Westgate \& Neal}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CSXAI3C4 2486141:GQ4UL3LB}, keywords = {\_Added-ailr-2024}, } @article{hamidi_participatory_nodate, title = {Participatory design of {DIY} digital assistive technology in {Western} {Kenya} {\textbar} {Proceedings} of the {Second} {African} {Conference} for {Human} {Computer} {Interaction}: {Thriving} {Communities}}, shorttitle = {Participatory design of {DIY} digital assistive technology in {Western} {Kenya} {\textbar} {Proceedings} of the {Second} {African} {Conference} for {Human} {Computer} {Interaction}}, url = {https://dl.acm.org/doi/abs/10.1145/3283458.3283478}, doi = {10.1145/3283458.3283478}, language = {EN}, urldate = {2020-04-03}, author = {Hamidi, Foad and Mbullo, Patrick and Hynie, Michaela and McGrath, Susan and Baljko, Melanie}, note = {shortDOI: 10/ggqt9n KerkoCite.ItemAlsoKnownAs: 10.1145/3283458.3283478 10/ggqt9n 2339240:XX4Z4ZQT 2405685:W5PKAAH6}, } @article{harper_gender_nodate, title = {{GENDER}, {POWER} {AND} {PROGRESS}}, language = {en}, author = {Harper, Caroline and Marcus, Rachel and George, Rachel and D’Angelo, Sophia and Samman, Emma}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TB3NNT9G 2405685:Q7K8QQDS}, keywords = {⛔ No DOI found}, pages = {168}, } @misc{heatley_robotanalyst_nodate, type = {{XHTML}}, title = {{RobotAnalyst} ({National} {Centre} for {Text} {Mining} — {NaCTEM})}, url = {https://www.nactem.ac.uk/robotanalyst/}, abstract = {META-NET Project.}, language = {English}, urldate = {2024-01-20}, author = {Heatley, Louise M.}, note = {Publisher: NaCTeM KerkoCite.ItemAlsoKnownAs: 2405685:6DN6YSEY 2486141:UCPUUNS5}, } @misc{hiddenapp_responsible_nodate, title = {Responsible {Use} {Policy}: {A} {Guide} for {Schools}}, url = {https://hiddenapp.com/en/blog/responsible-use-policy-a-guide-for-schools/}, author = {HiddenApp}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N86VK8N9 2405685:6IUSQBJI}, } @misc{higher_education_council_hjrs_nodate, title = {{HJRS} {\textbar} {HEC} {Journal} {Recognition} {System}}, url = {https://hjrs.hec.gov.pk/}, abstract = {HEC Journal Recognition System is the collection of authentic research journals ranked in scheduled categories on the bases of different ranking parameters. It is based on a propriety algorithm designed with the objective of promoting quality in research across various disciplines. HJRS allows the view of a ranked position in a journal as global, in subject area and subcategories.}, language = {en-US}, urldate = {2021-03-03}, author = {Higher Education Council}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EAKVPTPC 2405685:9LC2ASND}, } @article{hiraga_unesco_nodate, title = {{UNESCO} {Institute} for {Statistics}}, language = {en}, author = {Hiraga, Sulekha Patel Masako and Wang, Lianqin and Drew, Doug and Lynd, Doug}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9BIYRZIJ 2405685:IZCIALRW}, keywords = {⛔ No DOI found}, pages = {33}, } @misc{hossain_managing_nodate, address = {Bangladesh}, title = {Managing the {Paradox} of {PublicPrivate} {University} {Funding}: {Bangladesh} {Context}}, url = {https://na.eventscloud.com/file_uploads/c4f8814ffef5db48a91e0230e0d5f1ca_Mohamed-Emran-Hossain.pdf}, author = {Hossain, M and Hoque, M}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXENFI2S 2405685:KXCCZ3EA}, } @misc{hub_curated_nodate, title = {Curated {Tools} for {Teacher} {Continuous} {Professional} {Development}}, url = {https://edtechhub.org/edtech-tools/curated-tools-tcpd/}, abstract = {EdTech Hub has created curated lists of teacher professional development (TPD) tools along with evidenced-based advice on how to effectively use them. Because, of course, it’s not only which tool you choose, but how you use it that will determine whether it will lead to better teaching and learning.}, language = {en-US}, urldate = {2022-05-23}, journal = {EdTech Hub}, author = {Hub, EdTech}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M4R4WE38 2486141:43N7BJSK}, } @misc{hub_explore_nodate, title = {Explore {EdData} {Tools}}, url = {https://edtechhub.org/edtech-tools/ed-data-tools/}, abstract = {Crowdsourcing Data Technologies for Education in Emergencies}, language = {en-US}, urldate = {2022-05-23}, journal = {EdTech Hub}, author = {Hub, EdTech}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6T7DNXRX 2486141:TFRMMCMG}, } @misc{humanitarian_data_exchange_humanitarian_nodate, title = {Humanitarian {Data} {Exchange}}, url = {https://data.humdata.org/}, language = {en\_AU}, urldate = {2022-06-20}, journal = {OCHA Services: Humanitarian Data Exchange}, author = {Humanitarian Data Exchange}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KRXGZT4D 2405685:XZJYPS6F}, } @misc{icdl_about_nodate, title = {About {Us}}, url = {https://icdlafrica.org/about-us/}, language = {en-GB}, urldate = {2020-08-28}, journal = {ICDL Africa}, author = {{ICDL}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2Z66XZVE}, } @misc{icdl_rwanda_nodate, title = {Rwanda}, url = {https://icdlafrica.org/find-a-test-centre/rwanda/}, language = {en-GB}, urldate = {2020-08-28}, journal = {ICDL Africa}, author = {{ICDL}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZKA85DTR}, } @misc{ict_authority_digischool_nodate, title = {{DigiSchool}}, url = {http://icta.go.ke/digischool/}, urldate = {2020-07-01}, author = {ICT Authority}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BC5NUXIX}, } @misc{ict_authority_digischool_nodate, title = {{DigiSchool} – {ICT} {Authority}}, url = {http://icta.go.ke/digischool/}, urldate = {2021-09-06}, author = {ICT Authority}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K3YM9LWV 2405685:HAD56BVL}, } @misc{ict_authority_home_nodate, title = {Home}, url = {http://icta.go.ke/}, urldate = {2020-07-01}, author = {ICT Authority}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8337SKJY}, } @misc{ict_authority_kenya_nodate, title = {Kenya {Open} {Data}}, url = {http://www.opendata.go.ke/pages/digischool}, language = {en-us}, urldate = {2020-07-01}, author = {ICT Authority}, note = {Library Catalog: www.opendata.go.ke KerkoCite.ItemAlsoKnownAs: 2405685:LYRRHTWP}, } @misc{igc_-_international_growth_centre_misallocation_nodate, title = {({Mis})allocation of teachers and state capacity}, url = {https://www.theigc.org/project/misallocation-teachers-state-capacity/}, abstract = {Cross-country differences in educational attainment are large. Despite a massive expansion of primary schooling in developing countries in the last decades, a substantial share of the population in low-income countries still does not complete primary education. Since teachers are a key input into the education process and teacher compensation constitutes a major part of public […]}, language = {en-GB}, urldate = {2022-11-13}, journal = {IGC}, author = {{IGC - International Growth Centre}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XIEAXR6T 2405685:CI7DS6CX}, } @misc{ilo_household_nodate, title = {Household {Income} {Expenditure} {Surveys} ({HIES})}, url = {https://www.ilo.org/surveyLib/index.php/catalog/HIES}, author = {ILO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4TWM4JLA 2405685:K6HWSSS5}, } @misc{innerdrive_how_nodate, title = {How to become an independent learner}, url = {https://blog.innerdrive.co.uk/become-independent-learner}, abstract = {Independent learning is the holy grail of education. Here's what it looks like and how students can become independent learners.}, language = {en-gb}, urldate = {2021-08-05}, author = {{InnerDrive}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PU96IMYL 2405685:8QHVY3E9}, } @misc{interagency_gender_working_group_igwg_about_nodate, title = {About {IGWG} {\textbar} {IGWG}}, url = {http://www.igwg.org/about-igwg/}, urldate = {2022-05-25}, author = {{Interagency Gender Working Group (IGWG)}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DZ5G9KA4 2405685:IYZAZIUX}, } @misc{international_bureau_of_education_inclusive_nodate, title = {Inclusive curriculum}, url = {http://www.ibe.unesco.org/en/glossary-curriculum-terminology/i/inclusive-curriculum}, author = {International Bureau of Education}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LRF62JVW 2405685:SLUG9CJB}, } @misc{international_rescue_committee_irc_every_nodate, title = {Every {Adolescent} {Girl} {Empowered} and {Resilient} ({EAGER})}, url = {https://www.rescue.org/eager-project}, abstract = {A project designed to create accessible and empowering learning opportunities for out-of-school adolescent girls in Sierra Leone, strengthening their knowledge, skills, and agency to shape their lives.}, language = {en}, urldate = {2023-06-22}, author = {{International Rescue Committee (IRC)}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:89HNRTZG 2405685:QAZ62Q4L}, } @misc{international_telecommunications_union_digital_nodate, title = {"{Digital} {Senegal} 2025" {Strategy}}, url = {https://www.itu.int/net4/wsis/archive/stocktaking/Project/Details?projectId=1488401022}, urldate = {2020-06-22}, author = {International Telecommunications Union}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QANHX7PW 2405685:MI3J6SZH}, } @misc{internet_archive_basic_nodate, title = {Basic e-{Learning} {Library} ({BeLL}) : {Free} {Texts} : {Free} {Download}, {Borrow} and {Streaming} : {Internet} {Archive}}, url = {https://archive.org/details/bell}, urldate = {2020-09-15}, author = {{Internet Archive}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:F7IQ89Q7}, } @misc{internet_world_stats_usage_and_population_statistics_africa_nodate, title = {Africa {Internet} {Users}, 2020 {Population} and {Facebook} {Statistics}}, url = {https://www.internetworldstats.com/stats1.htm}, urldate = {2020-07-07}, author = {{Internet World Stats: Usage and Population Statistics}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:5VVRKC33}, } @techreport{j-pal_exercise_nodate, title = {Exercise {B}: {How} to do random assignment using {MS} {Excel}}, url = {https://www.povertyactionlab.org/sites/default/files/research-resources/ExerciseB_RandomizationMechanics_Excel_Instructions_Final.pdf}, institution = {Abdul Latif Jameel Poverty Action Lab}, author = {J-PAL}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GI5EDJJD 2405685:WSTA59I3}, } @article{joynes_report_nodate, title = {Report for {EdTechHub} ({ODI})}, language = {en}, author = {Joynes, Chris and Gibbs, Emma}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UJ7RHMDJ}, keywords = {⛔ No DOI found}, pages = {30}, } @article{joynes_whats_nodate, title = {What’s working? {What} isn’t?}, language = {en}, author = {Joynes, Chris and Gibbs, Emma and Sims, Kate}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DHVP4GG6 2405685:G2X3KSNH}, keywords = {⛔ No DOI found}, pages = {14}, } @misc{july_25_2018_laptops_nodate, title = {Laptops lie idle in schools on lack of skilled tutors}, url = {https://www.businessdailyafrica.com/bd/economy/laptops-lie-idle-in-schools-on-lack-of-skilled-tutors-2212514}, abstract = {Lower primary public school teachers are not using technology in classrooms due to computer illiteracy.}, language = {en}, urldate = {2021-06-07}, journal = {Business Daily}, author = {July 25 2018, Wednesday}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C63ABKVC 2405685:EQFYQ3VE}, } @misc{kahili-heede_jabsom_nodate, title = {{JABSOM} {Library}: {Colandr} for {Systematic} {Reviews}: {Introducing} {Colandr}}, copyright = {Copyright John A. Burns School of Medicine, University of Hawaii at Manoa 2024}, shorttitle = {{JABSOM} {Library}}, url = {https://hslib.jabsom.hawaii.edu/colandr/home}, abstract = {Using the systematic review tool for title and abstract screening, full-text article screening, and data extraction}, language = {en}, urldate = {2024-01-22}, author = {Kahili-Heede, Melissa}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PYE2X6IZ 2486141:IXG47JQN}, } @misc{kaios_kaios_nodate, title = {{KaiOS} {Home}}, url = {https://www.kaiostech.com/}, abstract = {the mobile OS for smart feature phone to enable tomorrow}, language = {en-US}, urldate = {2022-08-13}, journal = {KaiOS}, author = {{KaiOS}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6HLAFZD2}, } @misc{kaios_kaios_nodate, title = {{KaiOS} {Home}}, url = {https://www.kaiostech.com/}, abstract = {the mobile OS for smart feature phone to enable tomorrow}, language = {en-US}, urldate = {2022-08-22}, journal = {KaiOS}, author = {KaiOS}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6XB683UL 2405685:9VZ8AZVT}, } @misc{karmuqabla_education_nodate, title = {Education and distance learning gaming platform}, shorttitle = {{KarMuqabla}}, url = {https://www.karmuqabla.com/}, abstract = {Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software}, language = {en-US}, urldate = {2020-07-21}, author = {{KarMuqabla}}, note = {Library Catalog: www.karmuqabla.com KerkoCite.ItemAlsoKnownAs: 2405685:46ANPHZ6}, } @misc{kcse_kcse_nodate, title = {{KCSE} {Biology} {Syllabus} 2022/2023}, url = {https://www.advance-africa.com/Biology-Syllabus.html}, author = {KCSE}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NJI93I7L 2405685:55X79XPJ}, } @misc{kennedy_co-design_nodate, title = {A {Co}-design {Methodology} for {Blended} {Teacher} {Professional} {Development} in {Contexts} of {Mass} {Displacement}.pdf}, abstract = {Teachers working in challenging contexts of mass displacement need both expert and peer support. This article shares a co-design methodology being used to develop and test the use of what we are calling Massive Online Open Collaborations (MOOCs) which involve blended learning approaches for teacher professional development}, author = {Kennedy, E and Moghli, MA and Chase, E and Pherali, T and Laurillard, D}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5AGKBFRH 2405685:P5QYIXXM}, keywords = {Google Scholar/ teacher "professional development" AND refugees AND technology, RER theme\_supporting educators}, } @misc{kenya_disability_resource_kenya_nodate, title = {Kenya {Disabiliy} {Resource} {\textbar} {Special} {Educational} {Needs}}, url = {http://www.kenyadisabilityresource.org/Special-Educational-Needs}, urldate = {2023-04-04}, author = {Kenya Disability Resource}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NAJQUTP3 2405685:GWT2K9F7}, } @misc{kenya_institute_of_curriculum_development_cbc_nodate, title = {{CBC} {Materials}}, url = {https://kicd.ac.ke/cbc-materials}, author = {Kenya Institute of Curriculum Development}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:69JCQ5DB 2405685:XNZJZ9WK}, } @misc{kenya_institute_of_curriculum_development_curriculum_nodate, title = {Curriculum {Designs}({PP1}-{Grade4})}, url = {https://kicd.ac.ke/cbc-materials/curriculum-design/}, author = {Kenya Institute of Curriculum Development}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MJWPR5QR 2405685:DK8W9VA6}, } @misc{kenya_institute_of_curriculum_development_popular_nodate, title = {Popular {Slides} on {CBC}}, url = {kicd.ac.ke/cbc-materials/popular-slides-on-cbc}, author = {Kenya Institute of Curriculum Development}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DIVFCVQW 2405685:4YCUQLA3}, } @misc{kenya_kwanza_kenya_nodate, title = {Kenya {Kwanza} {Plan}}, url = {http://elections.citizen.digital/}, abstract = {Kenyans are rightfully skeptical of lofty promises and seemingly well-crafted plans that never get implemented. We\ have developed this plan well aware that it will stand or fall on the how question. There are three tests that a good plan must pass, namely prioritisation, sequencing and\ financing.}, language = {en}, urldate = {2023-06-23}, journal = {Kenya Kwanza Plan}, author = {Kenya Kwanza}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:63VTSXV8 2405685:5AH57FCF}, } @misc{kenya_parliament_equalisation_nodate, title = {Equalisation {Fund} {Bill}, 2022 {\textbar} {The} {Kenyan} {Parliament} {Website}}, url = {http://www.parliament.go.ke/node/17993}, urldate = {2023-06-23}, author = {Kenya Parliament}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S5JEE9GF 2405685:LLURJMI8}, } @misc{kenya_vision_2030_social_nodate, title = {Social {Pillar}}, url = {http://vision2030.go.ke/social-pillar/}, urldate = {2020-07-01}, author = {Kenya Vision 2030}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AM58NRKS}, } @article{kikuta_michael_nodate, title = {Michael {G}. {Findley} {University} of {Texas}, {Austin}}, abstract = {External validity captures the extent to which inferences drawn from a given study’s sample apply to a broader population or other target populations. Social scientists frequently invoke external validity as an ideal, but they rarely attempt to make rigorous, credible external validity inferences. In recent years, methodologically-oriented scholars have advanced a flurry of work on various components of external validity, and this article reviews and systematizes many of those insights. We first clarify the core conceptual dimensions of external validity and introduce a simple formalization that demonstrates why external validity matters so critically. We then organize disparate arguments about how to address external validity by advancing three evaluative criteria: Model Utility, Scope Plausibility, and Specification Credibility. We conclude with a practical aspiration that scholars supplement existing reporting standards to include routine discussion of external validity. It is our hope that these evaluation and reporting standards help re-balance scientific inquiry, such that the current obsession with causal inference is complemented with an equal interest in generalized knowledge.}, language = {en}, author = {Kikuta, Kyosuke and Denly, Michael}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SKHMFW9K}, keywords = {⛔ No DOI found}, pages = {51}, } @misc{kingsley_navigating_nodate, title = {Navigating the {Shifting} {Sands} of {Online} {Safety}}, url = {http://www.gesseducation.com/gess-talks/articles/navigating-the-shifting-sands-of-online-safety}, abstract = {All independent online activities expose young people to risks, regardless of what device they’re on, so what’s the answer to shielding them from the dangers?}, language = {en}, urldate = {2022-11-18}, journal = {GESS Education}, author = {Kingsley, Al}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SJJGKKRF 2405685:QUZBMN2B}, } @misc{kiwix_kiwix_nodate, title = {Kiwix: {Internet} content for people without internet access!}, shorttitle = {Kiwix}, url = {https://www.kiwix.org/en/}, abstract = {Read Wikipedia or any website on your mobile phone or computer, even when there is no internet. For free!}, language = {en-US}, urldate = {2020-07-21}, journal = {Kiwix}, author = {{Kiwix}}, note = {Library Catalog: www.kiwix.org KerkoCite.ItemAlsoKnownAs: 2339240:2DZJUIUR 2405685:NKFZPC3R}, } @misc{klab_our_nodate, title = {Our {Success} {Story}: {Academic} {Bridge}}, shorttitle = {Our {Success} {Story}}, url = {https://www.klab.rw/public/startups/startup/58 }}, urldate = {2020-08-26}, author = {{kLab}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q2MUHASW 2405685:EXFIZE3C}, } @misc{kobo_toolbox_kobotoolbox_nodate, title = {{KoBoToolbox} {\textbar} {Data} {Collection} {Tools} for {Challenging} {Environments}}, url = {https://kobotoolbox.org/}, abstract = {KoBoToolbox is a suite of tools for field data collection for use in challenging environments. Our software is free and open source. Most of our users are people working in humanitarian crises, as well as aid professionals and researchers working in developing countries.}, language = {en-US}, urldate = {2020-09-17}, journal = {KoBoToolbox}, author = {{KoBo Toolbox}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XTGCCN2F}, } @misc{kolibri_kolibri_nodate, title = {Kolibri : {A} {Free}, {Open} {Source} {Education} for {All} {\textbar} {Learning} {Equality}}, shorttitle = {Kolibri}, url = {https://learningequality.org/kolibri/}, language = {en}, urldate = {2022-08-22}, journal = {https://learningequality.org/kolibri/}, author = {{Kolibri}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NTVH5BM4 2405685:8CEHXSKN}, } @misc{komuniti_guru_digital_learning_komuniti_nodate, title = {Komuniti {Guru} {Digital} {Learning}}, url = {https://sites.google.com/moe-dl.edu.my/ldp-digital-learning/home}, author = {{Komuniti Guru Digital Learning}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UMZ6N8C3 2405685:ZB29XBM7}, } @misc{kssnvyb7y66y_scholarcy_nodate, title = {Scholarcy ({Online} {Summarizing} {Tool} {\textbar} {Flashcard} {Generator} \& {Summarizer})}, url = {https://www.scholarcy.com/}, abstract = {Scholarcy™ is an online summarizing tool that generates and converts long articles into summary flashcards. Sign up free \& start summarizing}, language = {en-GB}, urldate = {2024-01-19}, journal = {Scholarcy {\textbar} The long-form article summariser}, author = {{kssNvYB7y66y}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KM9HAZFV 2486141:PB3S96U3}, } @article{kunje_primary_nodate, title = {Primary teacher education in {Malawi}: {Insights} into practice and policy}, language = {en}, author = {Kunje, D et al}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KUCXVPPY}, keywords = {⛔ No DOI found}, pages = {157}, } @article{kunje_primary_nodate, title = {Primary teacher education in {Malawi}: {Insights} into practice and policy}, language = {en}, author = {Kunje, D et al}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GGILNNGN}, keywords = {⛔ No DOI found}, pages = {156}, } @article{kunje_primary_nodate, title = {Primary teacher education in {Malawi}: {Insights} into practice and policy}, language = {en}, author = {Kunje, D et al}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GGILNNGN}, keywords = {⛔ No DOI found}, pages = {156}, } @misc{kytabu_about_nodate, title = {About {Us} – {Kytabu}}, url = {https://kytabu.africa/about-us/}, language = {en-US}, urldate = {2020-08-28}, author = {{Kytabu}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q9QAM3RD}, } @misc{kytabu_kytabu_nodate, title = {Kytabu {Super} {School} – {Kytabu}}, url = {https://kytabu.africa/kytabu-super-school/}, language = {en-US}, urldate = {2020-08-28}, author = {{Kytabu}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:G7Y77ICR}, } @misc{learndbir_design_nodate, title = {Design {Based} {Implementation} {Research}}, url = {http://learndbir.org/}, author = {{LearnDBIR}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VWKDJSEP}, } @misc{learning_equality_kolibri_nodate, title = {Kolibri : {A} {Free}, {Open} {Source} {Education} for {All} {\textbar} {Learning} {Equality}}, url = {https://learningequality.org/kolibri/}, urldate = {2020-07-21}, author = {{Learning Equality}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F3UGIWSG 2405685:WBZIPCDR}, } @misc{learning_passport_learning_nodate, title = {The {Learning} {Passport}}, url = {https://www.learningpassport.org/}, author = {Learning Passport}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3S5PSUBV 2405685:ZYQKK3JT}, } @misc{llc_enketo_nodate, title = {Enketo}, url = {https://enketo.org}, abstract = {Enketo Open-Source Project for the ODK ecosystem: OpenRosa Enketo.}, language = {en}, urldate = {2020-09-17}, author = {LLC), Martijn van de Rijdt (Enketo}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:L9KK7R25}, } @misc{lngb_consortium_malawi_nodate, title = {Malawi}, url = {https://teamgirl.info/proj_info.php}, urldate = {2023-06-22}, author = {{LNGB Consortium}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNDLYW32 2405685:8WX9B2SD}, } @misc{longhorn_publishers_plc_longhorn_nodate, title = {Longhorn {eLearning} {Website}}, url = {https://elearning.longhornpublishers.com/}, urldate = {2020-07-01}, author = {Longhorn Publishers PLC}, note = {Library Catalog: elearning.longhornpublishers.com KerkoCite.ItemAlsoKnownAs: 2405685:MT54IIGR}, } @misc{longley_can_nodate, title = {Can {Nudge} {Messaging} {Positively} {Influence} {School} {Attendance}?}, url = {https://edtechhub.org/can-nudge-messaging-positively-influence-school-attendance/}, abstract = {In Northern Ghana, Wunni Sabo's decision to prioritise his daughter's education, inspired by nudge messaging, is helping to spark a movement for learning. Click to read this story of change.}, language = {en-US}, urldate = {2024-02-14}, journal = {EdTech Hub}, author = {Longley, Sophie}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WD9XWNG3 2405685:EYCJ7Z7K}, } @misc{m-shule_m-shule_nodate, title = {M-{Shule}}, url = {https://m-shule.com/}, abstract = {M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.}, urldate = {2021-08-13}, author = {M-Shule}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TZPRLYZP 2405685:W7AUGT3C}, } @misc{macrotrends_bangladesh_nodate, title = {Bangladesh {GNI} per capita 1973-2021}, url = {https://www.macrotrends.net/countries/BGD/bangladesh/gni-per-capita}, abstract = {GNI per capita (formerly GNP per capita) is the gross national income, converted to U.S. dollars using the World Bank Atlas method, divided by the midyear population. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. GNI, calculated in national currency, is usually converted to U.S. dollars at official exchange rates for comparisons across economies, although an alternative rate is used when the official exchange rate is judged to diverge by an exceptionally large margin from the rate actually applied in international transactions. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and through 2000, the G-5 countries (France, Germany, Japan, the United Kingdom, and the United States). From 2001, these countries include the Euro area, Japan, the United Kingdom, and the United States.}, urldate = {2021-10-25}, author = {{Macrotrends}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ACPLQN5F 2405685:SDGDR87J}, } @incollection{major_dialogic_nodate, title = {A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in {Kenya} ({Forthcomming})}, abstract = {Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.}, booktitle = {Global {Perspectives} on {Teaching} with {Technology}: {Theories}, {Case} {Studies} and {Integration} {Strategies}}, author = {Major, Louis and Daltry, Rebecca and Rahman, Asad and Plaut, Daniel and Otieno, Mary and Otieno, Kevin}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZWZ4VVZD 2405685:EJWQSZTI}, } @misc{makhalidwe_athu_makhalidwe_nodate, title = {Makhalidwe {Athu}}, url = {https://docs.google.com/forms/d/e/1FAIpQLScYndzc0sqNRgLhM7oP51dKBgG5NK90jHMty0gf0hb4auTn0g/viewform?embedded=true&usp=embed_facebook}, abstract = {All Stories must be less than 480 characters}, language = {en}, urldate = {2022-06-25}, author = {Makhalidwe Athu}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VG862UVA 2405685:GA2C5W7X}, } @misc{malaria_consortium_upscale_nodate, title = {{upSCALE}}, url = {https://www.malariaconsortium.org/upscale/}, urldate = {2020-07-28}, author = {{Malaria Consortium}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:A3DNQWFN}, } @article{malawi_education_nodate, title = {Education {Sector} {Plan}}, author = {{Malawi} and {Sierra Leone}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TXESFC38 2405685:FMXQ54Z6}, } @misc{malpass_remarks_nodate, title = {Remarks by {World} {Bank} {Group} {President} {David} {Malpass} on {G20} {Finance} {Ministers} {Conference} {Call} on {COVID}-19}, url = {https://www.worldbank.org/en/news/speech/2020/03/23/remarks-by-world-bank-group-president-david-malpass-on-g20-finance-ministers-conference-call-on-covid-19}, abstract = {World Bank Group President David Malpass issued his remarks from the G20 Finance Ministers conference call on the COVID-19 pandemic.}, language = {en}, urldate = {2020-04-19}, journal = {World Bank}, author = {Malpass, David}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:JDUSKZ8E}, } @techreport{marcus_gage_2017, type = {Evidence {Review}}, title = {{GAGE} {Rigorous} {Review} {Girls}' clubs, life skills programmes and girls' well-being outcomes}, url = {https://www.gage.odi.org/wp-content/uploads/2019/01/GAGE-Girls-Club-Report-FINAL.pdf}, abstract = {This rigorous review synthesises studies on the empowerment impacts of girls’ clubs and life skills programmes with a gender equality focus. Girls’ clubs, or youth development clubs, have become an increasingly common component of school-based and community-based programmes that aim to improve capability outcomes and broader wellbeing of girls in developing countries. While some in the development community are enthusiastic about the potential of such clubs to empower girls, others raise questions about their impact, reach, sustainability and cost-effectiveness. The review, the first of its kind to synthesise existing evaluations of girls’ clubs, finds substantial evidence of the positive impact of these programmes, particularly around changes in discriminatory gender norms and practices. It also highlights remaining programming and knowledge gaps.}, urldate = {2021-05-24}, institution = {GAGE Gender \& Adolescence: Global Evidence}, author = {Marcus, Rachel and Gupta-Archer, Nandini and D'Arcy, Madeleine and Page, Ella}, month = sep, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y439CETJ 2534379:8U5CNGV6}, } @misc{massachusetts_department_of_elementary_and_secondary_education_school_nodate, title = {School and {District} {Data} - {Massachusetts} {Department} of {Elementary} and {Secondary} {Education}}, url = {https://www.doe.mass.edu/SchDistrictData.html}, urldate = {2022-06-14}, author = {Massachusetts Department of Elementary {and} Secondary Education}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G95Y5T6G 2405685:H8CZQWWR}, } @misc{mastercard_foundation_hanga_nodate, title = {Hanga {Ahazaza} '{Create} the {Future}' in {Rwanda}}, url = {https://mastercardfdn.org/all/hanga-ahazaza/}, abstract = {Hanga Ahazaza is a five-year Mastercard Foundation initiative focused on increasing employment opportunities for young people in the tourism and hospitality sector in Rwanda.}, language = {en}, urldate = {2020-08-17}, journal = {Mastercard Foundation}, author = {Mastercard Foundation}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5SPMDT6N 2405685:MKQWLTD9}, } @misc{mathshop_mathshop_nodate, title = {Mathshop}, url = {http://www.mathshop.mn/}, urldate = {2021-08-13}, author = {Mathshop}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2S58RSBM 2405685:QRZFBIDY}, } @techreport{mattingly_education_nodate, address = {United Kingdom}, type = {Guidance note: a {DFID} practice paper}, title = {Education for children with disabilities - improving access and quality}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67664/edu-chi-disabil-guid-note.pdf}, institution = {Department for International Development}, author = {Mattingly, Jacqui and McInerney, Laura}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3N3CDVRA 2405685:U3X8DZJI}, pages = {22}, } @techreport{mbsse_education_nodate, title = {Education {Data} {Dictionary}}, url = {https://mbsse.gov.sl/wp-content/uploads/2021/02/MBSSE_Education-Data-Dictionary.pdf}, urldate = {2021-03-10}, author = {{MBSSE}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4EY4MYPB 2405685:8TE9CH6C}, } @misc{media_center_sao_nodate, title = {Sao {Paulo} {Media} {Center}}, url = {https://centrodemidiasp.educacao.sp.gov.br/}, author = {{Media Center}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5SXVJHH6 2405685:IJCNDWMN}, } @misc{media_ownership_monitor_ghana_radio_nodate, title = {Radio {Market} in {Ghana}}, url = {https://ghana.mom-rsf.org/en/media/radio/}, abstract = {Radio is the most prevalent media in Ghana: a huge number of 481 FM broadcasting stations are authorized, out of which 354 stations...}, language = {en}, urldate = {2020-09-15}, journal = {Media Ownership Monitor}, author = {{Media Ownership Monitor: Ghana}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:GP4CPNI2}, } @misc{meducation_alliance_resources_nodate, title = {Resources}, url = {https://www.meducationalliance.org/?page_id=59}, abstract = {Landscape Reviews and Other Resources Landscape reviews and other resource materials have been compiled by various members of the mEducation Alliance or other stakeholders to give snapshots of a range of ICT4E projects and interventions. Crisis and Conflict Situations Covid-19 Read more ›}, language = {en-US}, urldate = {2020-07-07}, journal = {Mobiles for Education Alliance}, author = {{mEducation Alliance}}, note = {Library Catalog: www.meducationalliance.org EdTechHub.ItemAlsoKnownAs: 2405685:WFNKPQR9}, } @misc{meducation_alliance_resources_nodate, title = {Resources}, url = {https://www.meducationalliance.org/?page_id=59}, abstract = {Landscape Reviews and Other Resources Landscape reviews and other resource materials have been compiled by various members of the mEducation Alliance or other stakeholders to give snapshots of a range of ICT4E projects and interventions. Crisis and Conflict Situations Covid-19 Read more ›}, language = {en-US}, urldate = {2020-07-07}, journal = {Mobiles for Education Alliance}, author = {{mEducation Alliance}}, note = {Library Catalog: www.meducationalliance.org EdTechHub.ItemAlsoKnownAs: 2405685:WFNKPQR9}, } @article{meyer_katharine_lets_nodate, title = {Let’s {Chat}: {Chatbot} {Nudging} for {Improved} {Course} {Performance}}, shorttitle = {Let’s {Chat}}, url = {https://www.edworkingpapers.com/ai22-564}, doi = {10.26300/ES6B-SM82}, abstract = {Despite documented benefits to college completion, more than a third of students who initially enroll in college do not ultimately earn a credential. Completing college requires students to navigate both institutional administrative tasks (e.g., registering for classes) and academic tasks within courses (e.g., completing homework). In postsecondary education, several promising interventions have shown that text-based outreach and communication can be a low-cost, easy to implement, and effective strategy for supporting administrative task navigation. In this paper, we report on two randomized controlled trials testing the effect of a text-based chatbot with artificial intelligence (AI) capability on students' academic task navigation in introductory courses (political science and economics). We find the academic chatbot significantly shifted students’ final grades, increasing the likelihood students received a course grade of B or higher by 5-6 percentage points and reduced the likelihood students dropped the course.}, language = {en}, urldate = {2024-02-21}, author = {{Meyer, Katharine} and {Page, Lindsay C.} and {Smith, Eric} and {Walsh, B. Tyler} and {Fifield, C. Lindsey} and {Evans, Michael}}, note = {Publisher: EdWorkingPapers.com KerkoCite.ItemAlsoKnownAs: 10.26300/ES6B-SM82 2339240:DPYFZACM 2405685:VS7Y6Z72}, } @misc{mind_tools_content_team_swot_nodate, title = {{SWOT} {Analysis}}, url = {https://www.mindtools.com/pages/article/newTMC_05.htm}, urldate = {2021-03-05}, journal = {MindTools}, author = {Mind Tools Content Team}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AIP9XAQA 2405685:PRP4B6P6}, } @misc{mineduc_se_nodate, title = {Se lanza {Aprendo} {En} {Línea} {Docente} para reforzar el aprendizaje remoto}, url = {https://www.mineduc.cl/aprendo-en-linea-docente/}, urldate = {2022-06-06}, author = {mineduc}, } @misc{ministere_de_leducation_national_simen_nodate, title = {{SIMEN} {\textbar}}, url = {http://www.education.gouv.sn/fr/content/simen-0}, urldate = {2020-06-22}, author = {Ministère de l’Éducation National}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6Y54WC4W 2405685:5BX8C93U}, } @misc{ministere_de_leducation_nationale_covid_nodate, title = {Covid 19, le ministère de l'{Education} lance l'initiative "{APPRENDRE} À {LA} {MAISON}" {\textbar} {Ministère} de l’{Education} nationale}, url = {https://education.sn/fr/article/230}, urldate = {2020-06-22}, author = {Ministère de l’Education Nationale}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8PTVUE3T 2405685:VYR6P2BF}, } @misc{ministere_de_leducation_nationale_division_nodate, title = {Division de la {Radio} – {Télévision} scolaire ({DRTS})}, url = {https://education.sn/fr/standard/83}, urldate = {2020-06-22}, author = {Ministère de l’Education Nationale}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NYUCDNKL 2405685:T38HICV6}, } @techreport{ministere_de_leducation_nationale_et_al_programme_nodate, title = {Programme d’{Amélioration} de la {Qualité}, de l’Équité et de la {Transparence} – {Transparence} –{Education} / {Formation} ({PAQUET} – {EF})}, url = {https://www.globalpartnership.org/sites/default/files/a1-sen-esp-paquet_2018-2030.pdf}, urldate = {2020-06-22}, author = {Ministère de l’Éducation Nationale, et al.}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3TJFLD4A}, } @techreport{ministry_of_basic_and_senior_secondary_education_2021_nodate, address = {Sierra Leone}, title = {2021 {Annual} {Schools} {Census} {Data}.}, author = {{Ministry of Basic and Senior Secondary Education.}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YSBYCLG5}, } @misc{ministry_of_basic_and_senior_secondary_education_sierra_leone_leh_nodate, title = {Leh {Wi} {Lan} {\textbar} {MBSSE}}, url = {https://mbsse.gov.sl/leh-wi-lan/}, language = {en-US}, urldate = {2020-07-16}, author = {{Ministry of Basic and Senior Secondary Education: Sierra Leone}}, note = {Library Catalog: mbsse.gov.sl KerkoCite.ItemAlsoKnownAs: 2339240:EYVXUCT4 2405685:I9W42NJV}, } @techreport{ministry_of_education_education_nodate, title = {Education {Sector} {Strategic} {Plan} (2018/19 to 2023/24)}, url = {http://www.minecofin.gov.rw/fileadmin/templates/documents/NDPR/Sector_Strategic_Plans/Education.pdf}, language = {EN}, urldate = {2020-08-28}, institution = {Republic of Rwanda}, author = {{Ministry of Education}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:AD5UIPEG}, } @misc{ministry_of_education_ghana_education_nodate, title = {Education {Reform}}, url = {https://moe.gov.gh/education-reform/}, urldate = {2022-06-24}, author = {{Ministry of Education, Ghana}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9B3KLIIE 2405685:DE2DYSFL}, } @techreport{ministry_of_education_ghana_education_nodate, title = {Education {Sector} {Analysis}}, url = {https://www.globalpartnership.org/sites/default/files/2019-05-ghana-education-sector-analysis.pdf}, urldate = {2020-06-23}, author = {Ministry of Education, Ghana}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:T89529HV}, } @techreport{ministry_of_education_ghana_education_nodate, address = {Ghana}, title = {Education {Sector} {Analysis}}, url = {https://www.globalpartnership.org/sites/default/files/2019-05-ghana-education-sector-analysis.pdf}, language = {EN}, urldate = {2020-10-12}, institution = {Ministry of Education (Ghana)}, author = {{Ministry of Education, Ghana}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PIP6LJNV 2405685:TY7XMEHX}, pages = {1--107}, } @misc{ministry_of_education_ghana_education_nodate, title = {Education {Strategic} {Plan} 2018-2030}, url = {https://www.globalpartnership.org/sites/default/files/2019-05-education-strategic-plan-2018-2030.pdf}, language = {EN}, urldate = {2020-10-12}, publisher = {Government of Ghana}, author = {Ministry of Education, Ghana}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EUTLPYBT 2405685:NKY7MT7S}, } @techreport{ministry_of_education_ghana_education_nodate, title = {Education {Strategic} {Plan}, 2018–2030}, url = {https://www.globalpartnership.org/sites/default/files/2019-05-education-strategic-plan-2018-2030.pdf}, urldate = {2020-06-23}, author = {Ministry of Education, Ghana}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:EUGY84XH}, } @book{ministry_of_education__higher_studies_secondary_nodate, title = {Secondary {Biology} {Form} {One}: {Student} {Book}}, isbn = {978-1-941940-38-9}, url = {https://cpb-us-w2.wpmucdn.com/u.osu.edu/dist/5/1926/files/2016/02/Form-1-Biology-pnp5gl.pdf}, publisher = {Republic of Somaliland}, author = {Ministry of Education \& Higher Studies}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8YV2LSE7 2405685:3I2LHZZQ}, } @misc{ministry_of_education_youth_and_sport_education_nodate, title = {Education {Ministry}, {JICA} {Launch} {Think}! {Think}! {Free} {Online} {Classes}}, url = {http://www.moeys.gov.kh/index.php/en/minister-page/3663.html}, abstract = {There is no translation available.Ministry of Education, Youth and Sports (MoEYS) in cooperation with Japan International Cooperation Agency (JICA) ha...}, language = {en-gb}, urldate = {2022-06-25}, author = {Ministry of Education, Youth {and} Sport}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:69YLBWHN 2405685:HDRQ2TU3}, } @misc{ministry_of_education_youth_and_sport_cambodia_ministry_nodate, title = {Ministry of {Education}, {Youth} and {Sport} {Cambodia} - {YouTube}}, url = {https://www.youtube.com/channel/UChj-XAo5wFRjZtXgTExKwQQ}, urldate = {2022-06-25}, author = {Ministry of Education, Youth {and} Sport Cambodia}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PYD7RIV5 2405685:BSZ5RFSV}, } @misc{ministry_of_federal_education__professional_training_aepam_nodate, title = {{AEPAM} {Online} {Library}}, url = {http://library.aepam.edu.pk/}, urldate = {2021-02-03}, author = {Ministry of Federal Education \& Professional Training}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YDG22EQY 2405685:S5RMZIAM}, } @misc{ministry_of_federal_education__professional_training_distance_nodate, title = {Distance {Learning} in {Pakistan} {Through} {Policy} {Intervention}: {National} {Distance} {Learning} {Framework}.}, author = {Ministry of Federal Education \& Professional Training}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2D2B4UZZ 2405685:QDFZKUFU}, } @misc{mishra_equitable_nodate, title = {Equitable {Access} to {Education} for {Children} with {Disabilities}}, url = {https://edtechreview.in/trends-insights/insights/1438-equitable-access-to-education-for-children-with-disabilities}, abstract = {Assistive Technology (AT) broadly categorizes the physical tools that support children with disabilities. Assistive Technology devices range..}, language = {en-gb}, urldate = {2020-04-03}, journal = {EdTechReview}, author = {Mishra, Anant}, note = {Library Catalog: edtechreview.in KerkoCite.ItemAlsoKnownAs: 2339240:DYSTI26U 2405685:AUNZ7SZ5 AUNZ7SZ5}, } @misc{movva_movva_nodate, title = {Movva}, url = {https://movva.tech/}, urldate = {2022-06-06}, author = {Movva}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P6IVNPXG 2405685:Q44LRRIK}, } @misc{mtabe_mtabe_nodate, title = {Mtabe – {Just} {Ask} {Too}.}, url = {https://mtabeapp.com/}, language = {en-US}, urldate = {2020-07-21}, author = {{Mtabe}}, note = {Library Catalog: mtabeapp.com KerkoCite.ItemAlsoKnownAs: 2339240:92SPD3NX 2405685:PL689LUU}, } @misc{mtabe_mtabe_nodate, title = {Mtabe – {Q}\&{A} {SMS} {eLearning} {Platform}}, url = {https://mtabeapp.com/}, language = {en-US}, urldate = {2022-06-25}, author = {Mtabe}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XBRMJ9BH 2405685:DHEL6A7P}, } @article{mtebe_developing_nodate, title = {Developing multimedia enhanced content to upgrade subject content knowledge of secondary school teachers in {Tanzania}}, volume = {2}, abstract = {The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science and mathematics in secondary education. This article reports on the process involved in the development of multimedia enhanced content that involved teachers, facilitators, and technical staff. The developed content was evaluated for its satisfaction using a sample of 72 experts that included teachers and instructors after using the content for 10 days. Generally, respondents were satisfied with the quality of the developed multimedia enhanced content. However, accuracy had a minimum percentage of users’ satisfaction with 37\%. This shows that the majority of the content had spelling and grammatical errors that were supposed to have been corrected before producing the final product. Although this is ongoing work, we believe that the lessons learned from our efforts can be useful to similar organizations planning to develop multimedia enhanced content for educational purposes.}, language = {en}, number = {3}, journal = {Journal of Learning for Development}, author = {Mtebe, Joel S and Kibga, Elia Y and Mwambela, Alfred A and Kissaka, Mussa M}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZUGSB5D2 2405685:VQRTVRL7}, keywords = {⛔ No DOI found}, pages = {29--44}, } @article{mtebe_using_nodate, title = {Using {SMS} mobile technology to assess the mastery of subject content knowledge of science and mathematics teachers of secondary schools in {Tanzania}}, volume = {9}, url = {https://publications.waset.org/10002939/using-sms-mobile-technology-to-assess-the-mastery-of-subject-content-knowledge-of-science-and-mathematics-teachers-of-secondary-schools-in-tanzania}, abstract = {Using SMS Mobile Technology to Assess the Mastery of Subject Content Knowledge of Science and Mathematics Teachers of Secondary Schools in Tanzania}, language = {en}, number = {11}, urldate = {2020-11-18}, journal = {International Journal of Educational and Pedagogical Sciences}, author = {Mtebe, Joel S. and Kondoro, Aron and Kissaka, Mussa M. and Kibga, Elia}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XBD4X8H2 2405685:GNNXI624}, keywords = {⛔ No DOI found}, pages = {3893--3901}, } @article{mtebe_critical_nodate, title = {A critical review of {eLearning} research trends in {Tanzania}}, volume = {5}, copyright = {Copyright (c) 2018 Journal of Learning for Development - JL4D}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/269}, abstract = {This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania.}, language = {en}, number = {2}, urldate = {2020-11-18}, journal = {Journal of Learning for Development}, author = {Mtebe, Joel S. and Raphael, Christina}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2339240:AKD5TLAH 2405685:72R9GQJK 2405685:N3R4IIJF}, keywords = {⛔ No DOI found}, pages = {163--178}, } @article{mtebe_eliciting_nodate, title = {Eliciting in-service teachers’ technological pedagogical content knowledge for 21st-century skills in {Tanzania}}, volume = {5}, abstract = {The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers’ competence levels of 21st-Century skills using selfreported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions. The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country’s efforts towards developing an industrial economy.}, language = {en}, number = {3}, journal = {Journal of Learning for Development}, author = {Mtebe, Joel S and Raphael, Christina}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B9ZGKPZ2 2405685:N3U2MIP9}, keywords = {⛔ No DOI found}, pages = {263--279}, } @article{muinde_determinants_nodate, title = {Determinants of {Implementation} of {Public} {Sector} {Projects} in {Kenya}: {A} {Case} of {Laptop} {Project} in {Public} {Primary} {Schools} in {Kangundo} {Sub}-{County}, {Machakos} {County}}, volume = {1}, language = {en}, number = {2}, author = {Muinde, Samuel Mutisya}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JM2MIPWD 2405685:UT37EN5P}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {25}, } @misc{napoleoncat_stats_social_nodate, title = {Social {Media} {Demographics}}, url = {https://napoleoncat.com/stats/}, abstract = {Facebook, Instagram, Linkedin and Messenger user demographics updated monthly for every country in the world.}, language = {en}, urldate = {2020-07-07}, author = {{NapoleonCat. Stats}}, note = {Library Catalog: napoleoncat.com EdTechHub.ItemAlsoKnownAs: 2405685:AXFEMYJP}, } @misc{national_institute_for_the_deaf_inicio_nodate, title = {Inicio}, url = {https://educativo.insor.gov.co/}, language = {en}, urldate = {2022-08-19}, journal = {Insor Educativo}, author = {National Institute for the Deaf}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JF7LRGPX 2405685:2D26D3L4}, } @misc{national_institute_of_statistics_rwanda_population_nodate, title = {Population and {Housing} {Census}}, url = {http://www.statistics.gov.rw/survey/population-and-housing-census}, urldate = {2020-08-27}, author = {{National Institute of Statistics Rwanda}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:L4Z8A6KM}, } @misc{nawiripro_nawiripro_nodate, title = {nawiripro {\textbar} {Karibu}}, url = {https://www.facebook.com/p/NawiriPro-100076307340017/}, urldate = {2023-06-22}, author = {{Nawiripro}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WU85FP4Y 2405685:MHQPEWKD}, } @article{naylor_marginalised-girls_nodate, title = {marginalised-girls}, language = {en}, author = {Naylor, Ruth and Gorgen, Kristine}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DXRV35VD 2405685:IAD6EWKT}, keywords = {⛔ No DOI found}, pages = {22}, } @misc{necta_certificate_nodate, title = {Certificate of {Secondary} {Education} {Examination} ({CSEE}) {Results}}, url = {https://www.necta.go.tz/csee_results}, urldate = {2023-04-23}, author = {NECTA}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IVVL2M5K 2405685:CCAX9M35}, } @techreport{new_globe_solutions_nodate, title = {Solutions {To} {Learning} {Poverty}}, url = {https://issuu.com/newglobe/docs/can_education_be_standardized_evidence_from_kenya/1}, abstract = {Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online. Easily share your publications and get them in front of Issuu’s millions of monthly readers. Title: Solutions To Learning Poverty, Author: NewGlobe, Name: can\_education\_be\_standardized\_evidence\_from\_kenya, Length: undefined pages, Page: 1, Published: 2022-06-13}, language = {en}, urldate = {2022-09-09}, author = {{New Globe}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z7YLVF6P 2405685:DVNYXQ5D}, } @techreport{nkya_meta-analysis_nodate, title = {Meta-{Analysis} of {Gender} {Equity} and {Social} {Inclusion} in {Primary} {Education} for {Teachers} in {Tanzania}: {An} {Assessment} of {Current} {Status} and {Future} {Directions}}, author = {Nkya, Henry}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8UJT2YMK}, } @techreport{north_rhine-westphalian_library_service_centre_launching_nodate, address = {Köln}, type = {Proposal for {Consultation}}, title = {Launching the {Development} of an {OER} {World} {Map}: {Phase} {II}}, copyright = {Creative Commons Attribution 4.0 International License}, url = {https://oerworldmap.files.wordpress.com/2015/01/20141015-oer-map-proposal_hbz_final_v1-2.pdf}, urldate = {2020-09-01}, institution = {The William and Flora Hewlett Foundation}, author = {{North Rhine-Westphalian Library Service Centre}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:6JBL5GRG}, } @misc{nuttaya_wiki_nodate, title = {Wiki {Sign} {Dict}: {A} {Development} of an {Online} {Sharing} {Dictionary} for {Hearing} {Impaired}.}, url = {http://docsdrive.com/pdfs/medwelljournals/jeasci/2011/397-407.pdf}, urldate = {2020-12-10}, author = {Nuttaya, Iam-Khong and Surachai, Suksakulchai}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TPFVCW7E 2405685:W85K48NB}, } @misc{ogenius_panda_ogenius_nodate, title = {O'{Genius} {Panda}}, url = {https://www.opanda.xyz/#about}, urldate = {2020-08-28}, author = {{O'Genius Panda}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:E59T4C85}, } @article{odera_learning_nodate, title = {Learning {English} {Language} by {Radio} in {Primary} {Schools} in {Kenya}}, abstract = {Radio is one of the most affordable educational technologies available for the use in education and development in developing countries. This article explores the use of school radio broadcast to assist teachers and pupils to learn and improve English language both written and spoken in Kenyan primary schools. English language occupies a central place in formal education in Kenya. It is one of the compulsory subjects in both primary (aged six to 13 years) and secondary education (aged 14 to 18 years). It is also a medium of instruction in upper primary from standard four to university education in Kenya. However, teaching and learning English remains one of the most difficult and taxing assignment to primary schoolteachers, because when children join class one they go to the classroom with pre-set language skills. They have developed skills in their vernacular which is the language of instruction in most of rural schools or Kiswahili in urban schools. Sometimes, they mix vernacular, Kiswahili and English and come up with another language called “Sheng”. This makes it very difficult for them to learn English language. Research from developed and developing countries indicates that the use of school radio programmes assist pupils and teachers to learn foreign language like English faster and help them to improve pronunciation of difficult words. School radio broadcast was introduced in Kenya in 1961. One of the reasons was to help improve the standard of spoken and written English language and set the standard for the spoken English in the country. Radio was chosen, because it is affordable and simple to maintain. Despite of the existence of the program in Kenya for many years, there has been an out cry over falling standard in English language evidenced by poor performance in national examinations. The purpose of this study was to find out if teachers in primary schools use broadcasts to schools radio programmes to assist them in teaching and learning the language. The study was based on a descriptive survey. The area of study was Kisumu district and saturated sampling technique was used to select a sample of participants. Data were collected by use of questionnaire for pupils and teachers, while semi-structured interview was used to collect information from head teachers. The main findings indicated that most teachers were not listening to the school radio broadcasts. Very few of them used radio lessons citing various problems, such as lack of resources, broadcast time tables and teachers guide notes, negative attitudes and large number of pupils in the class. Those, who listened to English radio lessons, valued them very much and noted how it has helped to improve the pupils spoken English and performance in Kenya certificate of primary education examination. In view of the findings, the paper recommends that head teachers should provide teachers with radio sets and support materials, encourage and assist them to use English radio lessons.}, language = {en}, author = {Odera, Florence Y}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CMTI82DS 2405685:9I854Q5C}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {7}, } @misc{oecd_data-driven_nodate, title = {Data-driven innovation for growth and well-being}, url = {https://www.oecd.org/sti/ieconomy/data-driven-innovation.htm}, abstract = {Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., Greater access and use of data creates a wide array of policy issues, such as privacy and consumer protection, open data access, skills and employment, and measurement to name a few. The OECD is undertaking extensive analysis on the role of data in promoting innovation, growth and well-being.}, urldate = {2022-06-14}, author = {OECD}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LTG6EL5I 2405685:SZGET5L7}, } @misc{oecd_data_nodate, title = {Data {Governance}, {Privacy} and {Digital} {Security}}, url = {https://www.oecd.org/digital/ieconomy/information-security-and-privacy.htm}, abstract = {Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., The global and interconnected digital environment offers a wide range of social and economic benefits and generates enormous potential by fostering innovation, productivity and new sources of growth. Data governance, privacy and digital security are key issues at the heart of OECD work on trust in the digital economy.}, urldate = {2022-06-15}, author = {OECD}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U8JZGWFT 2405685:WLPNCHYF}, } @misc{oer_africa_oer_nodate, title = {{OER} {Courseware}, {Research} and {Policies} {\textbar} {OER} {Africa}}, url = {https://www.oerafrica.org/oer-courseware-research-and-policies}, urldate = {2020-11-20}, author = {{OER Africa}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N8PBTPN4}, } @misc{oer_commons_oer_nodate, title = {{OER} {Commons}}, url = {https://www.oercommons.org/about}, language = {en}, urldate = {2020-07-21}, journal = {OER Commons}, author = {{OER Commons}}, note = {Library Catalog: www.oercommons.org KerkoCite.ItemAlsoKnownAs: 2339240:8X92V6WP 2405685:A248ZINP}, } @misc{oer_world_map_creative_nodate, title = {Creative {Commons} — {Attribution}-{NonCommercial} 3.0 {Unported} — {CC} {BY}-{NC} 3.0}, url = {https://creativecommons.org/licenses/by-nc/3.0/}, urldate = {2020-08-19}, author = {{OER World Map}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3ZSAQ8KZ}, } @misc{oer_world_map_oer_nodate, title = {{OER} {World} {Map}}, url = {https://oerworldmap.org/}, urldate = {2020-07-21}, author = {{OER World Map}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y86ERCC9 2405685:GRUY8QXK}, } @misc{ole_open_nodate, title = {Open {Learning} {Exchange} {\textbar} {Moving} from education to learning}, url = {https://www.ole.org/}, language = {en-US}, urldate = {2020-07-16}, author = {{OLE}}, note = {Library Catalog: www.ole.org KerkoCite.ItemAlsoKnownAs: 2339240:XJYNPAFL 2405685:57L9ACCF}, } @misc{ole_ghana_httpwwwoleghanaorgindexphp_nodate, title = {http://www.oleghana.org/index.php}, shorttitle = {http}, url = {http://www.oleghana.org/index.php}, language = {en-gb}, urldate = {2020-07-16}, author = {{OLE Ghana}}, note = {Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2339240:DUSCKB63 2339240:QX9KVBIQ 2405685:G5WGI5Q8 2405685:T29RIPCE}, } @misc{onebillion_onebillion_nodate, title = {onebillion: one app that delivers reading, writing and numeracy}, url = {https://onebillion.org/}, urldate = {2020-07-01}, author = {Onebillion}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:F5P8LATF}, } @misc{onebillion_onebillion_nodate, title = {onebillion: one app that delivers reading, writing and numeracy}, url = {https://onebillion.org/}, urldate = {2020-07-21}, author = {{onebillion}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XUIZFKTX 2405685:Z4AYZZ5L}, } @misc{onebillion_onebillion_nodate, title = {onebillion: onecourse – one app for reading and numeracy}, url = {https://onebillion.org/onecourse/app/}, urldate = {2020-07-21}, author = {{onebillion}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P4IZEKTW 2405685:Y2HNMHZI}, } @inproceedings{onguko_context_nodate, title = {Context and {Appropriate} {Technology}: {The} {Unavoidable} {Partnership}}, shorttitle = {Context and {Appropriate} {Technology}}, url = {https://www.researchgate.net/publication/289049429_Context_and_appropriate_technology_The_unavoidable_partnership}, language = {en}, booktitle = {Proceedings of the {European} {Conference} on e-{Government}, {ECEG}}, author = {Onguko, Brown}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SHJRT3XP 2405685:Q54EJERF}, keywords = {⛔ No DOI found}, } @misc{open_knowledge_foundation_open_nodate, title = {Open {Data} {Commons}: legal tools for open data}, url = {https://opendatacommons.org/}, urldate = {2022-06-20}, author = {Open Knowledge Foundation}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8AXLUXIR 2339240:IDZVLYTA 2405685:R3323J37 2405685:ZZSFI5XI}, } @misc{open_learning_exchange_ghana_nodate, title = {Ghana {Reads}}, url = {http://ghanareads.oleghana.org/?page_id=51}, language = {en-US}, urldate = {2020-07-02}, author = {Open Learning Exchange}, note = {Library Catalog: ghanareads.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:592FRRT9}, } @misc{open_learning_exchange_open_nodate, title = {Open {Learning} {Exchange}: {Moving} from education to learning}, url = {https://www.ole.org/}, language = {en-US}, urldate = {2022-06-26}, author = {Open Learning Exchange}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SVV4J44Z 2405685:T6GAXVRR}, } @misc{open_learning_exchange_our_nodate, title = {Our {Platform} {\textbar} {Open} {Learning} {Exchange}}, url = {https://www.ole.org/our-platform/}, language = {en-US}, urldate = {2020-08-19}, author = {{Open Learning Exchange}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KMJA8V32}, } @misc{openalex_openalex_nodate, title = {{OpenAlex}: {The} open catalog to the global research system}, url = {https://openalex.org/}, urldate = {2024-01-19}, author = {{OpenAlex}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3TB9F8HB 2486141:T4959PT9}, keywords = {\_Added-ailr-2024}, } @misc{orenda_project_taleemabad_nodate, title = {Taleemabad}, url = {http://www.orendaproject.org/}, urldate = {2020-07-21}, author = {{Orenda Project}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y3FWMG3H}, } @misc{oyinloye_innovative_nodate, title = {Innovative {Research} {Methodologies}: {Participatory} {Ethnographic} {Evaluation} {Research} ({PEER}).}, shorttitle = {Innovative {Research} {Methodologies}}, url = {https://www.bera.ac.uk/media/innovative-research-methodologies-3m-power}, abstract = {This podcast is the third in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by...}, language = {en-GB}, urldate = {2023-10-17}, author = {Oyinloye, Bukola}, collaborator = {Hedges, Claire and Power, Tom}, note = {10 May 2023 KerkoCite.ItemAlsoKnownAs: 2339240:W5CT7SK5 2405685:7ZIAGBUC}, } @misc{p2pu_home_nodate, title = {Home}, url = {https://www.p2pu.org/en/}, urldate = {2020-07-20}, author = {P2PU}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E7I9ZFJU}, } @misc{pakistan_institute_of_development_economics_is_nodate, title = {Is {Technology} the {Panacea} and are we using it?}, url = {https://pide.org.pk/index.php?option=com_content&view=article&id=779}, urldate = {2021-02-12}, author = {Pakistan Institute of Development Economics}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ICRDQSD8 2405685:X69DA56N}, } @misc{pal_network_introducing_nodate, title = {Introducing {ICAN} ({International} {Common} {Assessment} of {Numeracy})- as a {Global} {Learning} {Metric}}, url = {https://palnetwork.org/introducing-ican-international-common-assessment-of-numeracy-as-a-global-learning-metric/}, urldate = {2022-07-09}, author = {{PAL network}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3V87FHRY 2486141:PI69K7KQ}, } @techreport{peach_nesta_nodate, title = {Nesta: {The} {Collective} {Intelligent} {Design} {Playbook}}, url = {https://www.nesta.org.uk/toolkit/collective-intelligence-design-playbook/}, urldate = {2020-10-13}, institution = {Nesta}, author = {Peach, Kathy and Berditchevskaia, Aleks and Bass, Theo}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7YMMVN2R 2405685:28UPDQ27}, } @misc{pedago_miya_nodate, title = {Miya {Miya}}, url = {https://miyamiya.org/}, urldate = {2020-06-30}, author = {Pedago}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7M5FADW5}, } @misc{pitb_taleem_nodate, title = {Taleem {Ghar}: {An} initiative by {Government} of the {Punjab}}, url = {https://taleemghar.punjab.gov.pk/}, author = {PITB}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AFCZWEU8 2405685:MJMGIJ4C}, } @misc{plan_ceibal_plan_nodate, title = {Plan {Ceibal}}, url = {https://www.ceibal.edu.uy/es}, author = {{Plan Ceibal}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HWA3NRDD 2405685:W3PRFW78}, } @techreport{planet_n_ed-tech_nodate, title = {The {Ed}-{Tech} {Space} {Pakistan} 2020}, author = {Planet N}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MXZI9Y47}, } @techreport{prime_ministers_office_bangladesh_teachers_nodate, title = {The {Teachers}’ {Portal} as a {Tool} for {Teachers}’ {Professional} {Development} in {Bangladesh}}, url = {https://a2i.gov.bd/wp-content/uploads/2017/10/5-Report-the-teachers-portal-as-a-tool-for-teachers-report.pdf}, urldate = {2022-08-23}, institution = {Access to Information Programme: Government of the People's Republic of Bangladesh; UNDP; USAID}, author = {{Prime Minister's Office: Bangladesh}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HDPB587M 2405685:WVA2A26F}, } @misc{principles_for_digital_development_principles_nodate, title = {Principles for {Digital} {Development}}, url = {https://digitalprinciples.org/}, abstract = {Resources \& Expertise for the Digital Principles}, language = {en-US}, urldate = {2020-08-25}, journal = {Principles for Digital Development}, author = {{Principles for Digital Development}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YVTEFS7V 2339240:25GKN2DZ 2339240:8H247M4D 2339240:L45UNQKB 2339240:TI9V5KNM 2339240:VBPXPZ3R 2405685:64B8NIX6 2405685:7FT5TSPJ 2405685:8N3KTB2M 2405685:CP26ZJ7F 2405685:F34U7LBI 2405685:VD5ZXD5J 2405685:YRKCD9LA}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{principles_for_digital_development_principles_nodate, title = {Principles of {Digital} {Developmeent} - {Design} for {Scale}}, url = {https://digitalprinciples.org/principle/design-for-scale/}, abstract = {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.}, language = {en-US}, urldate = {2022-10-17}, journal = {Principles for Digital Development}, author = {{Principles for Digital Development}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IUHUA96U}, } @misc{punjab_education_foundation_welcome_nodate, title = {Welcome {To} {PEF} {Foundation} {Assisted} {Schools}}, url = {http://www.pef.edu.pk/fas/index.aspx}, urldate = {2022-04-07}, author = {{Punjab Education Foundation}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WHNGWQK5 2405685:D4JSHHQN 4656463:I2Q72FM2}, } @misc{punjab_it_board_elearn_nodate, title = {{eLearn} {App} for {Android}}, url = {https://download.cnet.com/eLearn-App/3000-20414_4-77994256.html}, abstract = {eLearn.Punjab is an Educational app for an official repository of digitized textbooks of Punjab. Each book has been augmented with Video Lectures,}, urldate = {2020-07-23}, journal = {Download.com}, author = {{Punjab IT Board}}, note = {Library Catalog: download.cnet.com KerkoCite.ItemAlsoKnownAs: 2339240:62D7SJIH 2405685:7ZQW7Z7U 2405685:LKB6Q5JU}, } @misc{punjab_school_monitoring_punjab_nodate, title = {Punjab {School} {Monitoring}}, url = {https://open.punjab.gov.pk/schools/}, urldate = {2022-06-20}, author = {Punjab School Monitoring}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4YAXZHQ 2405685:4USA8BY6}, } @inproceedings{quaicoe_modelling_nodate, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Modelling {Factors} {Influencing} {Digital} {Readiness}: {A} {Case} of {Teachers} in {Ghana}’s {Basic} {School} {System}}, isbn = {978-3-319-25515-6}, shorttitle = {Modelling {Factors} {Influencing} {Digital} {Readiness}}, doi = {10.1007/978-3-319-25515-6_27}, abstract = {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.}, language = {en}, booktitle = {Advances in {Web}-{Based} {Learning} -- {ICWL} 2015}, publisher = {Springer International Publishing}, author = {Quaicoe, James Sunney and Pata, Kai}, editor = {Li, Frederick W.B. and Klamma, Ralf and Laanpere, Mart and Zhang, Jun and Manjón, Baltasar Fernández and Lau, Rynson W.H.}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-25515-6\_27 2339240:HDJDNKYN 2405685:9BQHG9UI}, keywords = {ICT integration, Teacher digital readiness, ZFM, ZPA, ZPD}, pages = {271--277}, } @inproceedings{quaicoe_teachers_nodate, address = {Cham}, series = {Communications in {Computer} and {Information} {Science}}, title = {The {Teachers}’ {Digital} {Literacy}: {Determining} {Digital} {Divide} in {Public} {Basic} {Schools} in {Ghana}}, isbn = {978-3-319-28197-1}, shorttitle = {The {Teachers}’ {Digital} {Literacy}}, doi = {10.1007/978-3-319-28197-1_16}, abstract = {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.}, language = {en}, booktitle = {Information {Literacy}: {Moving} {Toward} {Sustainability}}, publisher = {Springer International Publishing}, author = {Quaicoe, James Sunney and Pata, Kai}, editor = {Kurbanoglu, Serap and Boustany, Joumana and Špiranec, Sonja and Grassian, Esther and Mizrachi, Diane and Roy, Loriene}, note = {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}, pages = {154--162}, } @misc{queen_rania_foundation_home_nodate, title = {Home}, url = {http://qrf.org/en}, urldate = {2020-06-30}, author = {Queen Rania Foundation}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:C9FS7FYP}, } @misc{ran_rising_nodate, title = {Rising {Network} {Academies}}, url = {https://www.risingacademies.com/about}, author = {{RAN}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BIIVRII4 2405685:ITX5Q84A}, } @misc{raspberry_pi_raspberry_nodate, title = {Raspberry {Pi} {Foundation} - {About} {Us}}, url = {https://www.raspberrypi.org/about/}, abstract = {The Raspberry Pi Foundation is a UK-based charity that works to put the power of digital making into the hands of people all over the world.}, language = {en-GB}, urldate = {2020-07-16}, journal = {Raspberry Pi}, author = {{Raspberry Pi}}, note = {Library Catalog: www.raspberrypi.org KerkoCite.ItemAlsoKnownAs: 2339240:G35V3TQW 2405685:FJW9ZJPS}, } @misc{raspberry_pi_teach_nodate, title = {Teach, {Learn}, and {Make} with {Raspberry} {Pi} – {Raspberry} {Pi}}, url = {https://www.raspberrypi.org/}, author = {Raspberry Pi}, note = {Library Catalog: www.raspberrypi.org KerkoCite.ItemAlsoKnownAs: 2405685:VXD7UQ4L}, } @misc{rd4c_responsible_nodate, title = {Responsible {Data} for {Children}: {Principles}}, url = {https://rd4c.org//}, language = {en}, urldate = {2022-06-20}, journal = {Responsible Data for Children}, author = {RD4C}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RWATQDCH 2405685:R3PFECZ2}, } @misc{recoded_empowering_nodate, title = {Empowering emerging tech leaders}, url = {https://www.re-coded.com/}, urldate = {2023-06-22}, author = {{Re:Coded}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SUDKC4SR 2405685:MP3VEU5X}, } @misc{reach2025_reach2025_nodate, title = {{REACH2025}: {Jordan}’s {Digital} {Economy} {Action} {Plan}}, shorttitle = {{REACH2025}}, url = {http://www.reach2025.net/}, urldate = {2020-06-30}, author = {REACH2025}, note = {Library Catalog: www.reach2025.net KerkoCite.ItemAlsoKnownAs: 2405685:GU5YHZAU}, } @misc{republic_of_kenya_ministry_of_education_policy_nodate, title = {{POLICY} {ON} {INFORMATION} {AND} {COMMUNICATION} {TECHNOLOGY} {IN} {EDUCATION} {AND} {TRAINING} {\textbar} {Ministry} of {Education} - {Kenya}}, url = {https://www.education.go.ke/index.php/node/286}, urldate = {2023-06-23}, author = {Republic of Kenya Ministry of Education}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SAZ7AWKZ 2405685:X8LUX9DH}, } @misc{results_for_development_coaching_nodate, title = {The {Coaching} {Approach}}, url = {https://r4d.org/thecoachingapproach/}, language = {en-US}, urldate = {2020-07-03}, author = {Results for Development}, note = {Library Catalog: r4d.org KerkoCite.ItemAlsoKnownAs: 2405685:29LTW6J9}, } @article{reynolds_introducing_nodate, title = {Introducing {Systems} {Approaches}}, language = {en}, author = {Reynolds, Martin and Holwell, Sue}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BRSN7YUY 2405685:6KUAXMRH}, keywords = {❓ Multiple DOI}, pages = {26}, } @misc{ridgewood_public_schools_technology_nodate, title = {Technology {Acceptable} {Use} {Agreement}}, url = {https://somerville.ridgewood.k12.nj.us/our_school/policies___procedures/technology_acceptable_use_agreement}, publisher = {Ridgewood Public Schools}, author = {{Ridgewood Public Schools}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EUA2GNFM 2405685:I3HM46VM}, } @misc{rise_systems_nodate, title = {Systems thinking {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/systems-thinking}, urldate = {2020-08-28}, author = {{RISE}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZI35ZD48}, } @misc{rising_academies_rising_nodate, title = {Rising {Academies}}, url = {https://www.risingacademies.com/}, urldate = {2020-07-21}, author = {{Rising Academies}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4MUIDGH5 2405685:UFZNGSBE}, } @misc{rising_academies_rising_nodate, title = {Rising {Academies}}, url = {https://www.risingacademies.com/}, urldate = {2023-06-22}, author = {{Rising Academies}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D56DNBQP 2405685:WU9YGRPX}, } @misc{rising_academy_network_rising_nodate, title = {Rising {Academies} - {Rising} {On} {Air}}, url = {https://www.risingacademies.com/onair}, language = {en-GB}, urldate = {2020-07-21}, journal = {Rising Academies}, author = {{Rising Academy Network}}, note = {Library Catalog: www.risingacademies.com KerkoCite.ItemAlsoKnownAs: 2339240:6PWBZZ7N 2405685:8BADWPRA}, } @techreport{rodriguez_remote_nodate, address = {Washington, D.C.}, title = {Remote learning during the global school lockdown: multi-country lessons}, shorttitle = {Remote {Learning} {During} the {Global} {School} {Lockdown}}, url = {https://documents1.worldbank.org/curated/en/668741627975171644/pdf/Remote-Learning-During-the-Global-School-Lockdown-Multi-Country-Lessons.pdf}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {Rodriguez, Maria and Cobo, Cristobal and Muñoz-Najar, Alberto and Sánchez Ciarrusta, Iñaki}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3FHSCEXJ}, } @techreport{rodriguez_remote_nodate, address = {Washington, D.C.}, title = {Remote learning during the global school lockdown: multi-country lessons}, shorttitle = {Remote {Learning} {During} the {Global} {School} {Lockdown}}, url = {https://documents1.worldbank.org/curated/en/668741627975171644/pdf/Remote-Learning-During-the-Global-School-Lockdown-Multi-Country-Lessons.pdf}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {Rodriguez, Maria and Cobo, Cristobal and Muñoz-Najar, Alberto and Sánchez Ciarrusta, Iñaki}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3FHSCEXJ}, } @techreport{rodriguez_remote_nodate, address = {Washington, D.C.}, title = {Remote learning during the global school lockdown: multi-country lessons}, shorttitle = {Remote {Learning} {During} the {Global} {School} {Lockdown}}, url = {https://documents1.worldbank.org/curated/en/668741627975171644/pdf/Remote-Learning-During-the-Global-School-Lockdown-Multi-Country-Lessons.pdf}, language = {en}, urldate = {2023-03-27}, institution = {World Bank Group}, author = {Rodriguez, Maria and Cobo, Cristobal and Muñoz-Najar, Alberto and Sánchez Ciarrusta, Iñaki}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3FHSCEXJ}, } @misc{rti_tangerine_nodate, title = {Tangerine® – {Mobile} {Learning} {Assessments} {Made} {Easy}}, url = {https://www.rti.org/impact/tangerine-mobile-learning-assessments-made-easy}, author = {RTI}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VASE9CD4 2405685:C7BAGPBV}, } @misc{rumie_rumie_nodate, title = {Rumie {Initiative}}, url = {https://rumie.org/about-us/}, abstract = {Providing free learning for underserved communities}, language = {en-US}, urldate = {2020-07-21}, journal = {Rumie Initiative}, author = {{Rumie}}, note = {Library Catalog: rumie.org KerkoCite.ItemAlsoKnownAs: 2339240:2H6489MH 2405685:IPPBWC36}, } @misc{rumie_rumie_nodate, title = {Rumie {LearnCloud}}, url = {http://learncloud.rumie.org/}, abstract = {The World's Largest Repository of 100\% Free Learning Content}, urldate = {2020-07-21}, author = {{Rumie}}, note = {Library Catalog: learncloud.rumie.org KerkoCite.ItemAlsoKnownAs: 2339240:C5FXYVRD 2405685:LGPEJY2I}, } @misc{rural_electrification_and_renewable_energy_corporation_electrification_nodate, title = {Electrification {Of} {Primary} {Schools}}, url = {https://www.rerec.co.ke/electrification-primary-schools.php}, urldate = {2023-04-04}, author = {Rural Electrification {and} Renewable Energy Corporation}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NGATEK7H 2405685:6UIPMDFD}, } @misc{rural_electrification_and_renewable_energy_corporation_50_nodate, title = {The 50 {MW} {Garissa} {Solar} {Power} {Plant}}, url = {https://www.rerec.co.ke/garissa-solar-power-plant.php}, urldate = {2023-04-04}, author = {Rural Electrification {and} Renewable Energy Corporation}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDKLPV34 2405685:3NIV4Z4L}, } @article{rustagi_blockchain_nodate, title = {Blockchain in schools and colleges}, url = {https://indianexpress.com/article/opinion/blockchain-technology-education-nep-7696791/}, author = {Rustagi, Nimish and Chakraborti, Anirban}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8D5GA57V 2405685:I8BT6E87}, } @misc{sabaq_pakistans_nodate, title = {Pakistan’s {Award}-winning {Learning} {Apps} for {Kids}}, url = {https://sabaq.edu.pk/}, urldate = {2020-07-20}, author = {{SABAQ}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QV9PX9DY}, } @misc{sabaq_foundation_free_nodate, title = {Free {Videos} \& {Tests}, {Grades} {K}-12, {Pakistan}}, url = {https://sabaq.pk}, abstract = {Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust.}, language = {EN}, urldate = {2020-07-20}, author = {{Sabaq Foundation}}, note = {Library Catalog: sabaq.pk KerkoCite.ItemAlsoKnownAs: 2405685:93GZL6WR}, } @article{sagayar_repenser_nodate, title = {{REPENSER} {L}’É{DUCATION} {ET} {LA} {PÉDAGOGIE} {DANS} {UNE} {PERSPECTIVE} {AFRICAINE}}, author = {SAGAYAR, MOUSSA MOHAMED and AKKARI, ABDELJALIL and GANDOLFI, STEFANIA}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M3VKKKG2 4042040:KDUVJ9FQ}, keywords = {⛔ No DOI found}, } @article{sanchez_using_nodate, title = {Using {System} {Dynamics} to {Model} {Student} {Interest} in {Science}, {Technology}, {Engineering}, and {Mathematics}}, abstract = {This paper presents preliminary results of a Raytheon project that uses systems dynamics to understand the intricacies of the U.S. educational system and to assist in exploring the effects of policies and programs, with a goal of doubling the numbers of science, technology, engineering and mathematics (STEM) college graduates by 2015. Specifically, a system dynamics model has been developed, the initial version of which targets increasing the number of students both capable and interested in pursuing careers in STEM disciplines. A few scenarios have been analyzed that examine changes for improving student capabilities. Initial results provide insight into the value and viability of a few proposed policies and indicate that with continued research, model development, and analysis it will be possible to further assess proposed improvements in the U.S education system.}, language = {en}, author = {Sanchez, H Alex and Wells, Brian and Attridge, Joanne M}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KBKIKK5C}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {18}, } @techreport{save_the_children_developing_nodate, title = {Developing and communicating your message}, author = {Save the Children and The Open University}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:98FBMAYT 2405685:MGZGCEL7}, } @misc{sdg-education_2030_steering_committee_sustainable_nodate, title = {Sustainable {Development} {Goal} 4 ({SDG} 4) {\textbar} {Education} within the 2030 {Agenda} for {Sustainable} {Development}}, url = {https://sdg4education2030.org/the-goal}, urldate = {2020-09-18}, author = {{SDG-Education 2030 Steering Committee}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LS5SJW7I 2534378:5SAM8XW4}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @article{selwyn_data_nodate, title = {Data entry: towards the critical study of digital data and education}, volume = {40}, shorttitle = {Data entry}, doi = {10.1080/17439884.2014.921628}, abstract = {The generation and processing of data through digital technologies is an integral element of contemporary society, as reflected in recent debates over online data privacy, ‘Big Data’ and the rise of data mining and analytics in business, science and government. This paper outlines the significance of digital data within education, arguing for increased interest in the topic from educational researchers. Building on themes from the emerging sub-field of ‘digital sociology’, the paper outlines a number of ways in which digital data in education could be questioned along social lines. These include issues of data inequalities, the role of data in managerialist modes of organisation and control, the rise of so-called ‘dataveillance' and the reductionist nature of data-based representation. The paper concludes with a set of suggestions for future research and discussion, thus outlining the beginnings of a framework for the future critical study of digital data and education.}, number = {1}, journal = {Learning, Media \& Technology}, author = {Selwyn, Neil}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2014.921628 2339240:6N7V798T 2339240:VT9LJSLR 2405685:WGDUUZJR 2405685:XH3WU6DU}, pages = {64--82}, } @misc{senprof_education_comprehension_nodate, title = {{COMPRÉHENSION} É{CRITE}... {EN} {ROUTE} {VERS} {LE} {C1}+}, url = {https://senprof.education.sn/MIEUX%20ENSEIGNER%20EN%20FRAN%C3%87AIS/Compr%C3%A9hension%20%C3%A9crire%20vers%20le%20C1/}, author = {Senprof Education}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8L8Z9CDT}, } @misc{senprof_education_ressources_nodate, title = {Ressources {Numeriques}}, url = {https://senprof.education.sn/}, urldate = {2020-06-22}, author = {Senprof Education}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MCKED9RL 2405685:ELZYSHGL}, } @article{shohel_using_nodate, title = {Using technology for enhancing teaching and learning in {Bangladesh}: challenges and consequences}, volume = {37}, issn = {1743-9884}, shorttitle = {Using technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/17439884.2012.671177}, doi = {10.1080/17439884.2012.671177}, abstract = {The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.}, number = {4}, urldate = {2019-11-05}, journal = {Learning, Media and Technology}, author = {Shohel, M. Mahruf C. and Kirkwood, Adrian}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:FIJ742J6 2339240:IVHSIR7Q 2405685:957G58VG 2405685:9ATXKXTE}, keywords = {Bangladesh, THEME: Curriculum and resources, THEME: Open systems, THEME: Teacher Professional Development, \_Source:Intuitive, teachers’ professional development, teaching and learning, technology, technology-poor contexts, the}, } @article{shohel_using_nodate, title = {Using technology for enhancing teaching and learning in {Bangladesh}: challenges and consequences}, volume = {37}, issn = {1743-9884}, shorttitle = {Using technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/17439884.2012.671177}, doi = {10.1080/17439884.2012.671177}, abstract = {The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.}, number = {4}, urldate = {2019-11-05}, journal = {Learning, Media and Technology}, author = {Shohel, M. Mahruf C. and Kirkwood, Adrian}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:FIJ742J6 2339240:IVHSIR7Q 2405685:957G58VG 2405685:9ATXKXTE}, keywords = {Bangladesh, THEME: Curriculum and resources, THEME: Open systems, THEME: Teacher Professional Development, \_Source:Intuitive, teachers’ professional development, teaching and learning, technology, technology-poor contexts, the}, } @article{shohel_school-based_nodate, title = {School-based teachers’ professional development through technology-enhanced learning in {Bangladesh}}, volume = {16}, issn = {1366-4530, 1747-5120}, url = {https://www.tandfonline.com/doi/full/10.1080/13664530.2012.668103}, doi = {10.1080/13664530.2012.668103}, language = {en}, number = {1}, urldate = {2022-08-23}, journal = {Teacher Development}, author = {Shohel, M. and Mahruf, C. and Banks, Frank}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2012.668103 2339240:IUEVL3KI 2405685:JAQU2MX6}, } @misc{sierra_leone_education_attendance_monitoring_system_sleams_teacher_nodate, title = {Teacher {Monitoring} {Pilot}}, url = {https://sleams.org/}, abstract = {A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone.}, urldate = {2020-09-17}, author = {Sierra Leone Education Attendance Monitoring System (SLEAMS)}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:VBF825V5}, } @misc{sindh_education_foundation_government_of_sindh_introducing_nodate, title = {Introducing {Smart} {Teaching} and {Learning} ({INSTAL})}, url = {https://www.sef.org.pk/introducing-smart-teaching-and-learninginstal/}, abstract = {SEF{\textbar}Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.}, language = {en-US}, urldate = {2020-07-20}, author = {{Sindh Education Foundation, Government of Sindh}}, note = {Library Catalog: www.sef.org.pk KerkoCite.ItemAlsoKnownAs: 2405685:LJS3SGQM}, } @misc{siyavula_about_nodate, title = {About us}, url = {https://www.siyavulaeducation.com/about.html}, urldate = {2020-07-21}, author = {{Siyavula}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RA6U7AEF 2405685:Z87NWLSH}, } @misc{siyavula_our_nodate, title = {Our {Work}: {Open} {Textbooks}}, url = {https://www.siyavulaeducation.com/work-oer.html#BOOKS}, urldate = {2020-09-15}, author = {{Siyavula}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:G63NN9DT}, } @misc{siyavula_pricing_nodate, title = {Pricing {\textbar} {Siyavula}}, url = {https://www.siyavula.com/pricing}, urldate = {2020-07-21}, author = {{Siyavula}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DDKSLDQH 2405685:PZ554QAZ}, } @misc{sleams_teacher_nodate, title = {Teacher {Monitoring} {Pilot}}, url = {https://sleams.org/about}, urldate = {2020-12-15}, author = {{SLEAMS}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:49MW7JDT}, } @misc{smart_txtbks_smart_nodate, title = {Smart {TXTBKS}}, url = {https://smart.com.ph/About/learnsmart/tools-resources/smart-txtbks}, urldate = {2022-06-26}, author = {Smart TXTBKS}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XPS6E9J4 2405685:M3EAVMY4}, } @misc{spark_schools_spark_nodate, title = {{SPARK} schools}, url = {https://sparkschools.co.za/our-story/}, author = {{SPARK schools}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J9EWX6JG 2405685:2NH6TR5E}, } @misc{stannard_edtech-for-learning--emergencies-and-displaced-settings--rigorous-review-and-narrative-synthesispdf_nodate, title = {{EdTech}-for-{Learning}-in-{Emergencies}-and-{Displaced}-{Settings}-{A}-{Rigorous}-{Review}-and-{Narrative}-{Synthesis}.pdf}, url = {https://www.researchgate.net/profile/Luke_Stannard/publication/325756663_EdTech_for_Learning_in_Emergencies_and_Displaced_Settings_A_Rigorous_Review_and_Narrative_Synthesis/links/5b222702aca272277fa98735/EdTech-for-Learning-in-Emergencies-and-Displaced-Settings-A-Rigorous-Review-and-Narrative-Synthesis.pdf}, abstract = {The report established a clear research question and research strategy, and included a search of both academic and grey literature, reviewing a large body of sources and databases, but ultimately researchers decided to collect roughly 500 documents. After a second and third review for relevance and quality, 135 documents were included in the study. A narrative synthesis was then conducted to synthesize and analyse findings.}, urldate = {2020-04-28}, author = {Stannard, L and Tauson, M}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NRUBXTAT 2405685:2YFK36CZ}, keywords = {GENERAL - to be categorised, Google Scholar/ forced displacement edtech}, } @misc{statement_prisma_nodate, title = {{PRISMA} endorsers}, url = {http://www.prisma-statement.org/Endorsement/PRISMAEndorsers}, author = {Statement, PRISMA}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JG2W8XFN}, } @misc{stateuniversitycom_pakistan_nodate, title = {Pakistan}, url = {https://education.stateuniversity.com/pages/1141/Pakistan-HISTORY-BACKGROUND.html}, language = {en}, urldate = {2021-02-08}, author = {StateUniversity.Com}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RNMZS5PL 2405685:S2HAFLJL}, } @misc{storybooks_ghana_about_nodate, title = {About us - {Storybooks} {Ghana}}, url = {https://global-asp.github.io/storybooks-ghana/about/}, urldate = {2020-07-21}, author = {{Storybooks Ghana}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:42KKK89S 2405685:AZQ9J7GZ}, } @misc{suraad_suraad_nodate, title = {Suraad}, url = {http://www.suraad.mn/login}, urldate = {2021-08-13}, author = {Suraad}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AWAW92UI 2405685:7ABM669R}, } @misc{sustainable_energy_for_all__seforall_mini-grids_nodate, title = {Mini-{Grids} {Partnership}}, url = {https://www.seforall.org/interventions/mini-grids-partnership}, abstract = {The Mini-Grids Partnership is a consortium of over 320 like-minded mini-grid stakeholders interested in enhancing and complementing each other’s work through collaboration and coordination.}, language = {en}, urldate = {2020-08-11}, journal = {Sustainable Energy for All {\textbar} SEforALL}, author = {Sustainable Energy for All {\textbar} SEforALL}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AMHW62FY}, } @misc{swayam_prabha_swayam_nodate, title = {Swayam {Prabha}}, url = {http://swayamprabha.gov.in/}, abstract = {The SWAYAM PRABHA has been conceived as the project for using the(2) GSAT-15 transponders to run (34) DTH channels that would telecast high quality educational programmes on 24X7 basis.}, language = {en}, urldate = {2022-06-08}, author = {{Swayam Prabha}}, note = {Publication Title: Swayam Prabha KerkoCite.ItemAlsoKnownAs: 2339240:H8TDLM2Y 2405685:KMYGMVZW}, } @misc{t-tel_home_nodate, title = {Home - {T}-{TEL}}, url = {https://www.t-tel.org/home}, urldate = {2020-07-29}, author = {{T-TEL}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BS7V6XAB 2405685:NQ3KWY4W 2405685:RPBX6BQJ}, } @misc{t-tel_learning_nodate, title = {Learning {Hub} - {T}-{TEL}}, url = {https://www.t-tel.org/learning-hub}, urldate = {2020-07-29}, author = {{T-TEL}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GUYIM2MK 2405685:ZYARBUZ2}, } @misc{t-tel_our_nodate, title = {Our {Work} - {T}-{TEL}}, url = {https://www.t-tel.org/our-work}, urldate = {2020-08-28}, author = {{T-TEL}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LNYSTDAN}, } @misc{taleem_ghar_welcome_nodate, title = {Welcome to {Taleem} {Ghar}}, url = {https://taleemghar.punjab.gov.pk/}, urldate = {2022-05-17}, author = {{Taleem Ghar}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:346Q9BMV 2405685:3B5QF3Y5}, } @misc{teaching_at_the_right_level_africa_teaching_nodate, title = {Teaching at the {Right} {Level} - strengthening foundational skills}, url = {https://www.teachingattherightlevel.org/}, urldate = {2021-07-23}, journal = {Teaching at the Right Level}, author = {{Teaching at the Right Level Africa}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KXER8DT4 2405685:Q45DB26J 2405685:SGYM85VU}, } @misc{tele-ecole_teleecole_nodate, title = {T{éléEcole} {\textbar} {La} 1ere {Télé} {Educative} au {Sénégal}}, url = {http://tele-ecole.tv/home}, urldate = {2020-06-22}, author = {télé-école}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J47GVTPR 2405685:FYZUIHTV}, } @misc{telecommunications_regulatory_authority_lebanon_fiber_nodate, title = {Fiber {Optics} {Lebanon}}, url = {http://www.tra.gov.lb/SubPage.aspx?pageid=3595}, urldate = {2020-09-29}, author = {Telecommunications Regulatory Authority (Lebanon)}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N62X6H82 2405685:P778T4KZ}, } @misc{teletaleem_welcome_nodate, title = {Welcome to {TeleTaleem}}, url = {https://www.teletaleem.com/}, urldate = {2020-07-21}, author = {{TeleTaleem}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WNJLLCQR}, } @misc{ternet_ternet_nodate, title = {{TERNET}}, url = {https://www.ternet.or.tz/about/about}, urldate = {2020-08-11}, author = {{TERNET}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:H9Z92E2U}, } @misc{tess-india_olcreate_nodate, title = {{OLCreate}: {TESS}-{India} ({Teacher} {Education} through {School}-based {Support})}, url = {https://www.open.edu/openlearncreate/course/index.php?categoryid=45}, urldate = {2020-07-29}, author = {{TESS-India}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5JVZWRKH 2405685:WKAQ2247}, } @misc{tessa_about_nodate, title = {About us {\textbar} {TESSA}}, url = {http://www.tessafrica.net/about-us}, urldate = {2020-07-29}, author = {{TESSA}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M3C27BRB 2405685:N43YX62M}, } @misc{tessa_-_ghana_olcreate_nodate, title = {{OLCreate}: {TESSA}\_GHA}, url = {https://www.open.edu/openlearncreate/course/view.php?id=2077#tabs-2}, urldate = {2020-10-27}, author = {{TESSA - Ghana}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M7URBANI}, } @misc{the_translation_people_8_nodate, title = {8 {Key} {Translation} {Technology} {Solutions}}, url = {https://www.thetranslationpeople.com/8-key-translation-technology-solutions/}, abstract = {Create websites in different languages – CMS Translation Integration Plugins For companies looking to expand overseas, a localised website is one of the}, language = {en}, urldate = {2020-06-04}, author = {The Translation People}, note = {Library Catalog: www.thetranslationpeople.com KerkoCite.ItemAlsoKnownAs: 2405685:5ZVGYD7A}, } @misc{thinkzone_thinkzone_nodate, title = {{ThinkZone} {India}}, url = {https://thinkzone.in/}, language = {en-US}, urldate = {2022-06-25}, author = {ThinkZone}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SH5FYZZZ 2405685:8ZSENEMB}, } @misc{thomas_rumie_nodate, title = {Rumie {Build}}, url = {https://build.rumie.org/terms-of-service/}, abstract = {Rumie Byte authoring application}, language = {en}, urldate = {2020-08-19}, journal = {Rumie Build}, author = {Thomas, Jilson}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CTH2KEEB}, } @misc{todd_covid-19_nodate, title = {{COVID}-19 and education systems in {Tanzania}: {Brainstorming} for a true ed-tech disruption?}, shorttitle = {{COVID}-19 and education systems in {Tanzania}}, url = {https://blogs.worldbank.org/education/covid-19-and-education-systems-tanzania-brainstorming-true-ed-tech-disruption}, abstract = {The world was already facing a ‘learning crisis’. The addition of school closures from the coronavirus (COVID-19) pandemic has brought on new challenges. We witnessed a big ‘technology rush’ with the government and education stakeholders exploring solutions.}, language = {en}, urldate = {2021-03-03}, journal = {World Bank Blogs}, author = {Todd, Gemma}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BFSNWME5 2405685:D7FVS94T}, } @misc{todd_covid-19_nodate, title = {{COVID}-19 and the education systems in {Tanzania}: {Brainstorming} for a true ed-tech disruption? ({Part} {II})}, shorttitle = {{COVID}-19 and the education systems in {Tanzania}}, url = {https://blogs.worldbank.org/education/covid-19-and-education-systems-tanzania-brainstorming-true-ed-tech-disruption-part-ii}, abstract = {In Tanzania we have now opened all schools, colleges and universities, and we are hopefully going to stay in this post coronavirus (Covid-19) world. If we want technology to really revolutionize education the post Covid-19 world is a good time to make that happen.}, language = {en}, urldate = {2021-03-03}, journal = {World Bank Blogs}, author = {Todd, Gemma}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PXDDCDKK 2405685:K5DKETI7}, } @misc{translators_without_borders_language_nodate, title = {Language data by country}, shorttitle = {https}, url = {https://translatorswithoutborders.org/language-data-by-country/}, abstract = {LANGUAGE DATA BY COUNTRY 31 countries {\textbar} 66 datasets {\textbar} 90 maps}, language = {en-US}, urldate = {2022-01-21}, journal = {Translators without Borders}, author = {{Translators Without Borders}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4RTGR535 4042040:RIS249B2}, } @misc{translators_without_borders_language_nodate, title = {Language data for {Nigeria}}, url = {https://translatorswithoutborders.org/language-data-nigeria/}, abstract = {Open-source language data and maps about languages spoken in Nigeria can improve how we communicate with communities in crisis.}, language = {en-US}, urldate = {2022-01-21}, journal = {Translators without Borders}, author = {{Translators Without Borders}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:R3QBMYFF 4042040:Q8SDIFUL}, } @misc{translators_without_borders_language_nodate, title = {Language {Data} {Initiative}}, url = {https://translatorswithoutborders.org/language-data}, author = {Translators Without Borders}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3T9TAMVD 2405685:EVMTSBQ5}, } @misc{tunapanda_tunapanda_nodate, title = {Tunapanda {Institute}}, url = {https://tunapanda.org/}, urldate = {2020-07-01}, author = {Tunapanda}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3KJFDQJK}, } @misc{twawezaorg_sauti_nodate, title = {Sauti za {Wananchi}}, url = {https://www.twaweza.org/go/uwazi}, urldate = {2020-07-07}, author = {{Twaweza.org}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QFCDXAL8}, } @misc{twilio_docs_what_nodate, title = {What is {IVR} ({Interactive} {Voice} {Response})?}, url = {https://www.twilio.com/docs/glossary/what-is-ivr?utm_source=docs&utm_medium=social&utm_campaign=guides_tags}, abstract = {Interactive Voice Response (IVR) is an automated telephony system for callers using voice and touch-tones (DTMF). Also known as a phone tree.}, urldate = {2020-07-30}, author = {{Twilio Docs}}, note = {Library Catalog: www.twilio.com KerkoCite.ItemAlsoKnownAs: 2405685:Q7DUN938}, } @misc{ubongo_home_nodate, title = {Home - {Ubongo} {Learning} {\textbar} {African} {Children}'s {Media} \& {Edutainment}}, url = {https://www.ubongo.org/}, urldate = {2020-08-21}, author = {{Ubongo}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PL74MXX7}, } @misc{ubongo_toolkits_nodate, title = {Toolkits {Platform}}, url = {https://toolkits.ubongo.org/}, urldate = {2023-06-22}, author = {{Ubongo}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4E2Q4UF3 2405685:NZQMLRX3}, } @misc{ubongo_ubongo_nodate, title = {{UBONGO} {KIDS}}, url = {https://ubongokids.com/}, language = {en-US}, urldate = {2020-07-21}, author = {{Ubongo}}, note = {Library Catalog: ubongokids.com KerkoCite.ItemAlsoKnownAs: 2339240:I7EFD4WX 2405685:D93AGWCW}, } @misc{ubongo_ubongo_nodate, title = {Ubongo {Learning}}, url = {https://www.ubongo.org/}, abstract = {Ubongo is Africa's leading children's edutainment and media company. As a non-profit social enterprise, Ubongo provides millions of families across Africa with fun, localised and multi-platform educational content that helps kids learn, and leverage their learning to change their lives.}, urldate = {2020-07-01}, journal = {Ubongo}, author = {Ubongo}, note = {Library Catalog: www.ubongo.org KerkoCite.ItemAlsoKnownAs: 2405685:CDHTXPKN}, } @misc{ubongo_learning_ubongo_nodate, title = {Ubongo {Kids}}, url = {https://www.ubongo.org/shows/ubongo-kids/}, abstract = {Ubongo Kids is our educational cartoon show that teaches 7 to 14-year-olds math, science \& life skills through fun, animated stories \& catchy, original songs. The show follows Kibena, Kiduchu, Koba, Baraka, Amani and their animal friends, as they go on adventures and solve problems in the fictional village of Kokotoa.}, urldate = {2020-03-25}, journal = {Ubongo}, author = {Ubongo Learning}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AAGAH5BT 2405685:UWUKW9T4}, } @inproceedings{uchidiuno_learning_nodate, address = {New York, NY, USA}, series = {{COMPASS} '19}, title = {Learning from {African} classroom pedagogy to increase student engagement in education technologies}, isbn = {978-1-4503-6714-1}, url = {https://doi.org/10.1145/3314344.3332501}, doi = {10.1145/3314344.3332501}, abstract = {Tablet-based educational technologies provide a supplement to traditional classroom-based early literacy education, especially in regions with limited schooling resources. Prior work has probed how children generally interact with and learn from these technologies, however, there is limited research on student engagement with applications that utilize valuable input techniques such as automatic handwriting and speech recognition. In our study, we designed and field-tested early literacy speech and handwriting recognition applications with the primary aim of maximizing student engagement. We designed the applications based on prior research insights and classroom observations from our target population and field-tested the applications with 283 children living in rural Tanzania. We found that observing a small set of classrooms can produce design insights that increase engagement on tablet-based learning systems on a much larger scale. We also demonstrate the importance of domain familiarity in students' choice to persist through activities while learning with technology.}, urldate = {2020-11-18}, booktitle = {Proceedings of the 2nd {ACM} {SIGCAS} {Conference} on {Computing} and {Sustainable} {Societies}}, publisher = {Association for Computing Machinery}, author = {Uchidiuno, Judith and Yarzebinski, Evelyn and Keebler, Emily and Koedinger, Kenneth and Ogan, Amy}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3314344.3332501 2339240:K7LTZYUY 2405685:CCINQTXI}, keywords = {early literacy, educational technologies, handwriting recognition, speech recognition, sub-saharan africa}, pages = {99--110}, } @inproceedings{uchidiuno_effectiveness_nodate, title = {The effectiveness of publicly vs. privately assigned group leaders among learners in rural villages in {Tanzania}}, url = {https://repository.isls.org//handle/1/1610}, language = {en}, urldate = {2020-11-18}, booktitle = {Computer {Supported} {Collaborative} {Learning}}, publisher = {International Society of the Learning Sciences (ISLS)}, author = {Uchidiuno, Judith and Yarzebinski, Evelyn and Vargas-Vite, Emilio and Koedinger, Ken and Ogan, Amy}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5QUIV78F 2405685:MAJPTJXB}, keywords = {⛔ No DOI found}, } @misc{undp_human_nodate, title = {Human {Development} {Reports}: {Tanzania}}, url = {http://hdr.undp.org/en/countries/profiles/TZA}, author = {UNDP}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ACUHG6V 2405685:IV7CWVQH}, } @misc{undp_jp_nodate, title = {{JP} {Malawi} {Girls}' {Education} {\textbar} {MPTF} {Office}}, url = {https://mptf.undp.org/fund/jmw00}, urldate = {2023-06-22}, author = {{UNDP}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VRRHYHLP 2405685:F8REYPF3}, } @misc{unesco_notitle_nodate, url = {https://unesdoc.unesco.org/ark:/48223/pf0000253479/PDF/253479eng.pdf.multi}, urldate = {2021-12-14}, author = {{UNESCO}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPALPZHM 2405685:MPTT8GQL}, } @misc{unesco_assessment_nodate, title = {Assessment for improved learning outcomes}, url = {https://www.unesco.org/en/education/learning-assessments}, language = {en}, urldate = {2022-12-29}, author = {{UNESCO}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4F25FRUE}, } @misc{unesco_cumulative_nodate, title = {Cumulative disadvantage; inter- and within-group inequalities {\textbar} {UNESCO} {Inclusive} {Policy} {Lab}}, url = {https://en.unesco.org/inclusivepolicylab/policy-marker-social-inclusion-inclusive-policies/cumulative-disadvantage-inter-and-within-group}, urldate = {2020-06-03}, journal = {UNESCO Inclusive Policy Lab}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KNHPL6JQ}, } @misc{unesco_distance_nodate, title = {Distance {Learning}}, url = {https://unevoc.unesco.org/home/distance+learning&context=}, urldate = {2022-01-14}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JQAW8TAM 2405685:UFASTWJL}, } @misc{unesco_education_nodate, title = {Education {Sector} {Analysis}}, url = {https://learningportal.iiep.unesco.org/en/issue-briefs/plan-for-learning/education-sector-analysis-0}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NAN7JT6L 2405685:QB2YL2IQ}, } @misc{unesco_educational_nodate, title = {Educational {Management} {Information} {System} ({EMIS})}, url = {https://learningportal.iiep.unesco.org/en/glossary/educational-management-information-system-emis}, urldate = {2022-01-05}, journal = {Learning Portal}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2NKKF4AQ 2405685:87RWJNX9}, } @misc{unesco_global_nodate, title = {Global {Education} {Coalition} facilitates free internet access for distance education in several countries}, url = {https://en.unesco.org/news/global-education-coalition-facilitates-free-internet-access-distance-education-several}, journal = {UNESCO}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:65M7EY3B 2405685:K3CYJL48}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{unesco_global_nodate, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all}, isbn = {978-92-3-100388-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2022-08-22}, publisher = {UNESCO}, author = {{UNESCO}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MC8T76CI 2405685:HM6UBJS2}, } @book{unesco_global_nodate, title = {Global education monitoring report, 2020: {Inclusion} and education: all means all}, isbn = {978-92-3-100388-2}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000373718}, urldate = {2022-08-22}, publisher = {UNESCO}, author = {{UNESCO}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MC8T76CI 2405685:HM6UBJS2}, } @techreport{unesco_module_nodate, address = {Bangkok}, title = {Module 3: {Improving} {Education} {Management} {Information} {Systems} ({EMIS})}, url = {https://bangkok.unesco.org/sites/default/files/assets/article/Education/files/module-3.pdf}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:88Z55BIC 2405685:WFS6VCUG}, } @techreport{unesco_professional_nodate, title = {Professional {Development} for {Teachers} for {Blended} {Learning} and {Online} {Strategies} - {Pilot} {Project}}, url = {https://en.unesco.org/online-teacher-capacity-training}, language = {en}, urldate = {2022-08-22}, author = {{UNESCO}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SS5B8S3D 2405685:Q7WSANE3}, } @misc{unesco_training_nodate, title = {Training materials in educational planning, administration and facilities, no. 1, 1982-no. 17, 1985 - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000055913}, urldate = {2022-11-18}, author = {{UNESCO}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AGWXDIGL 4042040:DJFPDBB8}, } @misc{unesco_uis_nodate, type = {{UNESCO} {Institute} for {Statistics} ({UIS})}, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/}, urldate = {2021-06-16}, author = {{UNESCO}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MMX58G94 2534378:BHSM2RYC}, } @misc{unesco_unesco_nodate, title = {{UNESCO} {Data} for the {Sustainable} {Development} {Goals}: {Bangladesh}}, url = {http://uis.unesco.org/en/country/bd}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4T9RZ2PL 2405685:DDQRPTDD}, } @misc{unesco_unesco_nodate, title = {{UNESCO} figures show two thirds of an academic year lost on average worldwide due to {Covid}-19 school closures}, url = {https://en.unesco.org/news/unesco-figures-show-two-thirds-academic-year-lost-average-worldwide-due-covid-19-school}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:87AUP3JP 2405685:WLBLPD2E}, } @misc{unesco_unesco_nodate, title = {{UNESCO} targets teachers to improve distance and online learning in {Zimbabwe}}, url = {https://en.unesco.org/news/unesco-targets-teachers-improve-distance-and-online-learning-zimbabwe}, journal = {UNESCO}, author = {UNESCO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7Q7U9BD4 2405685:IW6ZRZYG}, } @misc{unesco_institute_for_statistics_sierra_nodate, title = {Sierra {Leone}}, url = {http://uis.unesco.org/en/country/sl}, abstract = {...}, language = {eng}, urldate = {2020-11-23}, author = {{UNESCO Institute for Statistics}}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:TEDDY4TD 2405685:XMHFDVCZ}, } @misc{unesco_institute_of_statistics_united_nodate, title = {United {Republic} of {Tanzania}}, url = {http://uis.unesco.org/en/country/tz}, author = {UNESCO Institute of Statistics}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GESHLWIM 2405685:TGERHI6Q}, } @misc{unicef_accessible_nodate, title = {Accessible {Digital} {Learning} {Portal}}, url = {https://accessibledigitallearning.org/}, abstract = {Welcome The Accessible Digital Learning Portal is a hub for technology focused information, content, tools, products and resources that support disability inclusive education in remote and classroom settings. This site provides resources for the production, distribution and implementation of accessible digital content and tools in high and low-resource environments and provides solutions that address user […]}, language = {en-US}, urldate = {2022-12-29}, journal = {Accessible Digital Learning Portal}, author = {{UNICEF}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9HIUAEHX}, } @misc{unicef_can_nodate, title = {Can broadcast media foster equitable learning amid the {COVID}-19 pandemic?}, url = {https://blogs.unicef.org/evidence-for-action/can-broadcast-media-foster-equitable-learning-amid-the-covid-19-pandemic/}, abstract = {This post is the second in a series of articles focused on helping children continue to learn at home during the COVID-19 global pandemic, emphasizing the need for multiple remote learning platforms to meet the needs of all students.   As discussed in the first post in this series on the impact of the COVID-19 pandemic, school closures around the globe mean that remote learning is now the only option for more than 1.3 billion children across 177 countries. MICS6 data reveal that many of the world’s children do not have internet access at home, particularly among poorer households. In response,…}, language = {en-US}, urldate = {2021-11-02}, journal = {Evidence for Action}, author = {{UNICEF}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:23FGEQCJ 2405685:I9AIUA7U}, } @misc{unicef_data_nodate, title = {Data {Must} {Speak}}, url = {https://www.unicef.org/education/data-must-speak}, abstract = {User-friendly data empower decision makers to improve education for all children.}, language = {en}, urldate = {2021-12-14}, author = {UNICEF}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LNS38WK8 2405685:8W5DSB7X}, } @misc{unicef_guidance_nodate, title = {Guidance: assessing and monitoring learning during the {COVID}-19 crisis}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/learning_assessments_during_covid-19_final.pdf}, abstract = {This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic.}, urldate = {2021-11-02}, journal = {Humanitarian Response}, author = {{UNICEF}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LL3AAY4C 2405685:ZK8JT537}, } @misc{unicef_khang_nodate, title = {Khang {Panya} {Lao}}, url = {https://www.unicef.org/laos/khang-panya-lao}, language = {en}, urldate = {2022-06-21}, author = {UNICEF}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JE5WAWEA 2405685:F4V2JIGF}, } @misc{unicef_malawian_nodate, title = {Malawian youths offer solutions to {COVID}-19 challenges in their communities}, url = {https://www.unicef.org/malawi/press-releases/malawian-youths-offer-solutions-covid-19-challenges-their-communities}, journal = {UNICEF}, author = {UNICEF}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5PHDIHMV 2339240:KNG6JLP5 2405685:FT2PFK2E 2405685:M9Y9QQ48}, } @techreport{unicef_our_nodate, title = {Our lives online: {Use} of social media by children and adolescents in {East} {Asia} - opportunities, risks and harms}, url = {https://www.unicef.org/eap/media/4691/file/Our%20lives%20online.pdf}, urldate = {2021-04-29}, institution = {UNICEF}, author = {UNICEF}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KVCWXF22 2405685:KB8G6ZFU}, } @techreport{unicef_political_nodate, title = {Political economy analyses in countries in {Eastern} and {Southern} {Africa}: {Case} study – {Tanzania} mainland political economy analysis}, url = {https://www.unicef.org/esa/sites/unicef.org.esa/files/2018-09/UNICEF-Tanzania-2017-Political-Economy-Analysis.pdf}, urldate = {2021-02-10}, author = {{UNICEF}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DXAG8UUU 2405685:8UYDT6AC}, } @misc{unicef_quality_nodate, title = {Quality, continuity for primary education}, url = {https://www.unicef.org/bangladesh/en/more-opportunities-early-learning/quality-continuity-primary-education}, journal = {UNICEF}, author = {UNICEF}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DIUI995Z 2405685:P3S2Q9QR}, } @techreport{unicef_remote_nodate, title = {Remote learning during {COVID}-19: {Factsheet}}, institution = {UNICEF}, author = {{UNICEF}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SPZWPT2X 2405685:U8EB5XDX}, } @techreport{unicef_tanzania_nodate, type = {Country {Review}}, title = {Tanzania: {The} impact of language policy and practice on children’s learning: {Evidence} from {Eastern} and {Southern} {Africa}}, url = {https://www.unicef.org/esaro/Tanzania_LR_Updated_12May17.pdf}, urldate = {2021-01-22}, institution = {UNICEF}, author = {{UNICEF}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDMJXBX4 2405685:ZFVP7UKG}, } @misc{unicef_u-report_nodate, title = {U-{Report}}, url = {https://www.unicef.org/innovation/U-Report}, author = {UNICEF}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CA2DA2IC 2405685:52DJXFSC}, } @misc{unicef_unicef_nodate, title = {{UNICEF} {MICS}}, url = {https://mics.unicef.org/}, urldate = {2022-01-05}, author = {UNICEF}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MTA5YARF 2405685:E2UWP4XK}, } @misc{unicef_unicef_nodate, title = {{UNICEF} {Multiple} {Indicator} {Cluster} {Survey}}, url = {https://mics.unicef.org/}, author = {UNICEF}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R9GWGMFH 2405685:I5C9HD59}, } @misc{unicef_uk_convention_nodate, title = {{UN} {Convention} on the {Rights} of the {Child} ({UNCRC})}, url = {https://www.unicef.org.uk/what-we-do/un-convention-child-rights/}, abstract = {The United Nations Convention on the Rights of the Child (UNCRC) is the basis for all of Unicef's work and upholds children's rights all over the world.}, language = {en-GB}, urldate = {2020-12-01}, journal = {Unicef UK}, author = {UNICEF UK}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DZESL9GA 2405685:SHMBD9ZT}, } @article{unicef_education_nodate, title = {Education {Budget} {Brief} 2020}, language = {en}, journal = {2020}, author = {UNICEF and {Government of Tanzania}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VZC69B9F 2405685:I3S7FDS3}, keywords = {⛔ No DOI found}, } @misc{united_nations_goal_nodate, title = {Goal 4: {Ensure} inclusive and equitable quality education and promote lifelong learning opportunities for all}, url = {https://sdgs.un.org/goals/goal4}, urldate = {2022-05-04}, journal = {Department of Economic and Social Affairs: Sustainable Development}, author = {{United Nations}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5B3NT6UP 2405685:CAPAQP9C}, } @misc{united_nations_goal_nodate, title = {Goal 4 .:. {Sustainable} {Development} {Knowledge} {Platform}}, url = {https://sustainabledevelopment.un.org/sdg4}, urldate = {2020-07-07}, author = {{United Nations}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:G8M6YSGX}, } @misc{united_nations_historic_nodate, title = {Historic {New} {Sustainable} {Development} {Agenda} {Unanimously} {Adopted} by 193 {UN} {Members}}, url = {https://www.un.org/sustainabledevelopment/blog/2015/09/historic-new-sustainable-development-agenda-unanimously-adopted-by-193-un-members/}, abstract = {2015 - Time for Global Action for People and Planet}, language = {en-US}, urldate = {2023-04-04}, journal = {Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members}, author = {United Nations}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:REGHF52F 2405685:KQMD7EYV}, } @techreport{universal_basic_education_commission_teacher_nodate, address = {Nigeria}, title = {Teacher {Professional} {Development} {Programme} {Document}}, url = {https://www.tdpnigeria.org/assets/resources/in-service/standardisation-and-accreditation-of-cpd/UBEC%20TEACHER%20PROFESSIONAL%20DEVELOPMENT%20PROGRAMME%20DOCUMENT.pdf}, urldate = {2022-07-07}, author = {{Universal Basic Education Commission}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GNX3ICBJ}, } @misc{universite_virtuelle_du_senegal_universite_nodate, title = {Université virtuelle du {Sénégal} – {Première} université publique numérique de l'{Afrique} de l'ouest}, url = {https://www.uvs.sn}, language = {fr-FR}, urldate = {2020-06-22}, journal = {Université virtuelle du Sénégal}, author = {Université virtuelle du Sénégal}, note = {Library Catalog: www.uvs.sn KerkoCite.ItemAlsoKnownAs: 2339240:PYVIWMI4 2405685:MTG5GG4A}, } @misc{university_of_cambridge_faculty_of_education_oer4schools_nodate, title = {The {OER4Schools} {Professional} {Learning} {Resource} - {OER} in {Education}}, url = {http://oer.educ.cam.ac.uk/wiki/OER4Schools}, urldate = {2020-07-29}, author = {{University of Cambridge: Faculty of Education}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:R4GFQN8W}, keywords = {auto\_merged}, } @misc{university_of_cambridge_faculty_of_education_oer4schools_nodate, title = {The {OER4Schools} {Professional} {Learning} {Resource} - {OER} in {Education}}, url = {http://oer.educ.cam.ac.uk/wiki/OER4Schools}, urldate = {2020-07-29}, author = {{University of Cambridge: Faculty of Education}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:R4GFQN8W}, } @misc{unlocking_data_initiative_unlocking_nodate, title = {Unlocking {Data}}, url = {https://unlockingdata.africa/}, language = {en-GB}, urldate = {2022-06-20}, author = {Unlocking Data Initiative}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LYUI7GV5 2405685:UB5R9LZS}, } @misc{unocha_pakistan_nodate, title = {Pakistan 2022 {Floods} {Response} {Plan}: 01 {Sep} 2022 - 28 {Feb} 2023 ({Issued} 30 {Aug} 2022) - {Pakistan} {\textbar} {ReliefWeb}}, shorttitle = {Pakistan 2022 {Floods} {Response} {Plan}}, url = {https://reliefweb.int/report/pakistan/pakistan-2022-floods-response-plan-01-sep-2022-28-feb-2023-issued-30-aug-2022}, abstract = {Appeal in English on Pakistan about Agriculture, Coordination, Flash Flood, Flood and more; published on 30 Aug 2022 by OCHA}, language = {en}, urldate = {2022-11-16}, author = {UNOCHA}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UM9GME2G 2405685:LYGUKW69}, } @techreport{unwin_future_nodate, title = {{THE} {FUTURE} {OF} {LEARNING} {AND} {TECHNOLOGY} {IN} {DEPRIVED} {CONTEXTS}}, abstract = {This report addresses the future of basic education, Information and Communication Technologies (ICT) use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts. It draws on research evidence from the literature, the authors’ experiences of ICT use in education initiatives, interviews with practitioners and academics, a workshop, and consultations with Save the Children staff from many different countries, mostly conducted in August 2017.}, language = {en}, author = {Unwin, Tim and Weber, Mark and Brugha, Meaghan and Hollow, David}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RPHPREMU 2405685:X363WY8D}, keywords = {GENERAL - to be categorised, Google Scholar/ "refugee education" ICT}, pages = {58}, } @misc{urubuto_urubuto_nodate, title = {Urubuto}, url = {https://www.urubutoschools.ac.rw/terms.pdf#toolbar=0&navpanes=0&scrollbar=0}, urldate = {2020-08-28}, author = {{Urubuto}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:VFCIHSTJ}, } @misc{usaid_dreams_nodate, title = {{DREAMS}: {Partnership} {To} {Reduce} {Hiv}/{Aids} {In} {Adolescent} {Girls} {And} {Young} {Women} {\textbar} {Global} {Health} {\textbar} {U}.{S}. {Agency} for {International} {Development}}, url = {https://www.usaid.gov/global-health/health-areas/hiv-and-aids/technical-areas/dreams}, urldate = {2023-06-22}, author = {{USAID}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IC4XBR33 2405685:3ASRFK8B}, } @misc{usaid_reading_nodate, title = {Reading {Learning} {Material} {\textbar} {USAID}-funded {Pakistan} {Reading} {Project}}, url = {http://www.pakreading.org.pk/resources/publications/reading-learning-material}, urldate = {2020-07-21}, author = {{USAID}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AG6FD5TP}, } @misc{usaid_statcompiler_nodate, title = {{STATcompiler}: the {DHS} {Program}}, url = {https://www.statcompiler.com/en/}, urldate = {2020-07-07}, author = {{USAID}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:84EUXH2V}, } @techreport{usaid_technology_nodate, title = {Technology for {Data} {Collection} {Processing} and {Communication} for {EiE}}, url = {https://www.edu-links.org/sites/default/files/media/file/Technology%20for%20Data%20Collection%20Processing%20and%20Communication%20for%20EiE.pdf}, urldate = {2023-10-17}, author = {{USAID}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JDJWH7C6 2405685:48HNFCIV}, } @misc{usaid_dhs_nodate, title = {The {DHS} {Program} - {Quality} information to plan, monitor and improve population, health, and nutrition programs}, url = {https://dhsprogram.com/}, urldate = {2022-01-05}, author = {USAID}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BHY4QX87 2405685:FVDKQIM6}, } @misc{ustad_mobile_ustad_nodate, title = {Ustad {Mobile} – {Access} and share education content offline}, url = {https://www.ustadmobile.com/lms/}, language = {en-US}, urldate = {2021-08-13}, author = {Ustad Mobile}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NCZUKLSI 2405685:7PGRDDQB}, } @misc{uwezo_tools_nodate, title = {Tools - {Uwezo}}, url = {http://www.uwezo.net/assessment/tools/}, urldate = {2020-07-07}, author = {{Uwezo}}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:WH77HHSM}, } @techreport{varkey_foundation_education_nodate, title = {Education, {Equity} and {Inclusion}: {A} policy paper for the {G20}}, url = {https://www.varkeyfoundation.org/media/4666/education-equity-and-inclusion-policy-v2.pdf}, institution = {Varkey Foundation}, author = {Varkey Foundation}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YUBRN4GD 2405685:BFZN739C}, } @misc{vodacom_mozambique_prepaid_nodate, title = {Prepaid tariffs - {Vodacom} {Mozambique}}, url = {https://www.vm.co.mz/en/Individual/Starter-Pack/Tariffs-Roaming/Prepaid-tariffs}, urldate = {2020-07-28}, author = {{Vodacom Mozambique}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VPR7XN4V}, } @misc{vodacom_south_africa_sim_nodate, title = {Sim {Only} {Talk} {Deals}{\textbar} {Vodacom} {Specials}}, url = {https://www.vodacom.co.za/cloud/shopping/campaigns/sim_only_talk_deals?icmp=Internal/MDD/Specials/R3/SimOmlyTalkDeals}, urldate = {2020-07-28}, author = {{Vodacom South Africa}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BPA3L5EQ}, } @misc{vosloo_designing_nodate, title = {Designing inclusive digital solutions and developing digital skills: guidelines - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265537}, urldate = {2020-12-18}, author = {Vosloo, Steve}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M76SZQD6}, } @misc{vso_using_nodate, title = {Using technology to deliver high quality education {\textbar} {VSO}}, url = {https://www.vsointernational.org/our-work/inclusive-education/system-strengthening/unlocking-talent-through-technology}, urldate = {2023-06-22}, author = {{VSO}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8SHCHV9 2405685:54FFAER8}, } @misc{wagner_refugee_nodate, title = {Refugee {Education}: is technology the solution?}, author = {Wagner, E}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:53V7C8A8 2405685:98925V3U}, keywords = {RER theme\_pedagogies and modalities}, } @techreport{walker_child-centred_nodate, title = {Child-centred {Educational} {Radio} {Project} in {Kailahun} {District}, {Sierra} {Leone}}, language = {en}, institution = {United Nations Girls' Education Initiative; Overseas Development Institute}, author = {Walker, David and Tristram, Bella and Pereznieto, Paola and Young, Tricia}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:445Z5JPZ}, pages = {12}, } @article{walter_state_nodate, title = {State {Management} of {Education} {Systems} and {Educational} {Performance}}, language = {en}, author = {Walter, Torsten Figueiredo}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PQMK9JMC 2405685:XD6HBDD4 4656463:2I3PRFI4}, keywords = {⛔ No DOI found}, pages = {24}, } @misc{war_child_cant_nodate, title = {Can't {Wait} {To} {Learn}}, url = {https://www.warchildholland.org/projects/cwtl/}, abstract = {War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war.}, language = {en}, urldate = {2020-06-30}, author = {War Child}, note = {Library Catalog: www.warchildholland.org KerkoCite.ItemAlsoKnownAs: 2339240:RKWXTRSI 2405685:5VLB92IT 2405685:YZISLBBN}, } @misc{war_child_holland_war_nodate, title = {War {Child} {Care} {System} - {Can}'t {Wait} to {Learn} {\textbar} {War} {Child}}, url = {https://www.warchildholland.org/intervention-cwtl/}, urldate = {2023-06-22}, author = {{War Child Holland}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VRSIUHFX 2405685:QT6QMN6J}, } @misc{war_child_holland_we_nodate, title = {We believe no child should be part of war. {Ever}. {\textbar} {War} {Child}}, url = {https://www.warchildholland.org/}, urldate = {2023-06-22}, author = {{War Child Holland}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P2JZ7SMV 2405685:94AEN7RN}, } @misc{wawira_inclusive_nodate, title = {Inclusive and {Equitable} {Education} in {Kenya} – {RELI}}, url = {https://reliafrica.org/publication/inclusive-and-equitable-education-in-kenya/}, urldate = {2023-04-04}, author = {Wawira, Margaret}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N9VXGHF3 2405685:US65J578}, } @misc{weiss_nothing_nodate, title = {Nothing as {Practical} as {Good} {Theory} : {Exploring} {Theory}-{Based} {Evaluation} for {Comprehensive} {Community} {Initiatives} for {Children} and {Families} {\textbar} {Semantic} {Scholar}}, url = {https://www.semanticscholar.org/paper/Nothing-as-Practical-as-Good-Theory-%3A-Exploring-for-Weiss/ed98a1ac4b7b54ef4854b7b7a802db7b3e46ae02}, urldate = {2021-06-07}, author = {Weiss, Carol}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SNUMFGQP 2405685:ESCTB9EV}, } @misc{who_assistive_nodate, title = {Assistive {Technology}. {Fact} sheet. {Retrieved} 10 {December} 2020, from}, url = {https://www.who.int/news-room/fact-sheets/detail/assistive-technology}, urldate = {2020-10-12}, author = {WHO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GIP3HWAI 2405685:M5U5N79M}, } @misc{who_deafness_nodate, title = {Deafness and {Hearing} {Loss}. {Fact} {Sheet}}, url = {https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss}, abstract = {Deafness and hearing loss fact sheet from WHO: providing key facts and information on causes, impact, prevention, identification, management and WHO response.}, language = {en}, urldate = {2021-03-04}, author = {WHO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EEQ6MBMZ 2405685:YT3MEVKQ}, } @techreport{who_improving_nodate, title = {Improving access to assistive technology, {Report} by the {Director}-{General}.}, url = {https://apps.who.int/gb/ebwha/pdf_files/EB142/B142_21-en.pdf}, author = {WHO}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RE5IK9AU 2405685:P8Q7H5NT}, } @misc{wiley_defining_nodate, title = {Defining the "{Open}" in {Open} {Content} and {Open} {Educational} {Resources}}, copyright = {Creative Commons Attribution 4.0 license}, url = {http://opencontent.org/definition/}, urldate = {2020-05-29}, author = {Wiley, David}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5JWDZ73L 2405685:CTRYHMI5}, } @misc{world_bank_world_nodate, title = {World {Bank} country and lending groups - {World} {Bank} data help desk}, url = {https://datahelpdesk.worldbank.org/knowledgebase/articles/906519}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AMHWZMJU}, } @misc{world_bank_access_nodate, title = {Access to electricity (\% of population) - {Kenya} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/EG.ELC.ACCS.ZS?locations=KE}, urldate = {2021-10-03}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I3SNC3T5 2405685:SK9PGHTW}, } @misc{world_bank_bangladesh_nodate, title = {Bangladesh {Data}}, url = {https://data.worldbank.org/country/bangladesh}, author = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3US9GRJC 2405685:NUJUM2P3}, } @misc{world_bank_databank_nodate, title = {{DataBank} {World} {Development} {Indicators}}, url = {https://databank.worldbank.org/reports.aspx?source=world-development-indicators#}, author = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:H6VYFXC8}, } @misc{world_bank_development_nodate, type = {Text/{HTML}}, title = {Development {Projects} : {Skills} for {A} {Vibrant} {Economy} {Project} - {P172627}}, shorttitle = {Development {Projects}}, url = {https://projects.worldbank.org/en/projects-operations/project-detail/P172627}, abstract = {Development Projects : Skills for A Vibrant Economy Project - P172627}, language = {en}, urldate = {2023-06-22}, journal = {World Bank}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2IZJDLHB 2405685:ZU4F7RGH}, } @misc{world_bank_education_nodate, title = {Education statistics - all indicators {\textbar} {DataBank}}, url = {https://databank.worldbank.org/source/education-statistics-%5e-all-indicators}, urldate = {2021-10-25}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VAB9AHLX 2405685:Y42FF4AH}, } @misc{world_bank_fixed_nodate, title = {Fixed telephone subscriptions (per 100 people) - {Rwanda} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.MLT.MAIN.P2?locations=RW}, urldate = {2020-08-28}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B2XFNCA2}, } @techreport{world_bank_ghana_nodate, title = {Ghana {Accountability} for {Learning} {Outcomes} {Project}}, url = {http://documents.worldbank.org/curated/en/415871570586470453/pdf/Ghana-Ghana-Accountability-for-Learning-Outcomes-Project.pdf}, urldate = {2020-06-23}, author = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q2FQ6VGM}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{world_bank_ghana_nodate, title = {Ghana {Accountability} for {Learning} {Outcomes} {Project}}, url = {https://projects.worldbank.org/en/projects-operations/project-detail/P165557}, abstract = {Ghana Accountability for Learning Outcomes Project}, language = {en}, urldate = {2020-06-29}, author = {World Bank}, note = {Library Catalog: projects.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:PF443G7F}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{world_bank_ghana_nodate, title = {Ghana {Accountability} for {Learning} {Outcomes} {Project}.}, url = {http://documents.worldbank.org/curated/en/415871570586470453/pdf/Ghana-Ghana-Accountability-for-Learning-Outcomes-Project.pdf}, language = {EN}, number = {PAD3320}, urldate = {2020-10-12}, institution = {World Bank}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZDFZVSTR 2405685:ATQEF7RH}, pages = {1--124}, } @misc{world_bank_ghana_nodate, type = {Text/{HTML}}, title = {Ghana {Secondary} {Education} {Improvement} {Project}}, url = {https://projects.worldbank.org/en/projects-operations/project-detail/P145741}, abstract = {Ghana Secondary Education Improvement Project}, language = {en}, urldate = {2020-06-29}, author = {World Bank}, note = {Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:FYXT3TL4}, } @misc{world_bank_how_nodate, type = {Text/{HTML}}, title = {How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the {COVID}-19 pandemic}, url = {https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic}, abstract = {Examples of how countries are using edtech to support remote learning under COVID-19}, language = {en}, urldate = {2020-04-20}, journal = {World Bank}, author = {World Bank}, note = {Library Catalog: www.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:F3479NEL}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{world_bank_id4d_nodate, title = {{ID4D} {Practitioner}’s {Guide}}, url = {https://id4d.worldbank.org/guide/non-exclusion-and-non-discrimination}, urldate = {2022-06-14}, author = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:993VIZBM 2339240:VQLR4D49 2339240:VXV7JYJZ 2405685:37KRXR9S}, } @techreport{world_bank_implementation_nodate, title = {Implementation {Status} and {Results} {Report}}, url = {http://documents.worldbank.org/curated/en/616411572406052343/pdf/Disclosable-Version-of-the-ISR-GH-eTransform-Ghana-P144140-Sequence-No-11.pdf}, urldate = {2020-06-23}, author = {World Bank}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:TAREZ3MA}, } @misc{world_bank_mobile_nodate, title = {Mobile cellular subscriptions (per 100 people) - {Rwanda} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=RW}, urldate = {2020-08-28}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NAGHDIY9 2405685:RDQLE6SF}, } @misc{world_bank_poverty_nodate, type = {Text/{HTML}}, title = {Poverty and {Shared} {Prosperity} 2018}, url = {https://www.worldbank.org/en/publication/poverty-and-shared-prosperity-2018}, abstract = {The Poverty and Shared Prosperity series provides a global audience with the latest and most accurate estimates on trends in global poverty and shared prosperity.}, language = {en}, urldate = {2022-03-26}, journal = {World Bank}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BYNKG3P8 2405685:HIJPHJ43}, } @misc{world_bank_procurement_nodate, type = {Text/{HTML}}, title = {Procurement {Details}}, url = {https://projects.worldbank.org/en/projects-operations/procurement-detail/OP00210189}, language = {en}, urldate = {2023-10-17}, journal = {World Bank}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3HJCYLBP 2405685:F9S6RIUI}, } @misc{world_bank_senegal-quality_nodate, type = {Text/{HTML}}, title = {Senegal-{Quality} {Improvement} and {Equity} of {Basic} {Education} - {AF}}, url = {https://projects.worldbank.org/en/projects-operations/project-detail/P163575}, abstract = {Senegal-Quality Improvement and Equity of Basic Education - AF}, language = {en}, urldate = {2020-06-22}, journal = {World Bank}, author = {World Bank}, note = {Library Catalog: projects.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:YYMD6GDI 2405685:LBGV38ND}, } @misc{world_bank_sierra_nodate, title = {Sierra {Leone} {\textbar} {Data}}, url = {https://data.worldbank.org/country/sierra-leone}, urldate = {2020-11-25}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DW6RYJJW 2405685:EFFRSQZ4}, } @misc{world_bank_tcdata360_nodate, title = {{TCData360}}, url = {https://tcdata360.worldbank.org/indicators}, author = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PQUCIV2B 2405685:4RWK5SHZ}, } @misc{world_bank_tcdata360_nodate, title = {{TCdata360}: {Households} w/ personal computer, \%}, shorttitle = {{TCdata360}}, url = {https://tcdata360.worldbank.org/indicators/entrp.household.computer?country=BRA&indicator=3427&viz=line_chart&years=2012,2016}, abstract = {Percentage of households equipped with a personal computer}, urldate = {2020-06-22}, journal = {TCdata360}, author = {World Bank}, note = {Library Catalog: tcdata360.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:BL8IVLQP 2405685:HV3LIQ9A}, } @misc{world_bank_teach_nodate, type = {Text/{HTML}}, title = {Teach - {World} {Bank}'s {Classroom} {Observation} {Tool}}, url = {https://www.worldbank.org/en/topic/education/brief/teach-related-blogs}, abstract = {Teach-Related Blogs}, language = {en}, urldate = {2020-09-17}, journal = {World Bank}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M9DG9PS9}, } @misc{world_bank_world_nodate, title = {The {World} {Bank} {DataBank}}, url = {https://databank.worldbank.org}, author = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4HJUNQK2 2405685:GVW6NUES}, } @misc{world_bank_world_nodate, type = {Text/{HTML}}, title = {The {World} {Bank} in {Ghana}}, url = {https://www.worldbank.org/en/country/ghana/overview}, abstract = {The World Bank Group aims to help Ghana sustain economic growth, surpass the goal of halving poverty by 2015, and maintain its middle income status.}, language = {en}, urldate = {2022-12-29}, journal = {World Bank}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5K3DUBUG}, } @misc{world_bank_world_nodate, title = {The {World} {Bank} in {Tanzania}}, url = {https://www.worldbank.org/en/country/tanzania/overview}, author = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SITB45TD 2405685:IQDLBI95}, } @misc{world_bank_world_nodate, title = {World {Bank} {Data} {Catalog}}, url = {https://datacatalog.worldbank.org/dataset/world-development-indicators}, author = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I2M3I3DP 2405685:WZBT9VCK}, } @misc{world_bank_world_nodate, title = {World {Bank} {Open} {Data}: {Ghana} {Data}}, url = {https://data.worldbank.org/country/ghana?view=chart}, journal = {World Bank Data}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H2D7DY9X 2405685:F2RSR4CM}, } @misc{world_bank_world_nodate, title = {World {Development} {Indicators} {\textbar} {DataBank}}, url = {https://databank.worldbank.org/reports.aspx?source=world-development-indicators}, urldate = {2020-06-22}, author = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N6A8L34L 2405685:2SCW6HYE}, } @misc{world_bank_world_nodate, title = {World {Development} {Indicators} {\textbar} {DataBank}}, url = {https://databank.worldbank.org/reports.aspx?source=world-development-indicators}, urldate = {2020-06-22}, author = {World Bank}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N6A8L34L 2405685:2SCW6HYE}, } @misc{world_possible_oer2go_nodate, title = {{OER2Go}}, url = {https://worldpossible.org/oer2go}, abstract = {The world's best educational websites, now available for download OER2Go Explore}, language = {en-US}, urldate = {2020-06-28}, author = {World Possible}, note = {Library Catalog: worldpossible.org KerkoCite.ItemAlsoKnownAs: 2405685:8SX5JYDU}, } @misc{world_possible_rachel_nodate, title = {{RACHEL}}, url = {https://worldpossible.org/rachel}, abstract = {Hi, my name is RACHEL Buy online}, language = {en-US}, urldate = {2020-06-28}, journal = {World Possible}, author = {World Possible}, note = {Library Catalog: worldpossible.org KerkoCite.ItemAlsoKnownAs: 2405685:C7YM2YZ2}, } @techreport{world_possible_using_nodate, title = {Using {Digital} {Content} for {Learning}: {Teacher}’s {Guide}}, url = {https://static1.squarespace.com/static/59ca7affc027d8c503b12596/t/5b1ef34188251b24d2d8a993/1528755018460/Using+Digital+Content+for+Learning_+Teacher%E2%80%99s+Guide.pdf}, urldate = {2020-06-28}, author = {World Possible}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:64R8PISB}, } @incollection{wu_impact_nodate, title = {The impact of technology on a multilingual world: {Problems} and opportunities}, booktitle = {In {Lubin}, {I}. ({Ed}.), {Translating} {Learning} {Ecologies}: {ICT} {Across} {Global} {Contexts}.}, author = {Wu, A. and Gonsalves, S-L.R. and Wagner, D.A.}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UVEZWL5A 2405685:CIWK8MXI}, } @misc{xiao_research_nodate, title = {Research {Guides}: {AI}-{Based} {Literature} {Review} {Tools}: {Home}}, copyright = {Copyright Texas A\&M University 2024}, shorttitle = {Research {Guides}}, url = {https://tamu.libguides.com/c.php?g=1289555&p=9470549}, abstract = {Research Guides: AI-Based Literature Review Tools: Home}, language = {en}, urldate = {2024-01-19}, author = {Xiao, Daniel}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:66BPJTIS 2486141:TRYX86YN}, keywords = {\_Added-ailr-2024}, }