Resource Pack to Support Remote Learning : Mobile - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Mobile (English)
KerkoCite.ItemAlsoKnownAs: 2405685:MLCVFR3W

Resource Pack to Support Remote Learning : Print - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Print (English)
KerkoCite.ItemAlsoKnownAs: 2405685:TIYRFXSF

Resource Pack to Support Remote Learning - Radio - Grant, Ursula; Jordan, Caroline; Kamal, Helen; Kube-Barth, Sabine; Waistell, Daniel; Williamson, Sue; Hedges, Claire; Power, Tom; Richardson, Alison Mead (World Bank Group, 2021)
Resource Pack to Support Remote Learning - Radio (English)
KerkoCite.ItemAlsoKnownAs: 10/P1742520930bf702708f2601bdb63d95ee0 2405685:PE8R2AUP

Resource Pack to Support Remote Learning : Television - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Television (English)
KerkoCite.ItemAlsoKnownAs: 2405685:ENYQ2YWR

Resources - Aahung (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KZGUIIQP 2405685:BMM7X9D9 2405685:CX5WZVEV

Responding to emergencies - Children, Save the (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:Y6ENJJ9G
Keywords: ⛔ No DOI found

Responding to Iraq’s learning crisis - Ali, Laila (UNICEF Connect, 2020)
Amidst the devastation in Mosul's Old City, UNICEF supports the rehabilitation of primary education for a safe environment that’s conducive to learning.
Library Catalog: blogs.unicef.org Section: Children in emergencies KerkoCite.ItemAlsoKnownAs: 2339240:BDGJFV3D 2405685:YE5NPCPV 4803016:K6GQ5HLF

Responding to the COVID-19 pandemic in Trinidad and Tobago: Challenges and opportunities for teacher education - Kalloo, Rowena Constance; Mitchell, Beular; Kamalodeen, Vimala Judy (Journal of Education for Teaching, 2020)
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.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2405685:3XSGDCJY
Keywords: COVID-19; Teacher education; inequities; online education

Restricted access: How the internet can be used to promote reading and learning - Derksen, Laura; Michaud-Leclerc, Catherine; Souza, Pedro C. L. (Journal of Development Economics, 2022)
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.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2021.102810 2339240:KLEI2G3S 2405685:NTE9P59S
Keywords: Development; Education; Information; Internet; Reading; Secondary school

Restructuring Paper on a Proposed Project: Restructuring of the Education Quality Reform Project - World Bank (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XRFLIFAU 2405685:NAN9QD8A

Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania - Dom, Catherine; Fraser, Alasdair; Mhina, Edward (Mokoro for World Bank, 2021)
Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania (English)
KerkoCite.ItemAlsoKnownAs: 2339240:6T2VNQMC 2339240:86HU868K 2405685:5SHZXXCP 2405685:HQGHMPDL 4656463:7QDZJIDM 4656463:QEAAR59A

Results From a Controlled Study of the iPad Fractions Game Motion Math - Riconscente, Michelle M (Games and Culture, 2013)
00001 shortDOI: 10/gf62jj KerkoCite.ItemAlsoKnownAs: 10/gf62jj 2129771:TGCRE2G3 2405685:XCA5SYZ5

Results of the Curricular Analysis of the Fourth Regional Comparative and Explanatory Study (ERCE 2019) - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9ZY9IYW4 2405685:SM5ARVIA

Results on implementing personal learning environments in Tanzanian secondary schools - Mselle, L. J.; Kondo, T. S. (8th International Conference for Internet Technology and Secured Transactions (ICITST-2013), 2013)
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.
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

Results – Rapid Scans – The EdTech Hub - EdTech Hub (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:4MLKCQH6 2405685:M78IF9TS 4656463:IAPZ4MLA

Results - Ubongo Learning - Ubongo (2020)
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.
Library Catalog: www.ubongo.org KerkoCite.ItemAlsoKnownAs: 2339240:9V36SNBP 2405685:WUIZRFE3 4803016:XQUJYE3J

Rethinking education in the digital age - Braun, Anette; März, Anna; Mertens, Fabian; Nisser, Annerose (European Parliamentary Research Service, 2020)
EdTechHub.ItemAlsoKnownAs: 2405685:KJURVZMQ

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

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

Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change - Coburn, Cynthia E. (Educational Researcher, 2003)
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X032006003 2339240:382WD9EF 2339240:5296RLEM 2339240:59YIPM9A 2339240:IDX7DZPW 2405685:HDJ7G3V8

Retrospectiva Geekie 2021: (re)encontros de pessoas, caminhos e possibilidades - Geekie (Geekie, 2021)
Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...
KerkoCite.ItemAlsoKnownAs: 2339240:DCAHYDUU 2405685:IYDYJ3KN

Returning to school after COVID-19 closures: Who is missing in Malawi? - Kidman, Rachel; Breton, Etienne; Behrman, Jere; Kohler, Hans-Peter (International Journal of Educational Development, 2022)
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.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2022.102645 2339240:GY9BBMLF 2405685:QFFZJ8XM
Keywords: Adolescents; COVID-19; Child marriage; Education; Pregnancy; School closures

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

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

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

Review of 'Continued progress: Promising evidence on personalized learning' - Penuel, William R.; Johnson, Raymond (National Education Policy Center, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:AL5MKB7P 2405685:VAQ7NI7E

Review of Education Management Information Systems (EMIS) that Track Individual Student Data - Malaysia - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8S5A8J5H 2405685:CEUVV8EY

Review of Education Management Information Systems (emis) That Track Individual Student Data Summary Report - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5TICYIXG 2405685:D26UH65S

Review of Education Management Systems (EMIS) that Track Individual Student Data: Mongolia - UNICEF (UNICEF East Asia and the Pacific Regional Office, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:L67EAVZ9 2405685:3F5CLJ2H

Review of International Research on Factors Underlying Teacher Absenteeism. - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
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.
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

Review of international research on factors underlying teacher absenteeism - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
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.
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

Review of the use of ‘Theory of Change’ in international development - Vogel, Isabel (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:8WP9VPAU 2405685:ASUJZSHI
Keywords: ⛔ No DOI found

Reviewing the evidence on how teacher professional development affects student achievement - Yoon, Kwang Suk; Duncan, Teresa; Wen-yu Lee, Sylvia; Scarloss, Beth; Shapley, Kathy (National Center for Education Evaluation and Regional Assistance, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:YJCET4KE
Keywords: C:United States

Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity - Jordan, Katy (EdTech Hub, 2019)
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

Reviews and Reviewing: Approaches to Research Synthesis. An Annual Review of Information Science and Technology (ARIST) paper - Smith, Linda C. (Journal of the Association for Information Science and Technology, 2023)
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.
_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

Revised Evaluation Policy of UNICEF - UNICEF (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VVWZ9GCS 2405685:43DILDZZ

Revised Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 31 May 2023 - UNOCHA (2022)
Appeal in English on Pakistan about Agriculture, Climate Change and Environment, Flash Flood, Flood and more; published on 4 Oct 2022 by OCHA
KerkoCite.ItemAlsoKnownAs: 2339240:NBK24VDH 2405685:XPEQD9HC

Revised Special Needs and Inclusive Education Policy - Ministry of Education (Republic of Rwanda, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:FIC7SLRH

Revisiting online learner engagement: exploring the role of learner characteristics in an emergency period - Kara, Mehmet (Journal of Research on Technology in Education, 2020)
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.
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

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

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

Revitalizing Education Development in Sierra Leone (REDISL) Project - World Bank (2014)
KerkoCite.ItemAlsoKnownAs: 2405685:8ISYUKP9

Revitalizing the Planning Commission: Some Recommendations - Ikram, Khalid (eSocialSciences, 2011)
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 institutionâ€™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
KerkoCite.ItemAlsoKnownAs: 2339240:P5S4UGSP 2405685:XF9459X7
Keywords: Pakistan; Pakistan Planning Commission

Revolutionizing Text Data Analysis with AI Autocoding with NVivo - Lumivero (Lumivero, 2023)
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.
KerkoCite.ItemAlsoKnownAs: 2405685:UNJD6IY6 2486141:PA4EZZ36

Reward management strategies on employee performance in selected universities in Nakuru County, Kenya - Kathombe, Mary Wambui (Egerton University, 2018)
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.
KerkoCite.ItemAlsoKnownAs: 2405685:VC2P9XQR

Right to education handbook - UNESCO (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6YQ6VKH6 2405685:PFS3CXZ3

Right To Education: Pakistan (2020)
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.
Library Catalog: rtepakistan.org KerkoCite.ItemAlsoKnownAs: 2339240:TCMLZT3M 2405685:H9NPVL3Q 2405685:IUGEAUXG

Right to read: Joint efforts to provide books to minority-language learners - Thaung, Nyi Nyi; Gracie, Kristen (Education for All blog, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2405685:6ZQXE9WA 4042040:GJTQ6L6K

Rigorous large-scale educational RCTs are often uninformative: Should we be concerned? - Lortie-Forgues, Hugues; Inglis, Matthew (Educational Researcher, 2019)
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.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X19832850 2339240:D96NKMSM 2405685:5ZWZTBBI

RISE in Nigeria: Non-technical Research Overview - RISE (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:LXSP52B2

Rising Academies - Rising On Air - Rising Academy Network (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KCT7W2GQ 2405685:F3L6UE82 KCT7W2GQ

Risk of bias versus quality assessment of randomised controlled trials: cross sectional study - Hartling, L.; Ospina, M.; Liang, Y. (British Medical Journal, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:98CY3A45 2486141:LCID6Q5M
Keywords: ⛔ No DOI found

Roadmap for Digital Cooperation - United Nations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7PZNPHQG 2405685:XASSZTVB

RobotReviewer: evaluation of a system for automatically assessing bias in clinical trials - Marshall, I.J.; Kuiper, J; Wallace, B.C. (Journal of the American Medical Informatics Association, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1093/jamia/ocv044 2405685:TC54HZAF 2486141:BS2JKIXZ
Keywords: _Added-ailr-2024

Role of Educational Technology at Primary School Level In District Karak (Khyber Pukhtunkhwa) Pakistan - Suleman, Dr (International Journal of Academic Research in Business and Social Sciences, 2011)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:BEJSKZSX 2405685:V4FIB68W
Keywords: ⛔ No DOI found

Role of Educational Technology in Public and Private Institutes at Secondary School Level in District Karak (Khyber Pukhtunkhwa) Pakistan - Suleman, Qaiser; Hussain, Ishtiaq; Akhtar, Zaitoon (International Journal of Learning and Development, 2012)
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
Number: 5 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v2i5.2337 2339240:FP59Z7RX 2405685:7K6FNXL5

Role of ICT in Enabling High Quality OERs for Teacher Education and Training in Dadaab Refugee Settlement in Kenya - Ndalo, Agumba Musa (Research Journal of Education, 2016)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:9MAKBVX4 2405685:2ESBXBQX
Keywords: Google Scholar/ "refugee education" ICT; RER theme_supporting educators; ⛔ No DOI found

Role of technology in science classrooms: an exploratory study of Pakistan - Iqbal, Zeeshan; Sami, Aisha (International Journal of Technology Enhanced Learning, 2020)
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.
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

Roles and responsibilities government (Unpublished) - Mahzumi, Abdellahi (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EMGYP7ZF 2405685:46R9MWR6

Roles and student identities in online large course forums: Implications for practice - Baxter, Jacqueline Aundree; Haycock, Jo (The International Review of Research in Open and Distributed Learning, 2014)
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.
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

Rolling Out a National Virtual Learning Environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
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.
previousshortDOI: 10/ghgnf6 previousshortDOI: 10/ghgnf6 previousDOI: 10.5281/zenodo.3406132 previousshortDOI: 10/ghgnf6 EdTechHub.Source: 2405685:KWJRW62J EdTechHub.Source: <this> 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

ROMA: a guide to policy engagement and influence - Young, John; Shaxson, Louise; Jones, Harry; Hearn, Simon; Datta, Ajoy; Cassidy, Caroline (Overseas Development Institute, 2014)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:WD5Q5VRS 2405685:X2NU57T9

RPHC4 Thematic Report: Characteristics of Households and Housing - National Institute of Statistics of Rwanda. (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:MWGCCUIB 2405685:YTI26JVP

Rumie: Bringing Digital Education to the Underserved - Kim, John J.-H.; Migdal, Amram (2016)
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?"
EdTechHub.ItemAlsoKnownAs: 2405685:HNE632RB
Keywords: ⛔ No DOI found

Rumie Initiative (Rumie Initiative, 2020)
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 ...
Library Catalog: rumie.org KerkoCite.ItemAlsoKnownAs: 2339240:BD8RSW4Q 2405685:XWCCGLNZ 4803016:KF6JMJ8A

Rumie Management Center (RMC): Product Documentation - Janzen, Tiffany; Chugh, Manav (Rumie, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:B6MZUYHT

Rural Broadband Access & Connectivity - Microsoft (Microsoft CSR, 2020)
See how Microsoft works to make rural broadband access a reality. Learn more about our partners and actions in delivering rural broadband connectivity.
Library Catalog: www.microsoft.com KerkoCite.ItemAlsoKnownAs: 2405685:B2C9UCII

Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach - Dube, Bekithemba (Multidisciplinary Journal of Educational Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.17583/remie.2020.5607 2405685:3WDFJS6L 2405685:Q3ZJJZH3

Rural population (% of total population) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VDAAYFPJ 2405685:3K9WFJ7B

Rural population (% of total population) | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:IZKV8UX5 2405685:KKXBML6W

Ruzivo Digital Learning | Home - Ruzivo Digital Learning (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:KV2YSXB4

Rwanda - Demographic Dividend (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5GG2FQKI 2405685:XBV4W92Y

Rwanda Education Board - Rwanda Education Board (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:UGHSR9YR 2405685:LC9M6P39

Rwanda Education Commons (REC) - FHI360 (2020)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:CM36IMAB 2405685:I9DZXPN7

Rwanda Revenue Authority becomes ICDL Accredited Test Centre - ICDL (ICDL Africa, 2018)
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 …
EdTechHub.ItemAlsoKnownAs: 2405685:S6FPJA85

Rwanda's education U-turn sparks debate on mother tongue instruction - Edwards, Sophie (Devex, 2019)
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?
EdTechHub.ItemAlsoKnownAs: 2405685:4PRWXPW4

Rwanda Vision 2020 - Ministry of Finance and Economic Planning (Republic of Rwanda, 2000)
KerkoCite.ItemAlsoKnownAs: 2405685:2BFX8SK3

RwandaEQUIP - Government of Rwanda (RwandaEQUIP, 2022)
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 […]
KerkoCite.ItemAlsoKnownAs: 2339240:98G7KUFA 2339240:VAIG5DJE 2405685:H6WAYGS9 2405685:R5HGEKMD 4656463:VDFH2G4R

Rwandan ed-tech startup BAG Innovation raises $150k seed round - Disrupt Africa - Jackson, Tom (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:UTY2JHU3 2405685:WAIGHFRK

SABER Country Report –Senegal: Engaging the Private Sector in Education - World Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:LIJPA522

SABER dataset - World Bank (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:TQQMKBSR 2405685:4I88CGP3 4656463:I8NMHN6H

SABER EMIS Questionnaire - World Bank (World Bank, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:5UFDVI2T 2405685:CRSPBEB2

SABER-ICT Framework Paper for Policy Analysis: Documenting national educational technology policies around the world and their evolution over time - Trucano, Michael (World Bank, 2016)
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

Safe Back to School: A Practitioner’s Guide - IASC Global Education Cluster; Child Protection Global Protection Cluster (INEE, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TT35QG9N 2405685:CAWF597M

Safe Healing and Learning Spaces Toolkit - International Rescue Committee (IRC) (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:MQ3D2S3D 2405685:S7CDWVUB 4803016:VWGFX3QN

Safe Schools: getting children back into education after disaster strikes - Briggs, Billy (Theirworld, 2020)
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.
Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:8AYC7RZN 2405685:W3FA2CUU

Safe Schools: The Hidden Crisis - Theirworld (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:6VHH3JXF 2405685:8LFD5GBU

Safe to Learn during COVID-19: Recommendations to Prevent and Respond to Violence against Children in all Learning Environments - UNICEF (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2YNZVF7Y 2405685:E6GU9VQV

Safeguarding Her: A call to action to educating girls in vulnerable situations - Break Free Alliance (Education for All, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:36KPCI4X 2405685:P5HCFXSZ

Safer Chatbots Implementation Guide - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7K3RMR6I 2405685:B48MAT2V

Sage handbook of mixed methods in social & behavioral research - Tashakkori, Abbas; Teddlie, Charles (SAGE Publications, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:BE9HCCSW 2405685:B7JM4898
Keywords: Handbooks; Research Methodology; Social sciences; etc; manuals

SALCAB | Home - SALCAB (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:7LEIDSTB

Sampling issues in design, conduct, and interpretation of international comparative studies of school achievement - Chromy, J.R. (In A.C. Porter, & A. Gamoran (Eds.), Methodological advances in cross-national surveys of educational achievement (pps. 80- 116)., 2002)
KerkoCite.ItemAlsoKnownAs: 2339240:SQ9NT8SW 2405685:9UYVDGIK

Sandbox Handbook V.2.0 - EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7019219 ZenodoArchiveConcept: 7019218 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7019219 10.53832/edtechhub.0108 2339240:LNQBY8R8 2405685:49ZFP7UN 2405685:MP7LCGPN
Keywords: _r:AddedByZotZen

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

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

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

Sandboxes Explained: How They’re Already Protecting You and How to Sandbox Any Program - Hoffman, Chris (How-To Geek, 2013)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:4BDBQB5P 2405685:NLQHIMXA

Sandboxes: My experience participating in the sandbox alpha - Kumasewera, Pilirani (EdTech Hub, 2020)
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.
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:CE3XH7JY
Keywords: F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Sandboxes: our approach to systemic experimentation - Simpson, Lea (EdTech Hub, 2020)
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.
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

Sandboxes: Testing the strategy in Malawi - Carter, Alice (EdTech Hub, 2020)
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 …
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2405685:785EE55K
Keywords: C:Malawi; F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Wagner, Emma; Warren, Hollie (Save The Children, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8X7L3VGQ 2405685:BFW6FWT3
Keywords: ___working_potential_duplicate

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Warren, Hollie; Wagner, Emma (Save the Children, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RBGZ94Y4 2405685:85S3XMRF
Keywords: ___working_potential_duplicate

Save our future - Haßler, Björn; Sagun, Rose (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749380 2405685:QLTPHU6B
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodoODE

Scales for Rating the Behavioral Characteristics of Superior Students. Technical and Administration Manual. - Renzulli, Joseph S.; Smith, Linda H.; White, Alan J.; Callahan, Carolyn M.; Hartman, Robert K.; Westberg, Karen L. (ERIC, 2002)
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)
KerkoCite.ItemAlsoKnownAs: 2339240:7BLYH7Q8 2405685:HPMQJ44R
Keywords: Ability Identification; Academically Gifted; Behavior Rating Scales; Elementary Secondary Education; Test Interpretation; Test Reliability; Test Validity; Testing

Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices - Clark-Wilson, Alison; Hoyles, Celia; Noss, Richard; Vahey, Phil; Roschelle, Jeremy (ZDM, 2015)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-014-0635-6 2339240:9PSESTIX 2405685:4QKXAEPX

Scaling access and impact: Realizing the power of edtech (Omidyar Network, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:N6XVFXYL 2405685:WY27U4SB

Scaling Access and Impact: Realizing the Power of EdTech - Omidyar Network (Omidyar Network, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CM2376RQ 2339240:DVANKZCR 2339240:I3GMH7FI 2339240:NTBHJHCH 2339240:X2A9CDQP 2405685:4E7EW2UF 2405685:5EUGCVFT 2405685:CREQEA9S 2405685:RV53FHR5 2405685:UX7HDLPW

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

Scaling Access & Impact: Realizing the Power of EdTech. Executive Summary (Omidyar Network, 2019)
Publisher: Omiyad Network KerkoCite.ItemAlsoKnownAs: 2339240:6TRLF7J9 2405685:KKINUTFX

Scaling education innovations for impact in low-and-middle-income countries during COVID - Olsen, Brad (Brookings Institution, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:S7V2Y764 2405685:Y9VGSW9N

Scaling Educational Innovations in Singapore: the roles of Policymakers, Practitioners, and Researchers - Lee, Shu-Shing (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:52TG47S9 2405685:AWF9RSPZ
Keywords: ⛔ No DOI found

Scaling Impact; Innovation for the Public Good - McLean, Robert; Gargani, John (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9TNQFMSL 2405685:PP5MDTME
Keywords: ⛔ No DOI found

Scaling Innovation - IDIA (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:8QXXSHYB 2405685:89A5YFFH 2405685:UZQWN3RG 8QXXSHYB

Scaling online education: Increasing access to higher education. - Moloney, Jacqueline F.; Oakley, Burks (Journal of Asynchronous Learning Networks, 2010)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:KX2AUEQV 2405685:RCM56VG3
Keywords: ⛔ No DOI found

Scaling Personalised Learning Technology in Malawi - Schmitt, Laurel (EdTech Hub, 2021)
Want to know more about the lessons we learnt from our sandbox with onebillion? Read our blog, Scaling personalized learning technology in Malawi.
KerkoCite.ItemAlsoKnownAs: 2339240:KWP37J8V 2339240:QWF5YPUM 2405685:3JNLR2A9 2405685:PMDAD9XJ

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

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

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

School-based professional development in a developing context: Lessons learnt from a case study in Zambia - Haßler, Björn; Hennessy, S.; Cross,, A. (Professional Development in Education, 2014)
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.
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

School-based professional development in one Lebanese school: how much is too much? - Nabhani, Mona; Bahous, Rima; Hamdan, Zeina (Professional Development in Education, 2012)
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.
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

School‐based teacher development in Sub‐Saharan Africa: building a new research agenda - Moon, Bob (The Curriculum Journal, 2007)
shortDOI: 10/cdnf7g KerkoCite.ItemAlsoKnownAs: 10.1080/09585170701590007 10/cdnf7g 2405685:A94IN6L2

School-based teachers' professional development through technology-enhanced learning in Bangladesh - Mahruf C Shohel, M; Banks, Frank (Teacher Development, 2012)
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.
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

School-based teachers’ professional development through technology-enhanced learning in Bangladesh - Shohel, M. Mahruf C.; Banks, Frank (Teacher Development, 2012)
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.
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

School census 2022 to 2023: technical information - UK Government (GOV.UK, 2022)
Technical specification and validation rules for submitting 2022 to 2023 school census data.
KerkoCite.ItemAlsoKnownAs: 2339240:BDUJ56VB 2405685:AQVLTFMY 4656463:I6J5FB8A

School Characteristics and Teacher Turnover: Assessing the Role of Preferences and Opportunities - Bonhomme, Stéphane; Jolivet, Grégory; Leuven, Edwin (The Economic Journal, 2016)
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.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ecoj.12279 KerkoCite.ItemAlsoKnownAs: 10.1111/ecoj.12279 2339240:N9X56GT8 2405685:4SI4U49A

School closures, government responses, and learning inequality around the world during COVID-19 - Vegas, Emiliana (The Brookings Institution, 2020)
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…
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

School-cooperation Kenya - Norway: friendship and learning through social media? - Pedersen, Hege (86 s., 2015)
Accepted: 2015-03-05T11:59:13Z KerkoCite.ItemAlsoKnownAs: 2339240:PRIMQ47B 2405685:P6RCUCY9
Keywords: ⛔ No DOI found

School Culture and School Performance: An Explorative Study into the Organizational Culture of Secondary Schools and Their Effects - Maslowski, Ralf (2001)
Thesis (doctoral)–University of Twente, 2001.
KerkoCite.ItemAlsoKnownAs: 2339240:WFXGBIWJ 2405685:MVBNIFEF
Keywords: ⛔ No DOI found

School data Zanzibar, per district and grade (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9M3JLUFK 2405685:2ULSUIS3

School drop out in Bangladesh: insights using panel data - Sabatés, Ricardo; Hossain, Altaf; Lewin, Keith M. (International Journal of Educational Development, 2013)
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.
Accepted: 2016-12-19T10:39:39Z Publisher: © 2012 Elsevier Ltd. KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.09.007 2339240:DQCCLUX4 2405685:JWHUF3GA

School Education and Literacy Department - Government of Sindh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FRCT272N 2405685:6LH3I6DG 2405685:J4NIEBTA

School Education in Pakistan: A Sector Assessment - Asian Development Bank (Asian Development Bank, 2019)
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

School Education Sector Plan and Roadmap for Sindh - Government of Sindh (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:BWRZQRFU

School Education Sector Plan and Roadmap for Sindh (2019–2024) - Government of Sindh. School Education & Literacy Department (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:HIXLP8XY 2405685:EQ4B5935 2405685:EV5Y3ETE
Keywords: ___working_potential_duplicate

School enrollment, primary, female (% gross) - Liberia | Data - World Bank (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q5TFW4YS 2405685:KHJLDVBA

School enrollment, primary (% net) - Kenya | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:23A3R2N9 2405685:WCD9B49P

School enrollment, secondary (% net) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2E6RZ789 2405685:V7GDFZV7

School factors related to the emotional wellbeing and resettlement outcomes of students from refugee backgrounds: Protocol for a systematic review - Horswood, Deserae; Baker, Jess; Fazel, Mina; Rees, Susan; Heslop, Linda; Silove, Derrick (Systematic Reviews, 2019)
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.
Publisher: Systematic Reviews KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-019-1016-6 2405685:X7EVBRYF
Keywords: Acculturation; Mental health; Refugee; Resettlement; School; Systematic review

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Journal of Public Economics, 2015)
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.
shortDOI: 10/f68tj3 KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2014.11.008 10/f68tj3 2405685:MC4383YQ

School Hits the Airwaves: Sierra Leone Turns to Education Radio as a Response to COVID-19 - World Bank (The World Bank, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:TQTHH2MX 2405685:55GPK4S9

School Infrastructure Survey - Adam, Taskeen; Koomar, Saalim; Hennessy, Sara (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5866554 2405685:VIFG4IFF
Keywords: _r:AddedByZotZen

School, interrupted: 4 options for distance education to continue teaching during COVID-19 - Burns, Mary (Global Partnership for Education, 2020)
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.
Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:PSW9X5JE 2405685:XQH95TTX

School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study - Espinoza-Revollo, Patricia; Ramirez, Ana; Atherton, Paul; Mackintosh, Alasdair (EdTech Hub, 2022)
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
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958056 10.53832/edtechhub.0106 2405685:MFH269TU
Keywords: _r:AddedByZotZen

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

School Level MEWAKA Implementation Guidelines - Ministry of Education, Science and Technology (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:DIIULWEL 2405685:CV7JMXZX

School Mapping - UNICEF (2020)
To map every school in the world and show their connectivity
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:LPEATXUZ 2405685:AGWU6IT4 AGWU6IT4

School mapping and decision-making - Vijil-Morin, Alejandra; Godwin, Katie; Ramirez, Ana; Mackintosh, Alasdair; Haßler, Björn (GEM Report UNESCO, 2023)
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’.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7346673 10.54676/EJZH8821 2405685:7GYKP2XC 2405685:BUDHW7MW
Keywords: _r:AddedByZotZen

School perspectives on collaborative inquiry: lessons learned from New York City, 2009-2010 - Robinson, Marian; Passantino, Claire; Acerra, Marsha; Bae, Lauren; Tiehen, Katie; Pido, Eric; Kannapel, Patricia; Duffy, Mark; Langland, Connie (2010)
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.
KerkoCite.ItemAlsoKnownAs: 10.12698/cpre.2010.rr67 2339240:82799NQS 2405685:E9I3MCKX

School Program of In-service Training for the Term (SPRINT) Program in Zambia -A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth M (Japan Education Forum, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:CDR6XJVI
Keywords: ⛔ No DOI found

School Program of In-service Training for the Term (SPRINT) Programme in Zambia - A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth (Collaboration toward Greater Autonomy in Educational Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 2339240:YFMGDYLU 2405685:J8VK4E8F

School re-openings and policies for resilient education, post covid-19 - Global Online Learning Alliance (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:YXLETYUF

School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 - Glewwe, Paul W.; Hanushek, Eric A.; Humpage, Sarah D.; Ravina, Renato (National Bureau of Economic Research, 2011)
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.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w17554 2339240:P9BUQZZG 2405685:BWJZZECA 4656463:ZREMRIUZ

School resources and educational outcomes in developing countries: A review of the literature from 1990 to 2010. - Glewwe, Paul; Hanuschek, Eric A.; Humpage, Sarah; Ravina, Renato (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:QFEGIQ7A 2405685:VQ8JWAT9

School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (National Bureau of Economic Research, 2020)
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.
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

School’s Out: Now What? - Carvalho, Shelby; Crawfurd, Lee (Center For Global Development, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:FXEEPLJA 2339240:VDWHBLVR 2405685:5JW3JJGX 2405685:8QRSKNB3 2405685:QNGVPD7E 2534379:DSZ57YJ5
Keywords: ___working_potential_duplicate

School-to-School Mobility Patterns and Retention Rates of Payroll Teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alisdair; Ramirez, Ana; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2023)
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
ZenodoArchiveID: 7421516 ZenodoArchiveConcept: 7421515 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7421516 10.53832/edtechhub.0143 2405685:DE7XUSMJ
Keywords: _r:AddedByZotZen

School workforce in England, Reporting Year 2020 - UK Government (2021)
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. Independent schools, non-maintained special schools, sixth-form colleges and further education establishments are not included. 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. Coronavirus (COVID-19): Change to statistics 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 education settings survey. Specific guidance can be found within affected sections of this statistic.
KerkoCite.ItemAlsoKnownAs: 2339240:V4JNURZK 2405685:AARN4AJQ 4656463:2DTJRBXV

SchoolGate | Home - SchoolGate (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:MPKF37CS

Schooling and Covid-19: lessons from recent research on EdTech - Fairlie, Robert; Loyalka, Prashant (npj Science of Learning, 2020)
Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41539-020-00072-6 2339240:GIZL5DCW 2405685:2NLL9Q46

Schooling for All: Feasible Strategies to Achieve Universal Education - Sandefur, Justin (Center for Global Development, 2022)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:TRJQV3HU 2405685:FBBCDGQS 4656463:WD6IYKWC

Schooling, interrupted: a critical account of motivation and education during the first wave of the COVID-19 pandemic in Quebec - Thompson, Jennifer; Fraser, Sarah; Archambault, Isabelle; Beauregard, Nancy; Dupéré, Véronique; Frohlich, Katherine (Journal of Teaching and Learning, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 10.22329/jtl.v15i2.6722 2339240:YNB9HL6M 2405685:IZXQTPC9

Schools and continuing professional development (CPD) in England - State of the Nation research project - Pedder, David; Storey, Anne; Opfer, V Darleen (Cambridge University and The Open University, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:UJ6WMSC4 2405685:578A8A52 2534378:HW98HKEG 2534378:M79YITS6

Schools and continuing professional development (CPD) in England – State of the Nation research project: survey report - Opfer, D.; Pedder, D.; Lavicza, Z. (TDA, 2008)
URL is to 'Synthesis report'. KerkoCite.ItemAlsoKnownAs: 2339240:A77QXN4I 2405685:D7DC2JBK

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

Schools Are Looking for Evidence From Their Edtech. Are Companies Ready to Provide It? - EdSurge News - Tate, Emily (EdSurge, 2022)
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 ...
Section: Education Technology KerkoCite.ItemAlsoKnownAs: 2339240:U3HZHK7C 2405685:CDE92LPK

Schools Data – Sindh Education Foundation - Sindh Education Foundation (2022)
SEF|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.
KerkoCite.ItemAlsoKnownAs: 2339240:ZR5SLYLD 2405685:ZDK4EJXI 4656463:94ASBQDP

Schools during the COVID-19 pandemic - CDC (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EL3Q4EWG 2405685:JF8USRX9

Schools for more than 2 million children in Pakistan remain inaccessible due to devastating floods – UNICEF - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MKJBHW9P 2405685:Y47VBA8T

Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. - Pegrum, M., Oakley, G., & Faulkner, R. (Australasian Journal of Educational Technology, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:FRV5EY6P 2405685:NWQ38UTS

Schools ICT project - Universal Access Development Fund (Sierra Leone) (2020)
Library Catalog: uadf.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:UXGCRKTI

Schools in Ghana reopen as covid-19 cases surge - AfricaNews (Africanews, 2021)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:JRJ8TDSS 2405685:BUVNZQ5M

Schools’ readiness for digital learning in the eyes of principals. An analysis from PISA 2018 and its implications for the COVID19 (Coronavirus) crisis response - Moreno, Juan Manuel; Gortazar, Lucas (World Bank Blogs - Education for Global Development, 2020)
An analysis from PISA 2018 and its implications for the COVID19 crisis response
Library Catalog: blogs.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:H5822577

Science of Teaching - Overview: Structured Pedagogy Guides, and a Note to Education Leaders - RTI International (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QGPIU5LP 2405685:RY5I3VX9

Science Teacher Education in the Time of COVID-19 : A Document Analysis - Fackler, Ayca K; Sexton, Chelsea M (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UT4S46W2

Scientists at DSTI go the extra mile to make it easier for children to get to school - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)
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
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:9K5VWY7C

Scoping call notes (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NS49QAFX 2405685:FQ95A2N2

Scopus AI Beta: functional analysis and cases - Aguilera Cora, Elisenda; Lopezosa, Carlos; Codina, Lluís (2024)
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.
Accepted: 2024-01-09T15:30:03Z KerkoCite.ItemAlsoKnownAs: 2405685:ELXBVWUQ 2486141:2DKDU6LF
Keywords: ⛔ No DOI found

Scopus database: A review - Burnham, Judy F. (National Library of Medicine, 2006)
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.
KerkoCite.ItemAlsoKnownAs: 10.1186/1742-5581-3-1 2339240:6RMWD3XC 2405685:U9CFT7QG

Scottish Local Government Finance 'Green Book' 2022-23 - Scottish Government (2022)
Scottish Local Government Finance Settlement 2022-23: Funding Allocation Formula.
KerkoCite.ItemAlsoKnownAs: 2339240:2SJBGQ99 2405685:BEGQ5SPH 4656463:8PQ43ECW

Scrutinizing practicum for a more powerful teacher education: a longitudinal study with pre-service teachers - Tülüce, Serdar Hande; Çeçen, Sevdeger (Educational Sciences: Theory and Practice, 2016)
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.
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

SDG 4 September 2023 - UNESCO (2023)
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SDG: 4.1.4 – Completion rate (primary, lower secondary, upper secondary) - UIS (Technical Cooperation Group on the Indicators for SDG 4, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4Z75KDRA 2405685:X8AB9A6A X8AB9A6A

SDG7: Data and Projections - International Energy Agency (IEA, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HSXM7FSQ 2405685:YMEW7GGP

Second Quarter Statistics Report for the Financial Year 2019/2020 - Communications Authority of Kenya (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:3QABM8GW

Secondary data analysis - Vartanian, Thomas P. (Oxford University Press, USA, 2011)
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.
Google-Books-ID: ra0RDAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:AIX54RN4 2405685:48TA9BWR
Keywords: Political Science / Public Policy / Social Services & Welfare; Science / General; Social Science / Social Work

Secondary Education During Lockdown Situation Due to Covid-19 Pandemic in Bangladesh: Teachers’ Response on Online Classes - Farhana, Z; Tanni, S; Shabnam, S; Chowdhury, S (Journal of Education and Practice, 2020)
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.
KerkoCite.ItemAlsoKnownAs: 10.7176/jep/11-20-11 10/gj37h6 2339240:L9JH4WCG 2405685:3E5UXJXJ

Secondary education, pupils - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KTBRX27R 2405685:F2U9JVYV

Secondary education, pupils (% female) - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KPLXFGAC 2405685:LDBMGJIF

Secondary Education Quality Improvemen Project (SEQUIP) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:38JKD79X 2405685:SWHXQAFJ

Secondary Education Quality Improvement Program for Results (SEQUIP): Draft Environment and Social Systems Assessment (ESSA) - World Bank (United Republic of Tanzania, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SZ2HNTCT 2405685:CUWNZ74B

Secondary Education Quality Improvement Project (SEQUIP) - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PX9AA76T 2405685:TGPWHJQ8

Secondary education, teachers - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UDK7XP58 2405685:EKHHRCF2

Secondary education, teachers, female - Bangladesh | Data - World Bank (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EB4PD5EG 2405685:LB4ZKJHT

Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia - Mailizar; Almanthari, Abdulsalam; Maulina, Suci; Bruce, Sandra (Eurasia Journal of Mathematics, Science and Technology Education, 2020)
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.
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

Sector learning and adaptive management - van Soest, A; Carriger, S; Casella, D; Wells, C; Silva, D (IRC, 2015)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:7NY6X2F6 2405685:GB3SUSAS

Sectors - Commonwealth Network (Commonwealth of Nations, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:78A99CPJ 2405685:G3PJPAXV

Securing learning for children in conflict and crisis - Yarrow, Noah; Capek, Maja (World Bank, 2019)
Publisher: World Bank Publications KerkoCite.ItemAlsoKnownAs: 2339240:CLJU3BUW 2405685:R8XFHX2K

See me, hear me. A guide to using the UN Convention on the Rights of Persons with Disabilities - Lansdown, Gerison (Save the Children, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:5GFWUHXF 2405685:KCTNIF3M 503888:P78X4BL7
Keywords: CitedIn:eCubed; eCubed