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

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

São Tomé and Príncipe | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:9BJ8S8YQ 2405685:AIVXTUJF

SDG 4 September 2023 - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2405685:62TKMKGR

Sénégal | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:489788Y9 2405685:WJ9JVQX5

Sierra Leone | Education and Literacy Statistics - UNESCO (2020)
...
Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:Y6JYY6Q6

Sierra Leone | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:G8958J9Q 2405685:F5K8RR2H

Situation Analysis of Out-of-School Children in Nine Southeast Asian Countries - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:Y3MJ2Z64 2405685:PU48MM4Y
Keywords: ⛔ No INSPIRE recid found

Situation analysis on the effects of and responses to COVID-19 on the Education Sector in Asia: Bhutan case study - UNESCO Digital Library - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:9KDK6Q9R

South Sudan | Technology | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:YM9SZ24G 2405685:SIHAYPMH

Spotlight on Basic Education Completion and Foundational Learning: Ghana - UNESCO (2022)
Publisher: UNESCO KerkoCite.ItemAlsoKnownAs: 2339240:FR839GI5 2405685:TL666P5K

Strengthening education management information systems for increased resilience to crises: A synthesis of case studies - UNESCO (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QKU6TYXM

Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:4IAYBJDP 2405685:STDAPH7E

Tchad | Technologie | Education Profiles - UNESCO (UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:M4URZ2B7 2405685:BGUZE96P

Teaching and learning: achieving quality for all - UNESCO (UNESCO Publishing, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:DVL44GZ9 2405685:P42UPESW Global Monitoring Report
Keywords: AWP2; AWP2-actual; CitedIn:AKFC; CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; EfA; GMR; RPF-May-2016

The digital learning turn in Africa: The role of local ecosystems - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8QQC6RMJ 2405685:96BH5E3W
Keywords: ⛔ No INSPIRE recid found

The integration of Education Management Information Systems (EMIS) with other information systems - UNESCO (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8L4JHQH4 2405685:VNJBVC5F 4656463:X4SLJ5PL

The world is off track in achieving the global education goal, SDG4 - UNESCO (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:MY93PCGX 2405685:UVVIK4X9

The world needs almsot 69 million new teachers tp reach the 2030 education goals (UIS Fact Sheet n. 39) - UNESCO (UNESCO, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:Y4UIYEHI 2405685:TC8PNFAI

Training Trainers on Gender Responsive Pedagogy | UNESCO-IICBA - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:89V62T8K 2405685:6D3Y4NWN

Transforming education from within: current trends in the status and development of teachers; World Teachers’ Day 2022 - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JY2PTH4J 2405685:JRHINDNV

TVET Country Profile- Cambodia - UNESCO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XMKUIYI8 2405685:GNGTW52B

UIS Data - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UJK93Q3X 2405685:PHQ7CW86 4656463:7TLJUGT9

UNESCO Competency Framework for Teachers Version 3. - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LVCY3IUH 2405685:XCXJLMM8

UNESCO ICT Competency Framework for Teachers - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZPQ2D4G4 2405685:NK8TPJ4U

UNESCO ICT competency framework for teachers version 3 - UNESCO (2018)
UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]
OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:W9EGCLNP 2405685:MVMETXA2
Keywords: auto_merged

UNESCO ICT Competency Framework for Teachers: version 3. - UNESCO (2018)
UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]
OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:3NK2YLT8 2405685:NCYG7P2A

UNESCO ICT COMPETENCY FRAMEWORKFOR TEACHERS - UNESCO (UNESCO, 2011)
zotzenLib.CopiedFrom: 2339240:MVI5VWVN KerkoCite.ItemAlsoKnownAs: 2339240:MVI5VWVN 2405685:4MAR8W2A
Keywords: ⛔ No DOI found

UNESCO laureate Room to Read Cambodia helps girls stay in school - UNESCO (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:WAASFV2G 2405685:U3I44G64

UNESCO schools give hope to Syrian refugees in Lebanon - UNESCO (2019)
“Enrolling in this school gave me hope,” says Asma Al Ahmad who fled the conflict in the Syrian Arab Republic and found refuge in the Bekaa region of Lebanon. The 16-year-old girl was deprived of education for two years, living in a refugee camp in Saadnayel. Last year, she was offered the opportunity to resume her education at a middle school established by UNESCO to provide educational complementary support programmes for young displaced Syrians. "I hope I will have a future and succeed in life, she says.
KerkoCite.ItemAlsoKnownAs: 2339240:HNS7B2C2 2405685:FLTIDLD3

UNESCO | Statistics on Radio - UNESCO (2013)
EdTechHub.ItemAlsoKnownAs: 2405685:XHCDHLWU

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:B8HBASX5 2405685:7URW7G95
Keywords: ⛔ No INSPIRE recid found

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (UNESCO, 2024)
With the financial support of POSCO 1% Foundation, UNESCO will facilitate access to vocational and transferable skills for out-of-school children and youth in Viet Nam.
KerkoCite.ItemAlsoKnownAs: 2339240:237AQC5Y 2405685:PL5S2AUF

Use of AI in education: Deciding on the future we want - UNESCO (2024)
Artificial intelligence tools are being deployed rapidly in education systems across the globe. As much as they offer immense opportunities to enhance and expand learning, their rapid roll out also presents risks: They are being used in the absence of regulatory frameworks needed to protect learners and teachers, and ensure a human-centered approach to using these technologies in education. Stefania Giannini, UNESCO Assistant Director-General for Education, shares her insights on the various implications of AI in education.
KerkoCite.ItemAlsoKnownAs: 2339240:MU3NW865 2405685:8MDGI3ZX

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

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

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

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

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

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

Final Version adopted by the High Level Conference on Data Revolution – A side event of the 8th AU-ECA Conference of Ministers - UNECA (United Nations Economic Commission for Africa, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:476PRYPF 2405685:T842KJLB

Syrian Arab Republic: Access to Electricity and Humanitarian Needs - UNDP Syria (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QT7RKPFI 2405685:ZP8APA5I

Show me the data: Leveraging digital tools for Nepal’s COVID response - UNDP SURGE (Medium, 2021)
UNDP Nepal joined hands with the Accelerator Labs and SURGE Data Hub to assess the impact of COVID-19 in Gandaki Province
KerkoCite.ItemAlsoKnownAs: 2405685:LY6VBCGI

Country programme document for Timor-Leste (2021–2025) - UNDP (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6U5GA8R5 2405685:KA2E2RZ5

Gender Equality and Women's Empowerment - UNDP (UNDP, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KGRUHHIB 2405685:RUY2EUV6
Keywords: ⛔ No INSPIRE recid found

Human Development Indices and Indicators: 2018 Statistical Update: Senegal - UNDP (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:ENN9MWVG

Human Development Report 2009: Overcoming barriers—Human mobility and development - UNDP (United Nations Development Programme (UNDP), 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:JCKNGM3L 2405685:XEIHRBY3

Human Development Report 2021/2022 - UNDP (2022)
We live in a world of worry. The ongoing Covid-19 pandemic, having driven reversals in human development in almost every country, continues to spin off variants unpredictably. War in Ukraine and elsewhere has created more human suffering. Record-breaking temperatures, fires, storms and floods sound the alarm of planetary systems increasingly out of whack. Together, they are fuelling a cost-of-living crisis felt around the world, painting a picture of uncertain times and unsettled lives. Uncertainty is not new, but its dimensions are taking ominous new forms today. A new “uncertainty complex” is emerging, never before seen in human history. Constituting it are three volatile and interacting strands: the destabilizing planetary pressures and inequalities of the Anthropocene, the pursuit of sweeping societal transformations to ease those pressures and the widespread and intensifying polarization. This new uncertainty complex and each new crisis it spawns are impeding human development and unsettling lives the world over. In the wake of the pandemic, and for the first time ever, the global Human Development Index (HDI) value declined—for two years straight. Many countries experienced ongoing declines on the HDI in 2021. Even before the pandemic, feelings of insecurity were on the rise nearly everywhere. Many people feel alienated from their political systems, and in another reversal, democratic backsliding has worsened. There is peril in new uncertainties, in the insecurity, polarization and demagoguery that grip many countries. But there is promise, too—an opportunity to reimagine our futures, to renew and adapt our institutions and to craft new stories about who we are and what we value. This is the hopeful path forward, the path to follow if we wish to thrive in a world in flux.
KerkoCite.ItemAlsoKnownAs: 2339240:57HA59AV 2405685:MUAEXKSK
Keywords: ⛔ No INSPIRE recid found

Human Development Reports - UNDP (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:7TS3DJI9

Human Development Summary- Cambodia - UNDP (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LPS6AL6Z 2405685:WYRBIC2U

Independent Country Programme Evaluation – Cambodia - UNDP (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:7YATNZFX 2405685:YK57R5YE

Inequalities in Human Development in the 21st Century - UNDP (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:V6TNP72D 2405685:9TDAZW6S

Inequalities in Human Development in the 21st Century, Ghana - UNDP (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:HDRIMSCU

Inequalities in Human Development in the 21st Century, Kenya - UNDP (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:392IVFST

Inequality in Human Development in the 21st Century, Jordan - UNDP (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:3EEM6V4S

Reaching Cambodia’s last mile with inclusive and sustainable energy access - UNDP (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VHZEPCM7 2405685:H5W362ZY

Sustainable Development Cooperation Framework 2021–2025 - UNDP (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PBYPE6CD 2405685:XPAK3XCQ

The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action - UNDP (UNDP Latin America and the Caribbean, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AE944BBK 2405685:KIBI9Y5X

Timor-Leste National Human Development Report 2018: Planning the Opportunities for a Youthful Population - UNDP (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:F43T62UT 2405685:ESYBR8WN

Data Protection and Privacy Legislation Worldwide | UNCTAD - UNCTAD (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:EJJ7ZG4L 2405685:4NWNE7KK

Summary of Adoption of E-Commerce Legislation Worldwide - UNCTAD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KQ2TC86G 2405685:4PRYV8RM

Technology and Innovation Report 2021: Catching Technological Waves Innovation with Equity - UNCTAD (2021)
OCLC: 1245847334 KerkoCite.ItemAlsoKnownAs: 2339240:3J8FAXYC 2405685:SSF84XQK

The Scheme: The Minimization of Child Marriage and Consanguineous Marriage in Ethnic Minority Areas Period 2015-2025 - UN Women Viet Nam (UN Women, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:T4A2Y5YJ 2405685:KU23WHFP

Towards Gender Equality in Viet Nam: Making Inclusive Growth Work for Women - UN Women Viet Nam (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LR2R58LS 2405685:VPD69AVU

Country Gender Equality Profile Viet Nam 2021 - UN Women (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:3GXHKDY5 2405685:PAY2R8RK

Online and ICT Facilitated Violence Against Women and Girls during COVID-19 - UN Women (2020)
Series: UN Women Ending Violence Against Women (EVAW) COVID-19 Briefs Volume: 4 KerkoCite.ItemAlsoKnownAs: 10.18356/b3f5cc80-en 2339240:Z2WC7C8X 2405685:XTFJJSKE

Review Report on the Implementation of the National Strategy on Gender Equality (NSGE) 2011-2020 - UN Women (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:SMUCIVHE

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

DigitALL: Innovation and technology for gender equality in Viet Nam - UN Resident Coordinator's Office; UN Women Viet Nam (UN Women Viet Nam, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:VHKBC4AA 2405685:X72GJ7D9

Record levels of displacement amid global conflict and environmental disasters - UN News (UN News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:5AXE2WU9 2405685:9YYPRAHC

Fact Sheet: UN Joint Programme on Girls Education (JPGE) - UN Joint Programme on Girls Education (JPGE) (UNDP, UNFPA, and UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IVKJ8F9X 2405685:9H7TFIZX

Inequality in access to information and communication technologies (ICTs) in East and North-East Asia and South-East Asia - UN Economic and Social Commission for Asia and the Pacific (2020)
Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2339240:K6XTWZJY 2405685:ZZPYIITP
Keywords: reference source; ⛔ No DOI found; ⛔ No INSPIRE recid found

Country Profiles: Vietnam - UN Department of Economic and Social Affairs (World Urbanization Prospects: The 2018 Revision, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:X9B4EU2Q 2405685:IIBW3J5M

Policy brief: Education during COVID-19 and beyond - UN (United Nations, 2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l
KerkoCite.ItemAlsoKnownAs: 2339240:9PDCVQXN 2405685:L6KY3B3W

Policy Brief: The Impact of COVID-19 on children - UN (UN, 2020)
Children are not the face of this pandemic. But they risk being among its biggest victims. While they have thankfully been largely spared from the direct health effects of COVID-19 at least to date – the crisis is having a profound effect on their wellbeing. All children, of all ages, and in all countries, are being affected, in particular by the socio-economic impacts and, in some cases, by mitigation measures that may inadvertently do more harm than good. This is a universal crisis and, for some children, the impact will be lifelong. Moreover, the harmful effects of this pandemic will not be distributed equally. They are expected to be most damaging for children in the poorest countries, and in the poorest neighbourhoods, and for those in already disadvantaged or vulnerable situations. This policy brief provides a deeper analysis of these effects. It identifies also a series of immediate and sustained actions for the attention of governments and policymakers.
KerkoCite.ItemAlsoKnownAs: 2405685:UPGIPYDS 2534379:GC692F5N

Sustainable Development Knowledge Platform - UN (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XX8K6IWH 2405685:8JT6YXRS 8JT6YXRS

The impacts of electronic media on academic performance of female student - Ullah, Shakir; Ali, Madad; Nisar, Muhammad; Farid, Tahir; Ali, Iqtidar; Alam, Sadiq (International Journal of Economics, Commerce and Management, 2014)
This study investigates the impacts of electronic media on academic performance of female students in university of agriculture Peshawar Pakistan using questionnaire as a tool for obtaining data while Frequencies distribution of data was conducted to know comprehensively about data layout. It targeted 152 female students between 20 to 25 years age. The study recorded the respondent’s consumption patterns, level of viewing, preferred channels, favorite watching time, respondents residents pattern and marital status. Two third of the sample size opined that electronic media help in cognitive development of students. Furthermore majority of the respondents 105(59.0%) believed that electronic media help in solving academic problems of the students. Apart from these positive effects negative impacts of electronic media outweigh the positive impacts; like 80.2% of the respondents argued that electronic media negatively affect female academic performance. Similarly a sizable sample size were of the view that electronic media leads young female towards delinquencies. 120 (78/9%) disclosed that excessive use of electronic media cause low academic grades. This study recommended that female viewers are required to be alert regarding the use of electronic media. Efforts should be made for the enhancement of media literacy at mass level. There is need for improving the quality of programs contents for student’s especially female viewers. Keywords: Electronic media, performance, literacy, academic performance
KerkoCite.ItemAlsoKnownAs: 2339240:3QJJBBMD 2405685:4AC8WZQC
Keywords: ⛔ No DOI found

Emergency remote teaching during COVID19: The role of teachers’ online community of practice (CoP) in times of crisis - Ulla, Mark B.; Perales, William F. (Journal of Interactive Media in Education, 2021)
While previous studies in the literature may have used the concept of a community of practice (CoP) to investigate its role for teachers’ professional development, this study identifies the role of a teachers’ CoP in navigating the challenges in online/remote teaching faced by six teachers of English as a foreign language (EFL) in a university in Thailand during the COVID19 pandemic. This study employed a purposive-convenience sampling method with an individual online interview to gather qualitative data. Findings revealed that although teacher-participants pointed out the lack of students’ interaction, lack of time to do assessment and feedback, and the lack of students’ concentration in online teaching, they greatly acknowledged the role of the teachers’ CoP in navigating the demands and challenges of online teaching during the pandemic. Some of the ascribed roles of the teachers’ CoP in online teaching include; a support group, a source of solutions to online teaching issues, and a learning community. Implications are discussed and suggestions for future studies are offered.
KerkoCite.ItemAlsoKnownAs: 10.5334/jime.617 2339240:DEHH5VVW 2405685:JDIKNP9W

Research on children with disabilities influences education policy in Pakistan - UKFIET; Education, 2019 |; Disabilities | 0 (UKFIET: The Education and Development Forum, 2019)
This impact story was written and produced by the Impact Initiative for International Development Research – a collaboration between the REAL Centre, University of Cambridge and the Institute of Development Studies, University of Sussex. You can download and read the full impact story here. According to new research generated by the Research for Equitable Access […]
KerkoCite.ItemAlsoKnownAs: 2339240:HLAR6CJT 2405685:PEJWTXNK

Online Safety Bill publications - Parliamentary Bills - UK Parliament - UK Parliament (2022)
Documents, and debates for Online Safety Bill
KerkoCite.ItemAlsoKnownAs: 2339240:62GBE7TB 2405685:WBGLMIRT

Data sharing agreements - UK Information Commissioner's Office (2021)
Publisher: ICO KerkoCite.ItemAlsoKnownAs: 2339240:KR74YVJ2 2405685:NDIMW83H

Complete the school census. Census dates. Guidance - UK Government (2022)
Find out when the school census will open for each term and what to do in unusual circumstances.
KerkoCite.ItemAlsoKnownAs: 2339240:E85XGDBR 2405685:N8AE89UU 4656463:5394JBWN

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 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

The Green Book: appraisal and evaluation in central government - UK Government (2022)
HM Treasury guidance on how to appraise and evaluate policies, projects and programmes.
KerkoCite.ItemAlsoKnownAs: 2339240:UCDKGUWI 2405685:F42N6R9D 4656463:AWPJZMZF

The National Funding Formulae for schools and high needs – 2022-23 - UK Department for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:YZD5CLHY 2405685:3ZMRG492 4656463:QYFUZA2M

Data Protection Act 2018 - UK Data Protection Act (2018)
Publisher: Queen's Printer of Acts of Parliament KerkoCite.ItemAlsoKnownAs: 2339240:HNU89ZMS 2405685:JDHA3K3Q

Out of school children - UIS (2014)
Millions of children are excluded from school because of poverty, gender and where they live. Closing the gap is vital if we are to achieve Education for All. Data from the Initiative on Out-of-School Children explains: on.unesco.org/oosci-global
KerkoCite.ItemAlsoKnownAs: 2339240:W3W568QG 2405685:REV73QTI REV73QTI

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

Designing appropriate learning technologies for school vs home settings in Tanzanian rural villages - Uchidiuno, Judith; Yarzebinski, Evelyn; Madaio, Michael; Maheshwari, Nupur; Koedinger, Ken; Ogan, Amy (Proceedings of the 1st ACM SIGCAS Conference on Computing and Sustainable Societies, 2018)
Smartphone- and tablet-based learning systems are often posited as solutions for closing early literacy gaps between rural and urban regions in emerging economies. These systems are often developed based on experiences with students in urban contexts, limiting their success rates with children from rural areas who have had little to no prior exposure to technology. To explore how such technologies are used in different learning contexts, we deployed an early literacy learning application in school and home settings in a rural village in Tanzania. We use Rogoff's theory of instructional models to understand and describe the interaction between learners, adults, and peers. We found that in the presence of a school teacher, the instructional model was primarily "adult-run" where information was almost entirely disseminated by the teacher, while in home settings, the instructional model was similar to a "community-of-learners" model where children collaborate with other peers and adults to achieve their learning goals. We use these instructional models to surface six themes of support and scaffolding that were expressed differently across settings, and discuss the benefits and drawbacks of the instructional models observed in providing support across these themes.
KerkoCite.ItemAlsoKnownAs: 10.1145/3209811.3209881 2339240:CSDUPUSQ 2405685:TA6G2B8G
Keywords: Early Literacy; Educational Technology; Sub-Saharan Africa

Teacher Perspectives on Peer-Peer Collaboration and Education Technologies in Rural Tanzanian Classrooms - Uchidiuno, Judith; Koedinger, Ken; Ogan, Amy (ACM SIGCAS Conference on Computing and Sustainable Societies, 2021)
Teachers’ perspectives are critical for understanding classroom culture. They create and enforce rules in classrooms and are responsible for educating students using methods that they perceive to be most effective. Therefore, creating supplementary education technologies without understanding teachers and the culture they promote may lead to interventions that are underutilized or ineffective. Our research specifically investigates how technologies that foster student collaboration fit into teachers’ views of learning in a rural context with limited existing collaboration scaffolds. We interviewed 24 teachers and observed 39 classrooms in a rural Tanzanian village to understand how teachers value peer-peer collaboration in their teaching practice, and the unique challenges they face educating students in rural classroom settings. We uncover insights that inform the design and deployment of supplementary education technologies to support teachers in rural Tanzania and similar demographics.
KerkoCite.ItemAlsoKnownAs: 10.1145/3460112.3471939 2339240:VUXY6J6M 2405685:TWE99YU2
Keywords: Early literacy; Sub-Saharan Africa; educational technologies; peer-peer collaboration

Akili Impact Report 2016-2020 DRAFT - Ubongo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:88QFCGMK 2405685:MFVTZYGZ

New Ubongo Kids Audio Stories - Ubongo (Ubongo, 2016)
Ubongo Kids recently launched a new mobile service: audio stories told by favourite characters from the show! Mobile phones are common in East Africa, and audio platforms are extremely popular with users of all ages. With Ubongo Mobile, children are rewarded for answering questions correctly with incoming songs to their phones from Mama Ndege andRead more
Section: Blog EdTechHub.ItemAlsoKnownAs: 2405685:RH2E923S

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

Ubongo Kids - Ubongo (2020)
Library Catalog: ubongokids.com KerkoCite.ItemAlsoKnownAs: 2339240:44562VH7 2405685:VZ7JWBG6 VZ7JWBG6

Tusome and USAID Improve Access to Education - U.S. Embassy in Kenya (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YB98PRXU 2405685:D9UIV9GZ

Strengthen Educational Accountability in Ghana (SAGES) - A USAID-funded program - U.S Embassy - Ghana (USAID News & Events, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3AEUYQAV 2405685:5JPNEEXM

Data Governance and Stewardship - U.S. Department of Education (2015)
Successful data management requires a proactive approach to addressing stakeholders’ needs for high-quality data, while protecting the privacy of individual respondents. To accomplish this, organizations are advised to develop and implement a comprehensive data governance program. A sound governance program will help organizations to improve their decisionmaking and improve efficiency of operations through establishing a coordinated response to common issues, such as data access controls and staff training; standardizing data definitions and processes; and implementing a holistic approach to mitigating data security risks.
KerkoCite.ItemAlsoKnownAs: 2339240:JD3JVUN2 2405685:YP2J6X8N
Keywords: ⛔ No DOI found

Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments - U.S. Department of Education (Department for Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:2RD8XYP8 2405685:2S4YRDXC

A gender digital divide? Women learning English through ICTs in Bangladesh - Tyers, A (CEUR Workshop Proceedings. 955. 94-100., 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:YQWH7XU4 2405685:6YTLB5YY
Keywords: ⛔ No DOI found

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

EDUsummIT 2011 report from TWG3: teacher professional development - Twining, Peter; Albion, Peter; Knezek, Don (UNESCO, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:E272UVBQ 2405685:PUNUJQ3I 2405685:TT2AEKHE 2534378:T48EQGLU

Moving education into the digital age: the contribution of teachers' professional development - Twining, P.; Raffaghelli, J.; Albion, P.; Knezek, D. (Journal of Computer Assisted Learning, 2013)
This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12031 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12031 2339240:Q58NA4JQ 2405685:AQTVKM4U 2405685:GF53869U 2405685:HQMJZWT7 2534378:DKXRGCIE 2534378:NESJ6YZV
Keywords: ICT; IT; digital age; policy recommendations; practitioner research; teacher professional development; transformation

Preparing the next generation: Ugandans’ experiences and opinions on education - Twaweza.org (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:A3KL8UY3 2405685:CRTF5LT7 2405685:RGKCA3G7
Keywords: ⛔ No DOI found

Are our children learning? Uwezo Tanzania learning assessment report 2019 | Unesco IIEP Learning Portal - Twaweza East Africa (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:AL7LX9CJ 2405685:7KQIECHH

Uwezo participating countries - Uwezo Learning Assessment - Overview - Twaweza East Africa (2015)
KerkoCite.ItemAlsoKnownAs: 2405685:E4JUA2XG 2486141:G495CXFK

Dar es Salaam Primary Schools: Do parents act to improve child learning? - Twaweza (Twaweza Brief No. 5, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:TG9E4XPS 2405685:NTGZWCJQ

Uwezo data - Household data - Twaweza (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:3AC639LX 2405685:Y3M7U3JA

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

Di Website Resmi TV Edukasi - TVEdukasi (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VXY34Q9M 2405685:B73BERVH

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1. - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:G5RD3H5K 2405685:NBWSSFLK
Keywords: ___working_potential_duplicate

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1 - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4468599 2405685:AR38F6N8
Keywords: ___working_potential_duplicate

The teacher salary system in Sierra Leone - Turrent, Victoria (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:57MI994B 2129771:EDZ7UPYF 2339240:HPKYUKLY 2339240:K8K3HH88 2405685:JYDRFRHV 2405685:LR6N966K 2405685:YMKMBLNW 2486141:5RFTC82M 4556019:2UB9U5R4
Keywords: C:Sierra Leone; _C:Sierra Leone SLE; ⛔ No DOI found

A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon - Turner, Jasmine S.; Taha, Karine; Ibrahim, Nisreen; Neijenhuijs, Koen I.; Hallak, Eyad; Radford, Kate; Stubbé-Alberts, Hester; De Hoop, Thomas; Jordans, Mark J. D.; Brown, Felicity L. (Journal on Education in Emergencies, 2022)
Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can't Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (n=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and self-esteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program's effectiveness.
KerkoCite.ItemAlsoKnownAs: 10.33682/8v7u-q7y3 2339240:UEPLLJ2Y 2405685:6ZBEG9UN

A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon - Turner, Jasmine S.; Taha, Karine; Ibrahim, Nisreen; Neijenhuijs, Koen I.; Hallak, Eyad; Radford, Kate; Stubbé-Alberts, Hester; de Hoop, Thomas; Jordans, Mark J. D.; Brown, Felicity L. (Journal on Education in Emergencies, 2022)
Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness.
KerkoCite.ItemAlsoKnownAs: 10.33682/8v7u-q7y3 2405685:MWNKWMFD 2486141:V945NNYJ

1 Billion More Phones Than People In The World! - Turner, Ash (2020)
Library Catalog: www.bankmycell.com Section: Research KerkoCite.ItemAlsoKnownAs: 2405685:XKDR8EQX

FunDza launches on WhatsApp to bring reading into the lives of young South Africans - turn.io (turn, 2019)
FunDza Literacy Trust has partnered with Turn.io to launch FunDza on WhatsApp to get its already popular reading content into the hands of thousands of new readers.
Library Catalog: www.turn.io EdTechHub.ItemAlsoKnownAs: 2405685:P48BZAHG

Vietnam to discard household registration books in 2023 - Tuoi Tre News (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8NQGLDK4 2405685:KC2VR7EI

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

Technology comprehension: Scaling making into a national discipline - Tuhkala, Ari; Wagner, Marie-Louise; Nielsen, Nick; Iversen, Ole Sejer; Kärkkäinen, Tommi (Proceedings of the Conference on Creativity and Making in Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1145/3213818.3213828 2339240:EQ638APZ 2405685:TRVMCJDJ

Lahore University of Management Sciences, Pakistan - Tufts University (The Talloires Network, 2020)
Social Innovation Lab The Social Innovation Lab (SIL) was founded by students and alumni of the Lahore University of Management Sciences to link driven and socially conscious LUMS students with social and economic problems throughout… Read More
Library Catalog: talloiresnetwork.tufts.edu KerkoCite.ItemAlsoKnownAs: 2339240:SXCI6V4T 2405685:4BX92YV8 2405685:RBR8S9ZD

What is Interactive Voice Response (IVR?) Definitions and Benefits. - TTEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NKW57528 2405685:VF469FPB

Tsugi - Tsugi (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2TJABVDQ 2405685:GEH3A8N4

Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression - Tsoli, Stergiani; Sutton, Stephen; Kassavou, Aikaterini (BMJ Open, 2018)
Objective A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95% CI 0.29 to 1.08, p=0.000). Conclusion IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2017-018974 2339240:I4ZKZKPE 2405685:R8UUUA96
Keywords: ___working_potential_duplicate

Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression - Tsoli, Stergiani; Sutton, Stephen; Kassavou, Aikaterini (BMJ Open, 2018)
Objective A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95% CI 0.29 to 1.08, p=0.000). Conclusion IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2017-018974 2339240:I4ZKZKPE 2405685:R8UUUA96
Keywords: ___working_potential_duplicate; auto_merged

Teacher Efficacy: Capturing an elusive construct - Tschannen-Moran, Megan; Hoy, Anita Woolfolk (Teaching and Teacher Education, 2001)
KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(01)00036-1 2339240:D3W592I8 2405685:TYE4TW26

Country-Level Research Review: EdTech in Ghana - Tsapali, Maria; Major, Louis; Damani, Kalifa; Mitchell, Joel; Taddese, Abeba (EdTech Hub, 2021)
ZenodoArchiveID: 4613150 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4613150 2339240:7RV99GRF 2339240:KNG7CIPW 2405685:BHZPG5ZX 2405685:HH8PFJJE 2405685:IG4J94RS 2405685:YMAME8E6
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Transition to online learning by a teacher education program with limited 4IR affordances - Tsakeni, Maria (Research in Social Sciences and Technology, 2021)
This study used the community of inquiry (CoI) framework and the affordances of Internet of things (IoT) to explore how the faculty of education of a rural campus of a university transitioned from face-to-face to online modes of instruction. In this qualitative interpretive study, data were collected through open-ended questionnaires from four purposely selected teacher educators and five final-year bachelor of education preservice teachers. Thematic content analysis techniques were used to analyze the data collected. The findings indicated the tensions experienced by the teacher educators as they negotiated the limited IoT affordances to ensure effective teaching, cognitive, and social presence in the newly formed online classrooms. Some of the tensions included the choices that were made on whether to use synchronous or asynchronous modes of instruction and the selection of effective communication modes. The teacher educators used a combination of the official learning management system (LMS) tools of the university and a social media platform as way of navigating the limited 4IR environments experienced by the preservice teachers.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.46303/ressat.2021.15 2339240:M4H98T8W 2405685:FMGDCFMJ
Keywords: COVID-19; Internet of things; community of inquiry; online learning; teacher education

Systematic review automation technologies - Tsafnat, G.; Glasziou, P.; Choong, M.K. (Systematic Reviews, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-3-74 2405685:A55PHVHK 2486141:NEQZBEG2
Keywords: _Added-ailr-2024

Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic - Trust, Torrey; Whalen, Jeromie (Journal of Technology and Teacher Education, 2020)
In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a mat- ter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure con- tinuity of learning for students at a distance. To learn more about educators’ experiences during this crisis, we designed and distributed an online survey that received 325 responses from K-12 educators between April 4 and May 10, 2020. In this article, we share initial insights from the survey and pro- vide recommendations for how to better prepare and support educators for teaching remotely in times of need. RATIONALE
KerkoCite.ItemAlsoKnownAs: 2405685:MEIKQJP5
Keywords: Barriers; Communicable Diseases; Disease Control; Distance Education; Educational Technology; Elementary School Teachers; Faculty Development; Online Courses; Secondary School Teachers; Teacher Attitudes; Teacher Competencies; Technological Literacy; ⛔ No DOI found

2017 ISTE Standards for Educators: From Teaching With Technology to Using Technology to Empower Learners - Trust, Torrey (2017)
zotzenLib.CopiedFrom: 2339240:IMV3R3GJ KerkoCite.ItemAlsoKnownAs: 10.1080/21532974.2017.1398980 2339240:IMV3R3GJ 2339240:MZ6JSZCQ 2405685:ESPE96KG 2405685:I4QVUNPR

Language of Instruction: Unlocking Effectiveness of Education and Sustainable Development in Sub-Saharan Africa - Truong, Natasha (2012)
The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramiﬁcations for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people’s talents and knowledge are failed policies. The language of instruction, speciﬁcally the use of the ﬁrst or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress.
KerkoCite.ItemAlsoKnownAs: 2405685:UP85LX5E 4042040:8537XWIR
Keywords: ⛔ No DOI found

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

On-line safety for students in developing countries - Trucano, Mike (2009)
When participating in discussions with officials planning for the use of computers and the Internet in schools in many developing countries, I am struck by how child Internet safety issues are often only considered as an afterthought – if indeed they are considered at all. Yet these issues almost *always* present themselves during implementation, and ...
KerkoCite.ItemAlsoKnownAs: 2339240:6F2RLCQS 2405685:5W4VQIV4

10 tendances des technologies appliquées à l’éducation dans les pays en développement - Trucano, Michael; Hawkins, Robert; Jimenez, Carla (World Bank Blogs, 2012)
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:H4YCEVBX

Building and Sustaining National ICT Education Agencies: Lessons from International Experiences - Trucano, Michael; Dykes, Gavin (World Bank, 2016)
National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.
Accepted: 2017-02-17T20:34:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/26086 2405685:PB3NAB8I
Keywords: Education Agencies; Education Policy; ICT Education; Ict

10 principles to consider when introducing ICTs into remote, low-income educational environments - Trucano, Michael (World Bank Blogs, 2013)
there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:5I5XNP44 2339240:7ENMXVAZ 2339240:7TDXW2WT 2339240:M7NFMPY5 2405685:23SM2GHY 2405685:2KLF59UJ 2405685:4QHLLY7H 2405685:BJSJWEMM 2405685:EJG6JBSL 2405685:EY7WAUHY 2405685:MDR3XLXP 2405685:N584ISNZ 2405685:RCHYAVL3 2405685:SVDWLWHS 2405685:XED3H9S7 4042040:MXSNKXZ5 4656463:P4BDEDD3 4656463:YXDWWIE2

20 projets EdTech innovants à travers le monde - Trucano, Michael (Banque Mondiale Blogs, 2017)
Cette page en : English | Español | العربية J’étudie depuis deux décennies des aspects à l’intersection entre les secteurs de l’éducation et de la technologie dans les pays à revenu faible ou intermédiaire et émergents. C’est un travail fascinant : au cours des 20 dernières années, j’ai été consultant, évaluateur ou ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:GVJPHTDH

A different approach to scaling up educational technology initiatives - Trucano, Michael (World Bank Blogs, 2013)
the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...
KerkoCite.ItemAlsoKnownAs: 2405685:FJEJAEUD

A different approach to scaling up educational technology initiatives - Trucano, Michael (World Bank Blogs, 2013)
the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...
KerkoCite.ItemAlsoKnownAs: 2339240:IVMT5ZJ9 2405685:SAJGS54E

Education & Technology in an Age of Pandemics (revisited) - Trucano, Michael (World Bank Blogs - EduTech: Exploring the use of new technologies in education, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:IKZIIVK9

How ministries of education work with mobile operators, telecom providers, ISPs and others to increase access to digital resources during COVID19-driven school closures (Coronavirus) - Trucano, Michael (World Bank Blogs - Education for Global Development, 2020)
How can we – quickly – help students (and teachers) get online, and stay online?
Library Catalog: blogs.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:EHWLB8RX

Interactive Radio Instruction : a successful permanent pilot project? - Trucano, Michael (2010)
Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...
KerkoCite.ItemAlsoKnownAs: 2339240:5WTDA9AE 2405685:SYEHVF8F
Keywords: ___working_potential_duplicate

Interactive Radio Instruction : A Successful Permanent Pilot Project? - Trucano, Michael (World Bank Blogs, 2010)
Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...
Published on EduTech KerkoCite.ItemAlsoKnownAs: 2339240:ZGSQFML6 2405685:B6SMKH4J
Keywords: ___working_potential_duplicate

Mapping Open Educational Resources Around The World - Trucano, Michael (2012)
In the decade since the term 'open education resources' was formally identified and adopted by UNESCO, related "teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution" have been slowly but surely creeping into ...
KerkoCite.ItemAlsoKnownAs: 2405685:XII9NCPC

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

Universal Service Funds & connecting schools to the Internet around the world - Trucano, Michael (2015)
EdTechHub.ItemAlsoKnownAs: 2405685:NSLD39FX

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

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

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

Interactive Radio Instruction : A Successful Permanent Pilot Project? - Trucano, M. (2010)
Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:SIMZJ8BB 2405685:KZ8XDZND
Keywords: Commitment; Cost; Equity & access; ___working_potential_duplicate

Knowledge Maps: ICTs in Education - Trucano, M. (2005)
Recent work at infoDev created a series of Knowledge Maps of what is known and what isnt about ICT use in education.
KerkoCite.ItemAlsoKnownAs: 2339240:RNYZIPC4 2405685:NFADFZUL

Seeking impact and visibility: Scholarly communication in Southern Africa - Trotter, H.; Kell, C.; Willmers, M.; Gray, E.; King, T. (African Mind, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:GZ7V8LL8 2405685:GKVWPVD8

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

Lebanon - Media Landscape - Trombetta, Lorenzo (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZZL7UPM8 2405685:UIACR9QG

Investing for the Future: Timor-Leste’s Petroleum Fund - Triwibowo, Darmawan; Miranda, Nelson A. Seixas (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:MNCSSYA2 2405685:PKKBZADB

Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis - Tripney, Janice S; Hombrados, Jorge G (Empirical Research in Vocational Education and Training, 2013)
The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.
shortDOI: 10/gf62zx KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2317526:ZDA23HGH 2339240:T35VA5TJ 2405685:RC3867EU UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed
Keywords: -AB-Review; -AB-Review-SSA; -RQAsummary; -codedOrSummarised; -review; C:Kenya; CLL:en; FF1.1/3; FF2.2; FF2.7.a; interesting; keyReview en; onLongList; retain_obsolete; revofrevSummarisedSeptember2018; summarised

Slum children: barrier faced by children in accessing primary education - Tripathi, Alpica (United International Journal for Research & Technology, 2019)
Children are mostly recognised by the society as diamond gift from the God, as jewellers cleaves the diamond from other unwanted and rough pieces. In the same way, parents of the children cleave off unwanted thoughts, societal behaviour and environment from the life of the society so that brilliancy of children luminous in the world. The responsibility of parents as well as government of country is to make availability of healthy and friendly environment for the learning of the children. The slum children’s faces lots of barriers and hurdles in accessing and attaining the education. The education is the eminent phase of socialising the child. Education is a power to accelerate skills and talents among children. Education helps to transform the living conditions and thinking ability of children. The right to education is not only the right to access education but also the right to receive an education of good quality. Education must be available and accessible but also acceptable and adaptable. The most of the slum children are indulging their precious time in doing labour, earning a coin, fighting daily from the challenges of life and wandering here a there for having a meal. The children are no doubt a tribute from Almighty but they should be preserve and nurture very sensitively in span of life. Urban children face a particularly complex set of challenges affecting their development and the fulfilment of their rights. The worst consequences of urbanisation, industrialisation and modernisation give birth to diverse group of children in urban areas like slum children, runaway children, working children, street children, orphan child. These children spend their precious time as rag picker, construction workers, factory workers, child beggars, migrant labourer, sex worker and domestic workers in swanky lifestyle of cities. These un-notified and homeless children are far from the reach of the policies of the government and even not noticed by the policy maker of the government. These children are deprived from their rights of survival, rights of protection, rights of development and rights of participation. These children even fight for their basic necessities of life.
KerkoCite.ItemAlsoKnownAs: 2339240:QFXBURV4 2405685:WPJAASED
Keywords: ⛔ No DOI found

The potential of research for professional development in isolated settings during the COVID-19 crisis and beyond - Trikoilis, Dionysios; Papanastasiou, Elena (Journal of Technology and Teacher Education, 2020)
The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of educa- tion. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challeng- ing tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development op- portunities, which is frequently the only type of professional development offered to teachers in many countries. Thus, many teachers lack guidance on how to resolve many online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19
KerkoCite.ItemAlsoKnownAs: 2405685:PD2DN9DB
Keywords: Access to Education; Communicable Diseases; Disease Control; Educational Research; Educational Technology; Faculty Development; Foreign Countries; Online Courses; Professional Isolation; Rural Areas; Technology Uses in Education; ⛔ No DOI found

Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic - Traxler, John; Scott, Howard; Smith, Matt; Hayes, Sarah (EdTech Hub, 2020)
ZenodoArchiveID: 4706076 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706076 2339240:XWBHC8ID 2405685:CD9IAPFX
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

SUMMARY Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic - Traxler, John; Scott, Howard; Smith, Matt; Hayes, Sarah (EdTech Hub, 2020)
ZenodoArchiveID: 4706074 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706074 2339240:8TCJQBLC 2405685:5DWI862Y 2405685:ZWLE9BLR
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Students and mobile devices - Traxler, John (Research in Learning Technology, 2010)
00037 shortDOI: 10/crbzh7 KerkoCite.ItemAlsoKnownAs: 10/crbzh7 2129771:2WEAG4L8 2405685:UQVSEMXV

Making mobile learning work: case studies of practice - Traxler, J.; Wishart, J. (ESCalate, HEA Subject Centre for Education, University of Bristol, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:4H3PMF2K 2405685:E7FQNGFX

Guidebook to Successful Implementation of Digital Education - Traore, Moussa (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5719833 2405685:RTJ2Z8MX
Keywords: _r:AddedByZotZen

Systems, applications and technologies for e-learning - Traore, Moussa (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6811445 2405685:B6QXU3J3
Keywords: _r:AddedByZotZen

Titre du rapport - Traore, Moussa (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10935897 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1021 ZenodoArchiveConcept: 10935896
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Language data for Malawi - Translators without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:PCZ7W4YF 2405685:59QEPFPY

Language data for Malawi - Translators Without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2405685:85LDSX3J 4042040:U37DNB2H

Language data for Nigeria - Translators without borders (2024)
Open-source language data and maps about languages spoken in Nigeria can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:FG8ELZUS 2405685:GSFEHELF

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

Making great strides yet a learning crisis remains in Tanzania: Results of the SDI and SABER service delivery surveys - Trako, Iva; Molina, Ezequiel; Asim, Salman (The World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SNZ3GBER 2405685:V4XEV62U

Malawi - Adolescents Out Of School (% Of Lower Secondary School Age) - 2022 Data 2023 Forecast 1999-2019 Historical - Trading Economics (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:B2EZI8AS 2405685:TDW3BSQ3

Technology is transforming governance in Pakistan - Touqeer, Irum; Rontoyanni, Clelia (World Bank Group, 2019)
Punjab Excise and Taxation Service Center. Photo: World Bank Technology is changing our world faster than ever before. And Pakistan, home to more than 64 million internet users and 62 million people connected to mobile data, is no exception. As they’ve become more digital-savvy, Pakistanis are now expecting better digital ...
KerkoCite.ItemAlsoKnownAs: 2339240:EELM2PKK 2405685:FM2QXUDY

Back to school - but classes are empty because of Ebola fears in DRC - Tounsi, Samir (Theirworld, 2020)
In villages near the centre of an outbreak, families are keeping their children at home - even though teachers know how to protect them.
Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:6RVRAI4B 2405685:JE2QRR6X

Affordable online maths tuition: Evaluation report and executive summary. - Torgerson, Carole; Ainsworth, Hannah; Buckley, Hannah; Hampden-Thompson, Gillen; Hewitt, Catherine; Humphry, Deborah; Jefferson, Laura; Mitchell, Natasha; Torgerson, David (Education Endowment Foundation, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:BEA4Y4D2 2405685:J3GWGJX9
Keywords: ⛔ No DOI found

The Need for Randomised Controlled Trials in Educational Research - Torgerson, Carole J.; Torgerson, David J. (The Need for Randomised Controlled Trials in Educational Research, 2012)
The first use of RCTs in education is uncertain. In the last century the use of the design pre-dated its use in medicine by at least a decade (although medical trials may have been undertaken in the 19th century). Forsetlund and colleagues (2007) identified two education trials conducted by Walters in 1931 and 1932, which predated the 1944 and 1948 medical trials run by the UK's Medical Research Council by more than a decade. The early interest in RCTs among some educational researchers was not sustained. Other, less robust, designs to demonstrate educational effectiveness were pursued. For example, quasi-experimental studies were often preferred, being relatively inexpensive, rapid to conduct and often able to generate politically attractive conclusions. However, their results are inherently less reliable than the results from RCTs as their internal validity is always potentially confounded by variables offering alternative explanations.
Publication Title: Education Matters KerkoCite.ItemAlsoKnownAs: 10.4324/9780203123829-29 2339240:7V9M7RGA 2405685:HM97GX3U

Pandemic pedagogy conceptualizations of university students during emergency remote education - Toquero, Cathy Mae Dabi; Toquero, Joel Paco (Mediterranean Journal of Social & Behavioral Research, 2023)
During the spike of the global health crisis, literature has conceived pandemic pedagogy in a broad sense of meaning based on pedagogical assumptions. Few studies explore the conceptualizations of students regarding pandemic pedagogy. Based on state university students’ reflections and insights during emergency remote learning, this study examined pandemic pedagogy through the content analysis of 37 learning modules. The student teachers conceptualize pandemic pedagogy as encompassing six approaches to mitigate learning during emergency remote education in the context of the Philippines. Pandemic pedagogy encapsulates the pedagogical concepts of personalized learning, human centered pedagogy, pedagogy of care, active learning pedagogy, game-based learning, and contextualized online pedagogy. Through a better understanding of how students choose to learn, teachers can improve online course plans to sustain students’ engagement in emergency online or remote learning.
Publisher: Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/mjosbr/13403 2339240:9TEL5NRB 2405685:KCBYYLHK

Launching the 2024 OpenAI Learning Impact Prize - Tools Competition (2023)
Tools Competition is thrilled to partner with OpenAI to drive edtech innovation leveraging AI to change the way we teach and learn.
KerkoCite.ItemAlsoKnownAs: 2405685:QGATP9KI

An Investigation into Implementation of ICT in Primary Schools, in Kenya, in the Light of Free Laptops at Primary One A Case Study of Teachers Implementing ICT into Their Teaching Practice - Tonui, Betty; Kerich, E; Koross, R (Journal of Education and Practice, 2016)
Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley region of Kenya. It examines views in pertinent literature as well as teachers’ perceptions of the benefits of integrating ICT into teaching-learning, the success factors and obstacles encountered in their endeavours to do this. Conclusions are drawn and suggestions made to address the challenges and improve on the use of ICT for teaching-learning in teaching institutions.
KerkoCite.ItemAlsoKnownAs: 2339240:RL8BR95I 2405685:SWCURERR
Keywords: ⛔ No DOI found

An Investigation into Implementation of ICT in ECD and Primary Schools, in the Light of Free Laptops at Primary One: a case study of teachers implementing ICT into their teaching practice - Tonui, Betty C.; Kerich, E.; Koross, R.; J, K.; Moi, Too (2018)
Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley
KerkoCite.ItemAlsoKnownAs: 2339240:CHUK8BFL 2405685:CD7SSBUP

"Opening" a new kind of high school: The story of the open high school of Utah - Tonks, De Laina; Weston, Sarah; Wiley, David; Barbour, Michael K (International Review of Research in Open and Distance Learning, 2013)
The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of whichare operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes) or pandemics (e.g., avian flu or H1N1), the availability of open online content is of critical importance.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i1.1345 2405685:AUZ2QTB5
Keywords: Cyber school; K-12 online learning; Open education; Virtual school

Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence - Tondeur, Jo; van Braak, Johan; Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne (Educational Technology Research and Development, 2017)
This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative ﬁndings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The ﬁndings are reported in terms of ﬁve synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between speciﬁc beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-016-9481-2 10/gbgzn4 2339240:ZFEQC5I7 2405685:HIV77NKT

Getting inside the black box of technology integration in education: Teachers stimulated recall of classroom observations - Tondeur, J.; Kershaw, L.; Vanderlinde, R.; van Braak, J. (Australasian Journal of Educational Technology, 2013)
KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.16 2405685:Z7PYZBH7

Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland - Tomasik, Martin J.; Helbling, Laura A.; Moser, Urs (International Journal of Psychology, 2021)
Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/ijop.12728 KerkoCite.ItemAlsoKnownAs: 10.1002/ijop.12728 2339240:38N2MJS4 2405685:GEGK86LW
Keywords: COVID-19; Distance learning; Learning progress; School achievement; School closures

An intervention study of instructional methods and student engagement in large classes in Thailand - Tolley, Leigh; Johnson, Laurene; Koszalka, Tiffany (International Journal of Educational Research, 2012)
shortDOI: 10/ggvk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2012.05.003 10/ggvk3n 2339240:J76P33YH 2405685:2QG2SP3Z

ICT reform initiatives in Singapore schools: a complexity theory perspective - Toh, Yancy; So, Hyo-Jeong (Asia Pacific Education Review, 2011)
The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance of ICT in education. Tracing the trajectory of Singapore’s ICT-related policies in the educational sector, this paper adopts the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore’s ICT-based reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore’s educational landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders in the learning ecology. Implications for policymaking are also discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-010-9130-0 2339240:L7HAM2DI 2405685:PK3ZLTY5

Research on Children with Disabilities Influences Education Policy in Pakistan - Tofaris, Elizabeth; Bari, Faisal; Malik, Rabea (REAL Centre, University of Cambridge and The Impact Initiative, 2019)
KerkoCite.ItemAlsoKnownAs: 10.35648/20.500.12413/11781/ii333 2339240:5PXUHZI5 2405685:UZRF9Y2H

Management of Vehichle Architecture Parameters - Toepfer, F; Naumann, T (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8SLGFT58 2405685:3PEZQSSD
Keywords: ⛔ No DOI found

Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region - Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid (UNESCO, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:SY5CA68X 2405685:E7VTYLJL

Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region - Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid (UNESCO, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:LE5RI5V9 2486141:XFLQF2AP

How to maintain education during wars? An integrative approach to ensure the right to education - Tlili, Ahmed; Salha, Soheil; Shehata, Boulus; Zhang, Xiangling; Endris, Awol; Arar, Khalid; Mishra, Sanjaya; Jemni, Mohamed (Open Praxis, 2024)
It is widely acknowledged that the relationship between education, security, and stability is bidirectional. In times of war, access to quality education becomes compromised, and conversely, the absence of proper education constrains individuals to a life under constant threat, disrupting education provision. War, viewed as a "lifetime and life-wide status," evolves into a self-fulfilling prophecy, both at an individual and collective level, making it challenging to break free from, particularly within the broader context of education provision. Although, scant information exists about how education is maintained during wars, hindering the right to education in such contexts. This study therefore addresses this gap by synthesizing the literature to identify and present 14 educational scenarios and teaching strategies on how education was maintained from different war contexts over time. The findings reveal that education during wars can be digital-based (i.e., facilitated by technology) and non-digital based (without technology). Additionally, various teaching strategies are applied during wars, including inspirational, hands-on and practical, fun-based, among others. Finally, teaching during wars is not limited to teachers only, but it could also involve parents, neighbors, etc. The findings of the literature can help to ensure the right to education in crises like wars and reveal the importance of open education in such crises. They can also contribute to enriching the ongoing theoretical and practical debate on how to maintain education in crises like wars. This can help to better be prepared for future education in crises, which is the focus of several international organizations.
Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.3316/informit.T2024041000014090856799422 2339240:ZGVPDHG5 2405685:D68RANSP
Keywords: Education–Curricula–Evaluation; Human rights–Study and teaching–Activity programs; Open plan schools–Planning; War–Causes

A meta-analysis of studies on the effects of active learning on Asian students’ performance in science, technology, engineering and mathematics (STEM) subjects - Ting, Fridolin S. T.; Shroff, Ronnie H.; Lam, Wai Hung; Garcia, Raycelle C. C.; Chan, Chi Lok; Tsang, Wing Ki; Ezeamuzie, Ndudi O. (The Asia-Pacific Education Researcher, 2023)
Document Title, Type of Document, Journal Name and References fields. The selection of keywords in the Scopus database was critical to our meta-analytic analysis since the keywords directly influenced the amount of data that was retrieved. Different active learning pedagogies and treatments were extracted from those included in Freeman’s meta-analysis, and keywords were used in a comprehensive search for titles and abstracts in Scopus to narrow down literature related to active learning.
5 citations (Crossref) [2024-04-17] KerkoCite.ItemAlsoKnownAs: 10.1007/s40299-022-00661-6 2339240:TYKSA6TA 2405685:AGLZE3BJ
Keywords: ⛔ No INSPIRE recid found

Grade 4 Mathematics 2011 Assessment Items - TIMSS (TIMSS & PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA), 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:PNTQ6PGN 2405685:F48PU96X

Teacher professional learning and development: best evidence synthesis iteration (BES) - Timperley, Helen (Ministry of Education, 2007)
OCLC: 191120634 KerkoCite.ItemAlsoKnownAs: 2339240:637XHZ8P 2339240:VMDWGMWX 2405685:FUMAUAXK 2405685:J6RGES7A 2405685:QMWASTW4 2405685:RWFWTTS2 2405685:TKHJYKZR
Keywords: C:New Zealand

Population and Housing Census 2022 - Timor-Leste National Institute of Statistics (2023)
The Population and Housing Census 2022 is the fourth census to be conducted since independence in 2002 and the first-ever digital census for Timor-Leste. The Timor-Leste National Institute of Statistics (INETL), formerly the General Directorate of Statistics, implemented the Population and Housing Census 2022 under the slogan ‘Our census, our future be part of it’.
KerkoCite.ItemAlsoKnownAs: 2339240:A44MDJQ4 2405685:E8JA424L

Is it possible to wire the world? Meet the guy who has a plan to make it happen. - Time (Time, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:XPRZ7KC8 2405685:KR9XDJJZ

ICT in education in Tanzania: Lessons and experiences from IICD-supported projects - Tilya, Frank (International Institute for Communication and Development (IICD), 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:NFKEZ7I9 2405685:FW2NJQDZ

Information Literacy in Kenya - Tilvawala, Khushbu; Myers, Michael D.; Andrade, Antonio Díaz (The Electronic Journal of Information Systems in Developing Countries, 2009)
There are a growing number of information and communications technologies (ICT) initiatives in developing countries. These initiatives are usually undertaken on the basis that they are important for social and economic development. However, one barrier to the efficient utilisation of ICT in developing countries is the relatively low level of information literacy. Without the ability to manipulate and use information effectively, investments in ICT-for-development projects may be unsuccessful. In this research project, three ICT initiatives in Kenya are analysed in the light of the dimensions of information literacy. Implications for other developing countries are discussed.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.1681-4835.2009.tb00275.x KerkoCite.ItemAlsoKnownAs: 10.1002/j.1681-4835.2009.tb00275.x 10/gj37f3 2339240:BP8W3QED 2405685:2BHNSFRF
Keywords: Information and communications technology; Kenya; developing countries; information literacy