Standing on the shoulders of giants: challenges and recommendations of literature search in information systems research - Brocke, J; Simons, A; Riemer, K (Communications of the Association for Information Systems, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:Q5G3VE6D 2486141:3WXVUKHH
Keywords: ⛔ No DOI found

Child Online Safety Universal Declaration - Broadband Commission (Broadband Commission, 2019)
There are more than 2 billion children under the age of 18, with the majority living in the developing countries in Sub Saharan Africa, Asia and Latin America and the Caribbean. Many children have access to and are being impacted by the Internet. They may also be exploited by its use in unthinkable ways, and … Child Online Safety Declaration Read More »
KerkoCite.ItemAlsoKnownAs: 2339240:NW5QXBCI 2405685:BQBQG5BV

In moments of crisis, Broadband Commissioners come together to offer immediate support to communities worldwide - Broadband Commission (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:8UAYJE3V

Using meta ethnography to synthesise qualitative research: A worked example - Britten, Nicky; Campbell, Rona; Pope, Catherine; Donovan, Jenny; Morgan, Myfanwy; Pill, Roisin (Journal of Health Services Research and Policy, 2002)
Objectives: To demonstrate the benefits of applying meta ethnography to the synthesis of qualitative research, by means of a worked example. Methods:. Four papers about lay meanings of medicines were arbitrarily chosen. Noblit and Hare's seven-step process for conducting a meta ethnography was employed: getting started; deciding what is relevant to the initial interest; reading the studies; determining how the studies are related; translating the studies into one another; synthesising translations; and expressing the synthesis. Results: Six key concepts were identified: adherence/compliance; self-regulation; aversion; alternative coping strategies; sanctions; and selective disclosure. Four second-order interpretations (derived from the chosen papers) were identified, on the basis of which four third-order interpretations (based on the key concepts and second-order interpretations) were constructed. These were all linked together in a line of argument that accounts for patients' medicine-taking behaviour and communication with health professionals in different settings. Third-order interpretations were developed which were not only consistent with the original results but also extended beyond them. Conclusions: It is possible to use meta ethnography to synthesise the results of qualitative research. The worked example has produced middle-range theories in the form of hypotheses that could be tested by other researchers. © The Royal Society of Medicine Press Ltd 2002.
KerkoCite.ItemAlsoKnownAs: 10.1258/135581902320432732 2405685:KJ4GKUEA

Connecting Classrooms through Global Learning - British Council (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JLPFY3DT 2405685:H4WV2NL5

Technology for professional development: access, interest and opportunity for teachers of English in South Asia - British Council (British Council, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:UE23QGKH

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

Cambodia Introduction and Quick Facts - Britannica (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8R4HFGR8 2405685:SGYLFNVE

Keeping the learning going: using mobile technology to enhance learning transfer - Brion, Corinne (Educational Research for Policy and Practice, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-018-09243-0 2405685:VFBUV8DG

The Impact of COVID-19 on Opportunities for Adolescent Girls and the Role of Girls' Groups - Briggs, Hannah; Haberland, Nicole; Desai, Sapna; De Hoop, Thomas; Ngo, Thoai (Evidence Consortium on Women's Groups, 2020)
COVID-19 has disrupted lives, networks, and institutions across social, economic, and health dimensions around the globe. We examine how the pandemic has affected adolescent girls and young women in particular, and explore how group-based programs for girls in low-and middle-income countries have been affected by and are responding to the pandemic. The COVID-19 pandemic has affected adolescent girls and young women across multiple outcomes, including education, livelihoods, sexual and reproductive health, sexual- and gender-based violence, the burden of unpaid care, and early and forced marriage. These heightened barriers to economic and social opportunities and the resulting loss of human capital have the potential to derail progress towards gender equality unless recognized and addressed. Girls’ groups may offer potential pathways of resilience for girls during system shocks like the COVID-19 pandemic, though more evidence is needed on their effects and how they function when social connectivity and mobility are heavily restricted, limiting program implementation.
KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.19023.92325 2405685:EXW36QGI 2534379:WBF4RJXT

Safe Schools: getting children back into education after disaster strikes - Briggs, Billy (Theirworld, 2020)
To mark Theirworld's Safe Schools report, we look at how countries can rebuild their education system after an earthquake, tsunami or other catastrophic event.
Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:8AYC7RZN 2405685:W3FA2CUU

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

Bridge International Academies- Home Learning - Bridge International Academies (Bridge International Academies, 2020)
If your child is at one of our schools, then their lessons will have been interrupted because schools are temporarily closed. Please access the weekly class specific lesson plan for your child so they can continue learning at home.
KerkoCite.ItemAlsoKnownAs: 2339240:QDKNLHUR 2405685:HP935QSJ

Bridge International | Liberian Education Advancement Program (LEAP) - Bridge International (Bridge International Academies, 2020)
Delivering transformation at scale is more effective if achieved through the local Ministry of Education. The Liberian Education Advancement Programme …
Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:5UXWYA4U

Learning gains in Liberia - Bridge International (Bridge International Academies, 2017)
Bridge manages 68 of the 200 ‘Liberian Education Advancement Program’ (LEAP) schools in partnership with the Liberian government. Discover our impact.
Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:YKT56VQU

Killing 'Sesame Street' In Pakistan - Bricklin, Julia (Forbes, 2012)
Library Catalog: www.forbes.com Section: Business KerkoCite.ItemAlsoKnownAs: 2339240:EG2LHUD3 2405685:ESE7I5BY 4803016:LQTRPS8C

On Tipping Points and Nudges: Review of Cass Sunstein's How Change Happens - Brescia, Raymond H. (2019)
In How Change Happens, Cass Sunstein explores the mechanisms through which social change can occur, the triggers that can cause it, and the pitfalls along the road to change. For Sunstein, small influences, which arise through what he has called “nudges,” can have large impacts, particularly where they indicate that support for existing norms has fallen. When this occurs, it can reveal hidden preferences that might have existed all along, but individuals were discouraged from making them public because of the existence of those norms. Once support for an existing norm begins to disappear, it can create a tipping point and then a “norm cascade”: when support for a new norm takes hold securely in society. In recent years, several works have appeared that have attempted to explain the sources of social change by looking at examples of successful campaigns and trying to divine the sources of such successes. Sunstein offers a different perspective. He provides more of a theoretical view on the sources of social change, not just identifying the levers that can bring it about but also some guidance on how to utilize them. It is a welcome addition to the scholarship on social change and stands as an elegant and insightful complement to some of the other, recent and more inductive scholarship on the subject. As a way to test Sunstein’s theory of social change, this review asks whether that theory can help explain recent developments, namely, the victory of the marriage equality campaign and the rise of a new and emboldened white nationalism in the wake of the election of Donald Trump to the U.S. presidency. As a review of these phenomena shows, Sunstein’s theory of change helps to provide insights into how such change came about, but, it also raises more questions. Indeed, questions still linger, like when is a nudge enough, can we identify what will make something “tip”? Nevertheless, Sunstein offers deep insights into the inner workings of social change and how norm entrepreneurs can understand not just how change happens but also how to bring it about.
KerkoCite.ItemAlsoKnownAs: 2339240:9ULKIFSJ 2405685:HDU54ARW
Keywords: Nudges; Social Change

Best of both worlds: issues of structure and agency in computational creation, in and out of school - Brennan, Karen A. (Karen Ann) (Massachusetts Institute of Technology, 2013)
We live in a computational culture - a culture in which we are surrounded by computational systems and interfaces, from social networks to banking infrastructure, to entertainment platforms, to transportation systems. This culture introduces new expectations and new opportunities for learning, creating new demands for what to learn and offering new possibilities for how to learn. In this dissertation, I adopt a predominantly qualitative approach to exploring learning in computational culture, studying how the Scratch programming environment and online community are employed to support learning both in and out of school. To this end, I conducted interviews with 30 kids working with Scratch at home and 30 teachers working with Scratch in K-12 classrooms to develop descriptions of computational creation in these two settings. Using a theoretical framework of agency and structure, I analyze how the at-home and school-classroom contexts enable - or constrain - young people's agency in computational creation. Despite common assumptions that at-home learning is necessarily low-structure/high-agency and that at-school learning is necessarily high-structure/low-agency, I argue that structure and agency need not be in opposition. Designers of learning environments should explore intermediate possibilities, finding ways to employ structure in the service of learner agency.
Accepted: 2013-06-17T19:03:09Z Journal Abbreviation: Issues of structure and agency in computational creation, in and out of school KerkoCite.ItemAlsoKnownAs: 2339240:RJ3MM3NS 2405685:8JFG95LR

Safeguarding Her: A call to action to educating girls in vulnerable situations - Break Free Alliance (Education for All, 2021)
For millions of girls across Africa, the thought of joining school remains far-fetched. Here are 6 recommendations we consider vital to ensure girls’ better access to education and secure their futures.
KerkoCite.ItemAlsoKnownAs: 2339240:36KPCI4X 2405685:P5HCFXSZ

BRCK | KioKit - BRCK (2020)
Library Catalog: www.brck.com KerkoCite.ItemAlsoKnownAs: 2405685:TRVYGXS9

Using thematic analysis in psychology - Braun, Virginia; Clarke, Victoria (Qualitative Research in Psychology, 2006)
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
KerkoCite.ItemAlsoKnownAs: 10.1191/1478088706qp063oa 2339240:ZG2T2YCR 2405685:K6VHKKI9
Keywords: epistemology; flexibility; patterns; qualitative psychology; thematic analysis

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

Forum: A governmentality perspective on the Common Core - Brass, Jory (Research in the Teaching of English, 2016)
The Common Core State Standards (CCSS) have anchored an education policy apparatus that seeks to reconstruct much of the work of curriculum, teaching, and teacher education. However, teachers and teacher education faculty have often struggled to
KerkoCite.ItemAlsoKnownAs: 2339240:8ZPKUMFV 2405685:425PDIYE
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review - Brady, Mairead; Devitt, Ann; Kiersey, Rachel A. (British Journal of Educational Technology, 2019)
This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer-reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set-up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.
shortDOI: 10/gf5f7m KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12742 10/gf5f7m 2339240:BGFA2SDN 2405685:DBQ25LCM

Mobile literacy among Syrian refugee women teachers - Bradley, Linda; Bahous, Rima; Albasa, Ali (CALL and complexity – short papers from EUROCALL 2019, 2019)
This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]
Publisher: Research-publishing.net, La Grange des Noyes, 25110 Voillans, France KerkoCite.ItemAlsoKnownAs: 10.14705/rpnet.2019.38.986 2339240:ZAUCKJ67 2405685:45VMGDEX 2405685:8RNRFPG7 2405685:HUEZG3W8 2534378:93K5R9FV 2534378:NR6VFNNC
Keywords: Career Development; Cross Cultural Studies; ERIC; Resources in Education (RIE); Faculty Development; Females; Foreign Countries; Handheld Devices; Informal Education; Information Technology; Land Settlement; Lebanon; Literacy; Occupational Aspiration; Refugees; Second Language Instruction; Second Language Learning; Sweden; Syria; Teacher Attitudes; Telecommunications; Videoconferencing; __:import:01; __:match:final; __:matched; __:study_id:2095768; ___working_potential_duplicate; __finaldtb

A Rapid Assessment: Impact of COVID-19 on Education in Bangladesh - BRAC (Advocacy for Social Change (ASC), BRAC, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8UGKK4SX 2405685:7PRVRPXW

BRAC Education Programme Bangladesh - BRAC (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:V9ITPR43 2405685:QBPVDD4B

An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere - Bozkurt, Aras; Koseoglu, Suzan; Singh, Lenandlar (Australasian Journal of Educational Technology, 2018)
Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.
shortDOI: 10/gf5f7n KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4252 10/gf5f7n 2339240:8XL5IRCU 2405685:KCMI3HXH
Keywords: Open Education; Open Educational Practices (OEPs); Open Educational Resources (OERs); Open Learning; Openness; Reviewed

A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis - Bozkurt, Aras; Jung, Insung; Xiao, Junhong; Vladimirschi, Viviane; Schuwer, Robert; Egorov, Gennady; Lambert, Sarah; Al-Freih, Maha; Pete, Judith; Don Olcott, Jr; Rodes, Virginia; Aranciaga, Ignacio; et al. (Asian Journal of Distance Education, 2020)
Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
Number: 1 EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2405685:7ZV7JHZ7 2405685:CFE5CVWB 2405685:XYNYDBYX
Keywords: COVID-19; Coronavirus Pandemic; Covid-19.; Emergency remote education; distance education; dode_eth-src-dode; dode_eth-trf2-dode; emergency remote education; online learning; ⛔ No DOI found

From Distance Education to Open and Distance Learning: A Holistic Evaluation of History, Definitions, and Theories - Bozkurt, Aras; Bozkurt, Aras (Handbook of Research on Learning in the Age of Transhumanism, 2019)
As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from different perspectives to discern their future directions. The study concludes that DE and ODL are constantly developing interdisciplinary fields where technology has become a significant catalyst and these fields become part of the mainstream education. However, mainstreaming should be evaluated with caution, and there is a need to revisit core values and fundamentals where critical pedagogy would have a pivotal role. Besides, there is no single theory that best explains these interdisciplinary fields, and therefore, there is a need to benefit from different theoretical approaches. Finally, as a result of constant changes, we should keep the definition of both DE and ODL up-to-date to better explain the needs of the global teaching and learning ecosystem.
ISBN: 9781522584315 Publisher: IGI Global shortDOI: 10/ghgn5b KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-5225-8431-5.ch016 10/ghgn5b 2405685:HUJRQ23F

Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic - Bozkurt, A; Sharma, R C (Asian Journal of Distance Education, 2020)
At the end of the day, the lesson learnt was so simple... With online and offline connections, the world is a global village (McLuhan, 1962) and a butterfly flapping its wings in Asia can cause a hurricane all around the world (Lorenz, 1972). Currently, it seems that the global education system is in the middle of this hurricane. These times, where we are all witnessing developments warily, are certainly interesting and strange, but the hope is that lessons will have been learned once things hopefully return to normal. Though there were early warnings to be prepared (White, Ramirez, Smith, & Plonowski, 2010) and already ongoing interruptions to education (Briggs, 2018; GCPEA, 2018), this is the first crisis to occur on the global scale in the digital knowledge age, and there will be socio-cultural, economic, and political consequences in the wake of this crisis. In other words, the educational landscape will feel the rush of air from the butterfly’s flapping wings to the full extent.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3778083 2405685:IDTPIWRX
Keywords: & Sharma; 15(1); A.; Bozkurt; R. C. (2020). Emergency remote teaching in a time; i-vi. https://doi.org/10.5281/zenodo.3778083

Legislating gender and sexuality in Africa: Human rights, society, and the state - Boyd, Lydia; Burrill, Emily (University of Wisconsin Pres, 2020)
In recent decades, a more formalized and forceful shift has emerged in the legislative realm when it comes to gender and sexual justice in Africa. This rigorous, timely volume brings together leading and rising scholars across disciplines to evaluate these ideological struggles and reconsider the modern history of human rights on the continent. Broad in geographic coverage and topical in scope, chapters investigate such subjects as marriage legislation in Mali, family violence experienced by West African refugees, sex education in Uganda, and statutes criminalizing homosexuality in Senegal. These case studies highlight the nuances and contradictions in the varied ways key actors make arguments for or against rights. They also explore how individual countries draft and implement laws that attempt to address the underlying problems. Legislating Gender and Sexuality in Africa details how legal efforts in the continent can often be moralizing enterprises, illuminating how these processes are closely tied to notions of ethics, personhood, and citizenship. The contributors provide new appraisals of recent events, with fresh arguments about the relationships between local and global fights for rights. This interdisciplinary approach will appeal to scholars in African studies, anthropology, history, and gender studies.
Google-Books-ID: Cp7eDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:EYJ99ERE 2405685:448SI79U
Keywords: History / Africa / General; Political Science / Human Rights; Social Science / Gender Studies

Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students - Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James (American Economic Review, 2005)
KerkoCite.ItemAlsoKnownAs: 10.1257/000282805774669628 2339240:TKPW4YRL 2405685:H96ELS6C
Keywords: Analysis of Education; Public Sector Labor Markets

The effect of school neighborhoods on teacher retention decisions - Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Ronfeldt, Matthew; Wyckoff, James (Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances, 2011)
A substantial body of research demonstrates that schools with large populations of poor, non-white and low-achieving students, on average have more difficulty attracting and retaining teachers (Boyd et. al., 2005; Boyd et al, 2009; Hanushek et. al., 2004; Ingersoll, 2001; Scafidi et. al., 2007). However, little work assesses the extent to which differences in the neighborhoods
KerkoCite.ItemAlsoKnownAs: 2339240:5CMZS5JR 2405685:76GIZ8LC
Keywords: ⛔ No DOI found

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

Technology-Mediated Learning Theory - Bower, Matt (British Journal of Educational Technology, 2019)
Technology-enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under-theorised. This paper draws together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology-mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technology-mediated learning research, as well as the scope and conditions under which the theorisations apply.
Publisher: Wiley-Blackwell KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12771 2339240:DUA7DI6P 2405685:48HFJPQV
Keywords: Educational Technology; Electronic Learning; Learning Theories; Meta Analysis; Technology Integration; Technology Uses in Education

Using Educational Games for Sign Language Learning - A SignWriting Learning Game: Case Study - Bouzid, Yosra; Khenissi, Mohamed Ali; Essalmi, Fathi; Jemni, Mohamed (Journal of Educational Technology & Society, 2016)
ABSTRACT Apart from being used as a means of entertainment, computer games have been adopted for a long time as a valuable tool for learning. Computer games can offer many learning benefits to students since they can consume their attention and increase their motivation and engagement which can then lead to stimulate learning. However, most of the research to date on educational computer games, in particular learning versions of existing computer games, focused only on learner with typical development. Rather less is known about designing educational games for learners with special needs. The current research presents the results of a pilot study. The principal aim of this pilot study is to examine the interest of learners with hearing impairments in using an educational game for learning the sign language notation system SignWriting. The results found indicated that, overall, the application is useful, enjoyable and easy to use: the game can stimulate the students' interest in learning such notations.
KerkoCite.ItemAlsoKnownAs: 2339240:DXXIUF8I 2405685:L83ZWRA2
Keywords: ⛔ No DOI found

Women's access to cash transfers in light of COVID-19: The case of Pakistan - Bourgault, Shelby; O'Donnell, Megan (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9SLGDAR6 2405685:XIAZWDYL

WhatsApp-Assisted Learning for Refugees. End of Sandbox Sprint 3 - Boujikian, Michèle; Carter, Alice; Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783017 2405685:89DPN3SP 2405685:EVSZNGMA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (2022)
Jusoor’s Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program’s assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
Accepted: 2022-11-07T13:27:21Z Publisher: Inter-agency for Education in Emergencies (INEE) KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 2405685:LDWAQKHF

Lack of Means or Lack of Awareness? Survey findings: barriers to learning with WhatsApp in refugee camps in Lebanon - Boujikian, Michèle; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4780972 2405685:4UQT8WRN 2405685:WWUQ7VRT
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Achieving gender and youth inclusivity in Malawi through Productive Alliances - Botha, Blessings (2022)
When I was young, there was a common adage “youth are the leaders of tomorrow,” and I was always looking forward, with optimism that this tomorrow will indeed come one day.
KerkoCite.ItemAlsoKnownAs: 2339240:E7DG7FBL 2405685:8PTK8M68

Using Technology to Provide Higher Education for Refugees - Boškić, Natasha; Sork, Thomas J.; Irwin, Rita; Nashon, Samson; Nicol, Cynthia; Meyer, Karen; Hu, Sharon (Transnational Perspectives on Innovation in Teaching and Learning Technologies, 2018)
"Using Technology to Provide Higher Education for Refugees" published on 24 Mar 2018 by Brill | Sense.
Publisher: Brill Sense Section: Transnational Perspectives on Innovation in Teaching and Learning Technologies shortDOI: 10/ggtwpr KerkoCite.ItemAlsoKnownAs: 10.1163/9789004366077_014 10/ggtwpr 2339240:LAN4C6SI 2405685:RK8N5ERM

Interactive Radio Instruction: An Update from the Field - Bosch, Andrea; Rhodes, Rebecca; Kariuki, Sera (Education Development Center, 2002)
Interactive radio instruction (IRI), a methodology developed to turn a typically one-way technology into a tool for active learning in and outside the classroom, continues to be an attractive educational strategy in developing countries after almost 30 years. The original model for IRI math, created in Nicaragua by a team from Stanford University in the early 1970s, sought to combine the low cost and high reach of the radio medium and a clear understanding of how people learn. Since that time, 20 countries around the world have developed IRI programs for a variety of subjects, audiences, and learning environments, many of which have been sustained for up to 10 years and counting. The methodology has been expanded and adapted to include different levels of math, science, health, English, Spanish and Portuguese, environmental education, early childhood development, and adult basic education for learners of all ages. In each case, the series has been designed specifically by local specialists to be engaging and to meet learning objectives in that country. After three decades, interest in IRI does not seem to be waning. (See the Annex at the end of this chapter for a list of IRI projects and their current status.) This chapter updates earlier information about interactive radio instruction over the past five years, and introduces two cases where IRI has had an impact in Africa in two ways not captured in the past.1 In Guinea, IRI has gone to scale on an unprecedented level in West Africa to reach students and teachers on a national level. The Guinean IRI series is integrated with teacher development initiatives and is used in almost all primary schools across the nation, with 880,000 students. In Zambia, a new IRI series is being developed that reaches out to students who otherwise would be without schools, and have become increasingly vulnerable due to poverty and the HIV/AIDs. This example shows how IRI can be used effectively to overcome obstacles of access in Africa and to increase the chances that students can receive an education. These examples show how IRI retains its core elements, yet continues to evolve to meet new educational and social challenges.
KerkoCite.ItemAlsoKnownAs: 2339240:NJJTZUJS 2405685:PNRBAXJM

Sustainability and interactive radio instruction: why some projects last - Bosch, Andrea (Adapting Technology for School Improvement A Global Perspective, 2004)
This book presents a compilation of articles based on the premise that the move to advanced technology use in primary and secondary schools offers great hope for improving the access, quality, and efficiency of basic education. The aim of the book is to identify and examine how information technologies can be, and are being, used to strengthen the quality of primary and secondary education. The articles take a global focus, drawing on examples from a wide range of countries. The book analyzes the challenges that teachers and educational planners face as they make this move, and shares how those challenges are being met in some of the countries now engaged in this effort. Several major themes are explored: the role of technology in school improvement, top-down versus bottom-up approaches, interactive radio instruction in schools, computers in the classroom, technology in teacher education, and adopting and implementing technology. The conclusions of the book examine strategies such as the cross-national sharing of curriculum development and instructional materials, and the training and support of teachers and administrators. The need for new partnerships, such as public-private and central-local, to make continued developments in technology sustainable, are also examined. The book divides into 14 chapters: (1) The Role of Technology in School Improvement (David W. Chapman, Amy Garrett, and Lars O. Mahlck); (2) Are New Technologies Better Technologies? For Whom? (Claudio de Moura Castro); (3) International Uses of Education Technology Threats and Opportunities (Stephen P. Heyneman and Katherine Taylor Haynes); (4) Using Instructional Technology as a Bridge to the Future: Palau's Story (Gregory C. Sales and Masa-Aki N. Emesiochl); (5) The Introduction of Computers in Secondary Schools in Jamaica: A Case of Bottom-Up Reform (Errol Miller); (6) Distance Education in Ethiopia (Teshome Nekatibeb and Thomas Tilson); (7) Sustainability and Interactive Radio Instruction: Why Some Projects Last (Andrea Bosch); (8) Is Constructivism Universal? In Search of Meaningful Technology in Morocco and Namibia (Jeffrey Coupe, Jeffrey Goveia, Houcine El Haichour, and Alfred Ilukena); (9) Technology and Educational Change at the Local Level: The Case of the Campana Schools Network in Argentina (Cecilia Braslavsky and Laura Fumagalli); (10) The Pedagogical Uses of Web-Based Chat: The Brazilian Experience (Vera Atsuko Suguri, Maria de Lourdes Matos, Noara M. de Resende e Castro, Rosal va Ieda V. Guimaraes de Castro, Lurdes Marilene da Silva Jung, and Eric Rusten); (11) Utilizing Technology in a Rural Teacher Certification Programme in Iceland (Ingolfur Asgeir Johannesson and Anna Thora Baldursdottir); (12) Integrating Technology into Education: The Czech Approach (Bozena Mannova); (13) The School Online Initiative in German Schools: Empirical Results and Recommendations to Improve School Development (Renate Schulz-Zander); and (14) Effective Use of Technology to Improve Education: Lessons for Planners (Lars O. Mahlck and David W. Chapman). This book is intended for educational policymakers, administrators, planners, and curriculum development specialists concerned with how technology can be used to extend access and raise the quality of education in their countries. It is also intended for international organizations, development assistance agencies and NGOs that are often most responsible for advocating the use of technology as a solution to education problems in low and middle-income countries. (Individual chapters contain references.).
OCLC: 1064923325 KerkoCite.ItemAlsoKnownAs: 2339240:83PCK5YZ 2405685:KKI68BXJ
Keywords: Commitment; Cost; content

The Impact of an Educational Media Intervention to Support Children’s Early Learning in Rwanda - Borzekowski, Dina; Lando, Agnes Lucy; Olsen, Sara; Giffen, Lauren (International Journal of Early Childhood, 2019)
Children in developing countries often lack sufficient support for early learning skills prior to beginning school. This research evaluates an educational media intervention using an animated cartoon program, Akili and Me. The program was originally created in Tanzania to teach early learning skills. This program was adapted in content and language use in this study in Rwanda. The two-week intervention involved primary school students (mean age = 7.1 years) who were randomized into two groups (intervention and comparison group). The intervention group viewed one Ankit and Me episode a day for five days. This viewing was repeated the following week. Similarly, the comparison watched the same amount of television but the content consisted of local popular programs. Baseline and follow-up assessments evaluated 10 areas of early learning, using an adaptation of the International Development and Early Learning Assessment (IDELA), and also children’s media receptivity. At follow-up, children in the intervention program, Akili and Me, had significantly higher scores for counting, number recognition, shape knowledge, letter identification, color identification, body part recognition, health knowledge, and vocabulary. The analyses provide promising evidence that locally produced educational media interventions can impact early learning skills, even among children living in resource-poor communities.
shortDOI: 10/gf84g7 KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-019-00237-4 10/gf84g7 2339240:4M44CELZ 2339240:S9UUM2LQ 2339240:U3CZV6QS 2405685:CFDKXVTN 2405685:D2RCFMG5 2405685:LXHQCK2G 2405685:S9R2V6GT 4803016:Z6Y5C2HY
Keywords: Literacy; Media receptivity; Numeracy; Rwanda; School readiness skills; Television; ___working_potential_duplicate

The impact of Galli Galli Sim Sim on Indian preschoolers - Borzekowski, Dina L. G.; Singpurwalla, Darius; Mehrotra, Deepti; Howard, Donna (Journal of Applied Developmental Psychology, 2019)
While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development.
shortDOI: 10/gf84g5 KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2019.101054 10/gf84g5 2339240:MHHA268R 2405685:ER687Z8I 4803016:WC8Z9BF8

The role of Kilimani Sesame in the healthy development of Tanzanian preschool children - Borzekowski, Dina L. G.; Macha, Jacob E. (Journal of Applied Developmental Psychology, 2010)
Kilimani Sesame, a media intervention that employs print, radio, and television, was developed to entertain and educate preschool children in Tanzania. This study examined the effects of a six-week intervention delivering Kilimani Sesame material to 223 children in the rural district of Kisarawe and the city of Dar es Salaam. Results offer evidence that literacy and numeracy, social and emotional development, and health and hygiene significantly improved from baseline to post-intervention; those with the greatest receptivity to Kilimani Sesame performed the best after the intervention, controlling for baseline scores, sex, age, location, and general media receptivity. This study shows that an educational media intervention directed towards very young children can have an impact on their healthy development, even in locales where populations have minimal resources and face extreme hardships.
shortDOI: 10/dfhqrx KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2010.05.002 10/dfhqrx 2339240:DVE3B5Y9 2405685:FD5BZ3BI 2405685:I5UGE5MK
Keywords: African children; Educational television; Literacy; Media receptivity; Preschool children; Sesame Street

A quasi-experiment examining the impact of educational cartoons on Tanzanian children - Borzekowski, Dina L. G. (Journal of Applied Developmental Psychology, 2018)
Educational media can positively impact young children; however, few studies have been conducted in developing countries. Researchers investigated the impact of an animated educational series, where participants were randomized to see Akili and Me versus other popular programs. In interviews with children, researchers assessed measures before and after four weeks of exposure. From Morogoro, Tanzania, 568 children (mean age - 4.8years) participated. Controlling for the child's sex, age, and baseline skills in the assessed follow up outcome, exposure to Akili and Me significantly improved drawing skills, shape knowledge, number recognition, counting, and English skills. Young and vulnerable children can benefit from a locally-produced educational program. Media interventions should be encouraged as they effectively and efficiently alter school readiness.
shortDOI: 10/gczvxt KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2017.11.007 10/gczvxt 2339240:7VNNEECK 2339240:ITCSRTPS 2339240:TV3YF5VR 2405685:9KZC8YTW 2405685:G2F33XBN 2405685:I27K89G7 2405685:XVBCRWSR
Keywords: Educational media; Literacy; Numeracy; School readiness; Television

Sesame street in the tea estates: A multi-media intervention to improve sanitation and hygiene among Bangladesh's most vulnerable youth - Borzekowski, Dina (Annals of Global Health, 2015)
shortDOI: 10/gg26fp KerkoCite.ItemAlsoKnownAs: 10.1016/j.aogh.2015.02.748 10/gg26fp 2339240:8Q2HKU7I 2405685:8RY3PYAF 4803016:Y5CF7KER

The adolescent community of engagement framework: A lens for research on K-12 online learning - Borup, Jered; West, Richard E.; Graham, Charles R.; Davies, Randall S. (Journal of Technology and Teacher Education, 2014)
Publisher: Society for Information Technology & Teacher Education zotzenLib.CopiedFrom: 2339240:JQVYBSNT KerkoCite.ItemAlsoKnownAs: 2339240:JQVYBSNT 2405685:39ZJTW8M
Keywords: ⛔ No DOI found

Education Reform through a Systems Approach for Sustainable Development - Borsari, Bruno; Mora, Cristhian (Quality Education, 2020)
Change/s in education; Study program; Systemic approach Educational reform The process of changing public education in order to empower all learners, and to adapt it to the changes occurring in...
Publisher: Springer, Cham KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-69902-8_4-1 2339240:3HYUJCHY 2405685:86EMS57I

CASEL's framework for systemic social and emotional learning - Borowski, T. (Establishing Practical Social-Emotional Competence Assessment Work Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Z2WGRMIS 2405685:ARDRR5TA

An extended systematic review of Canadian policy documents on e-learning: what we’re doing and not doing - Borokhovski, Eugene; Bernard, Robert; Mills, Erin; Abrami, Philip C.; Wade, C. Anne; Tamim, Rana; Bethel, Edward; Lowerison, Gretchen; Pickup, David; Surkes, Michael A. (Canadian Journal of Learning and Technology, 2011)
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.21432/t22p41 10/gmfk2v 2339240:CHEZSB5X 2405685:6HB7ZEXG

Cognitive and socioemotional caregiving in developing countries - Bornstein, Marc H.; Putnick, Diane L. (Child Development, 2012)
Enriching caregiving practices foster the course and outcome of child development. We studied two developmentally significant domains of positive caregiving – cognitive and socioemotional – in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8624.2011.01673.x 2339240:B9VFFTA2 2405685:3GF9TM87

Video as a tool for fostering productive discussions in mathematics professional development - Borko, Hilda; Jacobs, Jennifer; Eiteljorg, Eric; Pittman, Mary Ellen (Teaching and Teacher Education, 2008)
This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.
shortDOI: 10/d9k7g8 KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.11.012 10/d9k7g8 2339240:HJGRG585 2405685:BWHR8RIX 2405685:TJYWA229 2534378:E4Z5FI4E
Keywords: C:United States; Mathematics education; Mathematics teachers; Professional development; Teacher learning; Video

Expanding Early Childhood Enrollment: Mobile Schools in Mongolia - Borgen Project (The Borgen Project, 2016)
Mobile Schools in Mongolia: Mongolia has experienced an increase in kindergarten enrollment due to the emergence of mobile schools.
KerkoCite.ItemAlsoKnownAs: 2339240:4RSCSGYS 2405685:LGSCN4FJ

Network Analysis in the Social Sciences - Borgatti, Stephen; Mehra, Ajay; Brass, Daniel; Labianca, Giuseppe (Science (New York, N.Y.), 2009)
Over the past decade, there has been an explosion of interest in network research across the physical and social sciences. For social scientists, the theory of networks has been a gold mine, yielding explanations for social phenomena in a wide variety of disciplines from psychology to economics. Here, we review the kinds of things that social scientists have tried to explain using social network analysis and provide a nutshell description of the basic assumptions, goals, and explanatory mechanisms prevalent in the field. We hope to contribute to a dialogue among researchers from across the physical and social sciences who share a common interest in understanding the antecedents and consequences of network phenomena.
zotzenLib.CopiedFrom: 2339240:JQA9PRDZ KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165821 2339240:JQA9PRDZ 2339240:Q5CZNBGL 2339240:U9MVWGVE 2405685:CKE79F7A 2405685:I3FUN5JU 2405685:W7TMXCNH

On Network Theory - Borgatti, Stephen; Halgin, Daniel (SSRN Electronic Journal, 2011)
Research on social networks has grown considerably in the last decade. However, there is a certain amount of confusion about network theory — for example, what it is, what is distinctive about it, and how to generate new theory. This paper attempts to remedy the situation by clarifying the fundamental concepts of the field (such as the network) and characterizing how network reasoning works. We start by considering the definition of network, noting some confusion caused by two different perspectives, which we refer to as realist and nominalist. We then analyze two well-known network theories, Granovetter’s strength of weak ties, to identify characteristic elements of network theorizing. We argue that both theories share an underlying theoretical model, which we label the network flow model, from which we derive additional implications. We also discuss network phenomena that do not appear to fit the flow model and discuss the possibility of a second fundamental model, which we call the bond model. We close with a discussion of the merits of model-based network theorizing for facilitating the generation of new theory, as well as a discussion of endogeneity in network theorizing.
zotzenLib.CopiedFrom: 2339240:SWTXTUQH KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2260993 2339240:SWTXTUQH 2405685:SZ42AN3H

Assistive technology in developing countries: national and international responsibilities to implement the Convention on the Rights of Persons with Disabilities - Borg, Johan; Lindström, Anna; Larsson, Stig (The Lancet, 2009)
In developing countries, disability is often associated with poverty caused by reduced participation in education, work, and community life.1–4 Education and employment contributes to reduction of poverty, improvement of health, and increased participation in society.2,5,6 According to findings from studies in high-income countries, assistive technology can have a positive socioeconomic effect on the lives of people with disabilities by improving access to education and increasing achievement.7,8 The use of assistive technology is a successful strategy to help participation in work,9,10 and maintenance of health.
Publisher: Elsevier shortDOI: 10/cfn5gp KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(09)61872-9 10/cfn5gp 2339240:W45H7KRY 2405685:YQJM4J5B

The rise and fall of the PC in one chart - Booton, Jennifer (MarketWatch, 2016)
Section: Industries KerkoCite.ItemAlsoKnownAs: 2339240:USFBBPHB 2405685:D94GQ9W9

Thinking and Working Politically - Booth, David (University of Birmingham, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:GD66V3AN 2405685:2Q6Q9SGI

Working with the Grain and Swimming against the Tide - Booth, David (Public Management Review, 2012)
Research into the governance of public goods provision in Africa suggests that, on their own, bottom–up pressures from voters and service users are only a weak factor in improving performance. It confirms the importance of working with politicians and service providers as well as clients. However, getting ‘uptake’ of these findings into the practice of development agencies is difficult. In the dissemination of previous studies, certain propositions about the power of information and community monitoring have been heavily over-sold because they satisfy practitioners' hunger for simple, upbeat messages. Incentives, ideologies and vested interests inhibit the adoption of more complex findings.
Publisher: Routledge _eprint: https://doi.org/10.1080/14719037.2012.657959 KerkoCite.ItemAlsoKnownAs: 10.1080/14719037.2012.657959 2339240:U2LWYWNF 2339240:ZXRHL45K 2405685:XB92ZXCD 2405685:YTRBP623
Keywords: Africa; community monitoring; governance; public services; research uptake

US pulls funding from Pakistan's Sesame Street - Boone, Jon (The Guardian, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:RVN4BHMY 2405685:2YC6M7TZ 4803016:NPYGTLE6
Keywords: Children's TV; Pakistan; Sesame Street; Television; US news; World news

Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching - Bonner, Patricia J.; Warren, Susan R.; Jiang, Ying H. (Education and Urban Society, 2018)
This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0013124517713820 2339240:FNKUDWZC 2405685:JUZUBP8C
Keywords: multicultural education; social justice; students; teachers; urban education

School Characteristics and Teacher Turnover: Assessing the Role of Preferences and Opportunities - Bonhomme, Stéphane; Jolivet, Grégory; Leuven, Edwin (The Economic Journal, 2016)
Job characteristics can affect worker turnover through their effect on utility and through their effect on outside job opportunities. The aim of this study is to identify and estimate the roles of these two channels separately. Our method exploits information on job changes, and relies on an augmented sample selection correction. To illustrate our approach, we use an exhaustive register of Dutch primary school teachers and show a detailed picture of preferences for school characteristics. We also find that the dependence between current and outside job attributes can affect turnover and thus the allocation of teachers across schools.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ecoj.12279 KerkoCite.ItemAlsoKnownAs: 10.1111/ecoj.12279 2339240:N9X56GT8 2405685:4SI4U49A

Experimental evidence on scaling up education reforms in Kenya - Bold, Tessa; Kimenyi, Mwangi; Mwabu, Germano; Ng’ang’a, Alice; Sandefur, Justin (Journal of Public Economics, 2018)
What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2018.08.007 2339240:58EIIZ3H 2405685:XRHDAKJR 4656463:B7GSKCJK
Keywords: Contract teachers; Education; External validity; Kenya; Randomized evaluation; State capacity

What Do Teachers Know and Do? Does It Matter? Evidence from Primary Schools in Africa - Bold, Tessa; Filmer, Deon; Martin, Gayle; Molina, Ezequiel; Rockmore, Christophe; Stacy, Brian; Svensson, Jakob; Wane, Waly (World Bank, 2017)
School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, and they complete their primary education lacking even basic reading, writing, and arithmetic skills—the so-called "learning crisis." This paper uses data from nationally representative surveys from seven Sub-Saharan African countries, representing close to 40 percent of the region's total population, to investigate possible answers to this policy failure by quantifying teacher effort, knowledge, and skills. Averaging across countries, the paper finds that students receive two hours and fifty minutes of teaching per day—or just over half the scheduled time. In addition, large shares of teachers do not master the curricula of the students they are teaching; basic pedagogical knowledge is low; and the use of good teaching practices is rare. Exploiting within-student, within-teacher variation, the analysis finds significant and large positive effects of teacher content and pedagogical knowledge on student achievement. These findings point to an urgent need for improvements in education service delivery in Sub-Saharan Africa. They also provide a lens through which the growing experimental and quasi-experimental literature on education in low-income countries can be interpreted and understood, and point to important gaps in knowledge, with implications for future research and policy design.
shortDOI: 10/gftst3 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7956 10/gftst3 2339240:BTMNBWLP 2405685:I898ERZQ 2405685:NZXPNUED 4656463:N34TLK8Y
Keywords: Education; Education Policy; Learning Crisis; Public Service Delivery; Teacher Absenteeism; Teacher Effectiveness; Teacher Performance

Exploring Blended Learning for Science Teacher Professional Development in an African Context - Boitshwarelo, Bopelo (The International Review of Research in Open and Distributed Learning, 2009)
This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
shortDOI: 10/gfv5xv KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 10/gfv5xv 2339240:7YYFFQ4U 2405685:DBG2GKJP 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ
Keywords: C:Botswana; ICTs; Pedagogy; Professional Development; Teacher Training; ___working_potential_duplicate

Case Study Report: RET International Kenya - Boisvert, Kayla (University of Massachusetts Amherst, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZPJGD9MB 2405685:SACV4G7Q

Distance Learning for Teacher Training in Brazil - Bof, Alvana (International Review of Research in Open and Distance Learning, 2004)
shortDOI: 10/ggx3rc KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v5i1.172 10/ggx3rc 2405685:7N6P78H9
Keywords: C:Brazil

wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research - Boell, SK; Wang, B (Proceedings of the Pacific Asia conference on information systems (eds KK Wei, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:EDNQS3TE 2486141:V87EDIZ4
Keywords: _Added-ailr-2024; ⛔ No DOI found

Displaced and dismayed: how ICTs are helping refugees and migrants, and how we can do better - Bock, Joseph G.; Haque, Ziaul; McMahon, Kevin A. (Information Technology for Development, 2020)
shortDOI: 10/ggsp4w KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2020.1727827 10/ggsp4w 2339240:JE8AC55J 2405685:QQ5VHJDF
Keywords: Google Scholar/ "education technology" refugees; RER theme_pedagogies and modalities

What works now? : evidence-informed policy and practice - Boaz, Annette; Davies, Huw; Fraser, Alec; Nutley, Sandra (Policy Press, 2019)
Building substantially on the earlier, landmark text, What Works? (Policy Press, 2000), this book brings together key thinkers and researchers to provide a contemporary review of the aspirations and realities of evidence-informed policy and practice. The text is clearly structured and provides sector-by-sector analysis of evidence use in policy-making and service delivery. It considers some cross-cutting themes, including a section of international commentaries, and concludes by looking at lessons from the past and prospects for the future.
KerkoCite.ItemAlsoKnownAs: 2339240:2S6VILZT 2405685:8BD4NMZZ

An examination of the use of technology in the teaching of history. A study of selected senior high schools in the cape coast metropolis, Ghana. - Boadu, Gideon (International Journal of Learning, Teaching and Educational Research, 2014)
This study examined the use of technology in the teaching of History in three (3) selected Senior High Schools in the Cape Coast metropolis. The study was modelled on the descriptive survey design with a sample size of 159 respondents, made up of 153 History students and 6 History teachers from three selected schools. The instruments used to collect data were the questionnaire and the interview guide. The study found that technologies such as computers, projectors, internet, and audio-visuals, could be used to teach History. Again, it was found that teachers have positive perceptions of the use of technology in teaching History, and students were also found to portray positive attitudes in class when technology is used to teach. Finally, the study revealed that teachers face the challenge of unavailability of technology resources, lack of enough time, and lack of motivation, in their attempt to use technology in class. It is recommended that seminars should be organized for teachers to expose them to the types of technologies and how to use them. Again, Ministry of Education should make technology resources available in schools, and also teachers should innovative and creative by using a variety of technologies in their lessons.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:I44YNVA2 2405685:BTZJESKM
Keywords: Attitude; History; Perception; Teaching; Technology; ⛔ No DOI found

Why is School-based Management (SBM) in Cambodia? - Bo, Chankoulika (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3666J784 2405685:ELI6T2YQ

Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies - Blundell, Christopher; Lee, Kar-Tin; Nykvist, Shaun (Teachers and Teaching, 2019)
(2019). Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies. Teachers and Teaching: Vol. 25, No. 8, pp. 937-954.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 2339240:9MZUUQP9 2339240:MJVTRQD2 2405685:IESPF387
Keywords: Barriers; Case Studies; Classroom Techniques; Correlation; Educational Change; Information Technology; Learning Theories; Student Behavior; Systems Approach; Teacher Attitudes; Teacher Role; Teacher Student Relationship; Teaching Methods; Technology Integration; ⛔ No DOI found

Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools - Blumenfeld, Phyllis; Fishman, Barry J.; Krajcik, Joseph; Marx, Ronald W.; Soloway, Elliot (Educational psychologist, 2000)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1207/S15326985EP3503_2 2339240:JKGUWPCD 2405685:568GDAGW

China bans for-profit school tutoring in sweeping overhaul - Bloomberg news (Bloomberg News, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:L3KQTJH8 2405685:ERRNQZBS

5 things MENA countries can do to design better digital skills development programs - Blom, Andreas; Nusrat, Mariam; Goldin, Nicole (2020)
The COVID-19 pandemic has fueled the need for digital skills, therefore education and training need to become more affordable, relevant, context-vigilant and inclusive. There are five elements to consider when designing digital learning interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:XIWH62IL 2405685:5UJPYKIW

Theorising Effective Uses of Digital Technology with Activity Theory - Blayone, Todd J. B. (Technology, Pedagogy and Education, 2019)
Effective uses of digital technologies are vital to full inclusion in a network society. Digital-abilities researchers have produced several major frameworks, but these have generally not incorporated socio-contextual perspectives. To explore this lacuna, and engage in a reflective act of theorisation, activity theory is used to conceptualise four sub-systems of digitally mediated action. Eschewing technological determinism, humans are positioned as active agents capable of identifying, taking up, modifying and even subverting established technology uses in pursuit of meaningful objectives. At the same time, attention is given to contextual conditions shaping diverse activity systems supported by assemblages of humans and machines. Having theorised effective digital-technology uses through the lens of activity theory, the author reflects on this conceptual apparatus itself. In so doing, activity theory is characterised as a fertile, if complex and contested, future-oriented tradition that challenges individual-social dichotomies and addresses both humans and machines as mediators of activity, development and learning.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1645728 2339240:5T4VKUGM 2405685:KTIRVW7U
Keywords: Automation; Computer Use; Cultural Influences; Educational Technology; Group Activities; Information Technology; Man Machine Systems; Social Theories; Technology Uses in Education

Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators’ leadership experience, students’ collaboration skills, and sustainability - Blau, I.; Shamir-Inbal, T.; Hadad, S. (Journal of Computer Assisted Learning, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12436 2405685:JZRM5WNP

Educational inequalities in Europe and physical school closures during Covid-19 - Blaskó, Zsuzsa; Schnepf, Sylke V (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:3MPSDT4N

Why the Lean Start-Up Changes Everything - Blank, Steve (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:H5DTADYK 2405685:7WJEFDW3

Template for costing remote learning encouragement - Blagrave, Holly Jean (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WVNZ95F5 2405685:NMXS89SP

Adoption and use of technology in early education - Blackwell, Courtney K.; Lauricella, Alexis R.; Wartella, Ellen; Robb, Michael; Schomburg, Roberta (Computers & Education, 2013)
The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both ﬁrst-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Uniﬁed Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators’ access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0–4-year-olds reveal that while extrinsic barriers inﬂuence access to a range of technologies, positive beliefs in children’s learning from technology signiﬁcantly predicted actual use of technology. Overall, the study provides new insight into factors inﬂuencing technology integration speciﬁcally for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.07.024 2339240:I4HQZHFT 2405685:J5PT4C67

Income shocks and gender gaps in education: Evidence from Uganda - Björkman-Nyqvist, Martina (Journal of Development Economics, 2013)
This paper uses exogenous variation in rainfall across districts in Uganda to estimate the causal effects of household income shocks on children's enrollment and academic performance conditional on gender. I find negative deviations in rainfall from the long-term mean to have negative and highly significant effects on female enrollment in primary schools and the effect grows stronger for older girls. I find no effect of rainfall variation on the enrollment of boys and young girls. Moreover, I find that when schooling is free of charge and both marginal boys and girls are enrolled, a negative income shock has an adverse effect on the test scores of female students while boys are not affected. The results imply that households respond to income shocks by varying the amount of schooling and resources provided to girls while boys are to a large extent sheltered — a finding consistent with a model where parents' values of child labor differ across sexes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2013.07.013 2339240:3MWRAZHD 2405685:PTXH2C5H
Keywords: Education; Gender; Rainfall; Test scores

Meet the Rwandan innovation for One-Laptop-Per-Child - Bizimungu, Julius (The New Times, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:U6CFZ9UP 2405685:R2ZWT8EX

TV-Based Learning in Bangladesh: Is it Reaching Students? - Biswas, Kumar; Asaduzzaman, T.M.; Evans, David; Fehrler, Sebastian; Ramachandran, Deepika; Sabarwal, Shwetlana (World Bank, 2020)
Is TV-based learning during COVID-19 school closures in Bangladesh reaching students? Most students (86 percent) within our sample of more than 2,000 Grade 9 stipend recipients are aware of government provided TV-based learning programs; yet only half of the students with access to these programs choose to access them. Also, very few students (21 percent) have access to government provided online learning programs, and among those that do, only about 2 percent choose to access them. There is a perceptible decline in the time students spend studying at home after school closures. This may be linked to the fact that 1 in 2 parents claim they are unable to help their children with new topics. Despite lower education, mothers are significantly more likely to be involved in the child’s education compared to fathers. Most students (90 percent) claim they have a supportive environment at home for studying. This is true for both boys and girls. Finally, nearly 65 percent of households in our sample report declines in income and 28 percent had to decrease the amount of food consumed within the household in the previous week.
KerkoCite.ItemAlsoKnownAs: 10.1596/34138 2339240:C5IHCNQD 2339240:IM47JZ2Z 2339240:M56ICKNT 2339240:SVXNVHB3 2405685:2NGQ3V9V 2405685:5SKQVXG9 2405685:F8Y2BXPY 2405685:HCD7DA27 2405685:XQXHTGSI 2534379:EBH9X23R
Keywords: Access to Education; Distance Learning; Education; Online Learning; School Closure; Secondary Education; ___working_potential_duplicate

Students perception of mobile learning during COVID-19 in Bangladesh: university student perspective - Biswas, Bikram; Roy, Sajib Kumar; Roy, Falguni (Aquademia, 2020)
The aim of this study is to measures the student’s perception of using mobile for learning during COVID-19 in Bangladesh especially at the university student’s perspective. During the COVID-19 pandemic period, mobile learning may help the students to fulfill the study gap. Due to COVID-19 pandemic 213 countries, higher education has affected all over the world of June 2020. Although all of the developed countries considered mobile learning as an effective tool for education, it is not used properly in Bangladesh. This survey method conducted on 416 students from different university students in Bangladesh to understand the student’s perception of using mobile phones as a learning system. The findings of this study show that most of the students at the university level have a positive perception of m-learning. This study revealed that m-learning is very helpful to recover the study gap during this COVID-19 pandemic time and the findings of this study will help the education policymaker as well as the educational institutions to incorporate mobile learning technology for the whole system where social media may enhance the process of teaching and learning.
Publisher: Veritas Publications LTD KerkoCite.ItemAlsoKnownAs: 10.29333/aquademia/8443 2339240:KHZM9M89 2405685:RBZUY224

Individual Differences in Cognitive Planning on the Tower of Hanoi Task: Neuropsychological Maturity or Measurement Error? - Bishop, D. V. M.; Aamodt-Leeper, G.; Creswell, C.; McGurk, R.; Skuse, D. H. (The Journal of Child Psychology and Psychiatry and Allied Disciplines, 2001)
The Tower of Hanoi (ToH) task was given to 238 children aged from 7 to 15 years, and 20 adults. Individual variation within an age band was substantial. ToH score did not correlate significantly with Verbal IQ, nor with ability to inhibit a prepotent response. We readministered the ToH to 45 children after 30 to 40 days. The test-retest correlation of ·5 is low in relation to accepted psychometric standards, though at least as high as reliability of the related Tower of London (ToL) in adults. The reasons for low reliability remain unclear; task novelty did not seem to be involved, as children did not improve on retest. We conclude that it is not safe to use this test to index integrity or maturation of underlying neurological systems in children. We compared our results with three published studies using the ToL with children, and found similar levels of performance on problems involving the same number of moves. Another study using automated ToL obtained much poorer scores, suggesting that computerised presentation may impair children's performance.
shortDOI: 10/dz5fcg KerkoCite.ItemAlsoKnownAs: 10.1017/s0021963001007247 10/dz5fcg 2339240:3GLJZX6N 2405685:NMH536YD
Keywords: Assessment; executive function; psychometrics

Abolishing School Fees in Africa: Lessons Learned in Ethiopia, Ghana, Kenya and Mozambique - Birger, Fredriksen; Craissati, Di (The World Bank, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7540-2 2405685:I7PGXI5E

Promoting resilience: developing capacity within education systems affected by conflict - Bird, Lyndsay (UNESCO, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:N63YGE4H 2405685:3WF43YA8

Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns - Bird, A., Kelli; Castleman, Benjamin; Denning, Jeffrey; Goodman, Joshua; Lamberton, Cait; Rosinger, Kelly Ochs (2019)
Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively.
KerkoCite.ItemAlsoKnownAs: 2339240:HFPDIEFC 2405685:H6VSP7UX 2405685:VPY45H37 2534379:ZU7H9IF5
Keywords: ___working_potential_duplicate

Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns - Bird, A., Kelli; Castleman, Benjamin; Denning, Jeffrey; Goodman, Joshua; Lamberton, Cait; Rosinger, Kelly Ochs (Journal of Economic Behaviour & Organization, 2021)
Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jebo.2020.12.022 2339240:2RVLDCU8 2405685:D63Y92LP

Teacher Education at a Distance: Impact on Development in the Community - Binns, Felicity; Wrightson, Tony (DFID, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:3IPM5K7Y
Keywords: C:Low- and middle-income countries; ⛔ No DOI found

Access and equity in Open Education Resources: E-learning for girl and women in Bangladesh Open University. - Billah, Masum (2013)
Open Educational Resources are freely accessible, usually openly licensed documents and media that are useful for teaching, learning, educational, assessment and research purposes. E-learning is (website, e-book, cd, DVD etc) latest addition to OER which is accessible through internet and computing systems. Though these resources are ‘open’ to all for learning, but the socio economic situation of women and girls in Bangladesh is a challenge to take the advantage of e-learning systems. This research has been carried out to comprehend the situation of women and girls in Bangladesh in terms of E-learning, identify the challenges and opportunities of access to E-learning among women and girls and recommend about further improvement of those systems. The research had been consisted of several stages of analysis. Primarily different e-learning systems have been identified and later the contents have been analyzed to explore whether the topics and knowledge are relevant to women and girls. In the next stage, two groups of girls have been selected as respondent groups among which one group has been selected as user group who are currently using e-learning systems, and other group has non-users group. Comparison between these two groups has helped to identify the challenges that some girls face to use e-learning system and to recognize the factors that facilitated some girls to use the elearning system. In further stage of analysis, information from user’s group has helped to explore about the contents that should be included in the e-learning systems especially for women education, which will ensure a gender balance to use the system. At the end, it is expected that the research can recommend two factors; firstly, how these e-learning system could be more accessible among girls/women through increasing knowledge about the systems, and; secondly, what is required to include in these system to ensure equity to use the system and to gain knowledge from it.
KerkoCite.ItemAlsoKnownAs: 2339240:QQ62CXHP 2405685:IREWUQKV
Keywords: ⛔ No DOI found

When cost-effective interventions are unaffordable: Integrating cost-effectiveness and budget impact in priority setting for global health programs - Bilinski, Alyssa; Neumann, Peter; Cohen, Joshua; Thorat, Teja; McDaniel, Katherine; Salomon, Joshua A. (PLOS Medicine, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed.1002397 2339240:DPDBP8UV 2405685:G3W2NWX3

The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq - Bilagher, Moritz; Kaushik, Amit (International Review of Education, 2020)
Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-020-09826-1 2339240:LHN26KRG 2405685:KZYFLI7F
Keywords: Accelerated Learning Programmes (ALPs); Iraq; Sustainable Development Goal (SDG) 4; access to education; education in (post-)conflict environments; education in emergencies

'Paradox' of Korail slum during COVID-19: ethnography of governance from below - BIGD (2021)
Urban slums are one of the most vulnerable communities during the COVID-19 pandemic; overcrowding and resource constraints make physical distancing and self-quarantine nearly impossible, creating a risk of a rapid spread of the infection. The conversations in the media and among other stakeholders were focused on these risk factors as well as the economic distress of the people in slums created by the pandemic. However, these discussions were primarily based on the perspectives of 'outsiders', with limited understanding of what was happening in the slums. With this gap in mind, we conducted an anthropological exploration of Korail, the largest slum in Dhaka city from September to December 2020, to uncover the emic views of slum dwellers' everyday life during the pandemic and understand the outbreak from their perspective. Findings from the study were presented in our webinar "'Paradox' of Korail slum during COVID-19: Ethnography of Governance from Below" on Thursday, 21 January 2021 from 4:00 pm to 5:30 pm (GMT+6), by Dr Shahaduz Zaman, Reader in Medical Anthropology and Global Health, Brighton and Sussex Medical School. This study is a part of the Covid Collective initiative. Supported by the UK Foreign Commonwealth and Development Office (FCDO), the Covid Collective is based at the Institute of Development Studies (IDS). The Collective brings together the expertise of, UK and Southern-based research partner organisations and offers a rapid social science research response to inform decision-making on some of the most pressing Covid-19 related development challenges.
KerkoCite.ItemAlsoKnownAs: 2339240:KE9IRVX3 2405685:Z8CMANRJ

Talking about education: exploring the significance of teachers’ talk for teacher agency - Biesta, Gert; Priestley, Mark; Robinson, Sarah (Journal of Curriculum Studies, 2017)
The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.
KerkoCite.ItemAlsoKnownAs: 10.1080/00220272.2016.1205143 10/ghwmhm 2339240:6GITREFE 2339240:9UFQQ4H3 2405685:69R7MRX9 2405685:P2VLRWBR

Causes of Girls Drop out from Primary Schools in Tehsil Bahrain District Swat, KPK Pakistan - Bibi, Aqsa; Ahmad, Waqar (Asian Journal of Contemporary Education, 2019)
Getting education is very important for both boys and girls. However, there are female children who do not complete school cycle and leave school before its completion which is one of the concerning issues for the Ministry of Education in Pakistan. To know why these girls drop out of school, the study provides some brief information on it. To get information on the above issue, structured interviews were used. The study was conducted in 4 Girls primary schools of Tehsil Bahrain district SWAT. Data was collected from sample of 80 respondents, in which (11 dropout girls from Govt Girls Primary School Madyan Swat, 16 from Govt Girls Primary School Ayeen Swat, 22 dropout girls from Girls Primary School Darolai Swat, 3 dropout girls from Girls Primary School Jail Bahrain Swat. 20 mothers of the dropout students and 8 teachers. After collecting information, some of the main causes for the dropout were found as work to earn some money for support of family (poverty), moving from one place to another, culture of the village, punishment, teachers' behavior, long distance from house to school and lack of text books and facilities. By looking to the findings of the study, there is a need of other researches in the area.
Publisher: AESS Publications KerkoCite.ItemAlsoKnownAs: 10.18488/journal.137.2019.31.44.58 2339240:2CGD2B4A 2405685:8LQ6V9XE
Keywords: Child Labor; Cultural Influences; Dropout Research; Dropouts; Elementary School Students; Females; Foreign Countries; Individual Characteristics; Poverty; Student Attitudes

Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction - ScienceDirect - Biasutti, Michele; El-Deghaidy, Heba (Computers & Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.04.009 2339240:BB2ATG9A 2405685:BF358BBB

The Effect of Computer-Assisted Learning on Students’ Long-Term Development - Bianchi, Nicola; Lu, Yi; Song, Hong (Social Science Research Network, 2020)
In this paper, we examine the effect of computer-assisted learning on students’ long-term development. We explore the implementation of the “largest ed-tech intervention in the world to date,” which connected China’s best teachers to more than 100 million rural students through satellite internet. We find evidence that exposure to the program improved students’ academic achievement, labor performance, and computer usage. We observe these effects up to ten years after program implementation. These findings indicate that education technology can have long-lasting positive effects on a variety of outcomes and can be effective in reducing the rural–urban education gap.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3309169 2339240:ZHPK63EW 2405685:9H5R8VY2
Keywords: China; computer-assisted education; education policy; education quality; education technology

Personalized education and artificial intelligence in United States, China, and India: A systematic review using a Human-In-The-Loop model - Bhutoria, Aditi (Computers and Education: Artificial Intelligence, 2022)
The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100068 2129771:J4Q99UYW 2129771:MJJTLAUJ 2129771:SNQL9SJR 2405685:4R8W9A36
Keywords: Artificial intelligence; Big data; China; India; Personalized education; USA; _genre:LR-literature_review

Transforming Traditional Teaching Laboratories for Effective Remote Delivery–A Review - Bhute, Vijesh J.; Inguva, Pavan; Shah, Umang; Brechtelsbauer, Clemens (Education for Chemical Engineers, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ece.2021.01.008 2405685:P26SWL49

Remote learning in the times of COVID-19 - Bhushan, Mayank; Joshi, Pratibha; Sharma, Sudhanshu (Central Square Foundation, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EBAPFZA3 2405685:PHHVIFHN

Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty - Bhuasiri, Wannasiri; Xaymoungkhoun, Oudone; Zo, Hangjung; Rho, Jae Jeung; Ciganek, Andrew P. (Computers & Education, 2012)
This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the literature and compares the relative importance among two stakeholder groups in developing countries, ICT experts and faculty. This study collected 76 usable responses using the Delphi method and Analytic Hierarchy Process (AHP) approach. The results reveal 6 dimensions and 20 critical success factors for e-learning systems in developing countries. Findings illustrate the importance of curriculum design for learning performance. Technology awareness, motivation, and changing learners behavior are prerequisites for successful e-learning implementations. Several recommendations are provided to aid the implementation of e-learning systems for developing countries which have relevance for researchers and practitioners. Limitations as well as possible research directions are also discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.10.010 10/dp8bv8 2339240:AGES4SVM 2339240:JTA584Q4 2339240:PRLY7JT2 2405685:4V5A5CV2
Keywords: AHP; Critical success factors; Delphi method; Developing countries; E-learning

Bolo Bhi’s Analysis of the Personal Data Protection Bill 2020 - Bhi, Bolo (Bolo Bhi, 2020)
On April 10, 2020, the Ministry of Information and Technology and Telecommunications (MOITT) invited input from stakeholders on a draft Personal Data Protection Bill 2020 via email by May 15, 2020. Putting up a draft seeking stakeholder input is certainly a good step towards transparency and a collaborative, consultative process, unlike the approach adopted with …
Section: Blog KerkoCite.ItemAlsoKnownAs: 2339240:67LEIICC 2405685:PRJMUGBG

E-readiness of senior secondary school learners to online learning transition amid COVID-19 lockdown - Bhaumik, Rikisha; Priyadarshini, Anita (Asian Journal of Distance Education, 2020)
In the backdrop of recent COVID-19 lockdown, the school learners across the country have had the opportunity to experience online mode of learning. This study attempts to find out e-readiness of senior secondary school learners for transition to online learning along with their views on this mode of learning transaction. Quantitative descriptive survey method was used for the purpose of this study. A questionnaire comprising 20 Likert-type items covering four dimensions, viz. access, digital literacy and e-readiness, delivery of online learning, and online load, was administered on a 100-student sample from different schools of Delhi using non-probability sampling. Access to online learning and online load on learners were found to be high. The study also revealed that only 35.2% learners found online classes as effective as face-to-face classes. The delivery of online learning by teachers and digital skills of learners were found lacking. The geographical scope of the study is limited to National Capital Region of Delhi which has better smartphone penetration and internet access as compared to other states in India. The study concludes that online pedagogy and digital skills of teachers and learners need to be strengthened for a possible roadmap ahead. The study may provide useful insights into the challenges of online learning and areas for further improvement. Keywords:
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891822 2405685:MX6XWGUS
Keywords: covid-19; digital access; e-readiness; online delivery; online learning

Bangladesh Education Sector Public Expenditure Review - Bhatta, Saurav Dev; Genoni, Maria Eugenia; Sharma, Uttam; Khaltarkhuu, Buyant Erdene; Maratou-Kolias, Laura; Asaduzzaman, T. M. (World Bank, 2019)
Adequate investment in human capital development is critical for enabling Bangladesh to reach its goal of becoming an upper middle-income country. Bangladesh, currently a lower-middle country with an annual per capita gross national income (GNI) of USD 1,470 (WDI 2019), aims to attain upper-middle income status by 2021 and eliminate poverty by 2030. Recognizing the importance of investing in education for building its human capital base, the government of Bangladesh (GoB) has been allocating a large portion of the national budget to the education sector each year during the past two decades. Effective utilization and equitable distribution of allocated public spending is important for ensuring adequate progress in education outcomes. This report analyzes major spending and outcomes trends in the overall education sector in recent years, with a focus on primary and secondary education. Responding to the recommendation of the 2015 Bangladesh Public Expenditure Review Update for more analytical work on public spending in different sectors, including education, the current study analyzes the trends in major education expenditures, access to education, quality of education, and disparities in education outcomes in the past two decades. It also looks at the composition of education expenditure, consistency between budget allocations and actual expenditures, equity in education spending, and potential links between spending and key educational outcomes. Because of data limitations, this report focuses mainly on primary and secondary education. It is expected that this analysis will add to the literature on investments in the Bangladesh education sector and inform discussions on identifying policy priorities and making resource allocation decisions in the sector.
Accepted: 2021-07-19T16:19:39Z KerkoCite.ItemAlsoKnownAs: 2339240:W64P6523 2405685:HJVFISKT 4656463:CYJBRSJM
Keywords: Education Budget; Education Expenditure; Education Outcomes; Equity in Education; Public Expenditure Review

EdTech in Indonesia: Ready for Take-off? - Bhardwaj, Riaz; Yarrow, Noah; Calì, Massimiliano (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4B3EHJHR 2405685:LZVIGAX3

One Laptop per Child at home: Short-term impacts from a randomized experiment in Peru - Beuermann, Diether W.; Cristia, Julian; Cueto, Santiago; Malamud, Ofer; Cruz-Aguayo, Yyannu (American Economic Journal. Applied Economics, 2015)
This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15)
Num Pages: 28 Place: Nashville, United States Publisher: American Economic Association Section: Articles KerkoCite.ItemAlsoKnownAs: 10.1257/APP.20130267 10.1257/app.20130267 10/gd853r 2339240:27SMHV3H 2339240:CPRGCBM2 2339240:TELXF9WP 2405685:9EXLABVP 2405685:9FMQU6XN 2405685:XXVAITEK
Keywords: ACCESS TO LAPTOPS; Academic achievement; Achievement tests; Business And Economics; EXCLUSION CRITERIA APPLIED; Elementary school students; Portable computers; Quality: H; Relevance: M; Statistical analysis; ___working_potential_duplicate; publishPDF

Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function - Bettinger, Eric; Fairlie, Robert; Kapuza, Anastasia; Kardanova, Elena; Loyalka, Prashant; Zakharov, Andrey (National Bureau of Economic Research, 2020)
Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning. Results show production is concave in CAL. Moving from zero to a low level of CAL, the marginal rate of technical substitution (MRTS) of CAL for traditional learning is greater than one. Moving from a lower to a higher level of CAL, production remains on the same or a lower isoquant and the MRTS is equal to or less than one. The estimates are consistent with the general form of a Cobb-Douglas production function and imply that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide and its continued substitution for traditional learning.
shortDOI: 10/ghgk6x KerkoCite.ItemAlsoKnownAs: 10.3386/w26967 10/ghgk6x 2339240:CKF9HN4H 2339240:S4QWMRBY 2339240:TRKM9BLZ 2339240:XS952L7F 2405685:2CA8JM36 2405685:QNXAXD73 2405685:YBNVX46E 2405685:YMGYAZPV

Are the eﬀects of informational interventions driven by salience? - Bettinger, Eric; Cunha, Nina; Lichand, Guilherme; Madeira, Ricardo (University of Zurich Department of Economics, 2021)
Informational interventions have been shown to signiﬁcantly change behavior across a variety of settings. Is that because they lead subjects to merely update beliefs in the right direction? Or, alternatively, is it to a large extent because they increase the salience of the decision they target, aﬀecting behavior even in the absence of inputs for belief updating? We study this question in the context of an informational intervention with school parents in Brazil. We randomly assign parents to either an information group, who receives text messages with weekly data on their child’s attendance and school eﬀort, or a salience group, who receives messages that try to redirect their attention without child-speciﬁc information. We ﬁnd that information makes parents more accurate about student attendance, and has large impacts on their test scores and grade promotion relative to the control group. Even though salience messages, in contrast, do not make parents more accurate about attendance levels, learning outcomes in the salience group improve by at least as much. Why? We show that treated parents across both conditions become more accurate about changes in their children’s grades over time, although not about grade levels. Such coarse belief updating is consistent with independent information acquisition in response to salience eﬀects from both interventions. Our results have implications for the design and interpretation of informational interventions across a range of domains.
KerkoCite.ItemAlsoKnownAs: 2339240:BRBKHQ3F 2405685:V3BN4GC8
Keywords: ❓ Multiple DOI

Virtual Roundtable on Structured Pedagogy - better purpose (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9FRXYLAQ 2405685:3P77F7IB

Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya - Bett, Harry; Makewa, Lazarus (Asia-Pacific Journal of Teacher Education, 2020)
Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.
Publisher: Routledge _eprint: https://doi.org/10.1080/1359866X.2018.1542662 KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2018.1542662 10.1080/1359866x.2018.1542662 10/gg3988 2339240:FPKG4LA8 2339240:RNEM52U7 2405685:9BBCI3GD 2405685:9EFWDEUR 2405685:EQBTMC7A 2534378:BJ75PKH4 2534378:F8XIDPG4 2534378:FNUR2CDH 2534378:N4ZG4GTY
Keywords: Content analysis; Education–Teaching Methods And Curriculum; English teachers; Facebook Groups; Kenya; Professional development; Social networks; Teacher education; Teachers; __:import:02; __:match:final; __:matched; __:study_id:2425933; __finaldtb; professional development

The cascade model of teachers’ continuing professional development in Kenya: A time for change? - Bett, Harry Kipkemoi (Cogent Education, 2016)
Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institutionbased models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.
shortDOI: 10/gfw2mk KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2016.1139439 10/gfw2mk 2405685:K8ZKUDQE

Alternative education: filling the gap in emergency and post-conflict situations - Bethke, Lynne (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:VFT8G57N 2405685:2BNDFIF2

Mathematics Education in Sub-Saharan Africa: Status, Challenges, and Opportunities - Bethell, George (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:RLWDJUUB

Ready to Learn: Before School, in School, and beyond School in South Asia - Béteille, Tara; Tognatta, Namrata; Riboud, Michelle; Nomura, Shinsaku; Ghorpade, Yashodhan (World Bank Publications, 2020)
Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors, private nonprofit and for-profit entities, in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.
ISSN: ISSN- Publication Title: World Bank KerkoCite.ItemAlsoKnownAs: 2339240:RW9HJMPG 2405685:T5TAZCDZ
Keywords: 21st Century Skills; Access to Education; Administrator Role; Barriers; Child Development; Child Health; Early Childhood Education; Educational Attainment; Educational Equity (Finance); Educational Finance; Educational Policy; Educational Quality; Elementary Secondary Education; Equal Education; Faculty Development; Foreign Countries; Gender Bias; Global Approach; Governance; Government Role; Higher Education; Inservice Teacher Education; Job Skills; Nutrition; Parenting Skills; Preschool Education; Preservice Teacher Education; Principals; Private Schools; Public Education; Public Policy; Readiness; Skill Development; Teacher Competencies; Teacher Qualifications; Teacher Salaries; Technology Integration; Technology Uses in Education

Three Principles to Support Teacher Effectiveness During COVID-19 - Beteille, Tara; Ding, Elaine; Molina, Ezequiel; Pushparatnam, Adelle; Wilichowski, Tracy (World Bank, 2020)
shortDOI: 10/ghgng2 KerkoCite.ItemAlsoKnownAs: 10.1596/33775 10/ghgng2 2339240:4L2A2MJZ 2405685:EVVG746M 2405685:YUAST7F4
Keywords: ___working_potential_duplicate

Absenteeism, transfers and patronage: the political economy of labor markets in India - Béteille, Tara (School of Education, University of Stanford, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:RC4AWY4B 2405685:E9S2AD53

Supporting teachers during the COVID-19 (coronavirus) pandemic - Beteille, Tara (2020)
Supporting teachers during the COVID-19 (coronavirus) pandemic
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:PEZZZHCF 2405685:LBXLM7JX

The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries - Best, Maura; Knight, Pat; Lietz, Petra; Lockwood, Craig; Nugroho, Dita; Tobin, Mollie (Assessment and Reporting, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:3E86RV4E 2339240:RM39ASND 2405685:C73HHYCX 2405685:UYWTZXP2 4656463:FV5IGYM4 4656463:V4MNFV8M
Keywords: ⛔ No DOI found

Is School Funding Unequal in Latin America?: A Cross-country Analysis - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Santos, Humberto; Soares, Sammara (2020)
Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.
Publisher: Inter-American Development Bank KerkoCite.ItemAlsoKnownAs: 10.18235/0002854 2339240:9JLTQPEY 2405685:IBBYHF76 4656463:V76SUDGT

Escasez de docentes en Latinoamérica: ¿Cómo se puede medir y que políticas están implementando los países para resolverlo? - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Méndez, Carolina; Montalva, Veronica; Olsen, Anne Sofie; Santos, Humberto; Soares, Sammara (Inter-American Development Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18235/0002224 2405685:HA9QB4D8

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

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru - Bertoni, Eleonora; Elacqua, Gregory; Hincapie, Diana; Méndez, Carolina; Paredes, Diana (Inter-American Development Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 10.18235/0001977 2129771:L9UR6285 2339240:92L8XSSF 2339240:YW9P92JU 2405685:7YJITWWI 2405685:JVM5XA6B 2405685:NTU6WXZ3 4556019:SVTALQW6
Keywords: C:Peru; _C:Peru PER

Ebola, Education And Innovation In Sierra Leone - Berry, Chris (DFID bloggers, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:Y4SENBBT 2405685:CYLG6GK7 2405685:DD7BMIBU
Keywords: ___working_potential_duplicate

Education Management Information Systems: A Guide to Education Project Design, Evaluation, and Implementation Based on Experiences from EQUIP2 Projects in Malawi, Uganda, and Zambia - Bernbaum, Marcia; Moses, Kurt (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:HJ2STF6F 2405685:7V7B4M5J

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

A meta-analysis of blended learning and technology use in higher education: from the general to the applied - Bernard, Robert M.; Borokhovski, Eugene; Schmid, Richard F.; Tamim, Rana M.; Abrami, Philip C. (Journal of Computing in Higher Education, 2014)
This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271–291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379–439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student–student, student–teacher, student–content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1–6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9–14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how meta-analyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice—in other words, not just answers to the “big questions.” In this instance, we know that technology has an overall positive impact on learning (g+ = +0.35, p < .01, Tamim et al. in Rev Educ Res 81(3):4–28, 2011), but the sub-questions addressed here concern BL interacting with technology in higher education. The results indicate that, in terms of achievement outcomes, BL conditions exceed CI conditions by about one-third of a standard deviation (g+ = 0.334, k = 117, p < .001) and that the kind of computer support used (i.e., cognitive support vs. content/presentational support) and the presence of one or more interaction treatments (e.g., student–student/–teacher/–content interaction) serve to enhance student achievement. We examine the empirical studies that yielded these outcomes, work through the methodology that enables evidence-based decision-making, and explore how this line of research can improve pedagogy and student achievement.
shortDOI: 10/gcsf95 KerkoCite.ItemAlsoKnownAs: 10.1007/s12528-013-9077-3 10/gcsf95 2405685:PTIFABKG

Ethical Considerations When Using Geospatial Technologies for Evidence Generation - Berman, G; de la Rosa, S; Accone, T (UNICEF Office of Research- Innocenti, 2021)
Geospatial technologies have transformed the way we visualize and understand situations. They are used to acquire, manipulate, store and visualize geographical information, including information on where individuals, groups and infrastructure are loc
KerkoCite.ItemAlsoKnownAs: 2405685:EPRCM8H8 4042040:7VDIMRPE

SMS-based school parents communication technology - Berlinski, S.; Busso, M.; Dinkelman, Taryn; Martinez, C.A. (Department for International Development (DFID), 2016)
Authors test whether a program of sending student data to parents using high frequency text messaging improves education outcomes
KerkoCite.ItemAlsoKnownAs: 2339240:FUNKQBK8 2405685:UTJ8CXMM

Reducing parent-school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile - Berlinski, S; Busso, M; Dinkelman, T; Martinez, C (2016)
Unpublished manuscript KerkoCite.ItemAlsoKnownAs: 2339240:N86NWJH3 2339240:V9MAA8TA 2405685:6ID6IG4N 2405685:BKQ2QT3T 2405685:X8X54KXI 2534379:ZWANWA4Z
Keywords: ___working_potential_duplicate

How behavioral science can empower parents to improve children's educational outcomes - Bergman, Peter (Behavioral Science & Policy, 2019)
Parents powerfully influence their children’s educational outcomes. Yet psychological and informational barriers impede parents’ ability to engage with their children in ways that improve outcomes: parents tend to have inflated perceptions of their children’s performance, which can deter them from taking helpful steps to effectively support their learning, and parenting is complex. Limited cognitive bandwidth for coping with complexities can steer parents’ attention away from actions that have long-term benefits for their children and toward actions yielding immediate returns. Poor school-to-parent communication and poverty exacerbate all of these problems. In this article, the author demonstrates how providing timely, actionable information to parents can lower these barriers and help parents engage with their children more productively from kindergarten through high school. Moreover, providing this information can improve educational outcomes at low cost.
KerkoCite.ItemAlsoKnownAs: 10.1353/bsp.2019.0004 2339240:EFP32JJ7 2405685:W5PIX5JE

Technology adoption in education: Usage, spillovers and student achievement - Bergman, Peter (2016)
Publisher: CESifo Working Paper Series KerkoCite.ItemAlsoKnownAs: 2339240:E749AIMV 2405685:9XZ8ZZNP
Keywords: ⛔ No DOI found

Our Kids Are Not Broken - Berger, Ron (The Atlantic, 2021)
I am concerned about how this growing narrative of loss will affect our students, emotionally and academically.
Section: Ideas KerkoCite.ItemAlsoKnownAs: 2339240:PDGZ2NCM 2405685:CCCBBVG4

Calling the tech industry: Hear from your next generation of female digital talent - Beresford, L. (GSMA, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:G5YBWXGQ 2405685:9YBE276S

Research commentarydata-driven computationally intensive theory development - Berente, N.; Seidel, S; Safadi, H. (Information Systems Research, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2018.0774 2405685:YYPVZ3MY 2486141:Q2QSCZPT
Keywords: _Added-ailr-2024

Using technology to support teacher continuous professional development in Sierra Leone - Beoku-Betts, Iman; Plaut, Daniel; Tanweer, Rabia; Tanweer, Daniel Plaut and Rabia, Iman Beoku-Betts (EdTech Hub, 2022)
In Sierra Leone, EdTech Hub has been working closely with the TSC and the World Bank over the last 18 months to design a TCPD model that will provide primary school teachers with tools to improve their literacy and numeracy instruction.

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan (EdTech Hub, 2023)
Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521375 ZenodoArchiveConcept: 7521374 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521375 10.53832/edtechhub.0154 2405685:AHVWDNGT
Keywords: _r:AddedByZotZen

EdTech Horizon Scan: Blockchain technology in education - Beoku-Betts, Iman; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676491 10.5281/zenodo.6812384 10.53832/edtechhub.00101 10.53832/edtechhub.0101 2405685:94H68P58 2405685:S9XXPAHD 2405685:VJ84DKDF
Keywords: _r:AddedByZotZen

Remote Supervision Options for School Quality Assurance Officers: Recommendations for a cost-effective and rapid develop-and-test process - Beoku-Betts, Iman; Ampofo, Rudolph; Haßler, Björn (EdTech Hub, 2024)
The Sierra Leone Secondary Education Improvement Programme II (SSEIP II) is a five-year programme funded by the UK Foreign, Commonwealth and Development Office (FCDO) to support the Ministry of Basic and Senior Secondary Education (MBSSE) to improve learning outcomes for students at secondary level and to increase the enrolment, retention and well-being of girls and children with disabilities in school. Part of the programme includes exploring the use of different digital tools for School Quality Assurance Officers (SQAOs), including tools for remote visits. In December 2022, the EdTech Hub collaborated with the Government of Sierra Leone and implementing partners of the Leh Wi Lan programme (continued under SSEIP II) to better understand what factors affect the variability in the activity levels of SQAOs and the level of engagement with digital tools by school principals. Based on the findings of this research, the SSEIP II project will look at supporting the MBSSE to formalise remote supervision options for the SQAOs, particularly for those with remote clusters. As part of this work, this report focuses on recommendations for how SQAOs can conduct remote school visits, particularly for schools in hard-to-reach areas.An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10354009 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1002 ZenodoArchiveConcept: 10354008
Keywords: _r:AddedByMyEducationEvidence

Teacher Deployment in Sierra Leone: Lessons learnt and moving forward - Beoku-Betts, Iman (EdTech Hub, 2023)
This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521062 10.53832/edtechhub.0145 2405685:M3D6NGR4
Keywords: _r:AddedByZotZen

How can Mother Tongue-based MLE be carried out in classrooms where three or more local languages are represented as mother tongues? - Benson, Carol; Young, Catherine (Good Answers to Tough Questions in Mother Tongue-Based Multilingual Education, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:BJRXRRBA 4042040:7A5RR9A2

Language issues in comparative education II: Policy and practice in multilingual education based on non-Dominant languages - Benson, Carol; Kosonen, Kimmo (BRILL, 2021)

L1-based multilingual education in the Asia and Pacific region and beyond - Benson, Carol; Kirkpatrick, Andy; Liddicoat, Anthony J. (The Routledge International Handbook of Language Education Policy in Asia, 2019)
This must-have handbook offers a comprehensive survey of the field. It reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. The most recent iteration of language education policies of each of the countries is described and the impact and potential consequence of any change is critically considered. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies, before concluding with some predictions for the future.
KerkoCite.ItemAlsoKnownAs: 10.4324/9781315666235-3 2405685:RGBXIMBH 4042040:IP29C89Y

Teacher Motivation in Sub-Saharan Africa and South Asia - Bennell, Paul; Akyeampong, Kwame (DFID, 2007)
This is one of a series of Education Papers issued by the Central Research Department of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material produced would be of interest to a wider audience, particularly those whose work focuses on developing countries.This report synthesises the main findings and recommendations of an international research project on teacher motivation and incentives in sub-Sahara Africa and South Asia. The study has addressed the following four main questions: • To what extent is there a problem of poor motivation among teachers in sub-Saharan Africa and South Asia? Does this amount to a ‘crisis’, as has been suggested by some observers? • If so, what are the main reasons for poor teacher motivation? • How do poor motivation and incentives affect teacher performance and the overall effectiveness of national education systems? • What should be done to ensure that teachers are adequately motivated?
KerkoCite.ItemAlsoKnownAs: 2129771:5XS5KY3U 2339240:4YDHY6PL 2405685:25GLFYDL 2405685:WPFEWHNL 4556019:J65GX7JX
Keywords: C:sub-Saharan Africa and South Asia; ⛔ No DOI found

Exploring the use of the ICT in supporting dyslexic students’ preferred learning styles : A preliminary evaluation - Benmarrakchi, FatimaEzzahra; El Kafi, Jamal; Elhore, Ali; Haie, Sara (Education and Information Technologies, 2017)
Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 % of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey & Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-016-9551-4 2339240:JB36NYMR 2405685:K785EP3C

How to plan and perform a qualitative study using content analysis - Bengtsson, Mariette (NursingPlus Open, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.npls.2016.01.001 2339240:SKJRXYHY 2405685:8ZSD4CAB

The growth of national learning assessments in the world, 1995–2006 - Benavot, A.; Tanner, E. (In: Education for All by 2015: will we make it? EFA global monitoring report 2008.Paris: UNESCO, pp. 1–17., 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:TQJS4DFZ 2405685:IXHXN9RS

Gender bias is rife in textbooks - Benavot, A; Jere, C (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:KE99ZXSB 2405685:XIDCIV8X

Government Policy for the Internet Must Be Rights-Based and User-Centred | United Nations - Ben-Hassine, Wafa (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:RGPAFMXP 2405685:KE3RRNLQ

Interrater Reliability in Systematic Review Methodology: Exploring Variation in Coder Decision-Making - Belur, Jyoti; Tompson, Lisa; Thornton, Amy; Simon, Miranda (Sociological Methods and Research, 2021)
A methodologically sound systematic review is characterized by transparency, replicability, and a clear inclusion criterion. However, little attention has been paid to reporting the details of interrater reliability (IRR) when multiple coders are used to make decisions at various points in the screening and data extraction stages of a study. Prior research has mentioned the paucity of information on IRR including number of coders involved, at what stages and how IRR tests were conducted, and how disagreements were resolved. This article examines and reflects on the human factors that affect decision-making in systematic reviews via reporting on three IRR tests, conducted at three different points in the screening process, for two distinct reviews. Results of the two studies are discussed in the context of IRR and intrarater reliability in terms of the accuracy, precision, and reliability of coding behavior of multiple coders. Findings indicated that coding behavior changes both between and within individuals over time, emphasizing the importance of conducting regular and systematic IRR and intrarater reliability tests, especially when multiple coders are involved, to ensure consistency and clarity at the screening and coding stages. Implications for good practice while screening/coding for systematic reviews are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1177/0049124118799372 2405685:CL8BQKLI
Keywords: coding; interrater reliability; precision; replicability; screening; systematic review; κ statistic

Do SMS Text Messaging and SMS Community Forums Improve Outcomes of Adult and Adolescent Literacy Programs? - Beltramo, Theresa; Levine, David (2012)
The most recent two decades in Senegal have been witness to a large shift of social communication norms, accessibility of information communication technologies (ICTs), and growth of ICT networks. Use of mobile phones in rural areas in Senegal is substantial– the penetration rate is 44.6% in 2008 (ITU, 2009). Increased cell phone usage is matched by expanding network coverage and the emergence of several competing operators.2Basic use of mobile phones in rural areas is widespread, but sending SMS and accessing the Internet by mobile phone is much less common (ITU, 2009). The possibility to expand SMS usage in rural communities throughout Senegal is large as text messaging remains the least expensive form of communication over distance. In addition, a significant portion of the rural Senegalese population migrates for work (on average each household reported 5 of their family members currently living and working outside Senegal).Senegalese out-migration flows are dominated by men ages 15-34 and thus this youthful population is of prime age for developing communication patterns which incorporate text messaging (UNDP Human Development Statistics, 2009)3. SMS text messaging can provide a low-cost solution to communicate with the diaspora. (see Appendix 3). However, the usage of mobile phones as a communications strategy can only be functional if all members of the community understand how to use, and have access to, a cell phone, as well as read and write messages. A very high share of women and teenage girls in rural Senegal lack both access to a mobile phone and the literacy skills needed to text message. In our study, only one in 8 female respondents owned a cell phone, less than half the rate for men. In addition, over 40% of the female respondents had no literacy or numeracy skills, again almost double the rate for men. Thus, the gender bias in literacy and numeracy skills and cell phone ownership must be addressed for equitable inclusive growth using ICT. We report on a pilot study in 20 communities of adding cell phone literacy and a free “SMS Community Forum” to an adult literacy and numeracy program. Overall results are promising, but the SMS Community Forum is not yet achieving all of its goals.
KerkoCite.ItemAlsoKnownAs: 2339240:F3W5M8WZ 2405685:E9QTU7D4 2405685:TBS7DQQ4
Keywords: ___working_potential_duplicate; ⛔ No DOI found

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

FCDO - GEC - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:83NFRUKM 2405685:KL5VN6CJ

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GMMKRGS8 2405685:79GPUNG4

Kemendikbud Terbitkan Pedoman Penyelenggaraan Belajar dari Rumah - Belajar dari Rumah (Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, 2020)
Kementerian Pendidikan dan Kebudayaan (Kemendikbud) menerbitkan Surat Edaran Nomor 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar Dari Rumah Dalam Masa Darurat Penyebaran Covid-19. Staf Ahli Menteri Pendidikan dan Kebudayaan Bidang Regulasi, Chatarina Muliana Girsang menyampaikan Surat Edaran Nomor 15 ini untuk memperkuat Surat Edaran Mendikbud Nomor 4 Tahun 2020 tentang Pelaksanaan Pendidikan Dalam Masa Darurat Coronavirus Disease (Covid-19).
Section: Siaran Pers KerkoCite.ItemAlsoKnownAs: 2339240:WMQGW2Q5 2405685:FD82HXYD

Modelling the learning process #1: What is a pedagogical production function—and how does it help us understand student learning? - Belafi, Carmen (RISE Programme, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JHUWT24H 2405685:7CJZQMXU

Beyond the Basics: Improving Post-Primary Content Delivery through Classroom Technology - Beg, Sabrin; Lucas, Adrienne M; Halim, Waqas; Saif, Umer (2019)
Using an RCT in middle schools in Pakistan, we test the eﬀect of a governmentimplemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student achievement increased by 0.2-0.3 standard deviations on math and science tests, 52 to 120 percent more than the control group, and students were more likely to pass the provincially standardized high stakes exams. Increased eﬀorts by both students and teachers indicate a complementarity between technology and other inputs in education production. At a scale of 100 schools, this program is extremely cost-eﬀective.
KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:N3IQ9VDH 2405685:56WJPPUE

Beyond the Basics: Improving Post-Primary Content Delivery through Classroom Technology - Beg, Sabrin A; Lucas, Adrienne M; Halim, Waqas; Saif, Umar (National Bureau of Economic Research, 2019)
Using an RCT in middle schools in Pakistan, we test the effect of a government- implemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student's combined math and science score increased by 0.3 standard deviations on both project and government tests, 59 percent more than the control group. Students were also more likely to pass the provincial high-stakes exams. Increased attendance by both students and teachers indicate technology can increase other inputs. At the 200 school scale, this program is extremely cost-effective.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:8S5BZEQ5 2339240:N3IQ9VDH 2405685:56WJPPUE 2405685:MXHG8QD6
Keywords: EXCLUSION CRITERIA APPLIED; Quality: H; Relevance: M

Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not - Beg, Sabrin A.; Lucas, Adrienne M.; Halim, Waqas; Saif, Umar (National Bureau of Economic Research, 2019)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:TBHVAYN6 2339240:ZM4QJ97Y 2405685:85UPRNLV 2405685:P6CAARB6
Keywords: ___working_potential_duplicate

The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it - Beeharry, Girindre (International Journal of Educational Development, 2021)
Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102375 2339240:MBCWCTFT 2339240:UQGCU5P5 2405685:IWU8MQJ7 2405685:WFTBEXII
Keywords: Foundational learning; Foundational literacy and numeracy; Global education; Global education architecture

Rapid Assessment Process: An Introduction - Beebe, James (Rowman Altamira, 2001)
A newer edition of this book is available at the following address: https: //rowman.com/ISBN/9780759123212 Rapid Assessment Process (RAP) has gone under many names but invariably uses the techniques of fieldwork and ethnography in a telescoped manner to provide solid, field-based research findings for use by policymakers and program planners. It uses an emic perspective, a team of researchers, triangulation of research findings, and iterative process to produce high-quality research in a fraction of the time taken by traditional ethnography. Long used for third world projects, RAP is now being used to inform policy in many different settings. This volume is the first introduction to this group of methods, explaining to researchers and to students how to do RAP research well. The author, an international development professional who has been doing RAP studies for over two decades, clearly outlines the process, promise and pitfalls of RAP in this brief volume. Included are many examples of successful RAP studies and clear guidance to readers on how to embark on their own RAP research
Google-Books-ID: NkSJ3aaaUDIC KerkoCite.ItemAlsoKnownAs: 2339240:3PYH2IQZ 2405685:SCCPZFK6
Keywords: Social Science / Anthropology / General; Social Science / Methodology; Social Science / Research

Computer literacy and e-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences - Bediang, Georges; Stoll, Beat; Geissbuhler, Antoine; Klohn, Axel M; Stuckelberger, Astrid; Nko’o, Samuel; Chastonay, Philippe (BMC Medical Education, 2013)
Background: Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students’ and lecturers’ access to computers and to Internet on its campus. The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community. Method: A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software. Results: 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students’ access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7% of students and 16% of residents have heard about Medical Subject Headings (MeSH). The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84% of students and 58% of residents had never had access to e-learning resources. However, most of the participants perceive the potential of e-learning for learning and teaching, and are in favour of its development at the FMBS. Conclusion: The strong interest revealed by the study participants to adopt and follow-up the development of elearning, opens new perspectives to a faculty like the FMBS, located in a country with limited resources. However, the success of its development will depend on different factors: the definition of an e-learning strategy, the implementation of concrete measures and the adoption of a more active and participative pedagogy.
KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6920-13-57 10/gb332f 2339240:UWNK53WJ 2405685:B67TQHQM

A review of the research literature on barriers to the uptake of ICT by teachers - Becta (2004)
KerkoCite.ItemAlsoKnownAs: 2405685:I3WIHBV9 2534378:K8RQ2MGT

Language Is a Complex Adaptive System: Position Paper - Beckner, Clay; Blythe, Richard; Bybee, Joan; Christiansen, Morten H.; Croft, William; Ellis, Nick C.; Holland, John; Ke, Jinyun; Larsen-Freeman, Diane; Schoenemann, Tom (Language Learning, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-9922.2009.00533.x 2339240:C9W3P6YU 2405685:RWN7ZYWK

The Internal, External, and Diagnostic Validity of Sluggish Cognitive Tempo: A Meta-Analysis and Critical Review - Becker, Stephen P.; Leopold, Daniel R.; Burns, G. Leonard; Jarrett, Matthew A.; Langberg, Joshua M.; Marshall, Stephen A.; McBurnett, Keith; Waschbusch, Daniel A.; Willcutt, Erik G. (Journal of the American Academy of Child & Adolescent Psychiatry, 2016)
Objective To conduct the first meta-analysis evaluating the internal and external validity of the sluggish cognitive tempo (SCT) construct as related to or distinct from attention-deficit/hyperactivity disorder (ADHD) and as associated with functional impairment and neuropsychological functioning. Method Electronic databases were searched through September 2015 for studies examining the factor structure and/or correlates of SCT in children or adults. The search procedures identified 73 papers. The core SCT behaviors included across studies, as well as factor loadings and reliability estimates, were reviewed to evaluate internal validity. Pooled correlation effect sizes using random effects models were used to evaluate SCT in relation to external validity domains (i.e., demographics, other psychopathologies, functional impairment, and neuropsychological functioning). Results Strong support was found for the internal validity of the SCT construct. Specifically, across factor analytic studies including more than 19,000 individuals, 13 SCT items loaded consistently on an SCT factor as opposed to an ADHD factor. Findings also support the reliability (i.e., internal consistency, test–retest reliability, interrater reliability) of SCT. In terms of external validity, there is some indication that SCT may increase with age (r = 0.11) and be associated with lower socioeconomic status (r = 0.10). Modest (potentially negligible) support was found for SCT symptoms being higher in males than females in children (r = 0.05) but not in adults. SCT is more strongly associated with ADHD inattention (r = 0.63 in children, r = 0.72 in adults) than with ADHD hyperactivity-impulsivity (r = 0.32 in children, r = 0.46 in adults), and it likewise appears that SCT is more strongly associated with internalizing symptoms than with externalizing symptoms. SCT is associated with significant global, social, and academic impairment (r = 0.38–0.44). Effects for neuropsychological functioning are mixed, although there is initial support for SCT being associated with processing speed, sustained attention, and metacognitive deficits. Conclusion This meta-analytic review provides strong support for the internal validity of SCT and preliminary support for the external validity of SCT. In terms of diagnostic validity, there is currently not enough evidence to describe SCT in diagnostic terms. Key directions for future research are discussed, including evaluating the conceptualization of SCT as a transdiagnostic construct and the need for longitudinal research.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jaac.2015.12.006 2405685:9SPLF4RZ
Keywords: attention-deficit/hyperactivity disorder; diagnosis; nosology; sluggish cognitive tempo; systematic review

Cyclone Idai: On the Ground Data from Mozambique - Becker, Nick (GeoPoll, 2019)
GeoPoll has conducted an SMS survey in Mozambique to reach those affected by Cyclone Idai. Data from Sofala province and Beira city following the cyclone.
EdTechHub.ItemAlsoKnownAs: 2405685:BNT75G27

Who's Wired and Who's Not: Children's Access to and Use of Computer Technology - Becker, Henry (The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation, 2000)
As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of teachers suggest that, as of 1998, more than 75% of students had access to computers at school. In fact, those teaching lower-income students reported weekly use of computers more often than those teaching higher-income students. But the nature of children's experiences using computers in school varied greatly by subject and teacher objectives, and the data suggest that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children's access to home computers were far less subtle. Survey data indicate that only about 22% of children in families with annual incomes of less than $20,000 had access to a home computer, compared to 91% of those in families with annual incomes of more than $75,000. And among children with access, those in low-income families were reported to use the computer less than those in high-income families, perhaps because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children's use of home computers were the child's age and the computer's capabilities. The author concludes that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology.
KerkoCite.ItemAlsoKnownAs: 10.2307/1602689 2339240:HUG6LAQF 2405685:WE485ZZB

Educational outcomes and research from 1:1 computing settings - Bebell, D.; O'Dwyer, L. M. (Journal of Technology, Learning, and Assessment, 2010)
Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:TV2JLSG4 2405685:3HZ7QNKB
Keywords: ⛔ No DOI found

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

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (SSRN Electronic Journal, 2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:Y3YD9HTV 2405685:YFMSGQUG

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and one-on-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior changeincreased tutoring investmentis easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:VTATZW3D 2405685:T9HU5JTI
Keywords: educational inequality; educational technology; human capital; parental investments

Take-Up, Use, and Effectiveness of Remote Technologies Endline Report - Beam, Emily A.; Mukherjee, Priya; Navarro-Sola, Laia; Ferdosh, Junnatul; Sarwar, Md. Afzal Hossain (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZM9FYFUF 2405685:L52XXFSJ
Keywords: ⛔ No DOI found

Take-up, Use, and Effectiveness of Remote Learning Technologies in Bangladesh during COVID-19 - Beam, E; Mukherjee, P; Navarro-Sola, L (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2BEQ3IEH 2405685:PW8FDPUE

Household Income and Expenditure Survey 2016-2017 - BBS (Bangladesh Bureau of Statistics, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:5FKNQZYC 2405685:T7SBCC5A

See states for Nigeria where schools no go resume on January 18 - BBC News Pidgin (BBC News Pidgin, 2020)
Some state governors, lawmakers no buy di idea of school resumption wey Ngeria government bin give go ahead to resume on January 18
KerkoCite.ItemAlsoKnownAs: 2339240:PXE3CNCE 2405685:U4I7NPED
Keywords: Education; Nigeria

Sierra Leone Media Landscape Report - BBC Media Action (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7N6UW9TG 2405685:644SZI8D

Coronavirus: John Magufuli declares Tanzania free of Covid-19 - BBC (BBC News, 2020)
President John Magufuli says prayers have helped eliminate the deadly virus from the country.
KerkoCite.ItemAlsoKnownAs: 2339240:GIYAXEL4 2405685:VC4LV73V

Millions of Bangladeshis learn English with BBC Janala - BBC (2014)
From 2005-2014, BBC Janala ("window" in Bangla) was a unique service unlocking access to English language learning for millions of people in Bangladesh.
KerkoCite.ItemAlsoKnownAs: 2339240:SEHN95DH 2405685:CW86V3PW

US pulls Pakistan Sesame Street aid - BBC (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:X5ZI5F5J 2405685:9SH62KD4 4803016:FMFFZ2VN

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

Guidance note on using learning assessment in the process of school reopening - Bazaldua, Diego Luna; Levin, Victoria; Liberman, Julia (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FIF7BCJ9 2405685:K86PC7QW

Accelerated Education Programs in Crisis and Conflict: Building Evidence and Learning - Baxter, Pamela; Ramesh, Aparna; Menendez, Alicia; North, Lindsay (USAID, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:UE4JKC88 2405685:2DB7N5CB

Alternative education: filling the gap in emergency and post-conflict situations - Baxter, Pamela; Bethke, Lynne (IIEP Publications, International Institute for Educational Planning, 7-9, rue Eugene-Delacroix, 75016 Paris, FRANCE, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:97HCHUV9 2405685:69679R62

Roles and student identities in online large course forums: Implications for practice - Baxter, Jacqueline Aundree; Haycock, Jo (The International Review of Research in Open and Distributed Learning, 2014)
The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.
shortDOI: 10/ghgn5q KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v15i1.1593 10/ghgn5q 2405685:ZWM6856B
Keywords: C: United Kingdom; e-learning; higher education; online forums; online identities; online learning

A systematic comparison of software dedicated to meta-analysis of causal studies - Bax, L.; Yu, L.-M.; Ikeda, N. (BMC Medical Research Methodology, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1186/1471-2288-7-40 2405685:CBA7Y2HX 2486141:GZCUKBSW

Non-financial rewards and job commitment among public secondary school teachers in Ogun State Public Secondary Schools - Bawalla, Oluwatoyin Gbenga; Omolawal, Ayodeji Samuel (Reality of Politics. Estimates - Comments - Forecasts, 2022)
The study examined the relationship between non-financial rewards and teachers job commitment in the educational sector in Ogun State, Nigeria. A survey was conducted on public secondary school teachers to examine the relationship between non-financial rewards (promotion, study leave and sponsorship, provision of long service awards) and teachers’ job commitment. A sample of 750 full-time teachers was taken. Thirty schools were randomly selected across the three senatorial districts of Ogun State. A structured questionnaire was used to elicit information on socio-demographic characteristics and types of non-financial rewards available to public secondary school teachers in Ogun State. The response rate was 90.2%. Pearson Product Moment Correlation was used to test the relationship between non-financial and teachers job commitment. The result showed that non-financial rewards are a strong determinant of job commitment for the teachers in the state public secondary schools. It was therefore recommended that government and other relevant stakeholders in the educational sector are to reward teachers adequately by making use of non-financial rewards.
KerkoCite.ItemAlsoKnownAs: 2405685:LNLECYL6
Keywords: ⛔ No DOI found

The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers - Bau, Natalie; Das, Jishnu (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:FV9UENIM

What does Tanzania’s move to lower-middle income status mean? - Battaile, William G. (World Bank Blogs, 2020)
On July 1, 2020, the World Bank announced that the Tanzanian economy had been upgraded from low to lower-middle income status. So, what does that mean? Below, we answer some of the most frequently asked questions about this global exercise and what it means for Tanzania.
KerkoCite.ItemAlsoKnownAs: 2339240:7TC53AV8 2405685:5Q2EN93I

The Effects of Micro-Reflective Teaching Practices on the Professional Skill Development of Pre-Service Physics Teachers - Batman, Demet; Saka, Ahmet Zeki (The Turkish Online Journal of Educational Technology, 2021)
The aim of this study is to find out the effects of micro-reflective teaching practices on the professional skill development of pre-service physics teachers. It was planned as an experimental study with one group pretestposttest and supported by the case study method. The data were collected by using professional skill scale, observation form and reflective diaries. The sample of the study composed of 13 (6 female, 7 male) pre-service teachers were studying in a Physics Teaching Program in an education faculty in north-eastern Turkey. Each preservice teacher implemented 5 micro-reflective teaching practice within the scope of the research. These practices were recorded by the camera. At the end of each practice pre-service teachers watched themselves and wrote their reflective diaries. The data obtained from the scales and the observation form were analyzed by using the Wilcoxon Signed Rank Test, and the data acquired from the reflective diaries were examined based on interpretive analysis. The findings based on the data obtained from the professional skill scale, observation forms and the reflective diaries indicate that micro-reflective teaching practices help improve pre-service physics teachers’ basic professional skills; subject matter mastery, planning, communication, classroom management, and evaluation.
KerkoCite.ItemAlsoKnownAs: 2339240:EA3ENAW4 2405685:HPCS26CF
Keywords: ⛔ No DOI found

Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines - Baticulon, Ronnie E.; Alberto, Nicole Rose I.; Baron, Maria Beatriz C.; Mabulay, Robert Earl C.; Rizada, Lloyd Gabriel T.; Sy, Jinno Jenkin; Tiu, Christl Jan S.; Clarion, Charlie A.; Reyes, John Carlo B. (medRxiv, 2020)
Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.
Publisher: Cold Spring Harbor Laboratory Press shortDOI: 10/ghd7r8 KerkoCite.ItemAlsoKnownAs: 10/ghd7r8 2405685:GFX8VVRS

The Generalizability Puzzle - Bates, Mary Ann; Glennerster, Rachel (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:JV55SGNA 2405685:L3HLWW54

The Generalizability Puzzle (SSIR) - Bates, Mary Ann; Glennerster, Rachel (Stanford Social Innovation Review, 2017)
Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.
KerkoCite.ItemAlsoKnownAs: 2339240:WU46XGSX 2405685:7FV674NZ

Opening New Doors: Community Engagement in India - Batada, Ameena; Banerjee, Sashwati; Subramanian, Mathangi; Banerjee, Sashwati; Subramanian, Mathangi (The Sesame Effect: The Global Impact of the Longest Street in the World, 2016)
shortDOI: 10/ghgnft KerkoCite.ItemAlsoKnownAs: 10.4324/9781315751399-22 10/ghgnft 2339240:EJMMLJ6S 2405685:3NXVDGQ4 4803016:ELWAHINR