A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Web page] - Rahman, Tashmina; Sharma, Uttam (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KMHYAN74 2405685:5NGZFQW4

A simulation of COVID-19 school closure impact on student learning in Bangladesh - Rahman, Tashmina; Sharma, Uttam; World Bank (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank. We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
KerkoCite.ItemAlsoKnownAs: 2339240:WGZJQAIX 2405685:BS37TZAZ
Keywords: Access to Computers; Access to Education; Achievement Gains; Age Differences; At Risk Students; Attendance; Bangladesh; Barriers; COVID-19; Delivery Systems; Disadvantaged Youth; Distance Education; Dropout Prevention; Economic Impact; Elementary Secondary Education; Foreign Countries; Gender Differences; Handheld Devices; Income; Pandemics; Partnerships in Education; Program Effectiveness; Radio; Remedial Instruction; Rural Urban Differences; School Closing; Simulation; Telecommunications; Television

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

SWOT analysis - Wikipedia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4BSUXA84 2405685:237C543A

The STEM Gap: Women and Girls in Science, Technology, Engineering and Mathematics - Aauw (AAUW : Empowering Women Since 1881, 2021)
Giving women equal opportunities to pursue — and thrive in — STEM careers helps narrow the gender pay gap, enhances women’s economic security and ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce.
KerkoCite.ItemAlsoKnownAs: 2339240:BFKLH3RF 2405685:EVC72RBB

Pakistan Education Statistics 2017-18 - Academy of Educational Planning and Management (Government of Pakistan, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:X4RR987V 2405685:YAJNGEUA

Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation - Agyei, D. D (Education and Information Technologies, 2021)
This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10253-w 2339240:KC5AR578 2405685:7JSGE6JR

Pakistan personal data protection bill termed vague - Pakistan - DAWN.COM - Ali, Kalbe (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:S399V33N 2405685:W7ABZDDN

Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline II - Ardington, Cally (SALDRU, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:GPB7DA4P

Preservice Classroom Teachers' Views of Distance Education Science Laboratory Activities - Arslan, Ayten (International Online Journal of Education and Teaching, 2021)
This study investigated preservice classroom teachers' views of distance education science laboratory (lab) activities (DESLA). The study adopted a phenomenology design, which is a qualitative research method. The sample consisted of 34 students (25 women and nine men) from the department of classroom teaching of the education faculty of a public university. Participants were recruited using convenience sampling. Data were collected online (Google Forms) via Google Drive using an open-ended question form developed by the researcher based on a literature review and expert feedback. The data were analyzed using content analysis, a qualitative data analysis method. The results showed that participants had positive and negative opinions about DESLA. They had numerous academic, social, and professional experiences but also faced some challenges. They pointed out the pros and cons of DESLA. Most participants stated that they preferred face-to-face science lab activities to DESLA. The results also showed that DESLA improved participants' attitudes towards science lab activities in general.
Publisher: Informascope KerkoCite.ItemAlsoKnownAs: 2339240:4SZS5FV2 2405685:RCBWSW7G
Keywords: Barriers; COVID-19; Distance Education; Educational Technology; Foreign Countries; Pandemics; Preservice Teachers; Program Effectiveness; School Closing; Science Instruction; Science Laboratories; Student Attitudes; Technology Uses in Education; ⛔ No DOI found

How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Development and Change, 2021)
This article investigates the extent to which education publications authored by researchers based in sub-Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer-reviewed articles over the period 2010‒18, together with interviews with 31 academics based in the region. Overall, we find a steady increase in OA publishing in the region over this period, although the proportion of OA publications remains low. The study finds that: (1) open access articles by researchers in sub-Saharan Africa are concentrated in journals with a lower impact factor; and (2) authors in sub-Saharan Africa tend to publish in higher quality journals behind a paywall, rather than in lower quality journals that either have no or lower cost for open access.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dech.12639 KerkoCite.ItemAlsoKnownAs: 10.1111/dech.12639 2339240:AK4DTNUU 2405685:M7Q436YL

Measuring the Impact of COVID-19 on Education in Pakistan - ASER (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BCG436IW 2405685:8TYDD3BX

A better Environment for Education in Sudan - Ashii, Hadeel Agab (2021)
In preparation for schools reopening, UNICEF is supporting the rehabilitation of classrooms and latrines in Sudan
KerkoCite.ItemAlsoKnownAs: 2339240:E4TPN65U 2405685:M2LX358G

Formative Evaluation of GPE’s Support for Response to the COVID-19 Crisis - Aslam, Monazza; Rawal, Shenila (GPE, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2GTLVYSK 2405685:JE4H77VI 4656463:KE8N3UI9

The State of the Global Education Crisis : A Path to Recovery - Azevedo, Joao Pedro; Wagner, De; Rogers, F. Halsey; Cloutier, Marie-Helene; Chakroun,, Borhene; Chang, Gwang-Chol; Mizunoya, Suguru (UNESCO, UNICEF, World Bank, 2021)
The State of the Global Education Crisis : A Path to Recovery (English)
KerkoCite.ItemAlsoKnownAs: 2339240:ZGAKLDEC 2405685:T4QB58CA

A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration - Barahona, Malba; Davin, Kristin J. (Profile Issues in Teachers` Professional Development, 2021)
Publisher: Universidad Nacional de Colombia. KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v23n1.85326 2339240:GXCBVJNW 2405685:ZDIR8KPV

The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond - Baron, Maria; Twinomugisha, Alex (2021)
The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond
KerkoCite.ItemAlsoKnownAs: 2339240:JQXV6EGN 2405685:I9KKXYVK

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

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

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

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

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

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

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

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

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

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

DIGITAL LEARNING FOR EVERY CHILD: CLOSING THE GAPS FOR AN INCLUSIVE AND PROSPEROUS FUTURE - Brossard, Matt; Carnelli, Marta; Chaudron, Stephane; Di-Gioia, Rosanna; Dreesen, Thomas; Kardefelt-Winther, Daniel; Little, Céline; Yameogo, Jean Luc (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D9ZQQYQE 2405685:EFSU4PM3
Keywords: ⛔ No DOI found

Radical solutions for education in a crisis context: COVID-19 as an opportunity for global learning - Burgos, Daniel; Tlili, Ahmed; Tabacco, Anita (2021)
OCLC: 1232510584 KerkoCite.ItemAlsoKnownAs: 2405685:Q67F2S69

Technology in Education. Background paper prepared for the 2023 Global Education Monitoring Report - Burns, Mary (UNESCO, 2021)
This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approach to technology.The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report.
KerkoCite.ItemAlsoKnownAs: 2339240:M9QPC59P 2405685:KGTU7JWX

Así dio vuelta el consumo mediático en El Salvador durante la COVID-19 - Carballo, Willian; Marroquín, Amparo (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UWJ58EHE 2405685:B5G65ERZ

The problematic concept of native speaker in psycholinguistics: Replacing vague and harmful terminology with inclusive and accurate measures. - Cheng, Lauretta S. P.; Burgess, Danielle; Vernooij, Natasha; Solís-Barroso, Cecilia; McDermott, Ashley; Namboodiripad, Savithry (Frontiers in Psychology, 2021)
Though the term NATIVE SPEAKER/SIGNER is frequently used in language research, it is inconsistently conceptualized. Factors, such as age, order, and context of acquisition, in addition to social/cultural identity, are often differentially conflated. While the ambiguity and harmful consequences of the term NATIVE SPEAKER have been problematized across disciplines, much of this literature attempts to repurpose the term in order to include and/or exclude certain populations. This paper problematizes NATIVE SPEAKER within psycholinguistics, arguing that the term is both unhelpful to rigorous theory construction and harmful to marginalized populations by reproducing normative assumptions about behavior, experience, and identity. We propose that language researchers avoid NATIVE SPEAKER altogether, and we suggest alternate ways of characterizing language experience/use. The vagueness of NATIVE SPEAKER can create problems in research design (e.g., through systematically excluding certain populations), recruitment (as participants’ definitions might diverge from researchers’), and analysis (by distilling continuous factors into under-specified binary categories). This can result in barriers to cross-study comparison, which is particularly concerning for theory construction and replicability. From a research ethics perspective, it matters how participants are characterized and included: Excluding participants based on binary/essentialist conceptualizations of nativeness upholds deficit perspectives toward multilingualism and non-hegemonic modes of language acquisition. Finally, by implicitly assuming the existence of a critical period, NATIVE SPEAKER brings with it theoretical baggage which not all researchers may want to carry. Given the issues above and how ‘nativeness’ is racialized (particularly in European and North American contexts), we ask that researchers consider carefully whether exclusion of marginalized/minoritized populations is necessary or justified—particularly when NATIVE SPEAKER is used only as a way to achieve linguistic homogeneity. Instead, we urge psycholinguists to explicitly state the specific axes traditionally implied by NATIVENESS that they wish to target. We outline several of these (e.g., order of acquisition, allegiance, and comfort with providing intuitions) and give examples of how to recruit and describe participants while eschewing NATIVE SPEAKER. Shifting away from harmful conventions, such as NATIVE SPEAKER, will not only improve research design and analysis, but also is one way we can co-create a more just and inclusive field.
KerkoCite.ItemAlsoKnownAs: 2405685:IA87WKAM 4042040:MAGAPHFF

Home Literacy and Numeracy Environments in Asia - Cheung, Sum Kwing; Dulay, Katrina May; Yang, Xiujie; Mohseni, Fateme; McBride, Catherine (Frontiers in Psychology, 2021)
The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.
KerkoCite.ItemAlsoKnownAs: 2405685:9TNTDVH5 4042040:L9ALXHIR

Colandr Community - Colandr (Colandr Community, 2021)
Colandr is powered by machine learning and natural language processing approaches that drive smart-sorting of citations and predictive document classification
KerkoCite.ItemAlsoKnownAs: 2339240:TV27Q4AH 2405685:DTNEXTYW

La Mochila, una plataforma con herramientas para la vida - Coschool (Coschool, 2021)
Transformar tu entorno desde la educación socioemocional sí es posible, hoy te presentamos LA MOCHILA, una de nuestras herramientas de digitalización donde aprenderás a fortalecer distintas habilidades para la vida,
KerkoCite.ItemAlsoKnownAs: 2339240:KNJUG4ZC 2405685:MTNVCATR

Case Study: Building Girls to Live, Learn, Laugh and ‘SCHIP’ in Strong, Creative, Holistic, Inclusive, Protective, Quality Education - CRANE and Viva (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WTT4AIYL 2405685:CR5E7AXI

Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? - Crawfurd, L; Evans, D; Guiterrez Bernal, M; Hares, S; Sam-Kpakra, R; Sandefur, J; Shojo, M (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5Z8RBH2S 2405685:TF3CV7CH

Understanding Education Policy Preferences: Survey Experiments with Policymakers in 35 Developing Countries - Crawfurd, Lee; Minardi, Ana; Hare, Susannah; Sandefur, Justin (2021)
Foreign aid donors and international organizations supporting education in developing countries have increasingly coalesced around a policy agenda prioritizing foundational learning, measured by test scores in primary school, based on a diagnosis of deficient school quality, and a growing body of empirical evidence about effective interventions to improve quality. We survey over 900 senior government officials working on education in 35 low- and middle-income countries to gauge their alignment with this agenda.
KerkoCite.ItemAlsoKnownAs: 2339240:BAERNQH7 2339240:IA4V4RW2 2405685:8U5XELBU 2405685:UBYPFNLK 4656463:FN977692

Makhalidwe Athu - Creative Association International (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6C5I8Z2D 2405685:KDTFJ3QR

El programa Aprende en casa, ¿una estrategia que excluye a los usuarios de lenguas minoritarias? - Cruz-Aldrete, Miroslava; Cruz-Aldrete, Miroslava (Educación, 2021)
ResumenEn este trabajo discuto la compleja situación a la que se enfrentaron los grupos lingüísticos minoritarios, en particular los sordos usuarios de la lengua de señas mexicana (LSM), cuya enseñanza bilingüe se vio amenazada ante la crisis educativa ocasionada por la pandemia causada por el nuevo coronavirus. La respuesta del estado mexicano para no interrumpir la educación de los niños y jóvenes hizo patente la discriminación hacia los usuarios de lenguas diferentes al español, al ser esta la lengua vehicular para la programación de Aprende en casa, y no considerar el contexto y los idiomas de las comunidades indígenas y sordas, para su enseñanza-aprendizaje.Palabras clave: lengua de señas; lenguas minoritarias; educación bilingüe
Publisher: Pontificia Universidad Católica del Perú KerkoCite.ItemAlsoKnownAs: 10.18800/educacion.202102.003 2405685:QPNZ8ASS 4042040:5UYI4ZN3

基于雨课堂的《初级维吾尔语精读》 课程混合式教学模式研究 [Research on the Mixed Teaching Mode of Beginner-Level Reading Comprehension in Uyghur based on Rain Class] - Cui, Ran (Theory and Practice of Innovation and Enntrepreneurship, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:S8LC7TBE 4042040:8PNPLI3H
Keywords: ⛔ No DOI found

Calculating the Educational Impact of COVID-19 (Part III): Where will students be when schools reopen? | SharEd - Cummiskey, Chris (RTI, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P2E3PDHG 2405685:HFMDZPQA

Research on the Influence of Computer Electronic Media on Higher Education in Mother Language - Dai, Wei (Journal of Physics: Conference Series, 2021)
Issue: 3 KerkoCite.ItemAlsoKnownAs: 2405685:MJBK6URB 4042040:EAZZGMUN

Digital in Bangladesh: All the Statistics You Need in 2021 - DataReportal (DataReportal – Global Digital Insights, 2021)
Our huge new collection of statistics and insights into how people in Bangladesh use the internet, social media, mobile, and ecommerce in 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:I94ZZMY6 2339240:J4Q9N36L 2405685:3U3S5NRZ 2405685:G7IWS6TF 2405685:YVMDGILY 2534379:969KQJR3
Keywords: ___working_potential_duplicate

Bridging Latin America's digital divide | White & Case LLP - de Feydeau, Amaury; Menski, Martin; Retana Tello, Ismael Reyes; Perry, Suzanne; Hendel, Pedro (2021)
Subscribe Stay current on your favorite topics In Latin America and the Caribbean, adopting digital solutions has been promoted as a unique opportunity to increase productivity and unlock solutions to sustainable development goals.
KerkoCite.ItemAlsoKnownAs: 2339240:S4GBT9HF 2405685:LUDNBVC8

Framework for Teacher Support During Remote Teaching in a Crisis: COVID-19, as a Case Study - Denden, Mouna; Tlili, Ahmed; Burgos, Daniel; Jemni, Mohamed; Huang, Ronghuai; Essalmi, Fathi; Chang, Ting-Wen (Radical Solutions for Education in a Crisis Context, 2021)
Series Title: Lecture Notes in Educational Technology KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-7869-4_10 2405685:QMKS4E7I

Girls' education and COVID-19 in Pakistan | Malala Fund Newsroom - Denham, Laura; Fry, Lucia; de Souza, Sabina; , - (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B7I44EXL 2405685:4WFM6F37

Curriculum Assessment Policy Statements (CAPS) - Department of Basic Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XVGSB9NK 2405685:LJYCE59R

DHIS2 - DHIS2 (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:H9WB26RL 2405685:T3H6KKJV

The Storytelling Project Handbook - Dixon, Miranda; Patuck, Lil (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5Y3NRH26 2405685:TJTKAKJD

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

The influence of technology on academic distraction: A review - Dontre, Alexander J. (Human Behavior and Emerging Technologies, 2021)
The detrimental effects of academic distraction have become increasingly problematic in recent years due to student media multitasking. In recent years, educators have gradually transitioned many classes to the online learning environment, effectively reducing teacher supervision. This has been greatly exacerbated with the advent of coronavirus disease 2019 and subsequent social distancing guidelines. In an effort to help students and educators better understand the implications of technology on academic distraction and academic performance, this literature review discusses the effects of three forms on technology on student distraction: laptops, smartphones, and social media use, particularly the social media platform Facebook. While the effects of student laptops on academic distraction are somewhat ambivalent, the debate is largely moot in the current educational environment. The detrimental effects of student smartphone and social media use on academic distraction are more conspicuous, especially with the pervasiveness of personal digital devices. Potential self-regulatory and environmental interventions are discussed.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.229 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.229 10/gkggqq 2339240:ALCAJNCB 2405685:2PRYNM2B
Keywords: Facebook; academic distraction; laptops; learning; media multitasking; online learning; performance; phubbing; smartphones; social media

Unlocking Learning: The implementation and effectiveness of digital learning for Syrian refugees in Lebanon, Innocenti Research Report - Dreesen, Thomas; Kamei, Akito; Karamperidou, Despina; Abou Fakher, Sara; Marji, Lama; Ortiz Correa, Javier Santiago (UNICEF Office of Research - Innocenti, 2021)
Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course’s use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August–November 2020 showing positive results for language and art competencies.
KerkoCite.ItemAlsoKnownAs: 2339240:7ANL23GH 2405685:CBVBP2KY

Global Climate Risk Index 2021: Who Suffers Most from Extreme Weather Events? - Eckstein, David; Kunzel, Vera; Shafer, Laura (German Watch, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R6827BCW 2405685:GJDSJQFE

Challenges and opportunities for secondary education in Latin America and the Caribbean during and after the pandemic - ECLAC (2021)
The pandemic has had a critical impact on the educational trajectories of children and adolescents in Latin America. Video-call interviews with more than 150 students, teachers, and parents in eight countries in the region (namely, Argentina, Bolivarian Republic of Venezuela, Chile, Ecuador, Costa Rica, Honduras, Mexico, and Uruguay) in 2020 and 2021 reveal the challenges and
Last Modified: 2021-12-27T13:29-03:00 Publisher: CEPAL KerkoCite.ItemAlsoKnownAs: 2339240:VIRJKUAZ 2405685:Y3VKPZY8

Focus country: Bangladesh - EdTech Hub (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R62Y25DW 2405685:IFIR3QC9

Research - EdTech Hub (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:S7VNMT74 2405685:SGN72ZXM

The Egyptian Ministry of Education’s E-Learning Portal - Egyptian Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MDAHAACH 2405685:LUET6JSM

How gender equality in STEM education leads to economic growth - Eige (European Institute for Gender Equality, 2021)
Reducing the gender gap in Science, Technology, Engineering and Mathematics (STEM) education areas could help reduce skills gap, increase employment and productivity of women and reduce occupational segregation. Ultimately this would foster economic growth via both higher productivity and increased labour market activity. However, despite good employment opportunities and highly productive jobs in this area, there is currently a low proportion of women studying and graduating in STEM subjects.
KerkoCite.ItemAlsoKnownAs: 2339240:DPW6J56H 2405685:APWKXFWI

High, Low, or No Tech? A Roundtable Discussion on the Role of Technology in Refugee Education - El-Sefary, Yomna; Ozegovic, Mia; Wagner, Emma; Benchiba, Soraya (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:N9TG6QCP 2405685:3RGI8CQ4

Learning loss due to school closures during the COVID-19 pandemic - Engzell, Per; Frey, Arun; Verhagen, Mark D. (Proceedings of the National Academy of Sciences, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:44J4M2BJ 2405685:DRSWVWNR

The Praxis Study Companion, Teaching Reading: Elementary - ETS Praxis (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LAULQW5V 2405685:AQNUQW96

Foundational Literacy and Numeracy Skills Are Important, Obviously. But Are They More Important than All Other Education Investments? - Evans, David; Hares, Susannah (Center for Global Development | Ideas to Action, 2021)
It’s rare to read an education report these days that doesn’t mention the learning crisis. That’s not surprising. Literacy and numeracy skills among children are dismally low: less than half of all children in low- and middle-income countries can read by the time they are 10 years old. As these data have emerged in recent years, the global education community has swung its focus sharply toward learning.
KerkoCite.ItemAlsoKnownAs: 2339240:BJ9YWMP2 2405685:893JHMDE

It’s been a year since schools started to close due to COVID-19 - Evans, David; Hares, Susannah; Mendez Acosta, A.; Saintis, C. (Center For Global Development, 2021)
Twelve months ago, the world was watching as schools closed across China and millions of students began learning online from their homes. Most of us didn’t think for a moment that just a few weeks later, almost every country in the world would close their schools and the education of more than a billion children would be disrupted. Since then, millions of students have not had any school-based, face-to-face education.
KerkoCite.ItemAlsoKnownAs: 2339240:2I9FNGHD 2339240:83VL88IT 2405685:9UUEEEJJ 2405685:C9KY68SX

The Relative Wealth Index - Facebook (Facebook Data for Good, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GBMXFBFX 2405685:35MTZ9KF

Digital Technology and the Futures of Education: Towards ‘Non-Stupid’ Optimism - Facer, Keri; Selwyn, Neil (2021)
Publisher: Unesco KerkoCite.ItemAlsoKnownAs: 2339240:2U3BB9Z8 2405685:69QN5JJU
Keywords: ⛔ No DOI found

Remote Learning During COVID School Closures in West Africa: Evidence Across Caregiver Surveys at Rising Academy Network Schools - Fall, S. M.; Jiminez Gallardo, M. A.; McManus, J; Njogu-Ndongwe, F (IDinsight, 2021)
Evidence across caregiver surveys at Rising Academy Network schools
KerkoCite.ItemAlsoKnownAs: 2339240:CEEMGD65 2339240:JLQMXZH3 2339240:VQJS97AG 2405685:26QEKWPG 2405685:9QZNWNVR 2405685:PURHG3K5 2405685:ZRUU9436 2534379:EEUS34W6
Keywords: ___working_potential_duplicate

Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau - Fazzio, Ila; Eble, Alex; Lumsdaine, Robin L; Boone, Peter; Bouy, Baboucarr; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Johnson, Simon; Silva, Ana Filipa (2021)
Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2021.104385 2339240:DAU6XEE6 2405685:FSYXBS55 4656463:NYQXYQP2

Digitalisation Report - Federal Ministry for Digital and Economic Affairs (Austrian Federal Government, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:AC4928ZM

Technologies for Data Collection, Processing and Communication in Education in Emergencies: Mapping Practices and Opportunities in the MENA region and Globally - FHI360; USAID (2021)

Centroamérica: Tendencias de las ecnologías de la Información y Comunicación 2010-2019 - Figueroa, Héctor (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7NPNIIZ6 2405685:VB3ZCVN2

Uso de la Plataforma Zoom y la Competencia se comunica Oralmente en su Lengua Materna en Estudiantes de Educación Secundaria de la Institución Educativa Unión Zapotillo N°64647-Yarinacocha 2020 - Flores Fasanando, Giuliana (Universidad Nacional de Ucayali, 2021)
La finalidad de esta investigación fue, determinar la relación que existe entre el uso de la plataforma zoom y la competencia se comunica oralmente en su lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647 - Yarinacocha 2020. De muestreo no probabilístico, de tipo básica o pura con diseño no experimental descriptivo correlacional con una muestra de 91 estudiantes. Como instrumento se utilizó un cuestionario para evaluar el uso de la plataforma Zoom y una guía de observación para evaluar la capacidad se comunica oralmente en su lengua materna. Finalmente, los datos fueron a la base de datos de Excel para procesarlos obteniendo un coeficiente de correlación de Pearson de r=0,720, se obtuvo un p=0.000, lo que confirma la existencia de una relación significativa, ya que p es menor a 0,05. Es decir, existe una correlación directa entre el uso de plataforma zoom y la competencia se comunica oralmente como lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647- Yarinacocha 2020.
Accepted: 2022-02-12T02:07:15Z Publisher: Universidad Nacional de Ucayali KerkoCite.ItemAlsoKnownAs: 2405685:86Q2HBRN 4042040:5Q42TUEA
Keywords: ⛔ No DOI found

Conditional Cash Transfer, Loss Framing, and SMS Nudges: Evidence from a Randomized Field Experiment in Bangladesh - Fujii, Tomoki; Ho, Christine; Ray, Rohan; Shonchoy, Abu (2021)
Conditional cash transfers (CCTs) have become one of the most common policy interventions to increase school attendance, but the cost-eﬀectiveness of such interventions has not attracted the attention it deserves. Hence, in addition to a standard CCT implementation, we experimentally study two potential ways to improve the cost-eﬀectiveness of school attendance interventions: (i) SMS information nudges and (ii) loss framing in CCTs. The former provides school attendance information to parents and the latter exploits the endowment eﬀect. Consistent with the existing literature, CCT intervention signiﬁcantly increases school attendance. We also ﬁnd that the loss framing marginally increases attendance over and above the ∗We would like to thank Joseph Altonji, James Berry, Barbara Biasi, Gaurav Dutt, Maulik Jagnani, Costas Meghir, Rohini Pande, Rebecca Thornton, and seminar attendees at Monash and Yale for insightful comments and suggestions. We also thank Akshat Daga, Alekhyo Roychowdhury, Ishaan Malik, and Snehal Modi for research assistance. We beneﬁted from data collection support from MOMODa Foundation and technical support from the Metakave team to automate the process of sending SMS. Finally, we express our sincere gratitude to the participating schools, the students, their parents, and the teachers. Funding from the Shirin Fozdar and Singapore Ministry of Education Academic Research Fund Tier 1 Grant (17-C244-SMU-004) and Japan Center for Economic Research are gratefully acknowledged. This research was approved by the Singapore Management University Institutional Review Board (IRB-16-082-A092-C2(220)). The trial in this study was registered in the AEA RCT registry under AEARCTR-0002373. All mistakes remain ours.
KerkoCite.ItemAlsoKnownAs: 2339240:KUH42MFY 2405685:JG23VUNM
Keywords: ⛔ No DOI found

How Secure Is the Bitcoin Blockchain, and Is Your Cryptocurrency Safe? - Gadgets 360 Newsdesk (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6E92774L 2405685:3XQ56SMC

The problem of issuance of fake degrees and its implications - Garg, Rachit (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EEBZSLKE 2405685:C4L4IT2R

Case study: Sisters for Sisters' Education - GEC (VSO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9DGDKIFH 2405685:WVH3AK35

GEARR-ing Up for Success After School - GEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LNVJIPEC 2405685:A2NV3XRR

Report on Sisters for Sisters’ Education Evaluation II Project Endline Evaluation by Foundation for Development Management - GEC (Foundation for Development Management, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KH82C3DR 2405685:XQH9K8HR

Sisters for Sisters’ Education - GEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KXE8UM9Q 2405685:ISDLUSFB

Sisters for Sisters' Education project Final reflections: Achievements and lessons learned - GEC (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GVCVCCV2 2405685:L56MJKYJ

Enem 2021: Geekie Teste cobre 100% dos assuntos de Matemática e 93% de Ciências da Natureza - Geekie (Geekie, 2021)
Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...
KerkoCite.ItemAlsoKnownAs: 2339240:F4SM5NJ8 2405685:HGK3Y6KK

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

e-modul: Gerbang Kurikulum - Gerbang Kurikulum (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9JLQGZ47 2405685:XU2ECZNW

Country Briefing: Nepal - Girls' Education Challenge (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:L8CW5FFU 2405685:9AZIITFL

Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers - Girls' Education Challenge; Fund Manager; EdTech Hub (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:58CZ6GI8 2405685:ATJRX6DV

Education in Pakistan - Global Partnership for Education (Global Partnership for Education, 2021)
See education data for Pakistan and learn about GPE programs, grants, results and progress.
KerkoCite.ItemAlsoKnownAs: 2339240:ZEWKSVKM 2405685:DXUGPUV7

Education in Tanzania - Global Partnership for Education (Global Partnership for Education website, 2021)
See education data for Tanzania and learn about GPE programs, grants, results and progress.
KerkoCite.ItemAlsoKnownAs: 2339240:4K7E29Y5 2405685:EFXBWES9

Global Partnership for Education - Global Partnership for Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:K2UK6QF4 2405685:XTNVEKFL

A Cascade Teacher Training Model in Disaster Education: A Case of Turkey - Gökmenoğlu, Tuba; Sönmez, Elif Daşçı; Yavuz, İbrahim (2021)
Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.
KerkoCite.ItemAlsoKnownAs: 10.31704/ijocis.2021.002 2339240:MBVV772A 2405685:FC827Z2K

2021-2022 Budget Document Archives - Government of Balochistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EX4JHH8J 2405685:AY6FUCK2 4656463:BYB9ZQ87

DIKSHA - Government of India (DIKSHA - Government of India, 2021)
National Digital Infrastructure for Our Teachers, Our Heroes.
KerkoCite.ItemAlsoKnownAs: 2339240:I4KA3S36 2405685:I68RZN78

Key Findings Report PSLM District Level Survey 2019/20 - Government of Pakistan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7WY876U4 2405685:D7GVPXME

Pakistan Social and Living Standards Measurement: District Level - Government of Pakistan (Pakistan Bureau of Statistics, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:974WTH3V 2405685:5EY2VN83

Methodological Guidelines for Education Sector Analysis. Volume 3 | Documents | Global Partnership for Education - GPE (2021)
The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in lower-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:LH8ZMZQ6 2405685:B8UBK5Y5 4656463:F393WJPS

Education Technology Market Size & Growth Report, 2030 - Grand View Research (Grand View Research, 2021)
The global education technology market size was valued at USD 106.46 billion in 2021 and is expected to expand at a compound annual growth rate (CAGR) of 16.5% from 2022 to 2030
KerkoCite.ItemAlsoKnownAs: 2339240:AECNU4GS 2405685:WBZ2RQQS

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

Republic of Sierra Leone Settlement Extents - GRID3 (Center for International Earth Science Information Network (CIESIN), Columbia University and Novel-T, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HAJEN8QZ 2405685:M3AVWB8Q

Addressing the Mobile Gender Gap in Pakistan - GSMA (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:M5U8DX98 2405685:VNM86856
Keywords: ⛔ No DOI found

Connected Women The Mobile Gender Gap Report 2021 - GSMA (GSMA, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VWI82KI4 2405685:4CDL58E7

End education crisis in Northern Kenya - The Standard - Guleid, Mohamed (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BJZ6LCF2 2405685:YB9Q6BTQ

A return to boom and bust (in births) • Resolution Foundation - Gustafsson, Maja; Willetts, David (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QJZQZHWS 2405685:2GFBNJ5G 4656463:XBIB57W6

Teacher professional development in sub-Saharan Africa: Equity and scale - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (Embedding Social Justice in Teacher Education and Development in Africa, 2021)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
KerkoCite.ItemAlsoKnownAs: 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9
Keywords: Author:Haßler; Björn-CV-OECS; _yl:a; dode_eth-src-dode; dode_eth-trf2-dode

Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: A design-based approach - Hennessy, S; Kershner, R; Calcagni, E; Ahmed, F (Review of Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1002/rev3.3269 2339240:CHQCGVJ2 2405685:H94TBG7S 2405685:W3JZM7A8 2534378:AP82HE4R
Keywords: ⛔ No DOI found; ❓ Multiple DOI

International Development Committee Oral evidence: UK aid to Pakistan - House of Commons (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KYXRQAF6 2405685:TP8T24RG

Measuring the impact of COVID-19 on education in Pakistan - Idara-e-Taleem-o-Aagahi (Islamabad, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2FKH8MX9 2405685:LXSIR7IK

Basic Overview of how LTI ® Works - IMS Global (IMS Global, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:L7CLZYZ3 2405685:UUXI6GJK

Encuesta para la Medición del Impacto COVID-19 en la Educación (ECOVID-ED) 2020 - INEGI (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TS5IE4H9 2405685:BPRVAVR3

Education and Sustainable Development Challenges - Information and Decision Support Center (2021)
التعليم وتحديات التنمية المستدامة,الخميس. 09 سبتمبر., 2021,أ.د. سعيد المصري,
KerkoCite.ItemAlsoKnownAs: 2339240:C6ZJGRKB 2405685:PEZ4Q8F7

Instructure | Educational Software Development - Instructure (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PY5GM76E 2405685:5YM28JSG

Teacher Wellbeing Resources Mapping & Gap Analysis - Inter-Agency Network for Education in Emergencies (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8AFTF3MZ 2405685:X759APEH

Closing the gap: Ensuring there are enough qualified and supported teachers in sub-Saharan Africa - International Task Force on Teachers for Education 2030 (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6C5GZT9V 2405685:6G8LSNVP

Targeting within universalism - Jacques, Olivier; Noel, Alain (Journal of European Social Policy, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1177/0958928720918973 2339240:4RNKX4CG 2405685:PUWB7MI7

Comparative Analysis of Personal Data Protection Bill 2020 - Kalyar, Barrister Jannat Ali (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SSQQGN7R 2405685:JVHAYIPE

Educational technology to improve capacity - integrating adaptive programmes in public schools in Kenya - Kaye, Tom (2021)
KerkoCite.ItemAlsoKnownAs: 10.4324/9780429344855 2339240:KH9YGR3M 2405685:W42JAPNN

Tax Farming Redux: Experimental Evidence on Performance Pay for Tax Collectors - Khan, Adnan Q.; Khwaja, Asim I.; Olken, Benjamin A. (National Bureau of Economic Research, 2021)
Performance pay for tax collectors has the potential to raise revenues, but might come at a cost if taxpayers face undue pressure from collectors. We report the first large-scale field experiment on these issues, where we experimentally allocated 482 property tax units in Punjab, Pakistan into one of three performance-pay schemes or a control. After two years, incentivized units had 9.3 log points higher revenue than controls, which translates to a 46 percent higher growth rate. The scheme that rewarded purely on revenue did best, increasing revenue by 12.8 log points (62 percent higher growth rate), with little penalty for customer satisfaction and assessment accuracy compared to the two other schemes that explicitly also rewarded these dimensions. Further analysis reveals that these revenue gains accrue from a small number of properties becoming taxed at their true value, which is substantially more than they had been taxed at previously. The majority of properties in incentivized areas in fact pay no more taxes, but do report higher bribes. The results are consistent with a collusive setting in which performance pay increases collector's bargaining power over taxpayers, who either have to pay higher bribes to avoid being reassessed, or pay substantially higher taxes if collusion breaks down.
KerkoCite.ItemAlsoKnownAs: 10.3386/w20627 2339240:BAJEUIIS 2405685:NRLTA3UK 4656463:Z5GTYX4D

Innovative Methods to Train Teachers of Blind Children - Kibet, Amon; Kweyu, Ignatius; Koszorus, Ferenc (EdTech Hub, 2021)
Discover what we learned using innovative methods such as virtual training via WhatAapp to train teachers of blind children. Click to read more.
KerkoCite.ItemAlsoKnownAs: 2339240:ULNM6MVY 2405685:9872JIDA

Using a Participatory Approach to Create SEL Programming: The Case of Ahlan Simsim - Kohn, Shanna; Foulds, Kim; Cole, Charlotte; Matthews, Mackenzie; Hussein, Laila (Journal on Education in Emergencies, 2021)
This paper highlights the use of a participatory, trauma-informed approach in the creation of Ahlan Simsim, a Sesame Street television program for the Middle East, and asserts the importance of using a participatory approach to designing culturally relevant social and emotional learning (SEL) content. Ahlan Simsim is a component of a larger initiative of the same name, which was created by Sesame Workshop and the International Rescue Committee and funded by the MacArthur and LEGO foundations. This program brings early learning and nurturing care to children and families affected by the Syrian crisis through a combination of mass media and direct service programming. In this article, we present a review of the research and consultations Sesame Workshop conducted with local communities and local child-development experts in Iraq, Jordan, Syria, and Lebanon from August to November 2018. Sesame Workshop’s aim was to identify and refine the television program’s focus area and to create locally relevant, trauma-informed content that draws from SEL strategies that resonate most and have the greatest impact with audiences in the Syrian response region. We argue that, for SEL programming to achieve maximum impact, it is critical that program designers develop socialemotional frameworks for children from the ground up by working with local caregivers and practitioners.
KerkoCite.ItemAlsoKnownAs: 10.33682/hxrv-2g8g 2339240:CUZ5VVAB 2405685:JNHJGIBB

What is Kubernetes - Kubernetes (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8HDPPTVT 2405685:3W2PF2VN

Edtech Startups in Latin America 2021 Survey Results - Lavca (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6BCNJVMR 2405685:V8X7UX4K

The future of language education in Europe: case studies of innovative practices - Le Pichon-Vorstman, Emmanuelle; Siarova, Hanna; Szőnyi, Eszter (European Journal of Language Policy, 2021)
Publisher: Liverpool University Press KerkoCite.ItemAlsoKnownAs: 2405685:T5E3RHZ5 4042040:3TYPTL5I

Principal Dashboard - Leh Wi Lan (Leh Wi Lan, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:QQ28IZKC 2405685:ZHDNZNFK

Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools - Leh Wi Lan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TVYLJS4I 2405685:IUJU327A

Case Study: TEAM Girl Malawi - Link Education International (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:VTNN7IW4 2405685:C9CRSJF9

Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. . - London, Jonathan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:C9DT58AH 2405685:9HR7QQQ6 4656463:PC9PS3MC

Assessing outside of the “classroom box” while schools are closed: The potential of phone-based formative assessments to support learning continuity - Luna-Bazaldua, D; Liberman, J; Levin, V (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JBQUWG4K 2405685:RTBSFRAE

Short and Long-Run Distributional Impacts of COVID-19 in Latin America - Lustig, Nora; Martinez Pabon, Valentina; Neidhöfer, Guido (2021)
We simulate the short- and long-term distributional consequences of COVID-19 in the four largest Latin American economies: Argentina, Brazil, Colombia and Mexico. We show that the shortterm impact on income inequality and poverty can be very significant, but that additional spending on social assistance more than offsets the effect in Brazil. The offsetting effect is significant in Argentina and Colombia, and nil in Mexico where there has been no such expansion. We find that a universal basic income that would have produced the same reduction in the poverty gap as actual policies would have cost slightly more but would have benefited the poor (the nonpoor) slightly less (more). To project the long-term consequences, we estimate the impact of the pandemic on school achievement and its intergenerational persistence. We use information on school closures, educational mitigation policies, and account for educational losses related to health shocks and parental job loss. Our findings show that in all four countries the impact is strongly asymmetric and affects particularly the high-school completion rates of children from disadvantaged families. Our simulations suggest that mitigation policies seem to have a minor impact on containing these negative effects.
KerkoCite.ItemAlsoKnownAs: 2339240:TURVV9V3 2405685:R7SG8FJ4

Early effects of the COVID-19 lockdown on children in rural Bangladesh - Makino, Momoe; Shonchoy, Abu S; Wahhaj, Zaki (2021)
Using data collected through a telephone-based survey in rural Bangladesh during the height of the pandemic, we present evidence on the eﬀects of COVID-19-led lockdown and school closures on children, focusing on three child-related outcomes: time use of children during the school closure, plans regarding children’s schooling continuation, and the incidence of child marriages. Our analysis reveals heterogeneity in the eﬀects of lockdown and school closure in terms of the child’s gender and the type of shocks. We ﬁnd a decrease in children’s study time and an increase in time spent on household chores during the school closure, and these changes were signiﬁcantly larger for girls than for boys. Within the household, respiratory illness lowered expectations that a child would return to school and increased the probability of marriage-related discussions for girls. Our ﬁndings oﬀer a cautionary tale regarding the potential longterm eﬀects of pandemic for girls in developing countries.
KerkoCite.ItemAlsoKnownAs: 2339240:EHS3BXYL 2405685:HBIVSCZT
Keywords: ⛔ No DOI found

Malala Fund releases report on girls’ education and COVID-19 | Malala Fund Newsroom - Malala Fund (Malala Fund | Newsroom, 2021)
Our latest report reveals the pandemic's lasting effects for the most marginalised girls.
KerkoCite.ItemAlsoKnownAs: 2339240:5TFZT53N 2405685:6YT5WWUX

The effect of school closures on standardised student test outcomes - Maldonado, Joana Elisa; De Witte, Kristof (British Educational Research Journal, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:F5KVHGL5 2405685:47YC8CVL

The effect of school closures on standardised student test outcomes - Maldonado - 2022 - British Educational Research Journal - Wiley Online Library - Maldonado, Joana Elisa; De Witte, Kristof (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:F5KVHGL5 2405685:47YC8CVL

A Global Mapping of Delivery Approaches - Mansoor, Zahra; Qarout, Dana; Anderson, Kate; Carano, Celeste; Dvorakova, Veronika; Williams, Martin J (2021)
The past 25 years has seen numerous governments worldwide adopting new institutional forms, such as delivery units and reform labs, to try to improve service delivery. We conduct a systematic global search and mapping of these delivery approaches. We identify 152 instances of delivery approach (DA) adoption from 80 diﬀerent countries, ranging from the center of government down to provincial and local levels, with an accelerating trend of adoption since 2010. The majority of these include education as a focus sector. The main ﬁnding that emerges from our analysis is that there is no single model that characterizes the design of such approaches or the purposes for which they are adopted. However, we do identify a number of patterns, including that DAs in lower-income countries are more likely to focus mainly on output-type goals (as opposed to outcomes), use external consultants, and utilize accountability- and incentive-driven mechanisms relatively more heavily than their counterparts in middle- and high-income countries. While our ﬁndings are purely descriptive and cannot be used to infer whether DAs are eﬀective, they give an indication to policymakers about the menu of potential options available to them in designing DAs. This global mapping can also provide useful context for existing and future country-level case studies that investigate the eﬀectiveness of DAs and seek to explore which designs might be more eﬀective in diﬀerent contexts and for diﬀerent purposes.
KerkoCite.ItemAlsoKnownAs: 2339240:Z24GD989 2405685:YBYBTSS3 4656463:753W7S4E
Keywords: ⛔ No DOI found

Gender-Transformative Programming in UNICEF Selected Case Studies - Marcus, Rachel; Samuels, Fiona; Belachew, H; Jalal, S (2021)
Reflections and Lessons for UNICEF’s Gender Policy and Action Plan (2022-2025), A compendium of papers, Florence: UNICEF Innocenti Research Centre
KerkoCite.ItemAlsoKnownAs: 2339240:22VUKTDE 2405685:TNP9V4TF

Children’s remote learning experiences in Italy during the COVID-19 pandemic - Mascheroni, Giovanna; Saeed, Marium; Valenza, Marco; Cino, Davide; Dreesen, Thomas; Zaffaroni, Lorenzo Giuseppe; Kardefelt-Winther, Daniel (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KBCDZDRK 2405685:N6BT886I
Keywords: ⛔ No DOI found

Supporting Teachers Moving Online, using a MOOC, During the COVID-19 Pandemic - Mays, Tony John; Ogange, Betty; Naidu, Som; Perris, Kirk (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BK6R4LIP 2405685:676ZMM3I

Learning Renewed: ten lessons from the pandemic - McAleavy, Tony; Riggall, Anna; Korin, Astrid (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5ZRP2HCK 2405685:ARSSKSPN
Keywords: ⛔ No DOI found

Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs - McIntyre, Nora; Sabates, Ricardo; Jamieson Eberhardt, Molly (EdTech Hub, 2021)
ZenodoArchiveID: 4575561 PreviousDOI: 10.5281/zenodo.4468852 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4575561 2339240:BJT3BKFR 2405685:V9FUFGLQ

How educational are 'educational' apps for young children? App store content analysis using the Four Pillars of Learning framework - Meyer, Marisa; Zosh, Jennifer M.; McLaren, Caroline; Robb, Michael; McCafferty, Harlan; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Radesky, Jenny (Journal of Children and Media, 2021)
Experts have expressed concerns about the lack of evidence demonstrating that children's "educational" applications (apps) have educational value. This study aimed to operationalize Hirsh-Pasek, Zosh, et al.'s (2015) Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially-available apps, and examine differences in educational quality between free and paid apps. We analyzed 100 children's educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. We developed a coding scheme in which each app earned a value of 0-3 for each Pillar, defining lower-quality apps as those scoring ≤ 4, summed across the Four Pillars. Overall scores were low across all Pillars. Free apps had significantly lower Pillar 2 (Engagement in Learning Process) scores (t-test, p < .0001) and overall scores (t-test, p < .0047) when compared to paid apps, due to the presence of distracting enhancements. These results highlight the need for improved design of educational apps guided by developmental science.
KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2021.1882516 2339240:DAP57ZEF 2405685:9KM825BK
Keywords: Digital Media; Digital Play; Early Childhood; Educational Apps; Four Pillars of Learning; Mobile Devices

2020 Annual Schools Census Report - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5S3TQR6D 2405685:JMH9T363

Annual School Census - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:PSR8CRAP 2405685:HK8SFD2T

LWL: Numbers and impact by 2020/21 school year - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:569UWV3B 2486141:BQRLTAA6

National policy on radical inclusion in schools - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:CYWMBVW8

Concept on mapping technical and vocational educational and training data in Kenya - Ministry of Education (State Department for Vocational and Technical Training, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:W9CQUI3Y 2405685:9S4JGQTN

Educational Technology Plan - Ministry of Education (Singapore) (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XH7WCXVJ 2405685:4AZVTWBW

2020 Annual Report on the Petroleum Funds | Ministry of Finance | Ghana - Ministry of Finance (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JH3SZELK 2405685:DDPAL29F 4656463:XGB3IXY9

Personal Data Protection Bill 2020 - Ministry of Information Technology and Telecommunication (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:F2C93XEX 2405685:AWDES5PD

Technological Federalism : A Building Block to Constitutionalise the Digital Sphere - Mittal, Anushka (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MANBX9Z8 2405685:5MPF4DCD
Keywords: ⛔ No DOI found

OER may be free, but you still need to invest to use them: Part I - Mogos, Ariam; Gacicio, Esther; Gaible, Edmond (2021)
Calls for access and equity underpin the OER (Open Educational Resources) movement, but it’s yet to be seen if the potential impact of OER will materialize in education - something COVID-19 may help change.
KerkoCite.ItemAlsoKnownAs: 2405685:9KXMVHL3

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

Resource Pack to Support Remote Learning : Introduction - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Introduction (English)
KerkoCite.ItemAlsoKnownAs: 2405685:P4ZV3WJ6

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

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

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

Resource Pack to Support Remote Learning : Formative Assessment - Mohn, Giti; Rafique, Giti; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank, 2021)
Resource Pack to Support Remote Learning : Formative Assessment (English)
KerkoCite.ItemAlsoKnownAs: 2405685:WFPQL8XD

El engagement en la educación virtual: experiencias durante la pandemia COVID-19 - Molina, Odiel Estrada; Cancell, Dieter Reynaldo Fuentes; Hernández, Alién García (Texto Livre: Linguagem e Tecnologia, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:5B3ZQV8Z
Keywords: ⛔ No DOI found

Moodle - Open-source learning platform | Moodle.org - Moodle (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:Q2JQYS7R 2405685:ZSDT9976

Toolkit for Designing a Comprehensive Distance Learning Strategy - Morris, Emily; Tan, Yvette (USAID, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8CCGV3KW 2405685:3QQ8X8NF

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: South Soudan - Mwaniki, David (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:LRSS84YD
Keywords: auto_merged

Pakistan Education Statistics 2017-18 - NEMIS (National Education Management Information System, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:57U6FLU9 2405685:2KAH2NJR

Pakistan Education Statistics 2017-18 - NEMIS (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SZQJUSLX 2405685:HWFDLM38

Nigeria Learning Passport - Nigeria Federal Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4TAPVKN4 2405685:CCRKKXJS

Teacher attendance and time on task in primary schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XI9TB42I 2405685:VZR6RFUF

Creditor Reporting System (CRS) - OECD (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GKAXYNKY 2405685:QF9A6M5Z
Keywords: ___working_potential_duplicate

Scaling education innovations for impact in low-and-middle-income countries during COVID - Olsen, Brad (Brookings Institution, 2021)
In 2020, the Center for Universal Education (CUE) at the Brookings Institution joined the Global Partnership for Education’s (GPE) Knowledge and Innovation Exchange (KIX), a joint partnership between the Global Partnership for Education and the International Development Research Centre (IDRC), to facilitate a cross-national, multiteam, design-based research and professional support initiative called Research on Scaling the Impact of Innovations in Education (ROSIE). The intention of ROSIE is to bring together researchers and practitioners to study the process of scaling education initiatives. This first annual brief reflects on scaling insights from different scaling teams across many low- and middle-income countries to jointly learn and share best practices related to scaling in education. Effective scaling is not just about designing and delivering promising innovations for use but also embedding them in thoughtful, mutifaceted ways to ensure that they grow, deepen, and have lasting impact. This brief discusses how several teams went about this work during the difficult last year.
KerkoCite.ItemAlsoKnownAs: 2339240:S7V2Y764 2405685:Y9VGSW9N

Mobile-based solutions can strengthen human capital gains disrupted by COVID-19 in developing countries - Orozco, Victor (2021)
Education technology is leveraging smartphones to reverse the pandemic-induced learning crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:5G6GXMV4 2405685:VC52RJ7L

Psychological Well-Being Levels of Teacher Candidates in the Distance Education Process - Özkul, Ramazan; Kirbaç, Metin; Kaya, Fatih (2021)
The expansion of the global communication network with the help of technological developments has undoubtedly shown its greatest impact in the field of education. As a matter of fact, the spread of communication networks between countries and individuals, in the field of education; it has created a global perception of education by accelerating the circulation of information resources, ideas and products. Especially with the COVID-19 epidemic, the transition to distance education has accelerated. In this context, it is considered important to investigate the behaviors and psychological states of students and to contribute to their good management of this process. The aim of this study is to examine the psychological well-being levels of teacher candidates in the distance education process. This research, which aims to examine the psychological well-being levels of teacher candidates in the distance education process, is a quantitative method with a causal comparison model. The study population of the research consists of Inönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. The data of the study were collected with the "Psychological Well-Being Scale". Obtained data, independent groups t-test, one-way ANOVA and descriptive statistics tests were performed. Research findings showed that participants had high levels of psychological well-being.
ISSN: 2501-9120 Issue: 2 Pages: 82-97 Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:MRF5YWGN 2405685:JHHP36ST
Keywords: Access to Computers; COVID-19; Correlation; Distance Education; Foreign Countries; Gender Differences; Handheld Devices; Internet; Mental Health; Pandemics; Physical Environment; Preferences; Preservice Teachers; Rural Urban Differences; Study Habits; Synchronous Communication; Telecommunications; Undergraduate Students; Well Being

Case Study: GEARR-ing Up for Success After School - PEAS (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9WEWV2NE 2405685:YR2PLC48

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

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

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

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

PPRC-BIGD COVID-19 Livelihoods & Recovery Panel Survey - Rahman, Hossain Zillur; Matin, Dr Imran; Rahman, Atiya; Das, Dr Narayan C; Zillur, Umama; Ahmen, Md. Shakil; Hashemi, Dr Syed M; Wazed, Mohammad Abdul; Mozumder, Tanvir Ahmed; Gain, Sabrina Miti; Mohammad, Fatema; Khan, Tahsina Naz; et al. (BRAC Institute of Governance and Development (BIGD), 2021)
The COVID-19 pandemic brought the world to an economic stand-still, and the poor and vulnerable populations are bearing the brunt of this crisis. Power and Participation Research Centre (PPRC) and BRAC Institute of Governance and Development (BIGD) have been jointly conducting a multi-phase study since April 2020 to capture the changing impact of the COVID-19 health and economic crisis on low-income communities...
KerkoCite.ItemAlsoKnownAs: 2339240:IK9VLKRP 2405685:84RHZ5EU

Investigating the mediating role of online learning motivation in the COVID-19 pandemic situation in Bangladesh - Rahman, Md. H Asibur; Uddin, Mohammad Shahab; Dey, Anamika (Journal of Computer Assisted Learning, 2021)
The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor–learner interaction (ILI), learner–learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the hypotheses, the PLS-SEM approach was applied using SmartPLS 3.0. The study shows a significant mediating role of OLM between the independent variables and learning satisfaction. In addition, DL, ILI, and ISE are shown to be significant predictors of student satisfaction. The findings have a number of valuable implications for education policy makers, universities, instructors, and students. Moreover, the study suggests some new research perspectives to overcome the limitations of this research and to gain precise knowledge on students' learning motivation and satisfaction regarding other online classes for different categories of students (e.g., high school and college, professional, and PhD).
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12535 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12535 2339240:D2LCXIHU 2405685:DUEDNPFM
Keywords: Bangladesh; COVID-19; interactions; learning motivation; learning satisfaction; online education

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Book Chapter] - Rahman, Tashmina; Sharma, Uttam (World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1596/35043 2339240:4MHUSRIF 2405685:RDF4ZFYM

Exploring the summer reading effect through visual analysis of multiple datasets - Reed, Deborah K.; Aloe, Ariel M.; Park, Seohee; Reeger, Adam J. (Journal of Research in Reading, 2021)
Historically, there has been concern about students losing reading ability over extended breaks from school, commonly in the summer, but studies of this phenomenon have produced inconsistent results. We applied exploratory visual analysis of multiple datasets to examine whether students in Grades K-5 appear to lose or improve in various reading abilities over the summer and across consecutive school years. Archival data were obtained on students of different U.S. school districts who did not participate in a formal summer reading programme. Data were disaggregated by groups considered most vulnerable to summer loss: those from economically disadvantaged backgrounds and those identified with disabilities. Given the variety of measure types and scores, we centred scores on each measure's cut point for proficiency in a particular grade level to depict how students' scores deviated from the proficiency classifications before and after a summer break. Overall, students' scores relative to the benchmark appeared on average to have maintained or improved, and there was no observed accumulated decrement in reading performance across years. For anomalous instances of summer loss, we offer possible alternative explanations such as measurement artefacts and unrehearsed learning. Visual analysis of the datasets suggested that summer breaks were not associated with systematic losses of students' reading ability, even among those considered most vulnerable to the phenomenon. However, available assessments and benchmarks are not designed to measure summer learning specifically, and little is known about the kinds of literacy experiences students not in formal programmes might be having. Thus, more research on summer maturation and degeneration is warranted.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9817.12357 KerkoCite.ItemAlsoKnownAs: 10.1111/1467-9817.12357 2339240:JHHW65S2 2405685:EXZINYW5
Keywords: elementary; exploratory visual analysis; reading; summer loss

Pakistan - Data Protection Overview - Rehman, Shafaq (RIAA Barker Gillette, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JE7WKN5X 2405685:MTKT9C36

Logros y Desafíos del Plan Ceibal - Reyes, Olga; Valdés-Rodríguez, Ofelia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:JJUPMKNB 2405685:XXNI324J

Co-Develop: Digital Public Infrastructure for an Equitable Recovery - Rockefeller Foundation (The Rockefeller Foundation, 2021)
As we build back better from the Covid-19 pandemic, we have an unprecedented opportunity to build digital public infrastructure that promotes inclusion, human rights, and progress toward global goals. This report outlines an agenda for international cooperation on digital public infrastructure to guide future investments and expansion of this critical tool.
KerkoCite.ItemAlsoKnownAs: 2339240:37L4BB6S 2405685:RWZW3IGV 4656463:V2H3KQ6Y

Financing for the EdTech Ecosystem: A Working Paper - Roddis, Suzanne; Collis, With Victoria; Steer, Liesbet; Cunningham, Madelyn Swift (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FPKG8YWE 2405685:ZIXZZ9DF
Keywords: ⛔ No DOI found

Current initiatives, barriers, and opportunities for networked learning in Latin America | SpringerLink - Romero-Hall, Enilda (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7BL7UJES 2405685:T3EWN6KP

Levar sala de aula até sala de casa é bom negócio na Geekie - Rosa, Joao Luiz (Valor Econômico, 2021)
Isolamento social ajudou ‘edtech’ a elevar o faturamento em mais de 170% no ano passado
KerkoCite.ItemAlsoKnownAs: 2339240:4UAQBJVI 2405685:F7RAB35E

Do High-Stakes Exams Promote Consistent Educational Standards? - Rossiter, Jack; Abreh, Might Kojo; Ali, Aisha; Sandefur, Justin (Center for Global Development, 2021)
Each year over two million secondary-school students across English-speaking West Africa sit coordinated exams, with the explicit goal of maintaining consistent educational standards across schools and over time. We find that scores across math items drawn from different exam years—when taken by an identical group of students on the same day—closely track fluctuations in Ghana’s national pass rates over time, absent any role for cheating or changes in real performance.
KerkoCite.ItemAlsoKnownAs: 2339240:P76Y3ZMS 2339240:Q7EM36CB 2405685:8CHDNRL6 2405685:CNXH9CPT 4656463:DM8NI9DR

Digitizing taxation and premature formalization in developing countries - Roy, Pallavi; Khan, Mushtaq H. (Development and Change, 2021)
The digitization of taxation systems can assist inclusion. However, it can also inadvertently lead to adverse outcomes for the poor in developing countries where many firms in the informal sector have low capabilities. Moreover, larger formal sector firms are often politically networked and in a position to engage in extractive informal transactions that digitization alone cannot restrict. Thus, while digitization creates tools for the enforcement of formal regulations, formalization can be unequal. This contribution focuses on digitized taxation as an application of a more general problem with digitization as a tool for formalization, referring to evidence from the rollout of the Goods and Services Tax (GST) in India. Using the analysis of political settlements, the authors distinguish between types of rule violations in developing economies. Networked higher-capability firms engage in ‘informal’ transactions when they violate rules to extract rents. This is different from the informality of unregistered micro and small enterprises in the informal sector who often violate rules they cannot adhere to, and make informal payments to enforcers to continue operating. When digital technologies are used in these contexts, adverse outcomes for welfare and inclusion can follow from ‘premature formalization’. A more cautious and inclusive path to formalization is necessary to protect vulnerable groups.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dech.12662 KerkoCite.ItemAlsoKnownAs: 10.1111/dech.12662 2339240:MU6W52WZ 2405685:UGRBR3L5 4656463:R9NF9UEB

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

'Leave no one behind' - five years into Agenda 2030: Guidelines for turning the concept into action - Samman, Emma; Roche, Jose Manuael; Sarwar, Moizza Binat; Evans, Martin (Overseas Development Institute, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7VTSZ8FZ 2405685:9KJFUTGQ

Pathways towards quality primary education: improving completion and learning outcomes - Sarwar, Moizza Binat; Moreno, Diego Benitez; Homonchuk, Olha; Roche, Jose Manuel; Nicolai, Susan (Overseas Development Institute, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9HKATEYG 2405685:DV2ABWB9

Digitizing Curriculum Standards to Unlock the Potential of Open Educational Resources in a Global Context. - Savov, Ivan (UNHCR, Vodafone Foundation, Google.org, and UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9CQZLXPE 2405685:57EEB3JT

Assistive Technologies and Other Supports for People with Brain Impairment. - Scherer, M. J. (Springer Publishing Co, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EKI7Z54P 2405685:LTA7V78K

A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya - Schueler, Beth E.; Rodriguez-Segura, Daniel (Annenberg Institute, 2021)
Covid-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call interventions in Kenya when schools were closed. Schools (n=105) were randomly assigned for their 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly mathfocused intervention—5-minute accountability checks or 15-minute mini-tutoring sessions—or to the control group. Although calls increased student perceptions that teachers cared, accountability checks had no effect on math performance up to four months after the intervention and tutoring decreased math achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take in-person assessments. Tutoring substituted away from more productive uses of time, at least among returning students. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning tutoring interventions with best practices and targeting interventions to those who will benefit most.
Publisher: EdWorkingPapers.com KerkoCite.ItemAlsoKnownAs: 2339240:XZCEK22N 2405685:9BBHUUTN

Pupil Census 2021 - Scottish Government (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4D6YIEHN 2405685:ARL37MGE 4656463:QLGNII8D

Forum Guide to Strategies for Education Data Collection and Reporting - SEDCR (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:A47PU2CT 2405685:C4RHBJCS
Keywords: ⛔ No DOI found

Educación en pausa - Seusan, Laura Andreea; Maradiegue, Rocío (2021)
Una generación de niños y niñas en América Latina y el Caribe está perdiendo la escolarización debido al COVID-19
KerkoCite.ItemAlsoKnownAs: 2339240:VSYTIGBE 2405685:8WE9SR6T

Education through ICT Initiatives during the pandemic in India - Sharma, Anchal (Center for Sustainable Development, Columbia University, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:E9PCK69E 2405685:MKUWVX9Q

The Role Played by Parents in the Abrupt Transition to Online Education During the Covid-19 Pandemic - Sharmacharya, Ratan (2021)
Publisher: Georgia Institute of Technology KerkoCite.ItemAlsoKnownAs: 2405685:QA6TSP7N
Keywords: ⛔ No DOI found

Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review. - Shrestha, Sagun; Gnawali, Laxman (IAFOR Journal of Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.22492/ije.9.2.10 2405685:ZT9NPHVL

4 challenges of adopting blockchain in education & potential solutions - SotaTek (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CAGQSMUC 2405685:DBKUN2KR

Here are 5 blockchain use cases in the education sector - SotaTek (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:TWM5R849 2405685:UNCMR5FT