Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms - Evans, David K.; Yuan, Fei (2019)
In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning – if sustained over time – may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning.
Publisher: World Bank, Washington, DC KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8752 2339240:5JI69878 2405685:7CTP3XVS

What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls | The World Bank Economic Review | Oxford Academic - Evans, David K; Yuan, Fei (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:3XU4UDJ3 2405685:WP56IE2H

Cost-Effectiveness Measurement in Development: Accounting for Local Costs and Noisy Impacts - Evans, David K.; Popova, Anna (The World Bank, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7027 2339240:9TRQJA7R 2405685:MNGE8QKW

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K; Popova, Anna (World Bank Group, 2015)
In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.
shortDOI: 10/ggc47g KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7203 10/ggc47g 2339240:3QGANTA4 2339240:DCJR436S 2339240:E9MNPGT5 2339240:RYKHDQR3 2339240:ZCQAUZ6U 2405685:CP9T27XU 2405685:G3595KWV 2405685:UHYRM2R9
Keywords: *Topic:Curriculum and resources; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Learning assessments; _THEME: Teacher Professional Development; ___working_potential_duplicate; _proposed-for: Scoping review; ❓ Multiple DOI

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
shortDOI: 10/f9gf8q KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 10/f9gf8q 2339240:WFIJNIC4 2405685:5ZQE8AUE 2405685:QIM4VXJD 2486141:NXFPSM63
Keywords: C:Low- and middle-income countries; ___working_potential_duplicate

What Really Works to Improve Learning in Developing Countries?: An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (World Bank Research Observer, 2016)
Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.
Accepted: 2018-02-02T19:38:07Z Place: Washington, DC Publisher: World Bank KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 2339240:XHH9MR2V 2405685:VNUUVGSU 4656463:EAE8E8C8
Keywords: Education; Human Capital; Impact Evaluation; Student Learning

Education in Africa: What are we learning? - Evans, David K; Mendez Acosta, Amina (Journal of African Economies, 2021)
Abstract Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64% of the studies evaluate government-implemented programs, 36% include detailed cost analysis and 35% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa009 2405685:ZLY77F8G 4042040:NZPKHM3S

Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil - Evans, David K.; Loureiro, Andre (2020)
Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil (English)
KerkoCite.ItemAlsoKnownAs: 2339240:5LIIM8SG 2405685:JJ2EQYR6 4656463:L9C7VA6G

Can technology enable effective teacher coaching at scale? - Evans, David (2008)
Teachers are important. And many teachers in low- and middle-income countries would benefit from support to improve their pedagogical skills. But how to do it? Again and again, evidence suggests that short teacher trainings – usually held in a central location – don’t do much of anything to improve teacher ...
KerkoCite.ItemAlsoKnownAs: 2405685:7UY4JMR3 7UY4JMR3

Can technology enable effective teacher coaching at scale? - Evans, David (2018)
Teachers are important. And many teachers in low- and middle-income countries would benefit from support to improve their pedagogical skills. But how to do it? Again and again, evidence suggests that short teacher trainings – usually held in a central location – don’t do much of anything to improve teacher ...
KerkoCite.ItemAlsoKnownAs: 2339240:7HET7C9K 2405685:XCWVRPKM

Four cautionary lessons about education technology - Evans, David (World Bank Blogs, 2017)
Technology in education is often seen as a solution. It holds promise, but caution is warranted.Photo: Charlotte Kesl / World Bank There is no denying that governments around the world are expanding investments in education technology, from inputs that students use directly (like Kenya’s project to put tablets in schools) to ...
KerkoCite.ItemAlsoKnownAs: 2339240:LU3TS2MY 2405685:R238S3X3

Teacher Coaching: What We Know - Evans, David (World Bank Blogs - Development Impact, 2017)
“Teacher coaching has emerged as a promising alternative to traditional models of professional development.” In Kraft, Blazar, and Hogan’s newly updated review “The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence, ” they highlight that reviews of the literature on teacher professional development (i.e., ...
KerkoCite.ItemAlsoKnownAs: 2405685:VHFL7S36 VHFL7S36

Virtual teacher coaching may not be the solution we hoped for - Evans, David (Center For Global Development, 2020)
How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 2339240:YKPDEQ24 2405685:N7TJTQLU
Keywords: ___working_potential_duplicate

Virtual Teacher Coaching May Not Be the Solution We Hoped For - Evans, David (Center For Global Development, 2020)
How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 2405685:HFLN22GT 2534378:M49VS4UK
Keywords: ___working_potential_duplicate

Manual on sources and methods for the compilation of COFOG Statistics : Classification of the Functions of Government (COFOG) - Eurostat (European Commission, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:EE2PEJ2Z 2405685:ZQPCFEZB

Empowering teachers and children for a healthy digital life : report on activities carried out at the European School of Varese, Italy. - European Commission (2013)
This document reports on a training action with teachers that targeted mostly the role of teachers in the promotion of a balanced and healthy online life and the prevention of cyber-bullying at primary school level. Our aim in this experience in training the primary teacher of the European School of Varese is to open a path to empower teachers in guiding our children to become smart, responsible, and respectful also when using media and help them to understand the ethical consequences behind the decisions they make online. Healthy children learn better and become healthy adults enabling them to reach their potential. This document describes the training activities that took place among teachers of the primary sections of the European School of Varese. It then summarises the observations made by the moderators of the respective activities and finally presents the recommendations that have been made by the teachers and the moderators in the light of the described experiences.
ISBN: 9789279392757 Publisher: Publications Office of the European Union KerkoCite.ItemAlsoKnownAs: 2339240:LH2LVYSI 2405685:84AG7C6Q

Practical guidance note 9: stopping school related gender based violence - European Commission (Publications Office of the European Union, 2020)
This guidance note provides information and programming advice about how to stop school-related, gender-based violence (SRGBV).
KerkoCite.ItemAlsoKnownAs: 2339240:GTRY8AQ9 2405685:S2BEWWXE

Towards a new digital ethics: Data, Dignity and Technology - European Commission (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:BLEX4UJX 2405685:TNLSBWZQ

What is blockchain? - Euromoney Learning (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:X86I2N26 2405685:AAI5LF57

Ecological Systems Theory - Ettekal, Andrea; Mahoney, Joseph (2017)
Ecological systems theory explains how human development is influenced by different types of environmental systems. Researchers, policy makers, and practitioners are interested in the opportunities and risks associated with how youth spend their discretionary time outside the regular school day. One of the primary settings in which youth spend their out-of-school hours is in organized activities, which include extracurricular activities, after-school programs, and activities at community-based organizations. Much research on out-of-school activities has utilized ecological systems theory to understand how activities foster positive, healthy development of youth from different backgrounds.
zotzenLib.CopiedFrom: 2339240:NR3WND7N KerkoCite.ItemAlsoKnownAs: 10.4135/9781483385198.n94 2339240:NR3WND7N 2405685:D24BMJBJ

Nigeria Government Calls for Reopening of Schools After 6-month COVID Lockdown | Voice of America - English - Ettang, Ifiok (Voice of America, 2020)
Nigeria reopened schools Oct. 12, six months after they were closed to curtail the spread of the coronavirus. However, not all parents believe students should be returning to the classroom. Gloria Kwashi runs the Zambiri Outreach and Childcare Center in Jos, a school that provides free education and food for more than 400 children, including orphans and victims of insurgent violence. She says the pandemic brought her students' learning to a complete halt. "All the months that we left, nobody came to school and nobody learned anything, so it was already that bad," she said.
Section: Africa, COVID-19 Pandemic KerkoCite.ItemAlsoKnownAs: 2339240:CFZ4DSR7 2405685:X3MMDCW5

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

Ethiopia Growth and Transformation Plan II (GTP II) | Green Growth Knowledge Platform - Ethiopia National Planning Commission (Federal Democratic Republic of Ethiopia, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:XG2MRXIK

Pakistan Floods: Education Snapshot - 30 September 2022 - Pakistan | ReliefWeb - ESWG (2022)
Infographic in English on Pakistan about Education, Flash Flood and Flood; published on 30 Sep 2022 by Education Cluster, Save the Children and 2count other organizations
KerkoCite.ItemAlsoKnownAs: 2339240:8FZWLCHT 2405685:Y3YYM2H7

Digital Skills in Latin American Teachers - Estrada, Ricardo (Development Bank of Latin America, 2020)
We are a development bank with 20 shareholder countries - in Latin America, the Caribbean, Spain and Portugal- as well as 13 private banks
KerkoCite.ItemAlsoKnownAs: 2339240:5B5XGSK6 2405685:99ZG5953

Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities - Essuman, Ato; Akyeampong, Kwame (Journal of Education Policy, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.554999 2339240:367L95ZT 2405685:MRVNK2D7
Keywords: ___working_potential_duplicate

Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities - Essuman, Ato; Akyeampong, Kwame (Journal of Education Policy, 2011)
In 1987, the government of Ghana embarked on a process to decentralise education management to districts as part of wider social and democratic governance reforms. A central part of this reform was the prescription of active community participation in the affairs of schools within their locality. This paper explores the different meanings community participation had for school community stakeholders. It examines the multiple understandings of how community and school relations work and the factors which influence this relationship. Drawing on case study data, it argues that much of the theoretical and policy expectations on representation and participation in education by community members are only evident in form, but not as intended in practice. In poor rural contexts, it is often the local elite and relatively more educated members of the community, who become the new brokers of decision-making and, through their actions, close up the spaces for representation and participation by community members in the affairs of schools. Furthermore, the extent of community participation appears to be shaped by a ‘social contract’ based on the principle of reciprocity of roles between the community and schools, and that increasingly teachers feel accountable to the traditional hierarchical educational structure, and not to the community. The paper argues that the realisation of decentralisation policy in education has to contend with the realities of local politics of influence in the community, and tap into the positive side of this influence to improve education service delivery.
Publisher: Routledge _eprint: https://doi.org/10.1080/02680939.2011.554999 KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.554999 10/bqzj2s 2339240:KLMLRR4J 2405685:USDNAYZW
Keywords: Ghana; Parent Teacher Associations (PTA); School Management Committees (SMC); ___working_potential_duplicate; community participation; decentralisation policy

The Role of Language in the Teaching and Learning of Early Grade Mathematics: An 11-year Account of Research in Kenya, Malawi and South Africa - Essien, Anthony (African Journal of Research in Mathematics, Science and Technology Education, 2018)
The purpose of this study was to provide a systematic review of research that has been carried out between 2006 and 2016 on the role of language in early grade (Grades 1–4) mathematics teaching and learning in three countries—Kenya, Malawi and South Africa. These countries were selected because they have similar characteristics: teaching and learning occur in a multilingual context; their language in education policies are similar; transition from mother tongue to English happens during the early grades; and most of the learners learn mathematics in English—a language which for most is not their first/home language. Research outputs between 2006 and 2016 from the three countries were sourced from peer-reviewed mathematics and general education journals, monitoring and evaluation reports, and book chapters. Findings from the study revealed that there is a lack of longitudinal studies that investigate the impact of language on the teaching and learning of mathematics and that there are few studies on how teachers are and should be trained to teach mathematics in the early grades. The study also found that the implementation of the language in education policies in the three different focus countries is fraught with difficulties owing to a number of factors, amongst them the fact that the indigenous languages are not yet fully developed as academic languages. Finally, existing literature highlights the importance of the use of code switching and the provision of materials in the home language(s) of early graders. Recommendations regarding policy/curriculum, teacher education and pedagogic practices are made.
KerkoCite.ItemAlsoKnownAs: 10.1080/18117295.2018.1434453 2405685:IWGA86UZ 4042040:U3N3KGSI

School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study - Espinoza-Revollo, Patricia; Ramirez, Ana; Atherton, Paul; Mackintosh, Alasdair (EdTech Hub, 2022)
Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958056 10.53832/edtechhub.0106 2405685:MFH269TU
Keywords: _r:AddedByZotZen

School-to-School Mobility Patterns and Retention Rates of Payroll Teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alisdair; Ramirez, Ana; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2023)
This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org
ZenodoArchiveID: 7421516 ZenodoArchiveConcept: 7421515 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7421516 10.53832/edtechhub.0143 2405685:DE7XUSMJ
Keywords: _r:AddedByZotZen

Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action - Espino-Díaz, Luis; Fernandez-Caminero, Gemma; Hernandez-Lloret, Carmen-Maria; Gonzalez-Gonzalez, Hugo; Alvarez-Castillo, Jose-Luis (Sustainability, 2020)
This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.
KerkoCite.ItemAlsoKnownAs: 10.3390/su12145646 2405685:MFYX8XWV
Keywords: covid-19; ict; neuroeducation; stress; teachers

Education technology: An evidence-based review - Escueta, Maya; Quan, Vincent; Nickow, Andre Joshua; Oreopoulos, Philip (National Bureau of Economic Research, 2017)
In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.
KerkoCite.ItemAlsoKnownAs: 10.3386/w23744 2339240:3BIGHYQN 2339240:FYC7BPHW 2339240:LYBI56IU 2405685:63EDEAFD 2405685:AEIV8XGY 2405685:AWIHDCCP
Keywords: ___working_potential_duplicate

Pesquisa revela sistemas de ensino melhor avaliados no país - Blog do EX - Escolas Exponenciais, (Escolas Exponenciais, 2021)
Diagnóstico Nacional da Educação aponta qual é o sistema de ensino mais bem avaliado por pais e responsáveis por alunos em todo Brasil.
KerkoCite.ItemAlsoKnownAs: 2339240:ZJP4J9X9 2405685:WCD5LB3Q

Mango Tree Literacy Labs’ Radio Programme Sandbox - Esbeck, Craig; Oloa, Charles; Brown, Victoria; Plaut, Daniel; Salami, Taiye (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4747475 2405685:RIPJWUDB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak - Ersin, Pinar; Atay, Derin; Mede, Enisa (International Journal of TESOL Studies, 2020)
The Coronavirus (COVID-19) outbreak has caused disruptions in education in Turkey, as it has in many parts of the world. Faculties of Education that require practice teaching (practicum) are affected as well; due to the shutdown, pre-service English language teachers (PTs) are deprived of the field experience and actual classroom teaching practices in authentic school settings. Practicum constitutes an important part of teacher education and during practicum, “cooperating” teachers (i.e. teachers at practicum schools) and university instructors as teaching practice supervisors play crucial roles in equipping PTs with necessary theoretical and practical skills. The present study took place in the English Language Education program of a competitive state university in Turkey. At the university, all theory-oriented courses moved to synchronous platforms without much difficulty with almost full attendance of the students. As for the practicum, Turkish Higher Education Council let the universities decide for themselves. As researchers working at two different universities, Bahçeşehir University and Marmara University, Istanbul, Turkey, we designed an alternative practice to meet the needs of PTs and maintain the quality of the practicum: “e-practicum” under the supervision of the university supervisor who acted as the “e-mentor”. The aim was to increase PTs’ teaching competence and prepare them for online teaching. A virtual classroom consisting of twenty-five PTs was formed and six PTs performed microteaching to their peers who acted as students by using Zoom. After the e-practicum sessions, peers gave detailed feedback to the teacher PTs. The university supervisor provided e-mentoring right after each session. Then, each teacher PT reflected on e-practicum experience and e-mentoring. The findings revealed that PTs found the e-practicum useful because it helped them overcome online teaching fears.
KerkoCite.ItemAlsoKnownAs: 10.46451/ijts.2020.09.09 2405685:NNH6YCCT
Keywords: address; atatürk eğitim fakültesi ek; bina; corresponding author; d blok; e-mentoring; e-practicum; english language teacher education; göztepe kampüsü; marmara ünivesitesi; ofis; pre-service teachers

Emergency remote education experiences of teachers during the COVID-19 pandemic: a phenomenological research - Eroglu, Mehmet; Senol, Cem (Shanlax International Journal of Education, 2021)
The purpose of the study is to examine teachers' experiences of Emergency Remote Education (ERE) during the COVID-19 pandemic. The study was designed in the qualitative approach and as the research method, "phenomenology" was used. The sample of the study consists of 12 teachers selected by the criterion sampling method. The interview technique was used to collect data. The data were collected through a semi-structured interview form developed by the researchers. The data were analyzed using descriptive analysis. The study results showed that the ERE activity that teachers experienced the most was the online lessons. Teachers have done the ERE activities through various applications such as EIN (Education Information Network), Zoom, WhatsApp, YouTube. Teachers emphasized that ERE was ineffective due to low student participation, insufficient infrastructure, lack of responsibility and motivation for learning, low ICT competency of students and teachers, low socioeconomic status, and inappropriateness of planning and curriculums. In addition, teachers stated that education in the COVID-19 pandemic process should be done in diluted classrooms, hybrid or face to face. It is concluded that the lack of infrastructure, lack of responsibility and motivation for learning created inequality of opportunity for participation in ERE. The lack of infrastructure was mostly due to students being in the low socioeconomic group. In addition, students' learning responsibility and motivation are very important in the effectiveness of ERE.
KerkoCite.ItemAlsoKnownAs: 10.34293/education.v9i3.3918 2339240:QQT6MK3B 2405685:RD4IZKPG
Keywords: Barriers; COVID-19; Distance Education; Electronic Learning; Elementary Secondary Education; Emergency Programs; Foreign Countries; Instructional Effectiveness; Integrated Learning Systems; Internet; Learning Motivation; Pandemics; Phenomenology; Socioeconomic Status; Student Participation; Student Responsibility; Teacher Attitudes; Turkey

Tanzania: A political-economy analysis - Eriksen, Stein Sundstøl (Norwegian Institute of International Affairs, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4U8585S9 2405685:KYTPDW4N

Sustainability & Corporate Responsibility Report - Ericsson (Ericsson.com, 2020)
Our Sustainability and Corporate Responsibility Report includes all the highlights of our sustainability performance.
Last Modified: 2020-04-15T06:29:31+00:00 Library Catalog: www.ericsson.com KerkoCite.ItemAlsoKnownAs: 2339240:SALDRCZ7 2405685:Y6NUR45J 4803016:IF4I7JN8

Staying Tuned Radio Programming for Sustained Behaviour Change and Accountability in Cox’s Bazar, Bangladesh - Ergül, H (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GJPSTJEE 2405685:DUQRTVUY

Core Keywording Strategy - EPPI Centre (2003)
KerkoCite.ItemAlsoKnownAs: 2129771:NAXUKTMS 2405685:63PBU9UU 2486141:TJHPSKBB

Guidelines for extracting data and quality assessing primary studies in educational research Version 0.9.7 - EPPI-Centre (2003)
KerkoCite.ItemAlsoKnownAs: 2339240:2W4IWEUN 2405685:7LQNB2IZ

ePathshala | Learning On The Go - ePathshala (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:55H8UIBN 2405685:VKSIPS8X

Learning Inequality During the Covid-19 Pandemic - Engzell, Per; Frey, Arun; Verhagen, Mark D. (SocArXiv, 2020)
Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for student learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from the Netherlands (n≈350,000). The Netherlands represents a best-case scenario with a relatively short lockdown (8 weeks) and a high degree of technological preparedness. We use the fact that national exams took place before and after lockdown, and compare progress during this period to the same period in the three previous years using a difference-in-differences design. Our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. These results remain robust when balancing on the estimated propensity of treatment and using maximum entropy weights, or with fixed-effects specifications that compare students within the same school and family. Losses are up to 55% larger among students from less-educated homes. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. The average learning loss is equivalent to a fifth of a school year, nearly exactly the same period that schools remained closed. These results imply that students made little or no progress whilst learning from home, and suggest much larger losses in countries less prepared for remote learning.
KerkoCite.ItemAlsoKnownAs: 10.31235/osf.io/ve4z7 2339240:9UR55BWA 2405685:42C36LBW
Keywords: Economics; Education; Educational Assessment; Evaluation; Public Affairs; Public Policy and Public Administration; Social Statistics; Social and Behavioral Sciences; Sociology; and Research

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

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 of the United States of America, 2021)
Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students' learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world's highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.
KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:FQ7T9968 2405685:BRNCTXQM
Keywords: COVID-19; Child; Female; Humans; Learning; Male; Netherlands; Pandemics; Quarantine; SARS-CoV-2; Schools; digital divide; learning loss; school closures; social inequality

The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action - English in Action (2011)
EdTechHub.ItemAlsoKnownAs: 2405685:6D7Y5AC8

From design experiments to formative interventions - Engeström, Yrjö (Theory & Psychology, 2011)
So-called ?design experiments? have been presented as a radical alternative to traditional experimental designs in behavioral sciences. A closer scrutiny of design experiments shows that they share the basic linear methodology of traditional randomized controlled trials, and thus ignore resistance and agency of learners as a source of surprise and novelty. Formative interventions based on Vygotsky?s principle of double stimulation offer an alternative that builds on and purposefully fosters learners? agency. Formative interventions may be characterized with the help of an argumentative grammar which proposes (a) the collective activity system as a unit of analysis, (b) contradictions as a source of change and development, (c) agency as a crucial layer of causality, and (d) transformation of practice as a form of expansive concept formation. These four epistemic tenets are concretized with the help of analysis of data from a Change Laboratory formative experiment conducted in a Finnish hospital. The analysis shows that double stimulation is a multi-layered and longitudinal process in which both the initial problem situation (first stimulus) and the mediating conceptual tool (second stimulus) are reformulated and enriched in successive steps. Such a process of double stimulation generates a thirdness, a new concept for the activity under transformation.
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/0959354311419252 2339240:KAQBZKPN 2405685:ZH34YXTN

New Evidence on Teacher Labor Supply - Engel, Mimi; Jacob, Brian A.; Curran, F. Chris (American Educational Research Journal, 2014)
Recent evidence on the large variance in teacher effectiveness has spurred interest in teacher labor markets. Research documents that better qualified teachers typically work in more advantaged schools but cannot determine the relative importance of supply versus demand. To isolate teacher preferences, we document which schools prospective teachers interviewed at during job fairs in Chicago. We find substantial variation in the number of applicants per school, ranging from under five to over 300. Schools serving more advantaged students have more applicants per vacancy, on average, and teacher preferences vary systematically by their own demographic characteristics. School geographic location is highly predictive of applications, even after controlling for distance from applicants’ home addresses and a host of school and neighborhood characteristics.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0002831213503031 2339240:7I5NUIYN 2405685:23KLYEAG
Keywords: distribution of teachers across schools; teacher labor markets; teacher labor supply; teacher preferences; urban schools

Elimu kwa teknolojia (A BridgeIT Program) summative evaluation executive summary - Enge, Kjell (Mobiles for Education Alliance, 2011)
The goal of the Bridgeit program in Tanzania was to significantly increase the educational quality and achievement among students at primary school level in mathematics, science and life skills through the innovative use of cell phones and digital technology. Principal evaluation findings: Test scores of BridgeIT students in maths and science were significantly higher, 10-20%,... Read more
KerkoCite.ItemAlsoKnownAs: 2339240:GPEHCK2C 2405685:4XYAPMQW

An Infographic Presentation of Eneza's 2012 Impact Study - Eneza Education (Eneza Education, 2013)
I am sure you are wondering what Eneza is, that should not worry you at all. We have just changed our name from MPrep to Eneza. “Eneza” is a Swahili ... Read More
Library Catalog: enezaeducation.com KerkoCite.ItemAlsoKnownAs: 2339240:LSRRXLCC 2405685:VBPTJLET

Eneza Education website - Eneza Education (Eneza Education, 2020)
Eneza Education is an ed-tech company that provides curriculum aligned revision material in all subjects for primary and secondary learners on any device. Our virtual tutor provides access to curriculum-aligned ... Read More
Library Catalog: enezaeducation.com KerkoCite.ItemAlsoKnownAs: 2339240:2QPSLBJJ 2339240:RD26XAND 2405685:F7NUAKLP 2405685:G3VV5CDE 2405685:TVH3H85F 2405685:ZLDW66I8 ZLDW66I8

Impact of COVID-19 on the institutional education system and its associated students in Bangladesh - Emon, Efta Khairul Haque; Alif, Ashrafur Rahman; Islam, M. Shahanul (Asian Journal of Education and Social Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 10.9734/ajess/2020/v11i230288 2339240:X4UBFSR8 2405685:P48U5KA8
Keywords: Bangladesh; COVID-19; Coronavirus; education; impact; poverty.

Classification | EM-DAT - EM-DAT (2009)
KerkoCite.ItemAlsoKnownAs: 2405685:2Y72MJ9B 2405685:8WJ37L9P

Frameworks of educational technology* - Ely, Donald (2008)
This paper, written from a 20th-century perspective, traces the development of, and inﬂuences on, the ﬁeld of instructional technology and attempts to describe a framework within which we can better understand the ﬁeld.
KerkoCite.ItemAlsoKnownAs: 2339240:VC2Y8TS2 2405685:BRVAVBB3

11 raisons qui dont que les enseignants n'utilisent pas les nouvelle technologie en classe - Elouardani, Karim (Edupronet, 2016)
Au delà du degré d'intégration des nouvelles technologies en classe, il est intéressant d'identifier les freins à l'utilisation des TICE dans l'enseignement
Library Catalog: edupronet.com EdTechHub.ItemAlsoKnownAs: 2405685:4C64T32C

Assessment of Computer-Based Nutrition Education Model in Primary Schools of Lahore, Pakistan - Elmadfa, I.; Siddique, A. (Annals of Nutrition and Metabolism, 2009)
Place: Basel Publisher: Karger WOS:000270827202303 KerkoCite.ItemAlsoKnownAs: 2339240:ZAGF2JAT 2405685:327QGPS7
Keywords: ⛔ No DOI found

A practical guide to working with Education Management Information Systems: guidance for DFID advisers (first draft) - Ellison, R (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:9HL4KU58 2405685:5PUPUE6A

The emergence of language as a complex adaptive system - Ellis, Nick C. (The Routledge Handbook of Applied Linguistics, 2010)
KerkoCite.ItemAlsoKnownAs: 10.4324/9780203835654.ch46 2339240:CPF3F2SJ 2405685:ZGGHQJX8

A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with multi-sensory impairment. - Ellis, L; Douglas, G; Hewett, R; McLinden, T; Terlektsi, E; Wotten, AM; Ware, J; Williams, L (Welsh Government, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5DZTY8BD 2405685:2FIF7LND

Challenging taken-for-granted ideas in early childhood education: A critique of Bronfenbrenner’s Ecological Systems Theory in the age of post-humanism - Elliott, Sue; Davis, Julie M. (Research handbook on childhoodnature: Assemblages of childhood and nature research, 2020)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67286-1_60 2339240:ITFV4TMX 2405685:2P57VJJA

Educational Psychology: Effective teaching, effective learning - Elliott, S N; Kratochqill, T R L; Travers, J F (McGraw-Hill, 2000)
KerkoCite.ItemAlsoKnownAs: 2339240:BP7WUZAQ 2339240:ET354M3N 2405685:7ZLLL4TX 2405685:D2PEW5FV 2405685:DMSQDRQ6 2534379:GB9U2GBY
Keywords: ___working_potential_duplicate

Report: The Impact of COVID-19 Across Africa - Elliott, Roxana (GeoPoll, 2020)
New report on coronavirus in sub-Saharan Africa including data from Kenya, Ghana, South Africa, Nigeria. COVID-19 and food security, economic impact.
EdTechHub.ItemAlsoKnownAs: 2405685:BZWXWZEE

The eLearning Africa Report 2014 - Elletson, H; MacKinnon,, A (ICWE, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:QW73IAIF 2405685:I49WJ6N6

Lessons learned from-introducing value-added performance measures in Uganda - Elks, Phil (HEART, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:BC3Q9BSL 2405685:8Z5M7R78 4656463:BQQC9G96

The impact of assessment results on education policy and practice in East Africa - Elks, Phil (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:QP2XQ2MH 2405685:SPVN38J2

The lesson study approach to professional development: Promoting teachers' peer mentoring and communities of practice and students' learning in Egypt - Elkomy, Maha M.; Elkhaial, Nevien H. (Teaching and teacher education, 2022)
The purpose of this study was to explore the impact of the lesson study (LS) approach on developing knowledge and perception of peer mentoring (PM) and communities of practice (CoPs) among kindergarten (K.G.) teachers in Egypt. It also aimed to improve students' learning in science concepts and English vocabulary due to teachers' participation in LS. A mixed methods design was employed. Results show that the LS approach provided a rich context for practicing PM experiences and helped teachers to collaborate in a CoP. Further gains were also achieved regarding students’ learning. •Effects of LS on PM and CoP among teachers were investigated.•The impact of the activities developed during LS on students' learning was assessed.•The study was composed of two samples: 21 teachers and 246 learners.•Significant results were obtained concerning teachers' knowledge and perceptions of PM and CoP.•Positive effects on students' learning of science and English were also found.
Place: OXFORD Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2021.103538 2339240:U3JC7LQW 2405685:WIDQTX75
Keywords: Community of practice; Education & Educational Research; English learning; Lesson study; Mentors; Peer-mentoring; Professional development; Professional learning; Science learning; Sciences education; Social Sciences; Teachers

Elimu | Offline Intranet Resource Centre In Garissa - Elimu Resource Centre (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:W9KYYZAG 2405685:S7LG74QC

Impact de la pandémie de COVID-19 sur l’éducation en Afrique et incidence sur le recours aux technologies: Sondage sur l’expérience et les opinions des éducateurs et spécialistes de technologies - eLearning Africa; EdTech Hub (2020)
ZenodoArchiveID: 4749654 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749654 2405685:39XPD5EM 2405685:QZ2FJC4E
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⚠️ Invalid DOI

O Efeito da COVID-19 na Educação em África e Suas Implicações para a Utilização da Tecnologia Um Inquérito sobre a Experiência e as Opiniões de Educadores e Especialistas em Tecnologia - eLearning Africa; EdTech Hub (2020)
ZenodoArchiveID: 4749656 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749656 2405685:XSK5P8VC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⚠️ Invalid DOI

The effect of Covid-19 on education in Africa and its implications for the use of technology - eLearning Africa; EdTech Hub (EdTech Hub, 2020)
ZenodoArchiveID: 4749652 previousDOI: 10.5281/zenodo.4018774 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4749652 2339240:B796SJQD 2339240:DI5RWJ4S 2405685:6MJNV8GC 2405685:TFLZLVTW
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

K-12 Egyptian Knowledge Bank Study Portal and New Form of Assessment - El Zayat, Nelly (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:38YYF6X4 2405685:4WL5PMDG

Strategy for Tanzania — Focus Area: TCPD in primary schools - El-Serafy, Yomna; Khalayleh, Abdullah; Carter, Alice; Haßler, Björn; Proctor, Jamie; Adam, Taskeen (EdTech Hub, 2021)
ZenodoArchiveID: 4742727 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4742727 2405685:BPHSJBH7
Keywords: _EdTechHub_Output

The effectiveness of technology-supported teacher professional learning communities in emergency settings - El-Serafy, Yomna; Adam, Taskeen; Hassler, Björn (Future-Proofing Teacher Education, 2022)
Professional learning communities are becoming increasingly popular in emergency settings due to their potential to be a sustainable, scalable, and grounded modality for teacher professional development. In settings where formal structures of professional development are absent or disjointed, professional learning communities respond to the urgent need to develop quality teachers. Moreover, where teachers have experienced significant trauma, such communities offer highly valued spaces for socioemotional support. Increasingly, practitioners in emergency settings are moving towards using technology to support professional learning communities, either by facilitating them entirely online or by using technology for specific components. This chapter builds upon existing literature on the use of technology in professional learning communities, both globally and in emergency settings in particular. The chapter correlates such literature to findings from primary research that involved 280 practitioners of professional learning communities in emergency settings. We demonstrate the potential for technology to significantly increase access to and effectiveness of professional learning communities in emergency settings, while laying out significant barriers to implementation.
Num Pages: 13 KerkoCite.ItemAlsoKnownAs: 2339240:5PIFL9PV 2405685:DCKRX5U6

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

Students' Acceptance of Tablet PCs and Implications for Educational Institutions. - El-Gayar, Omar F; Moran, Mark; Hawkes, Mark (Educational Technology & Society, 2011)
00039 KerkoCite.ItemAlsoKnownAs: 2129771:WD4ZS6N9 2405685:RTDX35AF
Keywords: ⛔ No DOI found

Ekitabu - Ekitabu (youtube, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:88CVSTBM 2405685:WVWZZH3Q

Impact - eKitabu (eKitabu, 2016)
Impact: Improving educational achievement outcomes, engaging students and teachers through digital content and providing access for inclusive and quality education for a…
KerkoCite.ItemAlsoKnownAs: 2339240:Z4MSYQZG 2405685:KHQ3XKD3

Developing teachers’ pedagogical practice in teaching science lessons with mobile phones: Vol 23, No 2 - Ekanayake, T.M.S.S.K.Y.; Wishart, J. (Technology, Pedagogy and Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2013.810366 2339240:NWTPELED 2405685:VP65WCLY 2405685:Z4END5P3 2534378:2YL386AV 2534378:G66QFAAT 2534378:KSGTWZ38
Keywords: CELL phones; Curriculum Implementation; ERIC; Current Index to Journals in Education (CIJE); Educational Practices; Foreign Countries; Handheld Devices; Higher Education; Instructional Development; LESSON planning; Lesson Plans; MOBILE learning; Observation; Pedagogical Content Knowledge; Postsecondary Education; Protocol Materials; SCIENCE teachers; Science Course Improvement Projects; Science Instruction; Sri Lanka; Student Evaluation; TEACHER development; TEACHING aids; Teacher Workshops; Teaching Methods; Teaching Skills; Technological Literacy; Technology Integration; Technology Uses in Education; Transcripts (Written Records); __:import:01; __:match:final; __:matched; __:study_id:2099925; ___working_potential_duplicate; __finaldtb; mobile phones; pedagogy; science; teaching and learning

Mobile phone images and video in science teaching and learning - Ekanayake, Sakunthala; Wishart, Jocelyn (Learning Media and Technology, 2014)
shortDOI: 10/ghgn5j KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2013.825628 10/ghgn5j 2405685:RFWQKYW5

COVID-19, middle level teacher candidates, and colloquialisms: Navigating emergency remote field experiences - Eisenbach, Brooke; Greathouse, Paula; Acquaviva, Caroline (Middle Grades Review, 2020)
COVID-19 challenged teacher educators and teacher candidates in ways we could have never imagined. Colloquialisms regarding the move from educator preparation to practice shifted from common truths to dynamic considerations in light of the pandemic and transition to emergency remote teaching and learning. In this essay, we share our experiences working with middle level teacher candidates during the COVID-19 pandemic. We identify the ways in which our teacher candidates rose to the challenge and demonstrated critical thinking, creativity and compassion beyond our prior expectations of rising middle level educators amidst a time of unprecedented change and uncertainty.
KerkoCite.ItemAlsoKnownAs: 2405685:RZQ44CB7
Keywords: Altruism; Communicable Diseases; Computer Mediated Communication; Cooperation; Creativity; Critical Thinking; Disease Control; Educational Technology; Interpersonal Relationship; Middle School Teachers; Preservice Teacher Education; Preservice Teachers; Seminars; Teacher Educators; Technology Uses in Education; ⛔ No DOI found

The Economics of Zero Rating - Eisenach, Jeffrey (Insights in Economics, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:JNMEL2Q8
Keywords: ⛔ No DOI found

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

Trust, Accountability and Capacity in Education System Reform | Taylor & Francis Group - Ehren, Melanie; Baxter, Jacqueline (Taylor & Francis, 2020)
This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building
KerkoCite.ItemAlsoKnownAs: 2339240:M9ZRQLZM 2405685:X6A6WE6Y

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

Critical issues in advancing the special education technology evidence base - Edyburn, Dave L. (Exceptional Children, 2013)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/001440291308000107 2339240:CEK85TUR 2405685:CZ25UJQH

Planning for the Total Cost of Edtech Initiatives - edWeb (edWeb, 2019)
Strategic planning for edtech is an endless journey—and not just because of constantly evolving hardware and software. Upgrading infrastructure, device maintenance, and ongoing professional development, in addition to program and device costs, mean tech initiatives need permanent budget lines that take into account the total cost. In the edWebinar, “Strategic Technology Planning and Investment,” which is part of CoSN’s Empowered Superintendent series for edWeb, three superintendents who’ve been in the trenches for all aspects of district edtech plans discussed effective financial planning for technology.
KerkoCite.ItemAlsoKnownAs: 2339240:M3CJMVFE 2405685:D6RP9ZAL

Rwanda's education U-turn sparks debate on mother tongue instruction - Edwards, Sophie (Devex, 2019)
Amid growing consensus that teaching in a student's mother tongue can improve learning outcomes, why are some countries switching back to European languages that most teachers and children don’t understand?
EdTechHub.ItemAlsoKnownAs: 2405685:4PRWXPW4

ঘরে বসেই শিক্ষা - EduHub Bangladesh (LearnFromHome, 2020)
ঘরে বসেই শিক্ষা
KerkoCite.ItemAlsoKnownAs: 2339240:8GSQEBBW 2405685:5FBPQTZ8

Distance Learning as a Tool for System Resilience - EducationLinks (2020)
Find related information on EducationLinks at https://www.edu-links.org/events/dist.... COVD19 has had an unprecedented impact on educational systems across the world and required school systems to pivot to remote learning in mass. This panel discussion webinar explored the lessons learned, opportunities and challenges presented by this shift, and identified ways that distance learning modalities can continue to contribute to making educational systems more flexible, adaptable and inclusive of students who may be poorly served by traditional models. Experts from EDC, EdTech Hub, WorldReader and USAID/Egypt shared their insights on how distance learning can strengthen educational outcomes for students across the sector. This event was part of the Global Education Learning Series, learn more about the series at https://www.edu-links.org/LearningSeries
ZenodoArchiveID: 4706933 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706933 2339240:4WU2C356 2405685:4PVHDPR5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodoETH

Text Books Download - Educational Publications Department (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:YA95HWR7 2405685:P7QN9TUZ

Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone - Education Workforce Initiative (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XCXZB356 2405685:67AH3BDQ

COVID-19 education equity guide: Digital access - Education Trust (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HUV6IV79 2405685:BDGVTJQV

Pakistan Education Sector Working Group flood response performance monitoring dashboard (as of 28 February 2023) - Pakistan | ReliefWeb - Education Sector Working Group (2023)
Infographic in English on Pakistan about Contributions, Coordination, Flash Flood, Flood and more; published on 9 Mar 2023 by Education Cluster, Save the Children and 2count other organizations
KerkoCite.ItemAlsoKnownAs: 2339240:5CQRIMY5 2405685:TQ27WTTI

EEF Evidence Database Coding Guide – Main Data Extraction - Education Endowment Foundation; Durham University (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:NYKWCQ8P 2405685:UY33TCG5
Keywords: _yt:a

Abracadabra (ABRA) - Education Endowment Foundation (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:YLWE42F5

Best evidence on impact of Covid-19 on pupil attainment - Education Endowment Foundation (EEF, 2022)
The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.
KerkoCite.ItemAlsoKnownAs: 2339240:BF65F3XR 2405685:28W82R5T

Collaborative learning - Education Endowment Foundation (2018)
Toolkit Strand: Collaborative learning, Moderate impact for very low cost, based on extensive evidence.
KerkoCite.ItemAlsoKnownAs: 2405685:XZTVAWVE

Feedback - Education Endowment Foundation (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:BV4UWW34

Peer Tutoring - Education Endowment Foundation (Education Endowment Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XUX39MF7 2405685:TVRIGR3Z

Remote Learning: Rapid Evidence Assessment - Education Endowment Foundation (Education Endowment Foundation, 2020)
This rapid evidence assessment aimed to investigate methods that schools could use to support remote learning during school closures caused by the 2020 coronavirus pandemic (Covid-19). The review sought to find the best evidence behind the wide array of approaches that schools might choose to use during the crisis. The review systematically searched for/through existing meta-analyses and systematic reviews to find the best evidence for a wide range of approaches. In addition to the direct teaching of pupils online by teachers, the review also found evidence for approaches that pupils can use independently, including with technology that adapts the content of tasks in order to provide additional challenge or support, educational games, and for approaches that support peer interaction. The review also examined blended learning approaches, which combine remote and classroom teaching. While these approaches may not be directly applicable during school closures, they were included in case there were useful lessons to be learned that were relevant to the current context of home learning. This report summarises the findings from 60 systematic reviews and meta-analyses answers under five key topic areas: - General remote teaching and learning - Blended learning - Computer-supported collaborative learning - Computer assisted instruction - Educational games Another crucial aspect of supporting pupil’s learning is parental engagement. Parental engagement approaches are beyond the scope of this review, but an existing EEF guidance report, Working with Parents to Support Children’s Learning (2019), and accompanying evidence review summarise the best available evidence for engaging parents in their children’s education. In each section, we have detailed the included reviews and listed Findings and implications drawn from the evidence. We have also highlighted case studies from projects funded by the Education Endowment Foundation in which similar approaches have been rigorously evaluated in English schools.
ZenodoArchiveID: 4477023 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4477023 2259720:VZ7YJUFN 2339240:85V26WNW 2339240:HGMUANP7 2339240:JIW4TDS5 2339240:VJ8WRVRV 2405685:8ASGAE9Q 2405685:GPMMTF99 2405685:HCC97T3B 2405685:LW2NDPNQ 2405685:V3SZZR28
Keywords: Methods; _DOILIVE; _EdTechHub_Output; _L:English UXZJW5DR; _MELA_seen; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Online and distance teaching and learning A32ARSFK; _cover:other:ok; _zenodo:submitted; _zenodoETH

Remote professional development: Rapid Evidence Assessment - Education Endowment Foundation (Education Endowment Foundation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9Z2E8WGM 2405685:PSHGMLJ5

Teaching and Learning Toolkit - Education Endowment Foundation (2020)
An accessible summary of the international evidence on teaching 5-16 year-olds
Library Catalog: educationendowmentfoundation.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:JFQH43A7 2405685:QBGJWSD6 2405685:YBHMG6AV
Keywords: C:England

Tuned in to Student Success: Assessing the Impact of IRI - Education Development Center, Inc. (2009)
This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas.
KerkoCite.ItemAlsoKnownAs: 2339240:RXJXAI35 2405685:JCHFPDXZ

Zambia QUESTT IRI - Education Development Center, Inc. (Airbel Impact Lab, 2020)
As Zambia’s out-of-school orphan population soared to 800,000 in 2000, the United States Agency for International Development (USAID) supported the creation of the Taonga Market Interactive Radio Instruction (IRI) program to help the Zambian Ministry of Education provide those orphans and other vulnerable children with a quality education using IRI.
KerkoCite.ItemAlsoKnownAs: 2339240:53AKZDX7 2405685:R6B69K5W

Somalia Interactive Radio Instruction Program - Education Development Center (EDC) (2020)
The Somali Interactive Radio Instruction Program (SIRIP) advances stabilization in Somalia by delivering education in a precarious situation and by giving children the capabilities they will need to actively participate in society.
KerkoCite.ItemAlsoKnownAs: 2339240:DHLUF4HU 2339240:JLI4JBIF 2405685:DEYIMTWC 2405685:GXF6PCDZ
Keywords: ⛔ No DOI found

Advancing Youth Project: Interactive Audio Instruction Program in Liberia - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:A5DU5UUV 2405685:GP68D93N

Audio Now!: Responding to COVID-19 - Education Development Center (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q5CZT734 2405685:UFMKDU84 Q5CZT734

Learning at Home in Times of Crisis Using Radio - Education Development Center (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EWN34YG4 2405685:JR56L8PR

Learning in the Time of Ebola - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:4XGCPT9M 2405685:5RLGRBT3

Radio Instruction to Strengthen Education and Zanzibar Teacher Upgrading by Radio: Post Project Evaluation - Education Development Center (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:JURP6FM4 2405685:L5ZIDJJB

Gilgit-Balitstan Education Strategy 2015-2030 - Education Department Gilgit-Baltistan (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:YCSMH4HH 2405685:US3T2YSD

Commission Chair Gordon Brown’s keynote at the Education Disrupted, Education Reimagined WISE Summit - Education Commission (Education Commission, 2020)
It’s a real pleasure to speak to the WISE conference – to thank the Salzburg Global Seminar and WISE, particularly Sheikha Moza for organizing this, and to say that I thought that the initial remarks that we had from Asmaa and from Stavros were inspirational...
Section: Updates KerkoCite.ItemAlsoKnownAs: 2339240:ZCR786D4 2405685:LU9L9WIL

Transforming the Education Workforce: Learning Teams for a Learning Generation - Education Commission (Education Commission, 2019)
The Education Commission's vision to strengthen, diversify, and transform the education workforce to deliver inclusive, quality education for all.
KerkoCite.ItemAlsoKnownAs: 2339240:HFEU63QF 2339240:KAFI2DU8 2339240:Y46JESVZ 2405685:7JBG673D 2405685:AG66GV8B 2405685:J99WFZ9L 2405685:MF5UMTVS 2405685:PBVSSI2T 2405685:RZINF2DS 2534378:UMCUKS9F
Keywords: C: International; ___working_potential_duplicate

Accelerated Education Programming - Educate a Child (2016)
Many of the Educate a Child (EAC) partnerships implement accelerated education programs. This paper is a basic survey of several selected partner projects designed to situate EAC’s work within a broader context. Findings indicate that partners approach accelerated education in very different ways, responding to local contexts in order to serve OOSC needs. Further research is needed to explore the various successes and lessons learned from EAC support to accelerated education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZH9EV95S 2405685:X6T6UE7Y

EdTech Tulna Standards - EdTech Tulna (2020)
The EdTech Tulna standards define a set of expectations for the design of EdTech products
KerkoCite.ItemAlsoKnownAs: 2339240:578BVEVC 2405685:TZ2LIWKC

Knowledge Pack: Assistive Technologies - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MHY6CHRW

Knowledge Pack: Cloud for Education. - EdTech team (World Bank Group, 2022)
Cloud for Education Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:9GB86CPF

Knowledge Pack: Devices for education - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DIGM2JYH

Knowledge Pack: Digital Teaching and Learning - EdTech team (World Bank Group, 2022)
Digital Teaching and Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:ATH52VLA

Knowledge Pack: EMIS 2.0: Learning And Accountability System Architecture (LASA) - EdTech Team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MTJV6RV3 2405685:59NITM5B 2405685:VFAKS428

Knowledge Pack: Innovation Ecosystems - EdTech team (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:PEP7ACJ3

Knowledge Pack: Learning Management Systems for Education - EdTech team (World Bank Group, 2022)
Learning Management Systems for Education : Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:PYD59GQG

Knowledge Pack Procurement - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:S5KVIKRT

Knowledge Pack: Teachers’ skills and skills frameworks for remote and blended learning - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TQEYJNHJ

Knowledge Pack: Technologies for personnalized and adaptive learning - EdTech team (World Bank Group, 2022)
Technologies for Personalized and Adaptive Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:NNMIG6ZV

Knowledge Pack: Technology for literacy - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DXJYPN6T

EdTechTools Relaunched with TVET Resources - EdTech Hub; Generation Unlimited (EdTech Hub, 2021)
EdTechHub, Generation Unlimited (GenU), UNESCO and UNESCO-UNEVOC have joined forces to relaunch EdTechTools (formerly the Tools Database): a global repository of education technology tools and platforms designed to help decision makers at all levels in the global education and training community find resources that facilitate and support remote learning. More than a year after the world experienced an education disruption…
KerkoCite.ItemAlsoKnownAs: 2405685:HNAI38V8
Keywords: _EdTechHub_Output

The Impact of GIS-Supported Teacher Allocation in Sierra Leone - EdTech Hub; Education Commission; Fab Inc. (EdTech Hub, 2022)
ZenodoArchiveID: 5596875 ZenodoArchiveConcept: 5596874 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 10.5281/zenodo.6504993 10.53832/edtechhub.0055 2405685:HT8ZGKAB 2405685:QAH4K4D6 2405685:SE5JPCX2
Keywords: HLR3; _r:AddedByZotZen

Developing a teacher-focused theory of change for technology-enhanced teaching and learning - EdTech Hub Team (2021)
Internal Brief
KerkoCite.ItemAlsoKnownAs: 2405685:2SL6PDSS

EdTech Hub Quarterly Report October to December 2020 - EdTech Hub Team (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:5X7TAC2B 2405685:5X7TAC2B;10.5281/zenodo.4354796

Engaging in Pakistan’s EdTech Ecosystem: A strategy for UNICEF's engagement in the technology-facilitated learning arena in Pakistan - EdTech Hub Team (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6477003 10.53832/edtechhub.0092 2405685:G3WPBFNZ
Keywords: _r:AddedByZotZen

Les Technologies De L’enseignement Et Le Covid-19 - 10 Choses À Savoir - EdTech Hub Team (2021)
ZenodoArchiveID: 4709702 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709702 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Pakistan Landscape Analysis Inception Report: UNICEF Inception Report - EdTech Hub Team (EdTech Hub, 2022)
Based on the growing access to technology, and the lessons learned from the experiences during the Covid-19 school closures, the Ministry of Federal Education and Professional Training (MoEFPT) has identified the formalisation of a strategy to develop and implement technology-based learning approaches as an immediate national priority. UNICEF Pakistan is developing a strategy to guide its engagement in the technology-facilitated learning space in Pakistan. This strategy will identify how both low- and high-tech learning modalities can be scaled to improve access to and the quality of learning for all Pakistan’s children and adolescents, including the most marginalised. This strategy will be underpinned by a rigorous review of the technology-enhanced learning landscape in Pakistan. EdTech Hub has supported governments and development partners globally to research, design, implement, and evaluate EdTech-related programmes to support education service delivery both during school closures and since reopenings have commenced. EdTech Hub will support UNICEF to undertake the aforementioned landscape review, focused specifically on EdTech tools that are being used for student learning in Pakistan. EdTech Hub will then collaborate with UNICEF to develop a strategy for UNICEF’s engagement in the technology-facilitated learning arena. This inception report sets out the scope of work for this partnership. The remainder of the report contains the following sections. Keywords:marginalised learners; EdTech tools; Pakistan; UNICEF; inception report; MoFEPT An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5032936 10.5281/zenodo.5142392 10.53832/edtechhub.0094 2405685:G9DHSZ57 2405685:HL6BNMQZ
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Summary Brief: Problem Analysis and Focus of EdTech Hub’s Work - EdTech Hub Team (EdTech Hub, 2021)
ZenodoArchiveID: 4612141 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4612141 2339240:M4WB4UIZ 2405685:GNY5ZSWM
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

تكنولوجيا التعليم وجائحة كوفيد 19 - .10 أشياء يجب معرفتها - EdTech Hub Team (2021)
ZenodoArchiveID: 4709700 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709700 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:VJ488Z7L
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Call for ideas for EdTech responses to coronavirus (COVID-19) - EdTech Hub (EdTech Hub, 2020)
UPDATE: The call is now closed We’ve opened a sub-window in partnership with UNHCR for refugee related ideas that respond to COVID-19 school closures. Find full details here. Our call for ideas to respond to the learning emergency caused by COVID-19 school closures is now closed. We have been delighted and overwhelmed by the huge number […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707758 2405685:CZ9F7VZ2
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Cost-effective EdTech Paper 3: Internal Guidance Note - EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7324136 ZenodoArchiveConcept: 7324135 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7324136 10.53832/edtechhub.0153 2405685:GIG4SXEC
Keywords: _r:AddedByZotZen

Cost-Effective Technology Approaches to Improve Education Outcomes for Girls: Learning from 41 Girls’ Education Challenge projects - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596887 ZenodoArchiveConcept: 5596886 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0060 2405685:8ZWX2JI5

Designing for Scale: Understanding design principles and learning process for a personalised learning platform in Kenya - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596448 ZenodoArchiveConcept: 5596447 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0053 2405685:27K3U5W4

Digital Personalised Learning to Improve Numeracy Outcomes in Kenyan Primary School Classrooms - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596872 ZenodoArchiveConcept: 5596871 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0054 2405685:4N5VUGJG

EdTech companies in Sub-Saharan Africa - EdTech Hub (Airtable, 2020)
Explore the "EdTech companies in Sub-Saharan Africa (see https://tabsoft.co/338AGht for visuals)" view on Airtable.
KerkoCite.ItemAlsoKnownAs: 2339240:J7JR8C2K 2405685:64SY5VBN

EdTech Hub: Resources from other organisations - EdTech Hub (EdTech Hub, 2020)
Response efforts and collated resources Global Partnership for Education (GPE)’s response and resources INEE (Inter-Agency Network for Education in Emergencies) collated resources organised by theme COVID-19 ICT4E resources from mEducation Alliance members UNESCO’s response to COVID-19 including information about distance learning tools and national platforms UNHCR’s guidance on distance learning World Bank resources to help […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707760 2339240:6Q943EP5 2405685:Y76SNV85
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Interventions Database - EdTech Hub (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3P7HKD8E 2405685:38GA4ZAF

EdTech Systems Research - EdTech Hub (EdTech Hub, 2022)
ZenodoArchiveID: 5596889 ZenodoArchiveConcept: 5596888 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0061 2405685:MDEEA895

Education system management / EMIS / education data – EdTechTools - EdTech Hub (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:YGEJ34XE 2405685:GTJ3R8F6 4656463:ZZTLJD2P

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

How the Government of Sierra Leone is improving its Education Data Hub - EdTech Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707884 2339240:6XDHWICN 2405685:7FQR6GZK 2405685:Y22H6PQD
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Low-Tech Personalised Learning to Improve Girls' Education in Kenya - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596885 ZenodoArchiveConcept: 5596884 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0059 2405685:7TUWEUKZ

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - EdTech Hub (2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 2405685:EVU4DEWP 4042040:T3S2AEMN

Open educational resources - EdTech Hub (EdTech Hub, 2020)
As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707762 2405685:8HVQCGY9 2405685:XFLWPJ5R
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Optimising Messaging to Promote Returns to School in Ghana for Marginalised Learners - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596883 ZenodoArchiveConcept: 5596882 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0058 2405685:DMVKGJWQ

Our Strategy, Part 1: Empowering decision-makers with evidence to improve learning for all - EdTech Hub (EdTech Hub, 2022)
For the last five months, EdTech Hub has been exploring and refining our strategy for advancing evidence in EdTech for low- and middle-income countries. We invite you to explore our thinking for how we will carry out this mission within our context and in partnership with the global EdTech community. Verna Lalbeharie, Executive Director Acknowledgements Thank you to all of…
KerkoCite.ItemAlsoKnownAs: 2339240:AMV4DLSG 2339240:VADKXL3E 2405685:5ZYSLE8K 2405685:TLLYS3BK

Our Strategy, Part 2: Deep dive into our approach, focus countries, and theory of change - EdTech Hub (EdTech Hub, 2022)
In Part 2 of our strategy, we go deeper into EdTech Hub’s integrated approach to how we work, where we work, and how that comes together with our topics to inform our theory of change. Verna Lalbeharie, Executive Director The EdTech Hub integrated approach We do research because it is imperative to build deep quantitative and qualitative insight regarding how…
KerkoCite.ItemAlsoKnownAs: 2339240:7DMT34XG 2339240:TFZQRG6B 2405685:8AMLEXFH 2405685:TFAGI64Q

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

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

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

The Impact of a Tech-Supported, School-Based TCPD Model on Learning Outcomes in Tanzania - EdTech Hub (EdTech Hub, 2021)
ZenodoArchiveID: 5596877 ZenodoArchiveConcept: 5596876 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0056 2405685:PFMSZZ8N

Value for Money Policy and Procedure - EdTech Hub (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DLHKFUVC 2405685:V6TUMYRQ

Innovation Ecosystem Knowledge Pack - EdTech Core Team; Applebaum, Hallie Rocklin (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:XQZHPSRK

Knowledge Pack: Remote phone-based formative assessment - EdTech and LEeP team (2022)
Remote Phone-Based Formative Assessment Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:L8XNUK2C

Edo State Universal Basic Education Board – Education for all! - EdoBEST (2020)
Library Catalog: subeb.edostate.gov.ng KerkoCite.ItemAlsoKnownAs: 2405685:VRER57XS

Centre for National Distance Learning and Open Schooling (CENDLOS) - Editor (COMOSAConnect, 2017)
Centre for National Distance Learning and Open Schooling (CENDLOS) Contact: Joshua C. Mallet, Director Address: C27 Onyasia Crescent, Roman Ridge, PO Box 1627, Castle Osu, Accra, Ghana Phone: 233 3…
Library Catalog: comosaconnect.org EdTechHub.ItemAlsoKnownAs: 2405685:446NUNEW

Edify | Liberia - Edify (Edify, 2020)
Edify began operations in 2013. We have impacted 74,248 students with a Christ-centered education.
Library Catalog: www.edify.org KerkoCite.ItemAlsoKnownAs: 2339240:AGTSY5V3 2405685:67383EA7

Theory of Technical Systems: Educational Tool for Engineering - Eder, Wolfgang Ernst (Universal Journal of Educational Research, 2016)
Hubka's theory of technical systems (TTS) is briefly outlined. It describes commonalities in all engineering devices, whatever their physical principles of action. This theory is based on a general transformation system (TrfS), which can be used to show engineering in the contexts of society, economics and historic developments. The life cycle of technical systems consists of seven major TrfS, each consisting of further product-specific TrfS. From this TTS, Hubka derived a methodology as voluntary guide to systematic design engineering, for application when an intuitive approach based on experience proves to be ineffective. This approach to engineering design is distinct from more artistic designing. The methodology applies to novel design problems, and to re-design. Some educational aspects are developed to show the range of knowledge needed for engineering designing. Operators of a TrfS are also TrfS–illustrated by observing the management systems in the TS-life cycle. Connections to the general economy, and its financial consequences, are shown on TS-life cycle LC4 with its supply chain, and on LC6 and LC6A, with the need to service the operating product, and to establish supply and distribution chains. Transformation systems are hierarchical, each TrfS is a sub-system to a more complex system–each sub-system can be viewed as a TrfS, leading to a repeating use of the same design methodology for sub-systems. Invention and innovation in TrfS can be shown (historically) to alter the state of society, beneficially and adversely. A comparison with a different methodology is mentioned.
Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2016.040617 2339240:FVVUWULC 2405685:QSI4NDTZ
Keywords: Comparative Analysis; Design; Engineering Education; Engineering Technology; Management Systems; Methods; Problem Solving; Systems Approach; Theories

What Is Agile Methodology: A Primer on Moving Fast - Edell, Patrick (AngelList Blog, 2019)
Everything you need to know about agile methodologies and its many frameworks.
KerkoCite.ItemAlsoKnownAs: 2339240:Y7NF9Q4W 2405685:ZHA5T29U

Under what conditions do inspection, monitoring and assessment improve system efficiency, service delivery and learning outcomes? Systematic Review - Eddy-Spicer, David; Ehren, Melanie; Bangpan, Mukdarut; Khatwa, Meena; Perrone, Frank (UCL Institute of Education, 2016)
This review is on the poorest and most marginalised. It is a realist synthesis of school accountability in low- and middle-income countries
KerkoCite.ItemAlsoKnownAs: 2339240:9FP5E9H2 2405685:D85HT9MN 4656463:ZHN6JUVY

Final Report of the Somali Interactive Radio Instruction Program - EDC; USAID (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:L6VKIBT2 2405685:X8BKJ6LT

Learning in the Time of Ebola - EDC (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:AGQVB3I9 2405685:IMQ3NAEC IMQ3NAEC

Brazil faces hard spending choices in 2021 - Economist (The Economist, 2020)
The poor received huge welfare payments during the pandemic. These may soon dry up
KerkoCite.ItemAlsoKnownAs: 2339240:NSSWWKMS 2405685:63DDX3X9 4656463:9LCCY4W5

Pakistan is home to the most frenetic education reforms in the world - Economist (The Economist, 2018)
Reformers are trying to make up for generations of neglect
KerkoCite.ItemAlsoKnownAs: 2339240:YEAF5JMF 2405685:XI9CLLJE

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

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

Tips for fostering students' self-regulated learning in asynchronous online learning environments - Ebner, Rachel J. (Faculty Focus | Higher Ed Teaching & Learning, 2020)
For students who lack self-regulated learning skills, asynchronous, online learning can be extremely challenging and overwhelming.
KerkoCite.ItemAlsoKnownAs: 2339240:JCZ9N6WT 2405685:3X5Z9RJL

How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the Gambia - Eble, Alex; Frost, Chris; Camara, Alpha; Bouy, Baboucarr; Bah, Momodou; Sivaraman, Maitri; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Brady, Tony; Gawron, Piotr; Vansteelandt, Stijn; Boone, Peter; et al. (Journal of Development Economics, 2021)
Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining three interventions known to be separately effective. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in rural India. After three academic years, Gambian children allocated to the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. Our results demonstrate that, in this type of area, aggressive interventions can yield far greater learning gains than previously shown.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102539 2339240:SYNTYYVY 2405685:NWHCQ652 4656463:APB653HY

Stakeholder Analysis for Educators: Obtaining Support and Reducing Obstacles - Ebitz, David (Journal of Museum Education, 2010)
Stakeholder analysis is a tool that can help museum edu cators identify and assess the potential influence of key people, groups of people, constituencies, and institutions on the success of their plans and programs. Educators, skilled at working with people, can use their well honed interpersonal skills to understand networks of relationships to an ticipate the kind of influence, positive or negative, individuals or groups may render to support or hinder initiatives in the face of potential oppor tunities or reduced budgets.
KerkoCite.ItemAlsoKnownAs: 10.1080/10598650.2010.11510665 2339240:DL5YDJC9 2405685:IS9BMREJ

EdTech in Zimbabwe: A Rapid Scan - Dzinotyiweyi, Monica; Taddese, Abeba (EdTech Hub, 2020)
ZenodoArchiveID: 5652131 previousshortDOI: 10/ghgnd5 previousDOI: 10.5281/zenodo.3903838 shortDOI: 10/ghgnd5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3903838 10.53832/edtechhub.0040 10/ghgnd5 2339240:L6LPKDJD 2405685:G4UUX5P3
Keywords: C:Zimbabwe; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

Introducing the EdTech Hub Specialist Network - Dzinotyiweyi, Monica; Mullan, Joel (EdTech Hub, 2020)
What is the Specialist Network? We’re an international group of experts with substantial practical experience in developing and implementing education and EdTech programmes around the world. The Specialist Network allows the EdTech Hub to draw on a wide range of context-specific and subject-specific experience and expertise. We have a particular focus on supporting the Hub’s Helpdesk, providing additional capacity to…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708248 2405685:CK8F2SMX
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Guidance on Facilitation of E-Learning - Dzinotyiweyi, Monica; Chuang, Rachel; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396251 10.53832/edtechhub.0087 2405685:CMEQA5F7
Keywords: F: Helpdesk response; _r:AddedByZotZen

Checklists for external validity: a systematic review - Dyrvig, Anne-Kirstine; Kidholm, Kristian; Gerke, Oke; Vondeling, Hindrik (Journal of Evaluation in Clinical Practice, 2014)
Rationale, aims and objectives The quality of the current literature on external validity varies considerably. An improved checklist with validated items on external validity would aid decision-makers in judging similarities among circumstances when transferring evidence from a study setting to an implementation setting. In this paper, currently available checklists on external validity are identified, assessed and used as a basis for proposing a new improved instrument. Method A systematic literature review was carried out in Pubmed, Embase and Cinahl on English-language papers without time restrictions. The retrieved checklist items were assessed for (i) the methodology used in primary literature, justifying inclusion of each item; and (ii) the number of times each item appeared in checklists. Results Fifteen papers were identified, presenting a total of 21 checklists for external validity, yielding a total of 38 checklist items. Empirical support was considered the most valid methodology for item inclusion. Assessment of methodological justification showed that none of the items were supported empirically. Other kinds of literature justified the inclusion of 22 of the items, and 17 items were included on the basis of consensus. On 36 occasions, the items were presented without methodological justification for inclusion. Assessment of frequency/occurrence showed that items were mentioned in one to at most 17 checklists. Conclusion This paper provides building blocks for the development of a new checklist for external validity. The next step is provision of empirical evidence for the checklist items to be selected, and finally, development and validation of a checklist on external validity.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jep.12166 KerkoCite.ItemAlsoKnownAs: 10.1111/jep.12166 2405685:4LJI6ICN
Keywords: checklist; evidence-based practice; external validity; methodology; quality assessment; transferability

Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort Report to Congress March 2007 - Dynarski, Mark (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:CJDX8758 2405685:FD9JZK3F
Keywords: ⛔ No DOI found

Online initial teacher education: a systematic review of the literature - Dyment, Janet E; Downing, Jillian Jane (Asia-Pacific Journal of Teacher Education, 2020)
This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2019.1631254 2405685:PQW9NJSC
Keywords: Online; blended; initial teacher education; pre-service; systematic review; teacher education

Sustaining learner participation and progression through networked schooling: a systemic approach for Mobile Out of School Children - Dyer, C.; Echessa, E. (International Journal of Educational Development, 2019)
Despite repeated calls for education systems to respond flexibly to enable all children to participate in formal education, limited progress has been made for those we term Mobile Out of School Children (MOOSCs). Livelihood-related mobility often precipitates a process of learner drop out during the year. Retention of such children, and reducing the risk of their relapsing into MOOSC status, requires a re-framing of ‘school’ as a spatially dispersed system, or network, to accommodate learner movement. Networked schooling for children in mobile pastoralist communities in Ethiopia embeds formal education within mobile pastoralists’ resource management practices and orientates service provision accordingly. Although it is resource-intensive, networked schooling enables the requisite flexibility to support retention of pastoralist and other mobile learners. It of significant interest to global effort towards leaving none behind, particularly in the global drylands and other contexts where climate change is making learner mobility increasingly complex, and the need for a systemic response ever more pressing.
shortDOI: 10/ggjq9n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2018.11.002 10/ggjq9n 2339240:2ZQYMQNZ 2405685:5RL4Q5RD

Life planning by digital storytelling in a primary school in rural Tanzania - Duveskog, Marcus; Tedre, Matti; Sedano, Carolina Islas; Sutinen, Erkki (Educational Technology & Society, 2012)
Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning.
KerkoCite.ItemAlsoKnownAs: 2339240:RY6T9AGL 2405685:KW2JCTF6
Keywords: ⛔ No DOI found

Working for my dreams - a Tanzanian OLPC experience - Duveskog, M.; Sedano, C. I.; Sutinen, E. (2010 IST-Africa, 2010)
Students at Tumaini University in Tanzania won a prestigious OLPC project where Ukombozi primary school in Tanzania was given 100 XO laptops for the children at the school. After teachers and students had undertaken basic training in using the laptops the workshop “Working for my Dreams” was organized at the school. The XO laptop, specially designed for young learners in developing countries showed a number of short comings including the poor functionality of the mouse, difficulties in installing additional applications and the limited storage space, which raised several questions around the technology and its usefulness. Much time was spent on figuring out solutions on how to use the XO laptops for basic things such as showing recorded videos in the browser which would have been minor tasks on any other commercially available platform. The outcome of the workshop was however a success and XO was eventually able to perform according to our needs for the workshop. We will evaluate the XO platform based on the context of Ukombozi primary school and on the tasks required of the XO laptop for the success of the workshop. The technical challenges encountered during the workshop and our solutions in overcoming the challenges will be discussed.
KerkoCite.ItemAlsoKnownAs: 2339240:JL9XPEWL 2405685:PG3IVJWK
Keywords: Conferences; Context; Educational institutions; Human immunodeficiency virus; Materials; OLPC; OLPC project; Portable computers; Tanzania; Tumaini University; Ukombozi primary school; XO; XO laptops; application installation; computer based training; context; developing countries; dreams; educational institutions; laptop computers; mouse; mouse controllers (computers); storage space; training; working for my dreams; workshop; ⛔ No DOI found

The effect of instructional material design process to mathematics teacher candidates' TPACK - Durusoy, Okan; Karamete, Aysen (European Journal of Education Studies, 2018)
It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1222082 2405685:Z8PNPHM8 2534378:R5TGHBGN 2534378:TVJIU5KV
Keywords: ERIC; Resources in Education (RIE); Foreign Countries; Higher Education; Instructional Design; Instructional Materials; Material Development; Mathematics Education; Mathematics Teachers; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Scores; Technological Literacy; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096821; __finaldtb; _not_EdTechHub

How to select, calculate, and interpret effect sizes - Durlak, Joseph A. (Journal of Pediatric Psychology, 2009)
The objective of this article is to offer guidelines regarding the selection, calculation, and interpretation of effect sizes (ESs). To accomplish this goal, ESs are first defined and their important contribution to research is emphasized. Then different types of ESs commonly used in group and correlational studies are discussed. Several useful resources are provided for distinguishing among different types of effects and what modifications might be required in their calculation depending on a study's purpose and methods. This article should assist producers and consumers of research in understanding the role, importance, and meaning of ESs in research reports.
KerkoCite.ItemAlsoKnownAs: 10.1093/jpepsy/jsp004 2339240:VIP48LY8 2405685:PNEQWL2D

Autism screening and diagnosis in low resource settings: Challenges and opportunities to enhance research and services worldwide - Durkin, Maureen S.; Elsabbagh, Mayada; Barbaro, Josephine; Gladstone, Melissa; Happe, Francesca; Hoekstra, Rosa A.; Lee, Li-Ching; Rattazzi, Alexia; Stapel-Wax, Jennifer; Stone, Wendy L.; Tager-Flusberg, Helen; Thurm, Audrey; et al. (Autism Research: Official Journal of the International Society for Autism Research, 2015)
Most research into the epidemiology, etiology, clinical manifestations, diagnosis and treatment of autism is based on studies in high income countries. Moreover, within high income countries, individuals of high socioeconomic status are disproportionately represented among participants in autism research. Corresponding disparities in access to autism screening, diagnosis, and treatment exist globally. One of the barriers perpetuating this imbalance is the high cost of proprietary tools for diagnosing autism and for delivering evidence-based therapies. Another barrier is the high cost of training of professionals and para-professionals to use the tools. Open-source and open access models provide a way to facilitate global collaboration and training. Using these models and technologies, the autism scientific community and clinicians worldwide should be able to work more effectively and efficiently than they have to date to address the global imbalance in autism knowledge and at the same time advance our understanding of autism and our ability to deliver cost-effective services to everyone in need.
KerkoCite.ItemAlsoKnownAs: 10.1002/aur.1575 2339240:VPT8E92I 2405685:ZJU7T2BU
Keywords: Autistic Disorder; Developing Countries; Global Health; Health Services Accessibility; Humans; Internationality; Research; diagnosis; early detection; epidemiology; intervention

Parental involvement as an important factor for successful education - Đurišić, Maša; Bunijevac, Mila (Center for Educational Policy Studies Journal, 2017)
To comply with the system of integrated support for their students, schools need to build partnership with parents and develop mutual responsibility for children's success in the educational system. In this way, parental involvement are increased, parents' effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system. Considering the importance of parents' participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community) and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model) of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.
KerkoCite.ItemAlsoKnownAs: 2339240:9IY7D2UD 2405685:5JN4MSQZ
Keywords: ⛔ No DOI found

9 avantages la technologie en classe & 18 façons de l’intégrer dans ses cours - Duquesnoy, Maxime (PortailEduc, 2018)
Le site Jen Reviews propose un article intéressant sur les apports et l’intégration de la technologie dans ses enseignements. L’article (en anglais) est disponible via le lien Cet artic…
Library Catalog: portaileduc.net EdTechHub.ItemAlsoKnownAs: 2405685:N33JHTS7

Tablet vs. Paper: The Effect on Learners' Reading Performance. - Dundar, Hakan; Akcayir, Murat (International Electronic Journal of Elementary Education, 2012)
00007 KerkoCite.ItemAlsoKnownAs: 2129771:RGAHPBS9 2405685:3EE4XZP3
Keywords: ⛔ No DOI found

Digital mismatch: Expectations and realities of digital competency amongst pre-service education students - Duncan-Howell, Jennifer (Australasian Journal of Educational Technology, 2012)
Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a digital expectation and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital technologies and they expect to use their digital skills throughout their personal and professional lives. These expectations have been either largely ignored or have failed to be understood by universities, resulting in a mismatch between student expectations and their experiences. However, the teaching staff within universities may be ill-prepared to meet these demands, either due to being non-users or exhibiting the same or lower levels of digital fluency as their students. The mismatch between student expectations and the reality is highlighted by an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university. The study will present clear evidence that students' digital expectancy should be considered when planning and improving learning environments.
Number: 5 zotzenLib.CopiedFrom: 2339240:2CK7YFH8 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.819 2339240:2CK7YFH8 2405685:JM9PRADZ

Governance, complexity, and resilience - Duit, Andreas; Galaz, Victor; Eckerberg, Katarina; Ebbesson, Jonas (Elsevier, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:56KLFLGR 2405685:LTUZFYI9

Incentives work: Getting teachers to come to school - Duflo, Esther; Hanna, Rema; Ryan, Stephen (American Economic Review, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1257/aer.102.4.1241 2339240:SGHUYHRZ 2405685:27NFBCPU

Monitoring works: Getting teachers to come to school - Duflo, Esther; Hanna, Rema (National Bureau of Economic Research, 2005)
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/w11880 2339240:AQRALELS 2405685:2C6VSE3T

Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (American Economic Review, 2011)
To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15)
KerkoCite.ItemAlsoKnownAs: 10.1257/aer.101.5.1739 2339240:W5VT6F6A 2405685:98PTSC94
Keywords: Analysis of Education; Public Sector Labor Markets; Economic Development: Human Resources; Human Development; Income Distribution; Migration

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Journal of Public Economics, 2015)
Some education policymakers focus on bringing down pupil–teacher ratios. Others argue that resources will have limited impact without systematic reforms to education governance, teacher incentives, and pedagogy. We examine a program under which school committees at randomly selected Kenyan schools were funded to hire an additional teacher on an annual contract renewable conditional on performance, outside normal Ministry of Education civil-service channels, at one-quarter normal compensation levels. For students randomly assigned to stay with existing classes, test scores did not increase signiﬁcantly, despite a reduction in class size from 82 to 44 on average. In contrast, scores increased for students assigned to be taught by locally-hired contract teachers. One reason may be that contract teachers had low absence rates, while centrally-hired civil-service teachers in schools randomly assigned contract teachers endogenously reduced their effort. Civil-service teachers also captured rents for their families, with approximately 1/3 of contract teacher positions going to relatives of existing teachers. A governance program that empowered parents within school committees reduced both forms of capture. The best contract teachers obtained civil service jobs over time, and we estimate large potential dynamic beneﬁts from supplementing a civil service system with locally-hired contract teachers brought in on a probationary basis and granted tenure conditional on performance.
shortDOI: 10/f68tj3 KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2014.11.008 10/f68tj3 2405685:MC4383YQ

Experimental Evidence on Alternative Policies to Increase Learning at Scale - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 2405685:3SSITSBR

External Validity: Four Models of Improving Student Achievement - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)
Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in speciﬁc settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost eﬀectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.
shortDOI: 10/ghgnd9 KerkoCite.ItemAlsoKnownAs: 10.3386/w27298 10/ghgnd9 2405685:YXBSPAQ7
Keywords: C:Ghana